Revolutionizing language education: How advanced technologies in Technology-Assisted Language Learning (TALL) are transforming teacher-student dynamics and elevating learning outcomes

Fangrong Liu; Xinyu Liu

Authors

Fangrong Liu Wuhan Textile University, China https://orcid.org/0009-0007-6112-257X
Xinyu Liu Hunan Normal University, China (Corresponding author)

Keywords:

Learning outcomes, Pedagogical approaches, Student engagement, Teacher-student dynamics, Technology-assisted language learning

Abstract

This study investigates the interrelationships among pedagogies in Technology-Assisted Language Learning, teacher-student dynamics, and perceptions of learning outcomes within the context of English as a Foreign Language education. Utilizing a quantitative approach, we conducted a structural equation modeling analysis to explore these relationships among 834 EFL students. The findings reveal strong positive correlations between pedagogies and teacher-student dynamics, and between teacher-student dynamics and learning outcomes. Furthermore, pedagogies significantly predicts both teacher-student dynamics, and perceptions of learning outcomes. SPSS version 27 and AMOS version 24 were used for data analysis. The results indicate that effective technology integration and innovative pedagogical practices not only enhance teacher-student interactions but also foster positive perceptions of learning outcomes among students. These findings underscore the critical role of engaging and supportive learning environments in improving educational experiences. The study contributes to the field by providing empirical evidence that emphasizes the need for educators to adopt robust pedagogies in Technology-Assisted Language Learning strategies to optimize both interpersonal relationships and academic success. Future research should explore the long-term effects of TALL and investigate the influence of demographic variables on these relationships to further enhance our understanding of technology's role in language education.

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Author Biographies

Fangrong Liu, Wuhan Textile University, China

Fangrong Liu is the vice dean of the School of Foreign Languages at Wuhan Textile University. She holds a master's degree, is an associate professor, and a master's supervisor. She is also a council member of the Hubei Translation Association and a supervisor of the Hubei Comparative Literature Society. Her research interests include the translation of clothing culture and cross - cultural communication.

She teaches courses such as "College English", "An Introduction to Chinese Culture", "Understanding Contemporary China: Reading and Writing", "Translation of Clothing Culture", and "A Contrastive Study of English and Chinese Languages". She has presided over 1 project of the National Social Science Fund for the Translation of Chinese Academic Works into Foreign Languages, 1 education reform project of the China National Textile and Apparel Council (CTECC) funded by "Textile Light", 2 university - level fund projects, and 2 excellent cases of integrating ideological and political education into courses. She has presided over and participated in the production of 2 online courses, and won the second prize in the national semi - finals of the 2024 FLTRP Teaching Star Competition. She has co - compiled 2 textbooks, edited 1 monograph, and published over 20 papers.

Xinyu Liu, Hunan Normal University, China (Corresponding author)

Xinyu Liu is a PhD candidate majoring in Foreign Linguistics and Applied Languages at the School of Foreign Languages, Hunan Normal University. At present, her main research interests include psycholinguistics, cognitive linguistics and second language acquisition.

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