Abstract

This study explores how digital innovation is conceptualized and enacted in foreign language teaching, by drawing on two interpretative studies carried out in Portugal before and during the COVID-19 pandemic. The first examined 265 English teachers’ reported practices with technologies, while the second explored 127 language teachers’ experience during emergency remote teaching. A comparative interpretative synthesis was used to examine thematic patterns regarding pedagogical purposes, teaching strategies, and challenges. Findings are interpreted through professional development frameworks, such as TPACK, and critical perspectives on pedagogical integration of technologies. Results reveal that, despite increased technology use, traditional teaching practices largely prevailed. Innovation emerged mostly in teachers’ strategic intention rather than in structural transformation. The study highlights that technology alone does not drive pedagogical change, and that only well-substantiated pedagogical integration may lead to meaningful innovation. Implications for teacher education are discussed, particularly the need to align digital competence with pedagogical purpose.

This work is licensed under a Creative Commons Attribution 4.0 License.