| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Keywords: ESL/EFL, pedagogical design, digital learning environments, multimodality, personalization, task-based language teaching, CALL, instructional sequencing, framework development
Abstract: The rapid expansion of digital technologies has transformed ESL/EFL education, yet digital language instruction remains pedagogically fragmented, with personalization, multimodality, task-based learning, and technology-mediated interaction often treated as separate concerns. This article addresses this gap by developing a coherent pedagogical design framework for ESL instruction in digital environments that integrates these dimensions within a unified design logic. Using a qualitative, theory-driven methodological approach, the study employs conceptual synthesis and the theoretical phase of design-based research to construct the framework from the author’s previously published peer-reviewed studies and methodological publications. Foundational scholarship in instructional design, digital learning, multimodality, personalization, task-based language teaching, and Computer-Assisted Language Learning provides the theoretical grounding for the synthesis. The resulting framework conceptualizes digital ESL instruction as an iterative design system structured around five interdependent components: learner analysis and instructional goals, algorithm-informed personalization, multimodal learning design, task-based instructional sequencing, and interaction, feedback, and assessment design. Rather than proposing new tools or methods, the framework systematizes established pedagogical principles into an adaptable model intended to guide instructional planning across online, distance, blended, and institutional contexts. The article clarifies the framework’s scope and delimitations, emphasizing that it is a conceptual contribution rather than an empirically validated intervention. By reframing digital ESL instruction as a pedagogical design problem, the study contributes a higher-order integrative structure that supports coherent instructional decision-making and provides a foundation for future empirical research on implementation and effectiveness.
Article Info: Received: 30 Dec 2025, Received in revised form: 25 Jan 2021, Accepted: 30 Jan 2026, Available online: 07 Feb 2026
DOI: 10.22161/ijtle.5.1.4
| Total View: 44 | Page No: 31-51 |  |
| Cite this Article: APA | ACM | Chicago | Harvard | IEEE | MLA | Vancouver | Bibtex |
