THE ROLE OF TECHNOLOGY AS A FACILITATOR IN LEARNING AND TEACHING ESL AT THE UNIVERSITY LEVEL

Abstract

English as a Second Language (ESL) at the university level, emphasizing its impact. This study explores the role of technology as a catalyst in teaching and learning on interactive, tailored education in a globalized environment. Pictured on qualitative methodology, semi-structured interviews were conducted with seven participants—five university students and two ESL instructors from Pakistani public sector universities. Participants aged 20-45 and representing diverse genders and regions were chosen purposively for their habitual use of digital tools in ESL contexts. Thematic analysis exposed key themes: the utilization of AI tools (e.g., ChatGPT, Gemini), multimedia resources (e.g., YouTube, podcasts), and shared platforms (e.g., Zoom, Google Docs) to boost vocabulary, listening, speaking, reading, and writing skills; conversion from traditional to interactive learning post-pandemic; better communication and global collaboration; increased engagement through gamification and immersive content; and technology's facilitation of personalized, flexible ESL objectives. Challenges incorporated technical glitches, convenience disparities, and training gaps, particularly in developing regions. The findings highlight technology's transformative potential in bridging ESL gaps, nurturing cultural awareness, and preparing students for global competence, while advocating for fair access, teacher training, and balanced hybrid models to maximize benefits. This research addresses gaps in ESL-specific studies, offering evidence-based insights for inclusive university programs.