Effect of Digital Technology on English

Language in New Teaching Paradigms

in 21st Century in India

Dr. Monika Abrol

 Abstract

This study aims to develop a comprehensive understanding of the impact of digital

technology on English language teaching in the light of new teaching paradigms in

21st century. For this purpose, the researcher reviewed literature where English

learners got engaged with their teachers. Google Meet and Webinar provide a platform

for our learners to interact with their teachers in online teaching where learners and

faculty of English language got new ways of disseminating English language teaching.

This article implies the importance of using digital platforms and tools by the faculty

as well as learners in teaching English in higher Education sector. The results revealed

that teaching English believes in digital applications to improve teaching and

evaluation effectiveness The whole scenario of teaching English, in this new paradigm

shift from the conventional teaching of English to the virtual teaching thereby

encourages and motivates the learners for independent and distance learning.

Key words technology suggest that digital technology

Digital technology, Teaching Paradigms, becomes mandatory for teaching. English is
Online Teaching, Language learning, Digital
tools, English language one of the official language in the United

Nations (UN), The present study is to make

Introduction
an impact on readers that English teaching
Alexandar & Poyyamoli, (2014) described
and evaluation depend upon digital tools for
that the role of digital literacy is
innovating the teachers of English language
unquestionable in all spheres of life, whether
education as a new paradigm in 21st
it is business or education. Digital literacy is
century.in India. Motteram, (2013). studied
the key for acquiring knowledge and skills
that digital tools transform English language
for users in employing digital media like
teaching to attain optimal learning outcomes.
communication tools, internet networks.
Digital teaching becomes mandatory for our
Various experts of education and teaching
education system. The learners can engage technology. Digital technologies aid in

with their teachers through on-line tools learning English significantly.

through different apps like Zoom, Google

The first virtual knowledge programs keen to
Meet, Cisco Web.. For teaching through new
learn foreign languages with the
paradigm, teachers believe to change learning
technological era union with the educational
outcomes from the traditional to modern
sector. Benson & Voller (2014) added that
teaching. Serdyukov (2017) added that the
the online information resources were
traditional ideas and thoughts of homeroom
revealed in the 1970s where computers for
education is accepting new pedagogical
language learning and email project appeared
approaches due to significant advancement in
first time in 1990s. Sutton et al., (1986)
data innovation and correspondence.
discussed that the world of education has

For revealing English, the teachers expect the arrived a new period in which, that language

potential from learner point of view. The learning reveal English language at the

current information that changes due to their postsecondary level. Smeda et al.,( 2014)

social status and their developments result in expressed that digital is appealing to the

innovations worldwide. Cowie & Sakui, learners ,through enhancing digital tools on

(2015) added that English at this level is particular sites for teaching English. In this

encompassing difficulties faced by teachers/ way, student learning outcomes may be

instructors where tools really help them for encouraging them for studying English

teaching English. Kin (2014) explored that language. Sweeny, (2010). viewed that

English instructor must be innovative, teachers got creative ideas for developing

creative and intellectual. knowledge of digital technology. Aagaard & Lund (2019)

teaching methods, approaches and tools on added that the content taught to learners, the

the subject can hold new procedures to digital specific features of them, conditions in which

they learn better and the competence of

educators are the sources for analyzing the English language in 21st century that places

learning needs of digital Technology. digital media for learning applications at the

higher education level.

For this reason, teacher needs to prepare his
OBJECTIVES:
lesson plans and teaching plan that must be

adapted to the needs of the learners. The

 To find out the elements of the application
selection of digital media for learning require
of digital technological medium in
activities depends upon its accessibility, cost,
conversation of English language teaching
technology, interactivity, organization and
and learning.
originality. viewed that our learners belongs
 To evaluate success of learner through the
to a generation that has grown up with digital
application of digital technology in English
technology. Cowie & Sakui, (2015). found
language learning.
that English teacher face difficulties and
 To find out different applicable digital
replace tools that help teaching English.
technologies as teaching aid of teacher in
believe that educators, specially English
classroom of English language teaching.
teachers, must enhance and refresh their
First Objective Attainment: The objective
capacity to provide high-impact education in
of finding out the application of digital
the era of globalization.
technologies in conversation of English
Digital media in learning English, is the most
Language teaching and learning has been
significant aspect in learning activities, that
revealed through digital technology
becomes accessible for information. Digital
application from the stages of development
media makes students with technological
of the distance learning mode to the online
advancement that is designed to be highly
learning for enhancing English learners the
improved. (Guan et al., 2018; Boon kit,
acquisition of English language.
2010 ) added that both teaching tools and

evaluation tools are significant in teaching

 1. Stages in Development of the distance learning are utilized. Matt &

Distance Learning Method Fernandez, (2013) suggested that different

The digital technology got its existence modes of online learning, starts from the

firstly from that teaching mode, that needs basic model of a teacher where he presents

both teacher and pupils in a single physical his lecture with no aids to the lecture aided

space. Three generations of distance learning through innovative models. This new

were evolved in the world of academic innovated form combines an arrangement of

teaching where the “correspondence content sources with the latest innovative

learning” is the first generation in the resources for a new and collaborative forms

nineteenth century. It is entirely based on the of learning.

ability of the person to print study material 2. Development of Online Teaching in

and issue the same. Elementary, secondary, Indian System of Higher Education

academic, and vocational education as well Reviewing the whole development of online

as correspondence studies were also teaching at Indian institution of higher

included. The second generation of “distance education got started in the 1970s. Open

learning” explains different teaching tools, University was established in 1987 in

through broadcast media, video, audiotapes IGNOU at New Delhi in the distance learning

and computers. Sumner (2000) studied that format. The students got online Education

the third generation of “computer-mediated through distance or correspondence mode.

distance learning” was useful in its various This university has various courses of

ways like internet, computerized graduate and post graduate where each

questionnaires etc. Anderson & Dron ( 2011) course has a designated website and students

studied that. online teaching technologies are get information and study materials on web

reflected as fourth or even fifth generation of sites. Different forums were there for

distance learning. Still, time models of student’s interaction with faculty and
discussion among them. Students receive learning, blended learning, m-learning, are

information about the examinations and other connected to a network that makes the

schedule from time to time. learners learning from anywhere, anytime,

Another institute for distance learning mode through any ways attentive during live

where graduate, post- graduate, professional lectures. It establishes real-time interactions

courses like computer, management courses between learners and teachers. Therefore,

can be studied from ‘Lovely Professional online learning for English learners is quite

University’. Various departments provide helpful for them through learner-centred,

pupils guidance through interactive online innovative, as well as flexible environment.

guidance sessions. Here, the learners interact Singh & Thurman, (2019) described that

in classes using chats. Online sessions can be online learning provides English instructors

recorded and sent to the pupils also. For the learning experiences through various

English learners, another institute CIEFL has devices like mobile phones, laptops with

designed various courses through distance internet access where learners can interact

mode like M. A. (linguistics), M. A. from anywhere with their teachers or friends.

(English), Certification courses in English Littlefield, (2018) told that asynchronous

Language acquisition. learning environments does not provide

3.Online Learning for Enhancing learning content of English inaccessible in

Language Learning among Learners the form of live lectures or classes. There is

no possibility of immediate reinforcement

McBrien et al.(2009) discussed that the and immediate response. On the other hand,

developments in distance education modes synchronous learning provides those pupils a

makes easy for the learners. Cojocariu et al., lot of opportunities for social engagement

(2014) studied that different forms of with their instructors and peers and enhance

learning like online learning, web-based language skills. It requires online platforms
through video conferencing having 40-50 make English learning easy and interesting

pupils, discussions with them for their for them during virtual teaching and learning.

engagement, regular internet facility, 1. Massive Open Online Courses (MOOCs)

accessible lectures in their mobile phones, Massive open online courses (MOOCs) took

probability of noting down already recorded initiative in 2008. In 2012, Stanford

lectures, instant reinforcement from the University in the United States initiated three

pupils and regular assignments from the courses for the students all around the world,

pupils. This kind of feedback provides the This course set up a new perspectives for

learners to enhance their language skills and both faculty as well as the students in higher

proficiency. education sector. (McAuley, Stewart,

In this way, digital technology from open Siemens, & Cormier .2010; Cho, 2012;

learning and distance mode paves a way for Waldrop, 2013). Various studies have

English learners to enhance their skills surveyed the efficacy and its effects of

through teleconferencing, web learning, innovative teaching method. McKnight,

blended learning and whats up. 2006; Kim & Bonk, 2006; Deming, Goldin,

Second Objective Attainment Katz, & Yuchtman, (2015). explained that

English learners achieve English language online education make teaching convenient

with the help of digital technology. Massive for the pupils, researchers as well as faculty.

Open Online Courses (MOOCs), New (Bolliger & Wasilik, 2009; Baran, Correia, &

EdTechs, Edu Set and Starts- Ups are the Thompson, 2013). focussed on different

new innovations and set ups for engaging the obstacles in online teaching as well as the

learners through its different modes. Various roles of the faculty in innovative learning

digital technology practices like blogs, environment. (Shea, Pickett, & Li, 2005;

twitter, email, face book and other devices Keengwe & Kidd, 2010) provided different

challenges for the students as well as faculty.

(Bennett & Lockyer, 2004; Bourne & from the conventional classroom to virtual

Bacsich, 2009; Bonvillian & Singer, 2013; classrooms makes online teaching a viable

Kebritchi, Lipschuetz, & Santiague, 2017), approach that encourages teaching in a new

also laid emphasis on the satisfaction of horizon. (Orr, Williams, & Pennington,

students with the online teaching. Young 2009; Wanhua, 2012) further mentioned that

(2006) indicated their involvement in the process of transition from a traditional

furthering the development of this trend. teaching method to this innovative method

Robinson & Hullinger, (2008). discussed that requires the academic institution different

the employment era is categorized by the plan activities, tasks and evaluation

extensive use of video clips and photographs procedures.

as the recent trends. Further, these are 2. New Ed-Tech and Start-ups for

interrelated through employment of online Teaching English

teaching method in conventional mode. Pitt, The history of EdTechs found that pupils

(2016). asserted that the evolution phase learnt English language through writing

covers a number of academic courses from slates used in Indian schools during the

face-to-face teaching to online teaching. 1100s. Johannes Guttenberg in 1440

Others focused that the pupils were satisfied discovered the first printing press. Abacus

with the use of online teaching. Young, helped pupils in understanding fundamentals

(2006) found that pupil’s involvement in of Mathematics in the year 1600. In 1913,

online teaching lead to the development of film clips replaced teachers that was invented

teaching as a new paradigm in 21st century. by Thomas Edison In 1927, the first teaching

Bach, Haynes, & Smith, (2007).studied that machine named MCQ was discovered by

the use of screens for viewing video clips and Sydney Presey.

photographs make online teaching method a Online education instigated at the University

natural process. In this way, this era implies of Illinois in 1960s while EdTechs journey
finally have its roots in India in1994 through make nervous about its start and use. Faculty

launch of Edu comp. Around 2010, EdTechs makes worry about reducing disturbances and

start-ups entered into the education sector. learning pupils’ skills via Ed-Tech. The

Byju’s, a learning application as one of the foremost merit of this app is pupil’s

most significant Ed-Tech companies in the participation make effort to enhance their

year 2019. Therefore, online Learning engagement, maintain their attention, and

became the future tha leads to accelerate the evaluate them in various means. All these

education process.” EdTechs Start-ups create an effective and meaningful learning

provided free online courses to pupils among environment. Ed-Tech results in enhancing

this crisis. UNESCO preferred EdTechs the instruction in teaching English and

Start-ups and learning apps that support learning the same for pupils during such

students during such hard times. Digital crisis. Ed-Tech start-ups include various

payment companies, like Paytm, Mobiwik, apps like Byju’s, iStar, Jungroo Learning,

Tez, PhonePe, grew rapidly during the crisis. Global Gyan, Lido Learning, Vedantu, Edu

In this critical phase, Ed-Tech start-ups are brisk, ZOOM Classroom, e-Pathshala and

growing further and trying by providing SWAYAM portal. SWAYAM is an

several free courses as well as e-resources to educational program initiated by the

the pupils of teaching English. The stable government of India to achieve the

internet connection is a bigger challenge for significant objectives of our educational

Indian pupils. they are not connected with policy, that is, access, equity, and achieve.

their classes of teaching English thereby Third Objective Attainment:  Different

lagging behind in getting foreign language. digital technologies as teaching aid by

Educators especially of teaching English to English teachers for English language

pupils act as facilitators face a lot of troubles learning acquaint English learners to engage

while working on Ed-Tech start-ups. Pupils in practices of digital technology like twitter,
blogs, face book, whats up, language lab etc. engage with the learners for discussion

These play a vital role in enhancing their outside the class. YouTube can pay the

skills especially in virtual classrooms. Digital learners the flexibility that foster them for

technologies associate online teaching practicing their social skills helping them in

methods like Zoom, Google Meet, Webinar, learning a new language where they can

Skype etc collaborate English learners to record their speaking skills by uploading

enhance their skills and integrate themselves them on YouTube for future perspectives.

in learning language effectively. 2. Practices of Digital Technology:

1. Digital Technology for Different practices of digital technology

Communication of English Language connect English learners with the technology

Learners results in making them proficient in English

Digital, the most common communication thereby fostering English language in India.

application, got its presence in 1990s as the There practices are given below:

most popular unifying method. Medvedev Email: The most digital technology that

(2016) discussed that My space has replaced helps the learners to send messages to their

the Google Translation in July 2006. The teachers. For delivering English prose, poetry

Google Translate tool for learning English and composition lesson to his pupils, teacher

make comfort our English teachers who can can send messages on his student’s mail id

employ various kinds of on line tools like thereby the learners learn the chapter. Email

Facebook, Instagram YouTube for engaging permits his pupils discussing on theme of the

the learners in collaborative learning. My chapter by sending their views on his own

tep enables English instructors to organize mail account. For creating the group of

the subject matter and achieve the learning students, the teacher can employ free Gmail,

objectives of teaching English. Teachers may Yahoo. Hotmail service providers. Teacher

employ PPt, overhead projectors and slides to

employs exact keypal site for graduate for collecting the course material thereby

students. improving their comprehension.

Blogs: The origin of blogs was in 1990 and WhatsApp: It is widely used by teachers in

named as online diaries. For getting feedback Corona pandemic to make his pupils about

from graduate students of different streams, the latest updates and lessons of English

teacher can employ blogs while learning Prose, poetry and composition to interact in

English language where he can receive virtual classroom. Students can be motivated

different themes of the poem or prose as well to work in peer groups to discuss the theme

as to learn grammar section E.g. The Articles of prose and poem in the classroom that

in 1st year compulsory English language enables the pupils can be enabled to

student’s book. pronounce words in their native speaker’s

uels http://suelonglishblog.blogspot.com 4 is language thereby improving their speaking

educational blog teacher uses with students. skill.

Facebook: It was started in Harward

University room in 2004. Students take the Satellite: ISRO started the first vital satellite

help of it at large scale where a teacher can project in 2002 for assisting the educational

share story, essay or a poem on Facebook to sector. It proves to be helpful in distance

the group of students. The mode is safe as to education through audio-video medium

choose close group option and viewed by through DTH quality broadcast. Edu sat

group members to learn Engish language. satellite serves the needs of urban & rural

Twitter: Teacher can use twitter to help the people. Edu sat launch was on 20 September,

pupils to get feedback to English language, 2004 that provides teachers of different

learners. The teacher’s account can be used schools an efficient education at the National,

to tweet on student’s questions. The tweet of regional & state level. Govt. has promoted

teachers tweet helps them to guide learners use of English language through Edu Sat in
different schools to enhance the fundamental record the poetry or fiction of English writers

skills of listening and speaking among as well as for English language Structure.

English learners. CD-ROM: It is helpful for storing

Table: 1 Depicting No. of Channels for information for pupils of English language,

Different Contents to Explore Languages At home, pupils can avail the use of CD-

through Distance Mode Learning ROM at home. Some activities of grammar

Contents Remarks No. of drag-drop can be done on projector for

Channels
School One 28 English language learners thereby enabling
Education dedicated
channel per the students to notice the theme of lesson as
state
Higher and One 28 well as letter.
Professional dedicated
Education channel per Language Laboratory: In the higher
state
Language Indian and 01 education, Language Laboratory is prevalent
Learning Foreign
Languages for teaching English language learners to
Youth Education 02
Channel in Sports , enhance their listening and speaking skills.
Music,
Dramatic English language learners can hear the
etc
records of native speakers and tape it on

Source: J. C. Aggarwal, Essential of audio tape recorder which provides

Educational Technology Innovations in immediate feedback to them.

Teaching-Learning.3rdReprint (New Delhi: Tele Conferencing: It is live conversation as

vikas publication, 2009) p.297 a two way communication by connecting

Podcast: This provides the opportunity to learners at different places. Teacher can

graduate students for recording of audio employ different types of tele conferencing

material for learning English language in the like audio, video and computer conferencing.

classroom where they relate the content of In virtual classrooms, teacher can organize

English language. The teacher can use it to

 discussion for English lessons between Online teaching method has been one of the

students and native speakers. It is the most superficial method for teaching

Whiteboard:- It is a way of learning for and learning process in various disciplines.

English learners where teacher uses projector Juan and colleagues 2011 reviewed its

to show images from computer screen to the application in mathematics and statistics

white board screen. The marker is used to courses in European universities. Bosco and

explain the content on White boards. Teacher Rodríguez-Gómez (2011) analysed the use of

can provide sufficient drill and practice to the online teaching in Europe as well in Spain.

students for first year graduate in solving the Wang & Chen (2003) discussed its role in

example of grammar section on white board. higher Education sector in America. Use of

3. Online Teaching Method for online teaching in higher education is also

International Collaborations common in America. and Africa. (Escher,

Table 2: Different Digital Tools Representing their Accessibility

Digital Tool Zoom Skype Google Meet Webinar.ru
Free access (by time 40 minutes in the No time No time limit, There is no time
and number of free version, the limit, but the but the number limit, but the number
participants) number of recommended of participants of participants in the
participants is not number of not more than free version is no
more than 100 participants is 200 more than 5 people
people not more than There is no time limit
25 people or the number of
participants
Video recording Any participant can Any Any Recording is made
possibility record participant participant can automatically by the
can record record organizer
Technical support Not available Not available Technical Available
support
The possibility to Available Not available No time limit Available
divide into session and no limit of
rooms or their participants
analogs
The possibility to Available. Possible Not available Available Available. Possible
limit communication ways of interaction: ways of interaction:
in chat all students to all all students to all

Noukakis, & Aebischer, 2014; Olunivi & 1. Free access to teaching materials, both

hamo, 2013) affirmed that online tool as a optional, e.g. audio and video, as well as

global development affected the structures of obligator.

the higher education system globally. The 2. Possibility of the continuous interaction with

interrelations between the various academic the students through a full time classroom

institutions all around the world resulted in teacher;

sharing online courses for the learners in 3. Electronic devices found to be solid, light

various countries. Through conducting online and available, enabling learners to make

research helps in facilitating knowledge notes and enter any data in a device

sharing among researchers from various directly.

countries. 4. Device that enhances students’

The effect of it lies in near future where it encouragement as working on

upholds an efficient automatic translation different appliances and use them

tools that will eliminate the traditional constantly.

methods and approaches with the latest tools. 5. Learners can approach their teacher

The current study is the attempt to link the even outside the classroom.

development of online teaching of English 6. Students can do much labor at their

language with its effect in 21st century among own speed.

the students and faculty as a new paradigm. In- spite of advantages of digital

appliances, some of the drawbacks

The increased interest in the use of digital
regarding platforms maintenance are:
tools made the researcher to grow a positive
1. The work is interrupted due to rapid
impact on the technological qualities.
discharging of a device.
According to analysis of the tools discussed
2. Due to lack of software power for
for teaching English to the learners:
enclosing teaching materials.
 3. Problems regarding internet applications for new teaching paradigms.

connected with its access as well as Especially, the learners got English language

restrictions. paradigms from the conventional mode to the

Although digital tools have a number of virtual mode where English language, in

advantages and disadvantages, yet they most of the countries, got the privilege of

provide a variety of functional possibilities being an official language. The priority of it

pertaining to the system of teaching English. can be judged from that it remains as the

Using digital platforms and tools, it is most widely used language throughout the

necessary to integrate both audio as well as world for educational or business purposes.

video contact for all the participants of the This remains as crucial for young learners to

English class. Various activities like learn English as a foreign language in school

dialogues, asking questions, poetry recitation, where the ‘window of opportunity” for

elocution, conducting seminars, conferences children before the age of 10 is regarded as

can be conducted online. The role of teacher the most receptive language learning. The

changes from the instructor to a moderator of learners got opportunity for enhancing a

online classes, thereby pretend the live competence orientation through poetry

communication. In this way, the teacher recitation, extempore, dramatization, role

engages with his learners and interact in the playing, situational conversations etc. Here,

English classes to provide effectiveness. the trainers are trained professionally to

foster their speaking skills. At higher

Conclusion Education level, the young learners are

provided various opportunity and

The study concluded that online teaching
collaborations to make language learning
development in Indian system of higher
easy for them. Digital Technology provides
Education in 21 st
century started from
them opportunities to foster competencies
distance mode to digital technology
like listening, speaking, reading, writing,

skills among learners and a platform for

English learners to know appropriate

language tools. Practices of Digital

Technology like Face book, blogs, What app,

language laboratory, twitter. E- mail engage

the learners with their teachers to learn

English language in the crisis period..

Furthermore, the learners get an insight into

the discovering of a new language, foreign

cultures and strategies of language learning

through digital technology applications in

higher Education sector.

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