Breakthroughs and pitfalls of using digital technologies in the LSP classroom: an empirical study

Abstract

The integration of digital technologies in language for specific purposes classrooms has become a prominent area of research and practice. This integration has brought about several breakthroughs but also some associated pitfalls. We provide an overview of the introduction of digital technologies in education, taking into consideration that one of the fundamental aims of the United Nations’ sustainable development 2030 agenda is quality education, namely ensuring inclusive and equitable quality education for all. We discuss the challenges posed by digital distraction, given that instructors have to compete with social media and other distractions when students are asked to use their mobile devices in class. We look at different types of digital learning technologies and how they can facilitate the teaching-learning process in order to make the most of these technologies in the classroom. The findings of the study we conducted have allowed us to realise that not only do students use digital technologies in a learning environment autonomously, but they also expect their instructors to include them in the preparation of their courses. Digital technologies should be adapted to the needs and expectations of the students and respond effectively to their objectives and the competencies they have to develop.