Beyond Engagement: Scrutinizing Second Language Acquisition (SLA) in Active Digital Classrooms

Learners face numerous hurdles while acquiring a second language. The use of mobile applications and digital technologies in language learning enhances the language proficiency of the learners. The objective of the study is to evaluate the effectiveness of technology in second language classroom. The study also tries to explore the theoretical aspects of the Cognitive Theory of Multimedia Learning by Richard Mayer. The role of facilitator has also been elucidated along with Technological Pedagogical Content Knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR) model. The method of the study includes a quantitative method to collect data for the pretest and post-test. “Mobile learning offers unprecedented opportunities for learners to engage with language learning materials anytime and anywhere. This flexibility promotes learner autonomy, enhances motivation, and supports individualized learning experiences, allowing students to progress at their own pace and according to their specific learning needs” (Kukulska-Hulme and Shield 273).The methodological tools used in the research include structured classroom activities, digital tools and instructional materials. The findings of the research elucidate that the technology and mobile applications help learners to attain language proficiency. The research tries to explain that technology enhanced language learning plays a pivotal role in second language acquisition. The future scope of the study can be associated with emerging technologies such as Artificial Intelligence (AI) and Virtual Learning environment.