Review of Studies on Technology-Enhanced Language Learning and Teaching

TLDR

The study reviews technology‑enhanced language learning and teaching articles, summarizing them by publication year, journal, language, skill, technology, and promising technologies. The authors conducted a systematic review of 398 articles, categorizing them by publication year, journal, language, skill, technology used, and promising technologies. The review identified 398 articles, with the most published in 2017 and the most in the *Computer Assisted Language Learning* journal, English as the dominant language, writing, speaking, and vocabulary as the most studied skills, 23 technologies used 406 times, and provided implications for future research and practice.

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.