Technology-Enhanced Language Learning (TELL) in Malaysian ESL Classrooms: Teacher Readiness and Integration Challenges

Abstract

This literature review explores Malaysian ESL teachers’ readiness and the challenges they face in integrating Technology-Enhanced Language Learning (TELL). Through the Technological Pedagogical Content Knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR) frameworks, the review highlights the gaps in technological, pedagogical, and content knowledge, as well as systemic and contextual constraints that hinder effective implementation. Although teachers recognise the potential of TELL, integration largely remains at the Substitution and Augmentation stages, with limited advancement towards transformative practice. By drawing on studies from different educational contexts, this review identifies the need for targeted professional development, improved infrastructure, and supportive leadership to strengthen readiness and deepen technology use. It also considers the emerging role of Artificial Intelligence (AI) in shaping future ESL instruction, emphasising the importance of cultural and infrastructural alignment. The review contributes practical insights for advancing digital integration in multilingual classrooms and offers direction for policy and research to promote more inclusive, effective, and sustainable TELL practices.
Keywords: ESL, SAMR, TPACK, technology-enhanced language learning (TELL), teacher readiness