LANGUAGE TEACHING IN THE AGE OF DIGITAL DISTRACTIONS: A POLICY FRAMEWORK FOR MANAGING TECHNOLOGY USE IN THE ENGLISH CLASSROOM

Language and Education

This study develops a policy framework to optimize technology use in English language classrooms by balancing educational benefits with minimized disruptions. Focused on North Eastern Mindanao State University (NEMSU), the research investigates how digital distractions—impacting attention, engagement, and language proficiency—can be managed through institutional policies. Grounded in Cognitive Load Theory (CLT), Technological Pedagogical Content Knowledge (TPACK), Digital Literacy Theory, and Flow Theory, the study emphasizes the need for cohesive strategies that align technology integration with pedagogical goals. Analysis of NEMSU’s current policies reveals inconsistencies: some departments enforce structured guidelines restricting gadgets to academic purposes, while others lack clear or enforced rules, leading to student and faculty confusion. Quantitative and qualitative data from instructors and students highlight pervasive challenges, with five key distraction themes—Low Engagement/Motivation, Poor Language Retention, Overdependence on Technology, Lack of Social/Cultural Competence, and Negative Psychological/Behavioral Patterns—scoring within “High” to “Extreme” ranges. Instructors report significant issues in language retention (M=4.21) and tech overdependence (M=4.19), while students cite low engagement (M=3.68) and psychological effects like anxiety (M=3.74) as critical concerns. The findings underscore the urgency for standardized, institution-wide policies that integrate technology as a complementary tool rather than a substitute for active learning. Recommendations include structured digital guidelines, professional development for educators, and support systems to foster responsible tech use, enhance cognitive engagement, and safeguard learners’ socio-emotional well-being. By aligning policies with broader

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