| Abstract: |
The global movement of application of technology in all sphere of life has today made more compelling than ever, the need to deploy electronic gadgets (such as audio and visual aids), and information and communication technologies (including computers, telecommunication, social media), and the entire internet system/virtual sphere in the teaching and learning of language. This study explores language acquisition pedagogy in the twenty-first century with the view to examining the extent to which the field of language pedagogy is both technology-compliant and twenty-first century pliant, in terms of deploying today’s tools and approach in today’s language teaching and learning. The study reveals that the entire pedagogical sphere has gone digital, thus rendering the traditional pedagogy obsolete and ill-equipped for the present-age language pedagogical needs. Consequently, the study suggests keying into, not just technology-aided language teaching/learning, but the whole package of the twenty-first century pedagogy, which comprises core components of modern learning such as metacognition (reflection), critical thinking, technology (digital tools) and problem-/project-based learning (effective communication), self and peer review in language teaching and learning. Adopting the twenty-first pedagogical strategies and using technologies available in this age is believed to hold the capacity to make language acquisition a lot easier for learners. |
EBONYI JOURNAL OF LANGUAGE
