Technology, Pedagogy, Learner Engagement, and Linguistic Development in Contemporary Language Learning: A Systematic Literature Review

Abstract

This systematic literature review (SLR) examines current trends and developments in instructional design for Mandarin language learning. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the review systematically analysed studies retrieved from the Scopus and Web of Science databases published between 2021 and 2026. The selection process involved identification, screening, eligibility assessment, data abstraction, and quality appraisal. Following the application of the inclusion and exclusion criteria and quality assessment procedures, 23 studies were retained for analysis. An integrative thematic analysis was employed to synthesise findings from quantitative, qualitative, and mixed-methods studies. The analysis resulted in four major themes: Technology-Enhanced Language Learning and Artificial Intelligence, Innovative Pedagogical Approaches, Learner Engagement and Learning Experiences, and Linguistic Development within Specific Learning Contexts. The findings indicate that emerging technologies such as virtual reality, ChatGPT, large language models, and intelligent tutoring systems have significantly influenced language instruction by enhancing learner engagement and supporting personalised learning experiences. Furthermore, innovative pedagogical approaches, including flipped learning, task-based learning, and curriculum design innovations, contribute to improved language proficiency and communication skills. The review also highlights the importance of learner motivation, self-regulated learning, and supportive learning environments in facilitating successful language acquisition. Overall, the findings provide valuable insights for educators, curriculum designers, and researchers seeking to enhance language teaching and learning in contemporary educational contexts.