The teacher acts as a mediator and facilitator, framing authentic digital materials (such as YouTube videos or AIgenerated content) to prevent students from being overwhelmed, while the student takes an active, authorial role by producing language through digital storytelling and social media.

The teacher remains the exclusive transmitter of knowledge, using digital tools primarily for drills and slide presentations to ensure that students achieve a native-speaker accent and eliminate bad habits through repetition.

Learner protagonism is achieved by allowing students to use Wikipedia as their main reading source without teacher intervention, as the textual persistence of the computer screen automatically develops critical thinking.

The teacher’s role is reduced to a technical assistant who focuses solely on hardware mastery, such as turning on computers and connecting cables, because technology is an objective in itself and the primary goal of the ESL curriculum.

Students are treated as passive recipients of comprehensible input made up of language samples slightly above their level of knowledge, through silent digital reading, as learner agency and output are results of acquisition rather than necessary components of the learning process.