Review of Studies on Technology-Enhanced Language Learning and Teaching

By Rustam Shadiev, Meng-ke Yang. Sustainability, 2020

383 citations recorded by the source corpus.

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.

Subfields: Artificial Intelligence, Information Systems, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/edd3c21348fd8933139994821c01945b130fbe3a

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In Artificial Intelligence

  1. Ruofei Zhang
  2. Di Zou

In Information Systems

  1. Di Zou
  2. Ruofei Zhang

In Language and Linguistics

  1. Ruofei Zhang
  2. Di Zou

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