Fostering meaningful student-student and teacher-student interaction will always be essential in language classrooms. It is critical to the development of language acquisition, cultural understanding, and the building of students’ confidence in using the language they are learning in new and unfamiliar contexts. Current visions of future language classrooms usually incorporate a range of the latest technologies, such as augmented and virtual reality, and most recently, artificial intelligence. These technologies will assume particular importance for foreign language learners, whose main contact with the language is within their classrooms. However, critical questions about the effective deployment of these technologies need to be addressed if they are to lead to a sustained and meaningful enhancement of language teaching and learning.

Using data from research conducted in language classrooms, this presentation will explore some of the theoretical considerations that could inform the effective deployment of new technologies in the classroom in ways that ensure opportunities for meaningful use of the language are maximized. Important to this discussion is the notion of ‘dialogic spaces.’ ‘Dialogic spaces’ is a term developed by Rupert Wegerif. This is a concept that has been expanded over the last decade to take account of the affordances offered by technologies such as tablet ‘Apps’ and Artificial Intelligence.

Through an analysis of examples of ‘dialogic spaces’ created by teachers, it will be shown that meaningful interactive talk is fostered when teachers focus on the scaffolding and structure of environments (or spaces) where students’ self-efficacy and agency around decisions relating to the use of technology is nurtured. Additionally, this discussion will consider how digital tools can create opportunities for authentic interactions that mirror real-world language use, thereby enhancing students’ motivation and engagement.

The presentation will also address challenges associated with integrating these technologies effectively, including the need for teacher training, the risk of technology-driven pedagogy overshadowing communicative language practice, and the ethical implications of AI-powered tools in the classroom. A key argument will be that technology should not be an end in itself but rather a tool to facilitate deeper engagement with language through collaboration, creativity, and critical thinking.

Keywords: Language teaching, digital technologies, enhanced interaction.