In the current landscape of higher education, teaching universitylevel English courses demands more than traditional lecturing and
textbook-driven instruction. The rapid advancement of educational
technologies has transformed the landscape of English language
teaching (ELT) and learning, presenting both opportunities and
challenges that instructors must skillfully navigate. For example, a
meta-analysis of 67 studies found a statistically significant positive
effect size for the deployment of educational technology in English
language teaching, highlighting its potential to enhance learning
outcomes when properly integrated (Rahmati et al., 2021).
Simultaneously, scholars observe that higher education instructors
must develop new digital competencies, particularly when it comes to
designing technology-enhanced assessment and feedback practices, implying that technology adoption is not merely optional but central
to contemporary ELT pedagogy (Maknun et al., 2024; Picasso, 2024).
Given this context, university-level English courses must be
reconceived through a lens of instructional design, engagement
scaffolding, feedback loops, and assessment innovation, all powered
by educational technology.