Resilient Pedagogical Advancements: Fostering Ict Tools for Post-Pandemic Esl Learning Through Sustainable Development –A Review

Abstract

Background: The  COVID-19  pandemic  spurred  a  revolutionary  shift  in  education,  notably  in language acquisition.  Rooted in the principles of sustainable development, this study probes the  post-pandemic  linguistic  pedagogy,  spotlighting  the  refinement  of  English  as  a  second language's (ESL) receptive and expressive competencies within this novel framework.   Method: With  a  targeted  approach  to  Language  Skills  (LSRW)  acquisition,  employing  25 meticulously  selected  eLearning  applications,  it  addresses  the  reconfiguration  of  English language instruction following the pandemic-induced disruption of conventional methods.   Results: These  digital  resources  facilitated  unprecedented  levels  of  engagement,  ensnaring students' focus through compelling visual aids. Furthermore, they bridged the scholastic divide between educators and learners. Consequently, students found these platforms indispensable for acquiring English as a second language in the online setting. This inquiry propels a call for further investigation into harnessingtechnology-driven learning to enhance ESL environments, all firmly grounded in the  foundational principles of  sustainable development.  It emphasizes the  imperative  of  fostering  environmentally  conscious  and  socially  inclusive  educational practices.   Conclusion:Ultimately, it stands as an invaluable compendium for English language educators worldwide,  furnishing  insights  to  surmount  the  pandemic-induced  pedagogical  hurdles  and embrace  the  innovative  learning  prospects  it  has  ushered  in,  while  advancing  the  cause  of sustainable development in education.