“Innovation and Technology in Foreign Language Education”.


In the beginning, languages in general were created to help us survive because communication was needed for human interaction. In the present time, the world is increasingly becoming globalized and most businesses no longer only sell locally. Globalization connects businesses and customers across the world, which means that speaking more than one language is the tool that allows us to continue interacting and open gates to professional and social networks (Shukla, 2018; See also: Cadenas, 2016). Languages also enrich life with opportunities to travel and learn about cultural diversity, express ideas to others and find information from all over the world.

 Multilingualism not only removes barriers, but also changes the brain leading to cognitive advantages compared to monolingualism (Tuerk, 2016). In fact, speaking languages is becoming more and more popular. According to UNESCO, their statistics show that English is the second language most widely learned. Mandarin Chinese is the first, due to the amount of speakers of that language and English, Spanish and French are considered the languages of the business world; therefore, speaking more than one language will be indispensable to be involved in the international business world (Atlas of the World's Languages in Danger, 2010).

Additionally, it has to be remembered that languages are part of people’s identity and are used to convey that to others. Consequently, foreign language learning has an important effect on the social being of the individuals, due to the adoption of new social and cultural behaviors and ways of thinking that are involved in the process (Gilakjani, Lai-Mei, & Sabouri, 2012). The field of language teaching has experienced great change over the years embracing different approaches, methods and techniques from behaviorism to a more humanistic view with the communicative approach, which focuses on knowing when, where and who use the language with rather than the use of grammatical rules (Richards, 1985).

Undoubtedly, there are factors that influence the learning process, such as the learning environment, age of students, input given by the teachers, prior Linguistic knowledge, motivation and personality of students and the teaching strategies used in the classroom. For this reason, not all the learners use the same strategies or have the same skills (Hismanoglu, 2000). Actually, the language skills students have in their native language are also important because those skills are the foundation that hold effective learning of a foreign language (Ganschow, Sparks, & Javorsky, 1998).

Nowadays, the need to teach foreign languages to express or narrate thoughts and ideas is clearly understood. Cooperative language and communicative language teaching respond to the trend in language teaching (Zhang, 2010).   By the same token, there is a necessity of integrating technology because we are facing the challenges of the 21st century education, such as the need of collaboration, digital literacy, critical thinking, and problem-solving that would help students succeed in today's world (Rich, 2010). Undeniably, 21st century education comes strongly linked to social networks. Torres and Alcántar (2011) carried out a research study on the topic, which highlighted the importance of such networks as tools to develop communication skills in students. Concordantly, Mendoza, Romero and Aguilera (2017) showed in their research that students are interested and willing to study and reinforce their knowledge by using social network sites.

Although new technologies and social networks have become trendy and their conveniences are evident, Trujillo, Salvadores and Gabarrón (2019) emphasize that technology is to be used as long as there is a pedagogical criterion and scientific foundation. In addition to that, online learning needs certain features in order to have effective learning. First, it is important to have an appropriate context where the disadvantages of learning online can be minimized and the advantages have to be made obvious to all the participants. It is also necessary to have a well-structured course design that details the resources, and shows a true reflection of the aim of the course in the assessment, and finally skilled tutors that limit the demands in order to avoid early weariness and extended resources are needed such as library, counselling, course information, etc.  (Stephenson, 2018).

While integrating technology into today’s language teaching is considered crucial, there is still urgency of research and practice on how to systematically and effectively do it (Egbert, Paulus, & Nakamichi, 2002). Ideally, foreign language online teaching follows a structure and teachers have to be familiar with the tools and methodology required; however, certain things cannot be predicted. Proof thereof is the crisis of a unique nature that the world is currently struggling with. The corona virus outbreak was declared a global pandemic by The World Health Organization (WHO) in March 2020. Not only has the virus affected economy and financial markets, but also the field of education causing school closures in more than 100 countries, which represents 90% of the student population (“COVID-19 Educational Disruption and Response”, 2020).

This emergency revived online teaching and the use of technology and technological devices are making it possible. However, the drawback is the inequality regarding students who can access this type of learning and those who cannot (“COVID-19 is reviving”, 2020). Online platforms, e-learning and communication tools and apps have made the teaching-learning process easier for some of us and numerous important educational organizations have offered resources to learn English specifically, taking into account the need to teach about other cultures, providing students with opportunities to take part in virtual cultural programs. Teachers, administrators, IT managers have also been given access to resources such as tutorials, transition plans and the advice and cooperation of organizations and volunteers that could help during this transformation of education .

The technologies are here to stay and their use will certainly increase, as new skills are demanded of teachers (Chilingaryan & Zvereva, 2017). The effective use of them to support foreign language is definitely linked to the teachers’ familiarity with the tools and the guide by established principles (Chen & Wang, 2008). Luckily, it has been proven that sharing information is fundamental to finding solutions with potential for success in EFL teaching. Teachers, students and even parents around the world have understood that everyone is part of a learning community that must facilitate the flow of information on innovations, effective assessment, challenges faced and their possible solutions.

As mentioned before, research and practice on integrating technology and foreign language learning are still needed. It is worth asking:  How does the use of technology affect EFL learner's cognitive process and their motivation? What are the challenges of second language acquisition in the first language environment or country? What is the influence of the first language during the learning of a second language? That information and more will be shared in this special volume of the journal Revista Investigación y Desarrollo (Research and Development). After all, as Cronquist & Fiszbein (2017) explained, learning from each other is one of the best practices, and teachers will continue to learn because education may be reshaped, but not stopped.



The objective of this journal will be to give an overall view of the current situation of foreign language teaching, from kindergarten to higher education, exploring the approaches, the new technology and the methodology used in EFL classrooms nowadays, as well as the challenges faced by teachers and students.

The journal and its contents is intended for:

EFL teachers and students, language instructors, University professors 

A wide range of topics in the area of foreign language teaching is covered, including:

- Technology in EFL

B learning

Flipped classroom

Transition to Online Learning

- Diversity in the EFL classroom

EFL teaching:  young learners, high school, higher education, adults

TEFL for Students with Special Needs

- Challenges affecting English language teaching/learning

Standard and Non-Standard English teaching

ESP in higher education



There are no submission or acceptance fees for papers submitted to the volume of this journal. Each article should not have more than four authors.


Research papers, clinical case studies, review, opinion and perspective articles will be accepted. For further information on structure and format, please check the instructions for submission on the Journal's website.

ONLY complete, unpublished, original, and full-length articles that are not under review in any other journals and that comply with the scientific rigor based on the guidelines of the journal Revista Investigación y Desarrollo will be received.  Although articles are written in English, the journal welcomes studies dealing with the teaching of other languages as well.

The articles should be electronically submitted to the email:, or uploaded to the website of the Journal:

For further information, please visit:

Revista Investigación y Desarrollo website:

Latindex website:

ISSN website:

DIDE-UTA website:



- Atlas of the World's Languages in Danger. UNESCO (2010, March). Retrieved                from:–atlas/en/atlasmap.html 

- Cadenas, G. (2016). Traversing the Invisible Border: The Importance of Multilingualism in a                Globalized World. Retrieved from:

- COVID-19 is reviving the need to explore online teaching and learning opportunities. (2020,                March). Retrieved from:               explore-online-teaching-and-learning-opportunities

- COVID-19 Educational Disruption and Response. UNESCO (2020, March). Retrieved from:      

- Chen, N. S., & Wang, Y. (2008). Testing principles of language learning in a cyber-face-to-face                environment. Journal of Educational Technology & Society, 11(3), 97-113.

- Chilingaryan, K., & Zvereva, E. (2017). Methodology of flipped classroom as a learning                technology in foreign language teaching. Procedia-Social and Behavioral Sciences, 237,    1500-1504.

- Cronquist, K., & Fiszbein, A. (2017). English language learning in Latin America.

- Egbert, J., Paulus, T., & Nakamichi, Y. (2002). The impact of CALL instruction on classroom                computer use: A foundation for rethinking technology in teacher education. Language                Learning & Technology, 6(3), 108−126. Retrieved from      

- Ganschow, L., & Sparks, R. (2001). Learning difficulties and foreign language learning: A                review of research and instruction. Language Teaching, 34, 79–98.

- Gilakjani, A. P., Lai-Mei, L., & Sabouri, N. B. (2012). A study on the role of motivation in                foreign language learning and teaching. International Journal of Modern Education                and        Computer Science, 4(7), 9.

- Hismanoglu, M. (2000). Language learning strategies in foreign language learning and                teaching. The Internet TESL Journal, 6(8), 12-12.

- Mendoza, K. Z. V., Romero, I. R. C., & Aguilera, P. M. (2017). Aplicación de redes sociales para                el aprendizaje de una lengua extranjera. Dominio de las Ciencias, 3(2), 391-404.

- Rich, E. (2010). How do you define 21st-century learning? Education Week, 4(1), 32-35.

- Richards, Jack (1985). Conversational competence through roleplay. RELC Journal l6:1,                82-100.

- Shukla, S. (2018). Importance of Multilingualism.

- Stephenson, J. (Ed.). (2018). Teaching & learning online: new pedagogies for new                technologies.     Routledge.

- Torres, C. I., & Alcántar, M. D. R. C. (2011). Uso de las redes sociales como estrategias de                aprendizaje. ¿Transformación educativa? Apertura, 3(2).

- Trujillo Sáez, F. J., Salvadores Merino, C., & Gabarrón Pérez, Á. (2019). Tecnología para la                enseñanza y el aprendizaje de lenguas extranjeras: revisión de la literatura.

- Tuerk, C. (2016). Brain structural correlates of multilinguism (Doctoral dissertation, University           of Geneva).

- Zhang, Y. (2010). Cooperative language learning and foreign language learning and                teaching. Journal of Language Teaching and Research, 1(1), 81-83.


Elaborado por:

Ing. Cynthia Hidalgo