Integrating the Social Context and Learning Ecologies of Digital Natives in EFL Teaching Approaches [articol]

Abstract

Teachers aiming to develop approaches to learning that facilitate an harmonious and spontaneous relationship with EFL learning for twenty-first century digital natives must ensure that the learning process explores contexts pertinent to the learner. The pedagogical reality is determined by context-specific features on which are grounded methodological choices: the participants’ expectations and assumptions, and the teaching and learning features. Within a context of unprecedented exposure and occasions to use English in daily life, the present paper aims to provide pedagogical proposals which integrate learners’ experiences and their learning ecologies with approaches to EFL teaching.