Integrating Universal Design for Learning and Educational Technology in English Language Teaching: A Conceptual Review of Inclusive EFL Pedagogy

Technology is now part of everyday English language teaching. Digital texts, online learning platforms, interactive applications and artificial intelligence tools offer teachers new ways to present language, organise classroom activities and provide additional practice. However, using technology does not automatically make a lesson more inclusive or effective. Its value depends on whether it addresses learners' needs and supports meaningful language development. This article explores how Universal Design for Learning (UDL) can guide the use of educational technology in English as a Foreign Language (EFL) classrooms. It draws on a focused critical review of literature on UDL, inclusive pedagogy, Technological Pedagogical Content Knowledge (TPACK) and technology-enhanced language learning. Particular attention is given to the three UDL principles: multiple means of engagement, representation, and action and expression. The discussion considers how these principles can inform the teaching of reading, listening, speaking, writing, grammar and vocabulary. It also examines the teacher's role in selecting appropriate digital resources and addressing challenges such as unequal access, accessibility, cognitive overload and the responsible use of artificial intelligence. The article argues that technology should be introduced in response to a clear pedagogical purpose rather than simply because a new tool is available. UDL offers teachers a useful perspective for anticipating learner differences, while TPACK helps explain the knowledge needed to connect technology with teaching methods and language content. The article concludes that inclusive technology-enhanced EFL instruction requires careful planning, professional judgement and attention to the realities of individual learning contexts.