Digital Technologies Supporting English Communication Skills in Informatics Undergraduate Education: A Conceptual Framework

Abstract

The increasing globalization of the information technology sector has intensified the need for Informatics undergraduates to develop effective English communication skills. English functions as a key medium for technical documentation, academic discourse, and professional collaboration within the field of Informatics. At the same time, the rapid expansion of digital technologies in higher education has created new opportunities to support language learning in more contextual and discipline-relevant ways. Despite the growing body of research on technology-enhanced language learning, a clear conceptual understanding of how digital technologies can support English communication skills in Informatics undergraduate education remains limited. This conceptual paper explores the role of digital technologies in supporting the development of English communication skills among Informatics undergraduates. Drawing on perspectives from English for Specific Purposes (ESP), communicative language teaching, and educational technology, the article examines how learning management systems, online collaborative tools, multimedia resources, and AI-assisted technologies can function as pedagogical enablers of meaningful language use. A conceptual framework is proposed to illustrate the relationships between digital technologies, learning activities, and English communication outcomes within Informatics education. The paper highlights key pedagogical implications for integrating technology-enhanced English learning into Informatics curricula and discusses potential challenges related to access, pedagogical readiness, and ethical considerations. By offering a conceptual framework rather than empirical findings, this article aims to inform instructional design and support future research on technology-supported English communication learning in Informatics undergraduate contexts.