English is an international language that is used in many sectors such as Education, Business, Medicine, Banking, Tourism, Diplomacy, etc. It is the language of international communication and relations (Louhiala-Salminen & Kankaanranta, 2012). Success in any form of education, training, and work generally depends on the ability to comprehend and use the English language effectively and proficiently (Oppong-Sekyere, Oppong-Sekyere & Akpalu, 2013).  Language acquisition, particularly in English, is a pivotal aspect of primary education, impacting students’ academic success and future opportunities (Smith, 2018). Acquiring a language is not only understanding the concept or format of that language but being able to speak the language fluently is what makes students acquire the language (Dong & Ren, 2013). Students’ difficulties in learning second language could be due to having no real need for interaction, attaching too much importance to language forms and written tests. Some students not see a real need to learn or speak English (Al Hosni, 2014). Inability to learn English language has consequences. In certain social events or in their academic goals, the student finds it difficult to articulate the English language as a means of speech.

A simple way to define language learning is the process in which the language capability develops in an individual. Learning language per se takes strategies, and according to Wenden and Rubin, learning strategies can be defined as actions, steps, plans, or routines taken by the students in processing the information they received (Wendel, 2011). Students learn differently according to their language learning styles and preferences. Language learning cannot take place only in the brains of individual students alone but are instead related to social factors when students interact in daily life with other people in their surroundings to acquire the language (Dil, Öğretildiği, & Sınıflarında, 2015; Yanti, Cole, & Hermon, 2017).

Research indicates that interactive and personalized learning experiences are highly effective in enhancing student engagement and knowledge retention (Jones & Brown, 2019). These findings align with constructivist learning theories, which emphasize the active construction of knowledge through hands-on experiences and social interaction (Vygotsky, 1978). By integrating these theories into educational technology, such as the “Language Explorers” app, educators can create a dynamic and engaging learning environment that supports students’ cognitive and social development.

Additionally, sociocultural theory, also attributed to Vygotsky, emphasizes the role of social interaction in learning. According to this theory, learning is a social process that occurs through collaboration and interaction with others (Vygotsky, 1978). The “Language Explorers” app will incorporate elements of sociocultural theory by providing opportunities for students to collaborate with peers, receive feedback, and engage in meaningful language activities together. By fostering a collaborative learning environment, the app aims to enhance students’ language skills and promote a sense of community among primary 5 students.

Language education is deeply influenced by various factors, with technology playing a pivotal role in shaping international communication endeavors. Students engage in diverse facets of language acquisition, including listening, speaking, reading, and writing, all of which contribute to their proficiency and communicative abilities (Grabe & Stoller, 2002). Ahmadi (2017) highlights the significance of instructional methods employed by teachers, indicating that these approaches greatly impact the language learning process. Becker (2000) underscores the importance of computers as instructional tools in language classes, provided teachers have access, preparation, and curriculum flexibility. Many educators view computer technology as essential for delivering high-quality education, offering boundless resources to language learners (Bull & Ma, 2001).

Harmer (2007) and Gençlter (2015) advocate for the integration of computer technology to facilitate language learning, emphasizing the need for teachers to guide students in utilizing appropriate activities effectively. Clements and Sarama (2003) assert that employing suitable technological materials can enhance the learning experience for students. Harmer (2007) further suggests that computer-based language activities foster cooperative learning among students. Moreover, Tomlison (2009) and Gençlter (2015) argue that computer-based activities provide learners with quick access to information and relevant materials, while internet resources serve as motivational tools for further learning. Larsen-Freeman and Anderson (2011) support the notion that technology offers teaching resources and brings learning experiences closer to students’ realities, providing authentic materials to motivate language learning.

The integration of technology into education has revolutionized traditional teaching methods, offering new opportunities for personalized and interactive learning experiences. As highlighted by Eady & Lockyer (2013), technology integration involves seamlessly incorporating technological tools into the curriculum to enhance the learning process. This approach not only facilitates access to educational resources but also promotes active engagement and collaboration among students.

Solanki and Shyamlee1 (2012) and Pourhosein Gilakjani (2017) underscore the transformative impact of technology on language teaching methods. By catering to learners’ interests and sensory preferences, technology allows for more engaging and effective language instruction. Learners can interact with multimedia materials, such as videos, audio recordings, and interactive simulations, which cater to different learning styles and preferences.

Furthermore, Lam and Lawrence (2002) and Pourhosein Gilakjani (2017) emphasize how technology empowers learners to personalize their learning journey. Through online resources, educational apps, and digital platforms, students can access a vast amount of information tailored to their interests and needs. This personalized approach not only enhances motivation but also promotes self-directed learning and autonomy among learners.

Pourhosein Gilakjani (2013) highlights the transformative potential of technology in reshaping language teaching paradigms. With the advent of digital tools and online platforms, educators have the opportunity to adopt innovative teaching methods that transcend traditional classroom boundaries. Technology facilitates immersive language learning experiences, enabling students to practice language skills in authentic contexts and interact with speakers of the target language worldwide.

The integration of technology into language education represents a paradigm shift in teaching and learning approaches. By leveraging digital tools and resources, educators can create dynamic and interactive learning environments that cater to diverse learner needs and preferences. As technology continues to evolve, its role in language education is poised to expand further, offering new possibilities for enhancing language proficiency and fostering intercultural communication skills.

Teaching English learners (ELs) is not an easy task for regular classroom teachers who have not received training in how to instruct ELs (Goldenberg, 2008). In fact, teaching ELs has become such a highly specialized field, there are professionals who devote their whole careers to researching and perfecting strategies for EL instruction (Goldenberg, 2008). In addition, ELs also face a formidable task when they attend mainstream classrooms where English is the medium of instruction (Goldenberg, 2008). Although there are programs that assist these students, it is not enough to simply pull ELs out of classes for English as a second language (ESL) instruction for an hour out of the whole school day (Goldenberg, 2008). Regular classroom teachers need to be able to teach content effectively, while at the same time supporting full language development of ELs (Goldenberg, 2008).

In some classrooms, ELs comprehend fully what is being taught, while in other classes they leave feeling confused and discouraged (Goldenberg, 2008). What is needed to bridge this gap between teachers and ELs is a framework that fully supports content instruction, while utilizing proven methods of language teaching that incorporate reading, writing, speaking, and listening (Goldenberg, 2008).