A Critical Literature Review on The Integration of Information Communication Technologies in the Teaching and Learning of English Language: An Emphasis of a Total Immersion Approach (Published)
This critical literature review examines Stephen Krashen’s theory of language acquisition and learning, focusing on the implications of its six key models: The Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, the Affective Filter Hypothesis, and the Compelling Input Hypothesis. The study explores how the integration of Information and Communication Technologies (ICTs) can modernize and enhance these models to address contemporary language teaching challenges, with a specific focus on supporting learners in Special Needs Education (SNE). Key objective of this study was to analyze the alignment of ICT tools with Krashen’s principles to optimize language acquisition, explore the role of ICT in addressing the unique needs of SNE learners and identify best practices for integrating ICT into language teaching frameworks. The main findings this study shows that the integration of ICT enhances access to rich and diverse linguistic input, supports individualized and self-paced learning, and reduces affective barriers by fostering engaging and low-stress environments. ICT tools also enable adaptive content delivery, accommodating the varied learning styles of SNE learners. However, the potential of ICT remains underutilized due to systemic and practical barriers. Major analyzed in the study challenges include limited ICT infrastructure, inadequate teacher digital literacy, resistance to technology adoption, and a scarcity of tailored ICT solutions for SNE learners. This study also analyzed relevant solutions to remedy the situation. Overcoming these barriers requires increased investment in ICT infrastructure, robust teacher training programs, development of inclusive ICT tools, and policies promoting equitable access to technology in education. The following recommendations are also put forward: Policymakers, educators, and stakeholders must prioritize sustainable ICT integration strategies, implement continuous professional development for teachers, and encourage evidence-based research on ICT’s role in language acquisition, particularly for SNE learners. In conclusion, aligning ICT integration with Krashen’s theoretical framework offers significant potential to transform language teaching, making it more inclusive, adaptive, and effective in meeting diverse learner needs.
Keywords: Acquisition, CT, Digital, E-learning, Educational, English, Language, Learning, Technology, Transformation, affective, filter, immersion, individualization
Markets and Language Policy in Saudi Arabia: How the English Language Can Contribute to the Success of the Saudi Vision 2030 (Published)
Saudi Arabia’s Vision 2030 is a major transformation plan built around three themes: “a vibrant society, a thriving economy, and an ambitious nation” (Vision 2030). The proposed economy requires an education system aligned with market needs. This can only happen if the vision recognizes that long-term economic growth in the twenty-first century is mostly knowledge-based (Kearney and Young, 1995). Here the researcher provides an overview of the potential for English language to contribute to the success of the Saudi Vision 2030. To achieve this, I review the literature addressing the economy during the industrial age and its transition to a knowledge-based economy. Also, I review the current state of language education in Saudi Arabia. Based on the findings, the researcher proposes that language education in Saudi Arabia will need to be improved and that language policy in education in Saudi Arabia is restructured, with focus on the financial markets
Keywords: Education Policy, Industiral Age, Knoweldge-Based Economy, Language and Markets, Technology, Vision 2030
English: The International Language of Science and Technology (Published)
This paper observed the dominant role of English as International language of science and technology. Various factors that facilitated the dominance of the language in science and technology were observed. The most technologically advanced nations of the world were also observed with various languages used in each of the countries. The paper also observed the language of instruction and research in the fifty most technologically advanced universities in the world. The paper concluded by projecting that English language shall attain the status of the world language in the next fifty years.
Keywords: English Language, Science, Technology
English: The International Language of Science and Technology (Published)
This paper observed the dominant role of English as International language of science and technology. Various factors that facilitated the dominance of the language in science and technology were observed. The most technologically advanced nations of the world were also observed with various languages used in each of the countries. The paper also observed the language of instruction and research in the fifty most technologically advanced universities in the world. The paper concluded by projecting that English language shall attain the status of the world language in the next fifty years.
Keywords: English Language, Science, Technology