Integrating ICT with Constructivist Pedagogy: Theory and Practice in Online Language Teaching

This study examines ICT (information and communications technology) and its effects on language teaching and the study, particularly concerning the constructivist and collaborative pedagogical frameworks. This study utilizes a qualitative and descriptive methodology to analyze the significant impact of digital tools on learner engagement, learner autonomy, and critical thinking. Significant findings emphasize the advantages of using gamification, flipped classrooms, and collaborative approaches to create dynamic and inclusive learning environments. Yet, the digital divide, as well as differences in digital literacy and resistance to change continue to exist. To combat such issues, the study offers actionable recommendations on professional development, infrastructure improvement, and equitable access. The study fills the gap between theory and practice with concrete and scalable solutions to enhance language pedagogy in the digital era.