Unearthing the potentials and challenges of technology-assisted language learning (TALL) in L2 contexts: Chinese EFL teachers’ voices disclosed

Yanmei Geng; Michael P. Hodges

Authors

Yanmei Geng Tianjin University, China (Corresponding author)
Michael P. Hodges Vanderbilt University, USA

Keywords:

EFL teacher, technology-assisted language learning (TALL), English language learning, thematic analysis

Agencies: This study was funded by AI-Empowered Curriculum Construction Special Project of Tianjin University, Academic English Writing (No.: 64); Industry - University Cooperative Talent - Cultivating Program of Ministry of Education, Research on the Practice of Empowering Academic English Writing Course with Digital Intelligence Technology (No.: 241001381131633); and Innovation Project of Tianjin University, Integration Approaches of English Translation of Chinese Classics via Artificial Intelligence and Their Practical Application in Tertiary English Education (No.: 2025XSC-0025).

Abstract

Several studies have been done on technology-assisted language learning (TALL) in English as a foreign language (EFL) context. However, there is a dearth of evidence on the potentials and challenges of TALL in China, as a large community of English users. To address the gap, this qualitative study explored the perceptions of 36 Chinese EFL teachers using a semi-structured interview. The results of thematic analysis showed a range of potentials and challenges for TALL from the perspective of EFL teachers. Particularly, it was found that TALL is beneficial for ‘personalized L2 learning’, ‘immediate feedback provision’, ‘enriching learning content and materials’, ‘enhancing learning efficacy’, ‘adding spirit and joy to L2 learning’, and ‘fostering autonomous learning’. Regarding the challenges, the findings indicated that TALL requires ‘technological literacy’, ‘teacher training’, ‘teacher role shift’, ‘technical and financial support’, and ‘privacy and security considerations’. The findings are discussed and practical implications are offered to EFL teachers, educational policymakers, and administrators to facilitate the use of TALL in language education by addressing the challenges and augmenting the potentials.

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Author Biographies

Yanmei Geng, Tianjin University, China (Corresponding author)

Yanmei Geng (Associate Professor), she has been working in Tianjin University as an English teacher since 2004. She has published over 30 papers, 5 of which have been indexed by SCI and 3 of which have been indexed by EI. Her research interests are Translation studies, EFL teaching, and intercultural communication.

Michael P. Hodges, Vanderbilt University, USA

Michael P. Hodges was born in Ohio, USA, in 1941. From 1960 to 1963, he studied in The College of William and Mary and received his bachelor's degree in 1963. From 1963 to 1967, he studied in University of Virginia, and received his Doctor's degree in 1967. From 1970 to 2025, he taught at Vanderbilt University. His research interests are American Philosophy including Santayana, Wittgenstein and Philosophy of Religion. He has published 50 papers and two books.

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FUNDING INFORMATION:

This study was funded by AI-Empowered Curriculum Construction Special Project of Tianjin University, Academic English Writing (No.: 64); Industry - University Cooperative Talent - Cultivating Program of Ministry of Education, Research on the Practice of Empowering Academic English Writing Course with Digital Intelligence Technology (No.: 241001381131633); and Innovation Project of Tianjin University, Integration Approaches of English Translation of Chinese Classics via Artificial Intelligence and Their Practical Application in Tertiary English Education (No.: 2025XSC-0025).