ENGLISH LANGUAGE LEARNING THEORIES AND DIGITAL TECHNOLOGIES OF 21ST CENTURY: A SYSTEMIC SCENARIO

Abstract

English language learning has long relied on foundational theories such as behaviourism, mentalism, and social constructivism. With the advent of digital technologies, traditional pedagogical methods have evolved significantly, enabling innovative practices like flipped classrooms, pedagogical blended learning,  gamification, and AI integration. This paper explores the synergy between English language learning theories and digital tools, emphasising their practical implications for TESOL (Teaching English to Speakers of Other Languages). A comparative study, based on the TESOL Audit framework highlights best practices from UK and Pakistani contexts. Findings suggest that while digital methods enhance engagement and learner autonomy, challenges remain in assessing social and cognitive development comprehensively. The study concludes with recommendations for incorporating technology-driven solutions to meet diverse learner needs.