Challenges and Opportunities faced by ESL Learners during using Interactive Teaching Tools (ITTs)

Abstract

This study investigates the challenges and opportunities encountered by English as a Second Language (ESL) learners in acquiring oral proficiency, focusing on the integration of Interactive Teaching Tools (ITTs) in Pakistani higher education. The research implements a descriptive methodology, involving a sample of 240 participants comprising 200 undergraduate learners (100 males and 100 females) selected randomly from private and government universities in Multan and Bahawalpur, alongside 40 teachers (20 males and 20 females) chosen through convenient sampling. Data collection employed two primary tools: a structured questionnaire and a consultative workshop. The questionnaire, distributed via Google Forms, included both Likert-scale items and open-ended questions to capture comprehensive insights from learners and educators regarding ITTs' effectiveness. The consultative workshop, conducted via Zoom, equipped teachers with practical knowledge about ITTs like Kahoot, Google Classroom, and Nearpod, assessing their adoption and impact on spoken English instruction.  The findings highlight substantial challenges, including limited digital literacy, insufficient access to technology in rural areas, and socio-cultural attitudes toward English learning. Equally, the study highlights opportunities such as enhanced learner engagement, improved fluency, and innovative pedagogical practices. By addressing these challenges and leveraging the potential of ITTs, educators can foster more effective, interactive, and inclusive language learning environments. This research contributes to the discourse on technology-enhanced language education, offering actionable recommendations for stakeholders to optimize ITTs for advancing oral proficiency in ESL learners.