As the digital era advances, the impact of technology in language education cannot be overstated. With its potential to help foster student engagement and to enable tailored learning experiences (Shadiev & Wang, 2022), technology has fundamentally reshaped the field. In this evolving landscape, this presentation will engage with an array of emerging digital tools through analytical lenses that include theory, pedagogical effectiveness and ethical considerations. By delving into recent research, the presentation will examine successful and unsuccessful technologies, drawing critical lessons from each. Case studies will be used to highlight some of the factors that may contribute to the efficacy of digital tools, including methodological alignment (González-Lloret & Ortega, 2014), user engagement and interaction (Long & Crookes, 1992), adaptability and authenticity (Holden & Sykes, 2011), and real-world relevance (Liddicoat & Scarino, 2013). Crucially, the broader “positive impact” (Chapelle, 2014) of digital tools extends beyond language learning.

Briefly tracing the trajectory from early language laboratories to the current AI boom, the presentation will critically examine what constitutes a significant shift in language education versus a transient trend. It will consider the effectiveness of digital tools, with a particular emphasis on AI's expanding role in customizing learning. It aims to underscore how these tools can open new opportunities for the personalization of instruction (Pierpaolo & Antonia, 2023) and foster active learning in language education. Ultimately, the discussion aims to equip language educators and scholars with some of the understanding necessary to harness these technological advancements for enriching language instruction, potentially further preparing for a future where technology is increasingly woven into the educational fabric.

It considers how this change in pedagogy may challenge both the teacher and the learner to reconceptualise 21^st century language learning spaces and critique traditional practice. It compares and contrasts the pedagogical differences and considers the importance of teacher professional development to support making the shift to a more student-centred approach. In doing so the importance of teachers’ understanding of the dialogic approach, turn-taking, and use of metalanguage along with the ability to adapt their English language use to students’ varied proficiency levels is emphasised, as is the potential of the incorporation of a project/problem-based approach.

In this presentation, I will explore the shift from communicative to post-communicative approaches and outline some of the key elements of a 21^st century language pedagogy (Bourns et al., 2020) including a focus on authentic and meaningful interactions, creating connections with the real world beyond the classroom, integrating interdisciplinary perspectives, and promoting more collaborative and socially-engaged learning (cf. Van Deusen-Scholl & Charitos, 2021; Van Deusen-Scholl & Charitos, 2017). I will link this broadly to the English language education context in Hong Kong with its multilingual and multicultural student population and more specifically to the curricular objectives of nurturing global citizens with the specialized language skills needed for a range of professional careers. I will particularly also touch on the role that technology plays in connecting learners with each other, with real-life issues, and with their surrounding communities.