Enhancing English Language Teaching through Technological Tools and Collaborative Approaches

https://doi.org/10.5281/zenodo.17259994

Abstract

English Language Teaching (ELT) in Pakistan faces persistent challenges due to large class sizes, limited resources, and diverse learner backgrounds. This study explores how technology and collaborative learning can address these gaps and improve teaching outcomes. Using a qualitative research design, the experiences of Pakistani educators and students were gathered through in-depth interviews, focus group discussions, and classroom observations. Traditional methods of instruction often struggle to engage learners and meet varied needs. However, the integration of technological advancements such as mobile-based language learning apps, virtual classrooms, and multimedia tools has the potential to enhance accessibility, personalize instruction, and encourage active participation. Furthermore, collaborative learning practices, including project-based tasks and online discussion forums, help develop essential skills such as critical thinking, communication, and teamwork within the Pakistani context. This paper draws on successful local case studies and examines both the benefits and challenges of applying these strategies in Pakistani classrooms. Findings highlight the transformative potential of technology and collaboration in ELT, offering context-specific recommendations for educators and policymakers to adopt these innovative approaches effectively.