Leveraging Technology for Metalinguistic Awareness in TEFL

This article explores the capability of various technological tools and resources to enhance metalinguistic awareness among learners of English as a Foreign Language (EFL). The research investigates the experiences of EFL students engaging in technology-enhanced language learning activities through a descriptive qualitative research approach. Focusing on the impact of educational technology tools-like grammar checkers, interactive writing sites, and digital storytelling initiatives-on learners' capacity to reflect on their language use, detect linguistic errors, and express their comprehension of grammatical concepts and frameworks, data were gathered via semi-structured interviews and classroom observations. To support the consistency of the semi-structured interview, the interrater reliability was assessed using Cohen's kappa statistic. Two expert colleagues examined the interview questions and provided a kappa value of ۰.۶۵, which is considered substantial agreement (McHugh, ۲۰۱۲; Simundic, ۲۰۰۸). Detailed documentation and an audit trail were maintained to support dependability, enabling replication. The results imply that technology can greatly improve metalinguistic awareness when it is utilized intentionally and considered by providing students with opportunities for introspection, self-reflection, group projects, and personalized feedback.

کلیدواژه ها:

Metalinguistic Awareness ، EFL Learners ، Technology-Integrated Learning ، Qualitative Research