BRIDGING INDIVIDUAL DIFFERENCES THROUGH TECHNOLOGY-ENHANCED PERSONALIZATION IN EFL COMMUNICATION

Abstract

The increasing heterogeneity of English as a Foreign Language (EFL) classrooms has intensified the need for pedagogical approaches that address individual learner differences. Technology-enhanced personalization has emerged as a promising pathway to accommodate variations in learners’ cognitive, affective, and linguistic profiles. This article offers a theory-based examination of how digital tools and adaptive learning environments can bridge individual differences to enhance communicative competence in EFL contexts. Drawing on frameworks such as learner-centered pedagogy, sociocultural theory, and adaptive learning systems, the paper explores how personalization can support diverse proficiency levels, learning styles, motivation, and anxiety. The analysis highlights the role of intelligent systems, data-driven feedback, and flexible task design in fostering meaningful communication. The study concludes that technologyenhanced personalization, when grounded in sound pedagogical principles, can significantly contribute to equitable and effective EFL communication development.