From Whiteboards to Touchscreens: Transforming EFL Classrooms through Technology

From Whiteboards to Touchscreens: Transforming EFL Classrooms through Technology

Home » Indahs'Blog » From Whiteboards to Touchscreens: Transforming EFL Classrooms through Technology.

| Written by Indah Nafsiyatul Fadilah

Published on

16 June, 2025

| 20 min read

 The Borderless Classroom? Transforming EFL Learning in the Age of Technology.

What is meant by development? One of the developments of life in the world is the process of change that occurs gradually and continuously, which brings progress in various aspects of human life in the fields of technology and education. Development is a shift from an old condition to a new condition that is expected to have a more complex value with the same level than before, be efficient, or be relevant to the needs of the times being passed. In education, development can enable learning to be more flexible, collaborative, modern, and technologically literate, which was previously unimaginable in the traditional education system.

The development of digital technology today has brought significant changes in the world of education, including in the learning of English as a Foreign Language. The changes brought by the integration of technology into EFL learning can be said to be significant because the changes not only change the way the material is delivered by a teacher but also simultaneously change the dynamics of interaction between teachers, students, and learning content only through technological advances. The significance can be seen from the increased involvement of students in carrying out the learning process. Students have more flexible and personalized learning opportunities, as I feel as a student, through the liberation of technological exploration and the openness of increasingly sophisticated technological features today, which can be felt to provide empirically proven improvements in learning outcomes. If previously the learning procession was carried out only by relying on blackboards and printed books, now EFL classes have metamorphosed into learning spaces that utilize various digital devices such as touch screens, interactive projectors, learning application devices, and even Learning Management System (LMS) platforms. This transformation is not just about following trends but about changes that are implemented to support the needs of students as modern learners to be able to compete with the challenges of today's technology-savvy era, a condition that does not allow a digital literacy gap among students while facilitating the learning style of the digital generation. In this context, technology integration is not just about updating learning methods but also about creating learning experiences that are more dynamic, collaborative, and adaptive to students' needs over time.

Several studies reveal, one of which is Graham and Perin's research, that the use of technology in learning to write allows students to revise and also develop their writing better through immediate feedback and collaborative processes. This shows that technology is not just a tool but reinforces the cognitive processes underlying language skills. Other research also reveals that the use of technology, such as multimedia and online applications, can significantly increase students' motivation and active participation in the classroom, especially in reading and writing skills. The learning system is no longer limited to the physical classroom but can take place anytime and anywhere through accessible digital devices, with the suitability of its process features that directly facilitate the learning needs of today's digital generation. Therefore, the importance of technology integration lies in its ability to transform language learning from a one-way system to a richer, more interactive, and contextualized learning experience.

The most common form of technology integration practices in the EFL classroom is the introduction of apps and digital platforms. The use of app-based tools such as Duolingo, Quizizz, Kahoot!, and Google Classroom allows teachers to maximize their activities in providing interactive teaching materials, quizzes, and exercises, both accessed virtually and in person. Duolingo is an application that offers features to practice mastering vocabulary and grammar in a fun and adaptive game format so that students can learn at their own pace and minimize boredom. In addition, teachers can also use audio and video offered by apps like YouTube to provide authentic context for language learning, for example, through video interviews, songs, or movie footage related to the lesson topic. Even without us having to create our own, YouTube usually already provides some interactive videos and audios through related accounts that upload content that we can find if we write the right keywords and according to what we need, such as searching for explanations of teaching materials, formulas, speaking videos, teaching videos, listening audios, and many others.

The features of technological developments used to support EFL learning are very diverse, and various aspects of these features can improve language skills. For example, text-to-speech and speech recognition features in applications such as Google Translate, QuillBot, Grammarly, and Microsoft Immersive Reader can help students improve their reading and speaking skills. Sometimes, there is a provision for spelling, grammar, translation correction, and paraphrasing. Collaborative features can be found, such as shared documents in Google Docs that allow students to write essays or reports in groups by simply opening a link from each document created. The link can be customized for user access, allowing students to work together without seeing the results of their work while receiving comments or feedback from teachers or friends in real time. LMS platforms such as Moodle and Edmodo also provide structured learning spaces that facilitate and make it easy for students to collect assignments, online discussions, and automatic quizzes. These features reinforce the principles of social constructivism-based learning, where students learn through interaction and collaboration, as in a study by Vygotsky.

The procedure carried out when implementing technology in EFL classes usually begins with mapping the learning needs of students that are prioritized to be maximized after changes are made, then continues with selecting the right device or platform, which can be in the form of advanced features in applications that can be downloaded and then accessed or in the form of supporting hardware such as LCD screens and projectors, smart TVs, microphones and computers in language listening laboratories, and others. Teachers play an important role as facilitators who combine lesson content with technology features. For example, in writing lessons, teachers can divide students into small groups to create articles using Google Docs, then ask students to provide feedback (peer feedback) through comments. Afterwards, the teacher provides final revisions and assessments. In this process, students not only learn to write but also develop critical and collaborative thinking skills. This approach is in line with the research findings put forward by Graham and Perin, which emphasize the importance of using technology to improve the quality of writing through repeated revisions and feedback.

The integration of technology in EFL learning certainly provides various benefits. First, according to personal experience as a student who feels that this literacy can increase motivation, especially with the emergence of AI features that can certainly help students with anything, if it is still in a context that AI devices can digest. There is research that shows that students are more motivated to learn English when they use interactive digital media, as listed by Almekhlafi & Almeqdadi. Second, technology enables differentiated learning; namely, students can learn according to their own pace and learning style. Third, technology integration increases time efficiency because some tasks can be given and accessed flexibly, and evaluations can be done automatically. However, behind these great benefits, some challenges pose risks. One of them is the digital divide, namely the difference in access to gadgets and internet connections between students. In some areas, there are still many students who do not have adequate gadgets or a stable internet connection, making it difficult to follow online learning optimally. In addition, not all teachers or instructors have sufficient digital competence to utilize technology effectively, due to age or failure to update technology. Using technology only as a conventional tool, not as a tool to improve the quality of learning. Another challenge is digital distraction, where students are easily tempted to open social media or underestimate their mindset just because there is an AI access feature that can provide answers when given online assignments without supervision, even though there is a plagiarism detection tool.

As a reflection, the transformation of EFL classes from direct learning manuals via whiteboards to touchscreens is not just a matter of changing devices, but more than that, there is a paradigm shift in the teaching and learning process. Teachers and instructors are no longer the only source of knowledge but have become facilitators who direct students to build knowledge independently and collaboratively through the technological devices offered today. Technology opens up many possibilities, but its success is highly dependent on the readiness directed by the teacher, external infrastructure support such as devices and their connection networks, and internal factors in the form of students' willingness to be actively involved in the learning process. Therefore, educational institutions need to continue to provide socialization to teachers, or even between teachers, to overcome the gap in the failure to master technology, or what is commonly known as "Gaptek." On the other hand, students also need to be guided to use technology wisely and productively.

Through deliberate integration of technology towards the transformation of the developing EFL classroom into an inclusive, interactive, and empowering learning space. Thus, the primary goal of English language learning is effective communication; this transformation must continue to be encouraged as part of the adaptation of education to the 21st century. Moving hand in hand with the embrace of technology, education, especially language, can remain relevant and future-proof, even as new languages ​​are formed in the development of the next century.

Almekhlafi, A. G., & Almeqdadi, F. A. (2010). Teachers’ perceptions of technology integration in the United Arab Emirates school classrooms. Educational Technology & Society, 13(1), 165–175. https://www.jstor.org/stable/jeductechsoci.13.1.165 

Graham, S., & Perin, D. (2007). Writing Next: Effective strategies to improve writing of adolescents in middle and high schools [Carnegie Corporation report]. Alliance for Excellent Education. https://carnegie.org/resources/writing-next-effective-strategies-to-improve-writing-of-adolescents-in-middle-and-high-schools/

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogical-content-knowledge/

Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). A review of advantages and disadvantages of using ICT tools in teaching ESL reading and writing. English Language Teaching, 6(7), 1–8. https://doi.org/10.5539/elt.v6n7p1

Ilter, B. G. (2009). Effect of technology on motivation in EFL classrooms. Turkish online journal of distance education, 10(4), 136-158.

Haswani, F. (2014). The role of technology in EFL classroom. IJEE (Indonesian Journal of English Education), 1(2), 107-118.

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