Integrating modern technology in English language instruction: A comparative analysis of undergraduate arts and engineering colleges' perspectives, challenges, and best practices

Abstract

This comparative study investigates the integration of modern technology in English language instruction in undergraduate arts and engineering colleges. The research explores the perspectives, challenges, and best practices of faculty members and students in both disciplines. A mixed-methods approach was employed, combining surveys, interviews, and classroom observations. The findings reveal that while both colleges recognize the importance of technology-enhanced language learning, they differ in their approaches, priorities, and challenges. Arts colleges focus on leveraging technology for literature and language appreciation, whereas engineering colleges emphasize technical communication and practical language skills. The study identifies common challenges, such as limited teacher training and technical issues, as well as discipline-specific best practices. The results provide insights for educators, administrators, and policymakers seeking to optimize technology integration in English language instruction and enhance student learning outcomes in diverse academic contexts.