MORE THAN JUST 'TECHNOLOGY': ENGLISH LANGUAGE TEACHING INITIATIVES IN HIGH SCHOOL

In recent years, the integration of technology into English language teaching (ELT) has become a dominant trend in secondary education worldwide. However, reducing innovation in ELT solely to the use of digital tools risks oversimplifying the complex pedagogical, social, and cognitive processes involved in language learning. This article argues that effective English language teaching initiatives in high schools extend far beyond technology itself. Drawing on contemporary educational theories, classroom-based practices, and policy-driven reforms, the study examines how learner-centered pedagogy, teacher professional development, curriculum redesign, and socio-cultural awareness interact with technological tools to enhance language learning outcomes. Using a qualitative-analytical approach, the paper reviews international experiences and highlights key initiatives that redefine ELT as a holistic educational process. The findings suggest that technology functions best as a mediating instrument rather than a determining factor, and that sustainable improvement in high school ELT depends on integrated, context-sensitive initiatives.