Authors : Abhijeet Dawle, Amol Dapkekar
DOI : 10.1201/9781003716648-34
Volume : 1
Issue : 1
Year : 2025
Page No : 274-280
This study is mainly interested in indicating the changeable influences of technology on English language learning in India and highlights educational inequalities in urban and rural places. By referring to the existing articles and case studies, the paper tackles infrastructural challenges and gaps in digital literacy while mirroring the successful cases that promote equal education. On the one hand, English can be understood as the language of the global community. This can lead to increased opportunities in the job market and social mobility which would underline the importance of every individual having equal access to language teaching resources. The essential question is how low-priced applications, websites, and interactive multimedia may be used to bridge the gap between the haves and the have-nots including those students living in remote areas, those lacking qualified teachers, or those with socioeconomic needs. However, issues, such as inconsistency in access, ignorance of the existence of the digital divide, and poor development of infrastructure, are still of prime importance. Hence, the paper prescribes guidelines for the legislatures to introduce programs that would strengthen the sustainable introduction of technology to English language teaching and enrich the education of Indian learners, consequently, diminishing the disparities in English language learning in India. This paper uses the National Education Policy (NEP) 2020, Digital India, and EdTech initiatives, as focal points. This, in turn, amplifies inclusivity providing equal education to every individual and ensuring that no one is left behind in digital inclusivity when it comes to English language learning. It focuses on the effects of adaptive learning through AI and digital literacy programs supported by the government. These solutions are then evaluated using some quantitative evaluation metrics like precision, recall, and F1-Score. The paper analyses possible policy interventions and public-private partnerships to promote tech-based language education.