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.
