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Adaptable English language teaching: advances and frameworks for responding to new circumstances by N. A. Nazari and A. M. Riazi
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DOI：10.1093/elt/ccag018.png)
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Abstract
En 中文
The landscape of English language teaching (ELT) has undergone profound transformations over the past few years. The COVID-19 pandemic, a critical catalyst for educational change in the 21st century, prompted an abrupt shift to online instruction, forcing both teachers and learners to quickly adapt to new platforms, practices, and pedagogical realities. Although many schools eventually returned to in-person instruction, the experience has accelerated the integration of digital tools into daily teaching and reshaped expectations about the role of technology in language education. What began as an emergency response has continually invited educators to rethink how digital resources can be adaptively harnessed to enhance student learning. More recently, the rapid rise of generative artificial intelligence (GenAI) has opened another frontier, offering learners numerous affordances, such as abundant input, instant feedback, personalized practice, and expanded opportunities for language use.
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