Résumé:
In the bygone time, the ecology of learning had been parsimoniously affiliated with language classrooms, in most cases the teacher-students’ scenarios. Later in time, howbeit, the industrious interest in pedagogy had discredited teachers’ centred learning in favour of learners’ sovereignty. Notwithstanding, the advent of technology had been the most quintessential aspect of modern societies, as it metamorphosed all scopes of life, including the realm of education. The pedagogical sequels of such a phenomenon had been typified in the set of useful materials that had been invested in the process of teaching. More importantly, technology has redefined the process of learning as it stretched its areas. Now, learners can effortlessly retrieve information via Internet and other online sources. Nonetheless, Learners’ language learning and their learning about other cultures, especially in online platforms have never befallen in neutral ecologies, including the classrooms and online platforms. One of the prima omnipresent aspects of technology is displayed in its deterministic nature, the way that technology affects learners’ learning process, notably learners’ perceptions of the world. Beyond shadow of a doubt, technology has never been a sui generis process, able to develop itself without the intervention of human beings. Ergo, online settings are considered as a futile area that can propagate a given group’s representations and stereotypes. Under this spirit, learners of English are exposed to myriad kinds of reality distortion, namely those affiliated with their identity pillar, religion. Consequently, any stricture about it is construed as a disavowal for their cultural identities. On the other hand, Western cultures are represented as ideal and overbearing cultures. Positively, these representations’ hotbeds are one of the major reasons that lead learners of English to develop negative attitudes towards the Other
