Key factors of SMART Learning environments for language classrooms

This study aimed to explore SMART learning environments for English classrooms. To achieve this goal, three factors related to SMART learning circumstances were examined.

This study employed an analytic literature review. An extensive review of the literature related to SMART learning and its environments was conducted by focusing on language classrooms. Three leading themes emerged from this literature review. These are (1) the stakeholder, (2) the content, and (3) the technology.

The research findings indicated that the creation of a SMART learning environment is interrelated with several factors. These include the stakeholders, the content, and the technologies involved in SMART learning. The main factor affecting the SMART learning environment is the role of stakeholders, which includes the involvement of students, teachers, and other school personnel. Thus, I first described the supportive conditions needed by these stakeholders. The second factor is the teaching and learning content, and this was addressed in the study. Since the success of SMART learning largely relies on content, the teaching and learning content should be created to reflect the level of learners, appropriate design, and curriculum standards. The third factor affecting the optimization of the SMART learning environment is technology. Currently, there is an emphasis on the strategic approach of applying new technologies for the creation of optimal SMART learning environments in language classrooms. Finally, benefits that can potentially be provided to SMART learning environments by the above three factors were suggested.

Further research is required to examine appropriate content design and effective technology use for language classrooms in SMART learning. Research on pedagogical issues is also needed to establish a strong pedagogical underpinning for SMART learning.