Digital Transformation for Sustainable English Language Learning: Insights from Saudi Arabia and Global Perspectives

Authors

  • Abdullah A. Al Fraidan

    Department of English Language, College of Arts, King Faisal University, Al Ahsa 36362, Saudi Arabia
  • Mariam Alaliwi

    Department of English Language, College of Arts, King Faisal University, Al Ahsa 36362, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v6i6.7754
Received: 9 October 2024 | Revised: 18 November 2024 | Accepted: 20 November 2024 | Published Online: 8 December 2024

Abstract

This systematic review explores the role of digital transformation in advancing sustainable English language learning, focusing on faculty perceptions in the Female English Department at King Faisal University (KFU), Saudi Arabia. The study examines four critical dimensions: enhancing progress measurement and assessment, fostering collaboration, linking theoretical knowledge with practical performance, and promoting educational equity. Through comparisons between the Saudi context and international practices, the review highlights how digital tools can create more resilient, adaptable, and inclusive learning environments. In the Saudi context, digital platforms such as Madrasati and Blackboard Collaborate have enabled significant advancements in real-time assessments, student collaboration, and equitable access to education, aligning with the broader goals of Saudi Vision 2030. Internationally, countries like the United States, South Korea, and Finland demonstrate how digital tools have been integrated into educational systems to enhance student engagement, provide continuous feedback, and foster inclusive learning practices. This review provides practical implications for educators and policymakers, emphasizing the need for continued investment in digital infrastructure, teacher training, and equitable access to technology. In both Saudi Arabia and international contexts, digital transformation offers powerful solutions for enhancing language learning sustainability. By aligning these efforts with the strategic goals of Vision 2030, Saudi Arabia can foster a knowledge-based economy and ensure its education system is equipped to meet the demands of a globalized, digital world. This review underscores the transformative potential of digital tools in creating sustainable, performance-driven, and equitable education systems worldwide.

Keywords:

Digital Transformation; English Language Learning; Sustainability; Saudi Vision 2030; Educational Equity; Real-Time Assessment

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How to Cite

A. Al Fraidan, A., & Alaliwi, M. (2024). Digital Transformation for Sustainable English Language Learning: Insights from Saudi Arabia and Global Perspectives. Forum for Linguistic Studies, 6(6), 439–449. https://doi.org/10.30564/fls.v6i6.7754

Issue

Vol. 6 , Iss. 6 (December 2024)

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Article

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.