Innovation in Language Learning

Since the emergence of COVID-19, eLearning and Information and Communication Technology (ICT) have become essential pedagogical tools in second language (L2) classrooms. This research aims to expose overlooked gaps in L2 pedagogies within digital and computer-based classrooms, with a focus on writing courses at university levels. It employs triangulation in its methodology, combining semi-structured interviews with twenty-four L2 instructors and twenty-four students in the Middle East, a comprehensive literature review, and a thematic analysis conducted using NVIVO. Results reveal three significant findings among the L2 students: they demonstrate strong enthusiasm for integrating digital innovations and AI to aid their L2 writing, acknowledge ICT to be crucial for enhancing creativity in L2 writing, and utilise these technologies to such an extent that it hinders their active engagement with their L2 writing. It also reveals insightful findings among teachers: instructors still struggle to customise ICT and AI to develop students' L2 writing skills, and some instructors express strong resistance, preferring the traditional paper-and-pen method to teach students. The research concludes with a reflection that signals the need to explore alternative assessment criteria and methods to adapt to changes in L2 classes using ICT within eLearning environments.