Unleashing the Power of Learning Technology: Exploring the Nexus between EFL Education, Cognitive Processes, and Metacognition

Abstract

This study aims to explore the types of learning strategies used by language teachers in EFL classrooms. Additionally, it investigates how language teachers utilize technology to engage EFL students in cognitive and metacognitive activities that facilitate foreign language learning. The study employed a mixed-methods approach, involving 48 language teachers (29 males and 19 females) from two private universities in southern Amman. The participants were divided into two groups based on their specialty majors (English Language and Literature and English Language and Translation). They completed a survey and participated in a focus-group interview. The findings of the study indicated that language teachers in EFL classrooms found tablets and laptops to be the most effective learning strategies. Additionally, the study did not identify any statistically significant gender-related differences in the application of these strategies. However, it was observed that summarizing and evaluating were the most frequently utilized strategies by language teachers in EFL classrooms. Furthermore, the study highlighted that the absence of learning technology, such as tablets and laptops, in EFL classrooms has a negative impact on instructional delivery and consumes time. These learning technologies are considered cognitive tools that enhance language learning.