Title: Innovations and Discoveries in the Multidisciplinary Research
Chief Editor: Dr. Padmavathi S. M.
Associate Editor: Dr. Poonam Sachin Kadlag
Co-Editor: Dr. Shailaja A Akkur
ISBN: 978-81-69857-36-9
Chapter: 15
DOI: https://doi.org/10.59646/785/15
Author: Dr. Usha Sahu
Abstract
English Language Teaching (ELT) has experienced significant changes over the past few decades as educational practices continue to adapt to globalization, technological advancement, and the diverse learning needs of students. Traditional teacher-centered methods have gradually evolved into learner-centered approaches that emphasize communication, collaboration, critical thinking, and real-world language use. This paper explores the major pedagogical shifts in English language teaching by examining the relationship between language learning theories, classroom practices, and emerging innovations. It highlights how theoretical perspectives such as communicative language teaching, constructivism, task-based learning, and socio-cultural learning have influenced modern instructional strategies. The study also discusses the growing role of digital technologies, artificial intelligence, blended learning, gamification, and online educational platforms in transforming language classrooms. These innovations have created more engaging, flexible, and personalized learning environments while presenting new challenges related to teacher preparedness, equitable access to technology, and assessment practices. In addition, the paper examines the changing role of teachers from knowledge providers to facilitators who support learners in developing linguistic competence alongside critical thinking, creativity, and intercultural communication skills.
Keywords: English Language Teaching (ELT), learner-centered pedagogy, communicative language teaching, task-based learning, digital learning, educational technology, artificial intelligence, blended learning, language acquisition, pedagogical innovation.