BLENDING TRADITION WITH TECHNOLOGY: A QUALITATIVE STUDY OF ENGLISH LANGUAGE PEDAGOGY IN ENGINEERING CLASSROOMS

Abstract

The integration of digital tools in higher education has significantly transformed teaching practices, particularly in language instruction within engineering institutions. This study explores how English language teachers in engineering colleges blend traditional pedagogical approaches with technology-enhanced methods to foster student engagement and improve language proficiency. Situated within the framework of the Technological Pedagogical Content Knowledge (TPACK) model and Vygotsky’s sociocultural theory, the study employs a qualitative methodology to capture the lived experiences of educators navigating this pedagogical shift.Data were collected through semi-structured interviews with ten English faculty members and non-participant classroom observations across five engineering colleges in Tamil Nadu, India. Thematic analysis revealed three major themes: pedagogical negotiation, digital engagement and innovation, and constraints in adoption. Findings suggest that while teachers acknowledge the value of technology in enhancing instruction—through tools such as PowerPoint presentations, language lab software, and online platforms—they continue to rely on traditional methods for structure and classroom control. Challenges include limited institutional support, uneven digital literacy among faculty, and resistance from students accustomed to conventional teaching.The study concludes that effective English language pedagogy in engineering settings lies in a pragmatic blend of tradition and innovation, supported by continuous professional development and infrastructural investment. It also underscores the value of qualitative inquiry in illuminating context-sensitive teaching practices, offering insights for curriculum developers, educators, and policymakers aiming to enhance language education in technical institutions.