**1. Introduction**

#### **1.1 Research background**

As universities have strategically evolved their operational approaches to reconcile the emergence of digital learning standards following the COVID-19 pandemic, the effects of quarantine expectations and social distancing requirements have fundamentally altered the structure and need underlying modern ESL education in higher education. Whereas traditional teaching strategies have involved front-facing, physical educational environments with students dispersed across large classroom environments, Coniam et al. [1] observe that digital solutions have resulted in a 'blended form of learning and teaching'. Recognised as a 'new phase' or evolution of modern higher education, Oraif and Elyas [2] suggest that the sudden and significant push associated with COVID-19 has fundamentally altered the structure and systemic efficiencies of the educational ecosystem. For learners experienced in traditional educational environments, however, the shock and suddenness of the online transition raise multiple questions regarding the efficacy and sustainability of this radical shift in networked education.

For English as a foreign language (EFL), the systemic evolution of the technological landscape towards digital capabilities offers distinct advantages that have the potential to reshape the structure, efficiency, and effectiveness of language learning [3]. Early research in the field of digital language learning presented by Kryukov et al. [4] predicted that there would be a significant challenge in designing effective content and multimedia resources that would provide students with an engaging and motivational solution. Yet, as Lo and Mok [5] have demonstrated, the evolution of digital learning capabilities through gamification and interactive digital ecosystems has facilitated a paradigm shift away from utilitarian, list-based designs towards an engaging, meaningful, and adaptive digital environment. Recent evidence presented by Pobegaylov [6] and Rahman [7] confirms a range of systemic advantages and learner benefits arising from the digitalisation of EFL learning, whilst also highlighting the challenges arising from new skill sets, knowledge bases, and online responsibilities related to the COVID-19 pandemic. Based upon such findings, a review of the recent empirical research regarding EFL learning and online migration of higher education courses following the COVID-19 pandemic reveals an array of academic interest and varied empirical results from nations throughout the Middle East and Southeast Asia. However, a comprehensive database search for Hong Kong EFL reveals a significant empirical gap that has been remedied over the course of this study by focusing on inside stakeholders within this geographically integrated student population.

#### **1.2 Research aim and objectives**

The primary aim of this research was to critically assess the transition to digital learning in Hong Kong-based ESL higher education during the COVID-19 pandemic in order to determine the effects of digital citizenship and self-discipline on student experiences and learning outcomes. Through a combination of a theoretical review and empirical analysis, the following core research objectives were accomplished:

• To analyse the demands of digital learning, assessing the roles of self-paced study and pedagogical support in ESL education.

*A Review of Digital Learning and ESL Online Classroom Experience in Higher Education DOI: http://dx.doi.org/10.5772/intechopen.107998*


#### **1.3 Research questions**

There were several questions that were answered over the course of this exploratory investigation:


#### **1.4 Research overview**

This chapter has provided an overview of the transformative forces affecting the Hong Kong higher education ESL programme during the COVID-19 pandemic and the challenges and opportunities associated with digital education and learning processes. The remainder of this dissertation progresses from a theoretical and conceptual overview of digital learning to a critical assessment of empirical evidence related to ESL students and their experiences with the transition from traditional to digital learning practices. Through this synthesis of evidence, focused conclusions are drawn regarding the current and future evolution of the digital learning agenda.

### **2. Literature review**

#### **2.1 Online education and digital pedagogy**

Providing justification for an emergent field of online education, McKnight et al. [8] originally identified five primary roles of technology in developing the learning environment including improving teacher and learner access to e-resources, improving communication between teachers and learners, providing flexible time arrangements, expands learner skill sets and discipline, and creates new, innovative

roles for teachers and learners. The COVID-19 pandemic persistence has allowed or forced higher learning institutions and stakeholders to adopt contemporary technological tools for education delivery. The pandemic is fairly a plus for digital pedagogy implementation. For EFL courses, Hazaymeh [3] observes that there are multiple functional advantages ranging from accelerated distribution of course content to innovative learning materials to knowledge sharing and social information exchange. In a technological assessment, Lo [9] highlights the advantages of authentic language learning using visual cues, digital audio, and artificial intelligence (AI)-supported assessments to test student abilities. Whereas traditional lecture-based classrooms relied upon teacher demonstration and student exercises, digital learning has the potential to provide a more immersive experience upon innovative modules, educator creativity, and interactive student experiences [9, 10].

Therefore, Kodlrle and Savchenko [11] propose that the conversational and interactive advantages associated with multimedia EFL applications are conducive to 'favourable communication' practices that are not only integrative but are directed towards a practical translation of knowledge into meaningful real-world outcomes. Within this digitalisation paradigm, Lo and Mok [5] describe a concept of 'paratextuality' in gaming which transfers to language 2 (L2) acquisition in the form of consumption and production of linguistic themes, textual representations, and representations like art and/or imagery. From word association to goal execution to dialogue construction, the familiarity of digital natives to the paratextual experience in online gaming has direct and transferrable relevance in digital L2 learning experiences [5]. Similar recommendations for an emergent digital ecosystem in EFL learning proposed by Rahimi and Yadollahi [12] suggest that digital storytelling and exchanges allow learners to 'develop their language literacy' by engaging in collaborative reinforcement exercises and 'constructive dialogue with teachers and groupmates'. Whilst such group activities have been widely used in traditional EFL settings, the digitalisation of this experience not only accelerates the participative process but can use feedback mechanisms and digital prompts to reinforce student language proficiency (Rahimi & Yadollahi [12]).

#### **2.2 Digital citizenship and self-accountability in online learning**

For students entering into the digital ecosystem, Yilmaz [13] proposes that adaptation will be determined by key characteristics of digital citizenship such as digital self-efficacy, self-directed learning, and accountability. Central to the success in a digital ecosystem is the core concept of digital citizenship which involves the appropriate use of technology and the student commitment to behaviours and practices that support their own learning pathways as they evolve online [14]. Whereas traditional assessment has involved proctored settings, rigorous oversight, and clearly defined classroom controls, the digital alternative often shifts accountability and ownership away from the institution and into the hands of the student [1]. Online proctored exams, for example, can utilise digital monitoring resources and videoconferencing to maintain oversight during the testing process, whilst also allowing students the flexibility to complete critical coursework from the 'comfort and safety of their own home' ([1], p.59). Students immersed in digital environments are exposed to holistic learning outcomes that often involve pragmatic search behaviours and self-supporting activities that can lead to challenges during rigorous assessments and explicit testing requirements [7]. At the same time, Little and Al Wahaibi [15] have demonstrated empirically that if students have a clear understanding of the

#### *A Review of Digital Learning and ESL Online Classroom Experience in Higher Education DOI: http://dx.doi.org/10.5772/intechopen.107998*

requirements and expectations of the course and the assessment procedure, their selfdetermination, and motivated autonomy will allow them to engage more productively in the range of requirements associated with these new digital ecosystems.

Evolving far beyond the simplistic, list-based database solutions observed by Kryukov et al. [4], modern digital learning has adopted a gamified, engaging, and immersive content platform to the accommodation of varying student learning needs. Yet, following the suddenness of the COVID-19 pandemic, the shift from traditional to completely digital education across these Hong Kong institutions has radically altered the learning approach adopted by these EFL students. Yilmaz [13] proposes that core dimensions of e-learning readiness such as digital self-efficacy, self-directed learning, and accountability predict whether students are able to transition into a productive digital ecosystem. Similarly, McWilliam and Dawson [10] have observed the need for educators to engage in more creative and immersive pedagogical strategies, drawing upon an exchange of creative capital to actively engage students in the digital learning process. The findings in the current study have confirmed that students who identified as digital natives and who were experienced in school (e.g. higher enrolment level) were more likely to integrate seamlessly into the digital learning experience.

Central to the effectiveness of digital EFL programmes is an immersiveness that forms the basis for the proposed protocol for designing and implementing future programmes that encourage student performance and engagement. To improve the effectiveness of the digital EFL experience, Rahimi and Yadollahi [12] and Lo and Mok [5] propose that advanced digital storytelling technologies are providing immersive advantages for the gamification and participation enhancement of the language learning process. **Figure 1** extrapolates the four core dimensions from the conceptual framework and incorporates multiple assessment dimensions that can be used to ensure that EFL teams are meeting the needs of their students and their instructors. For example, students' technological skills must be assessed prior to classroom immersion as well as the resources they have available or may need to purchase. Once students have received adequate training, then expectations must be set regarding digital citizenship

**Figure 1.** *Conceptual framework (Created for Study).*

and the role of self-accountability in shaping student performance. Instructors will leverage multi-channel communication strategies (e.g. e-mail, telephone, and Zoom) to meet student needs and respond effectively, whilst adopting creative delivery strategies for videoconferencing and engaging coursework. Finally, to ensure that the immersion is comprehensive and sustainable, the EFL education curriculum needs to be gamified.

#### **2.3 COVID-19 and online learning effects**

The suddenness of the shift from traditional to digital learning was surprising to many higher education students, with Rahman [7] reporting that despite their experience with digital technologies (e.g. home computing, mobile applications), many adjustments to behaviours, awareness, and skill sets were needed during this process. In a small sample interview of students at the higher education institution, UKI Toraja, Allo [16] observed a variety of positive responses to the sudden shift from traditional education to online learning. Whilst some students reported experiencing cost and resources-related challenges, the acknowledgement of the advantages of persistent digital learning despite widespread disruption during the pandemic in other industries was viewed as positive [16]. Students reported a need for instructor awareness regarding technological, material, and access-based challenges in relation to the online curriculum and course scheduling; however, through social networks and peer support, many hurdles were overcome [16].

Central to the functional advantages of online learning, support for remote or distributed students offers a distinct advantage that not only empowers more students to participate in the digital ecosystem but expands the adaptability of classroom systems during unprecedented events like COVID-19 [3]. Further, Lo [9] acknowledges that authenticity and interactivity via the virtual ecosystem encourage students to engage in experiential learning that offers a significant advantage over traditional, coursework-focused learning experiences. Of the students who completed this study, just 32.7% indicated that they would not be satisfied with online learning in the upcoming semester despite minor improvements in the overall perceptions regarding the effectiveness of online teaching and the assessment process. These findings suggest that during this transitional period, the catchup procedures at these universities and inadequate levels of student support may have negatively affected the overall satisfaction with the online learning experience.

Despite positive assessment of students' ability to adapt to the digital learning experience by Allo [16] and Rahman [7] other evidence in this field suggests that the transition has been challenging for both students and teachers. For example, Pobegaylov [6] reveals that due to online switching, instructors have been unable to 'provide their educational influence' and leverage their pedagogical skill sets to instruct students via online courses in the same ways that they would have demonstrated in traditional classes. Students without the prerequisite skill sets, alternatively, have found their transition into digital learning a difficult process, one which has resulted in frustration, poor performance, and pathway uncertainties [6]. Whilst Yilmaz [13] has proposed that digital readiness is a function of digital citizenship and adaptation to changing online environments, gaps in the prerequisite skills and competencies needed to improve student learning outcomes may result in what Hava [17] has identified as frustration, discontentment, negativity, and resistance to change. Key concerns such as the timeconsuming nature of the education process, the difficulty of the digital ecosystem, and the meaning versus the value of the digital content can lead to student frustrations and an inability to transition into more productive EFL outcomes [17].

*A Review of Digital Learning and ESL Online Classroom Experience in Higher Education DOI: http://dx.doi.org/10.5772/intechopen.107998*

#### **2.4 Conceptual framework**

Based on these findings, there are several core concepts that form the basis for the interpretive framework of digital EFL outcomes in higher education:

