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Review of Studies on Technology-Enhanced Language Learning and Teaching

Author

Listed:
  • Rustam Shadiev

    (School of Education Science, Nanjing Normal University, Nanjing 210097, China)

  • Mengke Yang

    (School of Education Science, Nanjing Normal University, Nanjing 210097, China)

Abstract

In this study, we reviewed articles on technology-enhanced language learning and teaching. We aimed to summarize the content of reviewed articles in the following categories: (1) the number of articles published by journals and by year; (2) languages and skills; (3) technology used; (4) promising technologies. We reviewed 398 research articles. The highest number of articles was published in 2017 (n = 80), whereas the lowest number was published in 2014 (n = 53). The Computer Assisted Language Learning journal published the highest number of articles (n = 100), whereas the lowest number of published articles appeared in IEEE Transactions on Learning Technologies (n = 3). The most common target language was English (n = 267). Writing, speaking, and vocabulary gained the most attention in published articles. Twenty-three different technologies were identified and they were used 406 times. Based on our results, we made several implications and suggestions for future studies. This review study can serve as a guide for teaching and research communities who plan on designing language learning and teaching activities supported by technologies.

Suggested Citation

  • Rustam Shadiev & Mengke Yang, 2020. "Review of Studies on Technology-Enhanced Language Learning and Teaching," Sustainability, MDPI, vol. 12(2), pages 1-22, January.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:2:p:524-:d:307218
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    Citations

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    Cited by:

    1. Yuh-Shihng Chang, 2021. "Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness," Sustainability, MDPI, vol. 13(21), pages 1-24, November.
    2. Ting Liu & Zhipeng Zhang & Xuesong (Andy) Gao, 2023. "Pedagogical Design in Technology-Enhanced Language Education Research: A Scoping Review," Sustainability, MDPI, vol. 15(7), pages 1-14, March.
    3. Kun Zhang & Haoxian Wu, 2022. "Synchronous Online Learning During COVID-19: Chinese University EFL Students’ Perspectives," SAGE Open, , vol. 12(2), pages 21582440221, April.
    4. Ting-Chia Hsu & Ching Chang & Lung-Hsiang Wong & Guat Poh Aw, 2022. "Learning Performance of Different Genders’ Computational Thinking," Sustainability, MDPI, vol. 14(24), pages 1-16, December.
    5. Prodhan Mahbub Ibna Seraj & Blanka Klimova & Hadina Habil, 2021. "Use of Mobile Phones in Teaching English in Bangladesh: A Systematic Review (2010–2020)," Sustainability, MDPI, vol. 13(10), pages 1-13, May.
    6. Rustam Shadiev & Yu-Cheng Chien & Yueh-Min Huang, 2020. "Enhancing Comprehension of Lecture Content in a Foreign Language as the Medium of Instruction: Comparing Speech-to-Text Recognition With Speech-Enabled Language Translation," SAGE Open, , vol. 10(3), pages 21582440209, August.
    7. Xue Wang & Wei Zhang, 2022. "Improvement of Students’ Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode," SAGE Open, , vol. 12(1), pages 21582440211, January.
    8. Xinyi Huang & Di Zou & Gary Cheng & Haoran Xie, 2021. "A Systematic Review of AR and VR Enhanced Language Learning," Sustainability, MDPI, vol. 13(9), pages 1-28, April.
    9. Yi-Pin Huang & Xiao-Li Zheng & Chuang-Kai Chiu & Jun Lei & Gang Yang & Hoisoo Kim & Feng Wang, 2021. "Towards Figurative Expression Enhancement: Effects of the SVVR-Supported Worked Example Approach on the Descriptive Writing of Highly Engaged Students," Sustainability, MDPI, vol. 13(21), pages 1-19, November.

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