DIGITAL PEDAGOGY IN ENGLISH LANGUAGE EDUCATION: A LITERATURE-BASED ANALYSIS OF CURRENT TRENDS

Abstract

This article explores how digital pedagogy is currently conceptualized and applied in English language education, asking what opportunities and challenges emerge from its integration. The study is grounded in the broader context of globalization and rapid technological change, which have shifted English teaching from traditional approaches toward digitally mediated practices. Its novelty lies in offering an integrative perspective: rather than focusing on individual tools, the review synthesizes diverse studies to examine digital pedagogy as a pedagogical paradigm shaped by technological, cultural, and institutional factors. Methodologically, the research adopts a qualitative literature review design, systematically collecting and analyzing studies published between 2015 and 2025 through thematic analysis to identify recurring themes. The results show that digital pedagogy has evolved from a supplementary role to a transformative force that enhances learner autonomy, collaboration, and multimodal engagement, while also revealing challenges such as unequal access, teacher readiness, and risks of superficial learning. The article concludes that sustainable frameworks integrating pedagogy, technology, and cultural context are needed to ensure that digital pedagogy develops as a relevant, equitable, and transformative paradigm for English language education.