The impact of technology to develop listening and writing in EFL students
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Universidad Católica de Cuenca
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Technology has transformed language acquisition, specifically for students of English as a Foreign Language (EFL), by enhancing listening and writing skills. Despite its growing use, the impact of digital tools on these specific competencies requires careful examination. EFL learners often struggle with listening and writing due to limited practice, feedback, and authentic language exposure. This literature review explores how modern technologies—such as podcasts, speech recognition software, multimedia platforms, and AI-based writing aids—improve these skills. Studies indicate that technology enhances listening through interactive exercises, self-paced learning, and real-world input, while writing benefits from automated feedback, AI-driven corrections, and collaborative platforms. However, challenges like over-reliance on tools, accessibility issues, and varying digital literacy levels persist. The review highlights the need for balanced pedagogical approaches to maximize technology’s benefits while mitigating drawbacks. Findings suggest that well-integrated digital tools increase engagement, provide personalized learning experiences, and foster accuracy and creativity in writing. For listening, multimedia resources and adaptive software offer immersive practice. Despite its advantages, successful implementation requires addressing infrastructural barriers and ensuring teacher preparedness. This synthesis of empirical and theoretical research underscores technology’s potential to revolutionize EFL instruction, emphasizing strategic adoption to support effective communication and academic success.
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TECHNOLOGY; ENGLISH; LISTENING; WRITING; LANGUAGE.
Citación
Cedillo Llivisaca, MA, y Guamán Luna, MM (2025). El impacto de la tecnología en la comprensión auditiva y la escritura en estudiantes de inglés como lengua extranjera: una revisión bibliográfica. Resistencias. Revista de Filosofía de la Historia , 6 (11), e250216. https://doi.org/10.46652/resistances.v6i11.216
