Digital Silence: Exploring the Impact of Non-TechnologyPeriods on Language Retention
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Abstract
Digital technology has transformed English Language Teaching (ELT)
by offering interactive tools and multimedia content. However, continuous digital engagement can increase cognitive load, fragment attention, and limit long-term language retention. This paper explores digital silence, defined as structured non-technology periods, as a strategy to enhance language retention. Drawing oncognitive and attention-based theories, it compares retention outcomes between technology-intensive instruction and technology-free learning sessions. The findings indicate that digital silence supports sustained concentration, deeper engagement with language, and improved retention of vocabulary and grammatical
structures over time. The paper suggests a balanced approach to ELT in which digital tools are complemented by purposeful non-digital learning spaces.
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