The normal was disrupted: Bringing technology transfer metrics for progress and success in language acquisition

Resumen

How technology transfer metrics, considered as reconceptualized measures of progress for success in language acquisition, are explored in this manuscript. Insights drawn are from technology transfer, literary known as the integration of technology into the processes of teaching and learning, as well as computer-assisted second language acquisition. As this paper draws on online learning gadgets to enhance language learning, this study aims to evaluate how adaptive digital learning systems driven by technology transfer principles can be considered as indicators of progress and success in language acquisition. Quantitative research approaches were administered to gather data from 150 participants selected through the random sampling strategy. Findings divulged that technology transfer into the teaching and learning of languages (i) elevates progress in language proficiency, (ii) encourages self-regulated learning, and is (iii) hindered by inadequate infrastructure, thereby diluting potential benefits of transferring expertise to language acquisition. This study identifies a gap in that insufficient personalized guidance for users leads to misalignment between traditional language pedagogy and modern technology transfer approaches. Therefore, this paper concludes that technology-integrated-assisted language learning seems to have efficacy when administered as the core teaching and learning pedagogies, with recommendations of fostered avenues that would enhance a redesigned curricula through policy intercessions.