Social Science and Human Research Bulletin

This article explores the value of technology-free classrooms in second language learning, offering a timely reflection on what's lost when screens replace human presence. As digital tools continue to reshape education, this piece calls for a return to teacher-centered, people-driven instruction—where learning is rooted in connection, spontaneity, and shared experience. Drawing from over thirty years of teaching and guided by the principles of Communicative Language Teaching (CLT), I, as the author, examine how stepping away from technology can actually bring students closer to the language, to each other, and to themselves.

The overuse of technology in classrooms has led, often unintentionally, to a decline in teacher agency and student interaction. This article highlights what happens when the teacher is no longer central to the learning process—and why that matters. In a technology-free space, the teacher becomes more than a facilitator: they are a mentor, a cultural guide, and a living model of communication. Through voice, gesture, presence, and care, the teacher creates a learning environment where language feels alive and relationships flourish.

Using real context-based lessons, classroom examples, and insights from research and practice, the article shows how simple, analog tools—chalk, paper, and conversation—can support deeper, more lasting learning, especially in under-resourced settings. Ultimately, it makes the case that removing technology is not a step backward, but a conscious choice to put humanity back at the center of education. In doing so, I reclaim the teacher’s essential role in helping students not just learn a language, but build empathy, confidence, and the ability to connect meaningfully with the world.

Communicative Language Teaching, language pedagogy, low-tech education, second language acquisition, classroom interaction, educational equity

1. Ball, D. L. (2023). Pedagogical listening and teacher responsiveness in multilingual classrooms. Journal of Teacher Education, 74(2), 135-149.
2. Carr, N. (2010). The shallows: What the Internet is doing to our brains. W. W. Norton & Company.
3. Choi, L., & Zhang, T. (2023). Digital overload and language processing: The risks of cognitive fatigue in high-tech classrooms. Journal of Educational Psychology, 115(1), 33-47.
4. Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10.
5. Kim, E. (2025). AI-assisted English learning: A tool for all or only a select few? Language Learning & Technology, 29(2), [page range TBD].
6. Kramsch, C. (2021). Language as symbolic power: Reflections on identity, ideology, and pedagogy. Applied Linguistics, 42(3), 495-509.
7. Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
8. Norton, B., & Toohey, K. (2022). Identity and language learning: Moving toward social justice in language education. TESOL Quarterly, 56(1), 9-28.
9. Postman, N. (1993). Technopoly: The surrender of culture to technology. Vintage.
10. Richards, J.C. (2006). Communicative language teaching today. Cambridge University Press.
11. Salam, M. Y., & Luksfinanto, Y. (2024). A comprehensive review of Communicative Language Teaching (CLT) in modern classrooms. Lingeduca: Journal of Language and Education Studies, 3(1), 58-70.
12. Tellier, M. (2022). Embodied cognition in second language learning: The role of gesture and movement. Language Teaching Research, 26(5), 692-711.
13. Zhang, T. (2023). [Co-cited with Choi in empirical studies on multimedia overload—no separate publication details given]
14. Toohey, K. (2022). [Co-cited with Norton in identity and language education—no separate publication details given] 
15. Luksfinanto, Y. (2024). [Co-cited with Salam—listed as second author co-authored work]