The Use of Google Classroom as a Pedagogical Tool for Teaching English in EFL University Settings: A Pedagogical Perspective

English Language

This literature review explores the use of Google Classroom as an effective pedagogical tool for teaching English in English as a Foreign Language (EFL) university settings. As digital learning platforms become increasingly integral to higher education, Google Classroom stands out for its flexible, interactive, and student-centered features that support various language learning activities. The review synthesizes research findings demonstrating its positive impact on learner engagement, motivation, and autonomy, as well as its alignment with blended learning models that combine face-to-face and online instruction. Additionally, the review identifies common challenges faced in implementation, including gaps in digital literacy among teachers and students, technical difficulties, and institutional resistance to adopting new technologies. To address these issues, the paper emphasizes the importance of comprehensive teacher training, robust technological infrastructure, and supportive educational policies. Furthermore, it calls for further empirical studies to assess long-term outcomes and contextual effectiveness. This review offers valuable insights for educators, administrators, and policymakers aiming to enhance English language teaching through thoughtful integration of Google Classroom within EFL higher education programs.

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