The Role of Information Technologies in Foreign Language Learning Process

Abstract

Information technology (IT) has become an integral structural component of foreign language education rather than merely an optional instructional supplement. Learning management systems, mobile applications, language corpora, automatic speech recognition, video-conferencing platforms, and generative artificial intelligence increasingly facilitate language input, practice, interaction, feedback, and assessment. This article reviews major theoretical perspectives on second language acquisition together with research in Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL) to examine the pedagogical potential and limitations of technology-enhanced language learning. The analysis indicates that IT is particularly effective when it increases learners’ exposure to comprehensible input, creates meaningful opportunities for language production and negotiation of meaning, provides timely formative feedback, and promotes learner autonomy and independent learning. However, significant challenges remain, including unequal digital access, learner distraction, inconsistent pedagogical quality, data privacy concerns, and excessive dependence on generative AI. The study concludes that technology integration should be guided primarily by clearly defined learning objectives and pedagogical needs rather than technological novelty.