Language Teachers in the Digital Era: Addressing Emotional and Pedagogical Challenges in Technology-Enhanced Learning Environments

Digital Pedagogy, Emotional Intelligence (EI), Technology-Enhanced Learning Environments (TELEs), Social-Emotional Learning (SEL), Teacher Preparation

Supporting agencies:

This research was not funded

Abstract:

The rapid integration of digital platforms in education has reshaped language teaching and learning, intertwining technology with emotional dynamics. In this paper, we explore the critical competencies language teachers need to navigate the digital era, addressing the guiding question: What knowledge and skills do language teachers need to thrive in an age of rapid digital transformation? We propose that educators must master a trifecta of competencies: (1) technological proficiency to effectively integrate tools like virtual reality (VR), gamified learning, and interactive platforms; (2) emotional intelligence to foster authentic connections in digital spaces; and (3) content knowledge to deliver accurate, contextually relevant language instruction. The discussion is organized into five interconnected sections. First, we define and explore digital pedagogy, emphasizing its potential to transform language education. Second, we examine digital stress and burnout and offer strategies to foster sustainable teaching practices. Third, we highlight the importance of EI, particularly digital EI (dEI), in building effective teacher-student relationships. Fourth, we investigate the interplay of innovation and emotion in technology-enhanced learning environments (TELEs). Finally, we provide actionable recommendations to ensure language education remains human-centered and equitable. We conclude this paper by underscoring the need for teacher preparation programs to integrate social-emotional learning (SEL) practices into digital pedagogies to equip educators for the complexities of education in the present world.

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