Abstract

Technology never stops transforming our world. It has been permeating people’s lives, prompting academicians, researchers, and teachers to discuss their profile, hold them in high esteem, weigh up the benefits as well as the harms. Traditionally, research has subscribed to the belief that a technology-enhanced language classroom is useful when the teacher knows how to use it skillfully. Such competence must not be swamped by fear, reluctance, or ignorance. The present descriptive and exploratory piece of reflection is an attempt to report on faculty perceptions on the merits of the technology-enhanced language classroom and the complexity of the pedagogical four-sided pyramid model. The findings revealed that such conceptualization facilitates cooperation, negotiation, socialization, and the acquisition of a certain number of learning skills.

Information

Item Type:	Journal
Divisions:
ePrint ID:	5336
Date Deposited:	2025-03-18
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/en/publication/article/5336

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