Abstract
The purpose of this study is to provide an overview of new ways to decision-making in English language schools that make use of information technology (IT) solutions. Learning management systems (LMSs) that are housed on the cloud, mobile applications for tailored language learning, chatbots driven by artificial intelligence for language practice, virtual reality technologies for language learning, and data analytics tools for tracking student progress are the five distinct possibilities that are presented at this time. On the basis of eight criteria, each alternative is given careful examination. These criteria are as follows: cost-effectiveness, flexibility, customization, security, integration, and scaling. A crucial component of the decision-making process is the CRITIC-AROMAN method, which functions inside a Fermatean fuzzy (FF) environment. Through an analysis of the relationships between the various criteria, CRITIC guarantees that a comprehensive assessment of the relevance of each criterion is carried out by accurately balancing them. Then, in order to measure the effectiveness of the alternatives, AROMAN employs ratio evaluations and ranks them according to how well they performed in comparison to these criteria. However, the FF environment offers a flexible framework for dealing with imprecise data, despite the fact that the decision-making process is riddled with ambiguity. In the end, these techniques make it possible to conduct an organized and comprehensive evaluation of the many IT-driven options that may be implemented in English as Second Language (ESL) classrooms. This, in turn, makes it possible to make informed decisions that are in accordance with the objectives and priorities of the institution.
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