Exploring the role of TESOL and digital technology in attitudinal change and sustainable learning for students of higher education

Abstract

Abstract Purpose This study explores the potential of TESOL (Teaching English to Speakers of Other Languages) in encouraging attitudinal change and long-term learning and how digital technology might influence this process. The significance of the study lies in its insights to educators and policymakers to enhance language education quality and promote sustainable learning in higher education. Using a socio-cultural theoretical framework, the study presents a novel perspective on integrating digital technology into language education for improved learning outcomes. Additionally, the findings can facilitate the development of inventive teaching methods incorporating digital technology, resulting in better language education outcomes in higher education. Methodology The population comprised faculty members of Chinese universities. Data was collected through a standardized questionnaire from 307 respondents and analyzed using Mplus. Findings The findings can be incorporated into language instruction rules to enhance language acquisition and advance intercultural understanding. Based on the study’s findings, researchers can conduct additional research on applying digital technology in language instruction and investigate its potential to support long-term learning and attitude development. As they work to create successful techniques for encouraging sustainable learning habits and good attitudes toward language acquisition, TESOL practitioners, educators, policymakers, and researchers will be impacted by the findings. Practical implications The findings can help TESOL practitioners create efficient teaching methods that encourage long-term learning habits and favorable attitudes toward language learning. Language teachers can use the results to improve their instruction methods and their effects on student learning. Originality/value Social and cultural theory supports this study’s model. The approach helps in defining and measuring the TESOL, sustainable Learning. The study further established the moderating role of digital technology and the mediating part of Improved self-efficacy and self-regulated Learning.