Jul 2026· International journal of technology in education and science· 0 citations
TL;DR
It was determined that social media tools and digital platforms reinforce students' Kazakh language use practices and facilitate identity repositioning and gamification, artificial intelligence-based dialogue systems, and personalized learning models were found to have positive effects on language outcomes, although these effects vary according to the type of tool and pedagogical context.
Abstract
This research is a qualitative systematic review examining technology-enhanced Kazakh language teaching in multilingual educational environments through socio-pedagogical and neurolinguistic frameworks. In this context, the Web of Science (WoS) and Scopus databases were searched within the framework of the PRISMA protocol; of the 449 studies identified, 32 studies published from 2015 onward were included in the analysis because they met the inclusion criteria. The findings are presented around four research questions. First, it was determined that social media tools and digital platforms reinforce students' Kazakh language use practices and facilitate identity repositioning. Regarding the second research question, gamification, artificial intelligence-based dialogue systems, and personalized learning models were found to have positive effects on language outcomes, although these effects vary according to the type of tool and pedagogical context. The TPACK framework stands out as a determining variable in teacher-student interaction and the effectiveness of scaffolding strategies. In addition, the number of direct studies using neurolinguistic methods is very limited; indirect findings obtained through cognitive lexicology and personalized learning environments provide a strong basis for future research in this field. Future research is recommended to use neuroimaging methods and longitudinal designs, conduct multilingual systematic reviews that include publications in Kazakh and Russian, integrate TPACK into teacher training, and include user-experience evaluations in technology-based tools.
Findings show that platforms like WeChat enhance reading engagement and comprehension through authentic texts, peer interaction, and multimodal input, and that learner motivation emerges as a cross-cutting outcome, driven by autonomy, social presence, and interactive environments.
Xuelian Wan, Megat Aman Zahiri bin Megat Zakaria· SN Social Sciences· 0 citations
It is well-established that second/foreign language learning requires exposure to meaningful input. Thanks to advancing technologies, one way to achieve this in language teaching contexts is via online corpus tools. Given the potential pedagogical gains these tools offer for language skills (e.g., vocabulary, grammar, pronunciation, and writing), this study aims to synthesise the findings of research on five popular corpus tools – Sketch Engine, SkELL, PlayPhraseMe, Fraze.it, and CorpusMate. Following the PRISMA guidelines for systematic reviews, this study included five research papers from the Web of Science and Scopus databases until 2024. Applying qualitative and quantitative content analyses, the study found that corpus consultation promotes language skills and learner autonomy, supports contextually appropriate language use, and improves sensitivity to authentic language structures. Despite the promising outcomes, the scant number of studies analysed with some methodological issues and contextual constraints undermines the generalisability of the results. The study underscores the urgent need for more longitudinal, comparative, and large-scale research on using these corpus tools to harness them fully in language education. It also proposes that when systematically implemented, corpus tools may serve as powerful resources for language learning and teaching.
I. Topal· Journal of language research· 0 citations
Communicative language teaching has been adopted as the official orientation of English language curricula across much of sub-Saharan Africa, yet the conditions that the approach presupposes are frequently absent from the classrooms in which it is mandated. Tanzania presents a demanding test of the approach. English becomes the medium of instruction at the point of transition to secondary schooling, most learners arrive with limited command of it, Kiswahili functions as the national lingua franca alongside more than a hundred community languages, and classes are large while teaching materials are scarce. This review examines what can defensibly be claimed about the operation of communicative principles under these conditions, with particular attention to the material dimension of implementation, meaning textbooks, supplementary and authentic resources, and the ways in which such artefacts are used, adapted or circumvented in practice. Literature was identified through structured searching of multidisciplinary, education-specific and African scholarly sources, and evidence was appraised for design adequacy, transparency, contextual specificity and consistency with independent findings. Three findings emerge with reasonable confidence. First, the recurring account of failed implementation rests on a version of communicative language teaching that its principal theorists have long abandoned, so that documented departures from an activity template are weak evidence about communicative principles as such. Second, the material base functions less as a delivery vehicle for method than as a constraint that shapes which interactional possibilities exist at all, and locally developed language-supportive materials show promise that remains inadequately evaluated. Third, the Tanzanian evidence base is dominated by small qualitative and self-report studies concentrated in accessible regions, with almost no learning-outcome data and no replication. Priorities for research are identified accordingly, together with the design features that would allow the field to move beyond documenting non-implementation.
Stephen Syepwa Mwashihava· Asian Journal of Education a...· 0 citations
The study suggests an iterative pedagogical cycle and assessment model of the digital English teaching responsive to language and brings together language-policy studies in the context of BRI and technology-enhanced language learning and multilingual applied linguistics within one analytical frame.
Mohibullah Khan, Ulfat· Inverge Journal of Social Sc...· 0 citations
Multilingualism has become increasingly important in a globalized world where communication across languages and cultures is essential. However, many learners still face challenges in developing effective language skills despite exposure to foreign languages through formal education and digital media. This study aims to identify the language learning strategies used by multilingual learners and examine the role of motivation in multilingual development. The study focuses on strategies applied in listening, speaking, reading, and writing, along with motivational factors that support language acquisition. A mixed-methods descriptive approach was employed involving 20 respondents consisting of Grade 12B students and multilingual teachers at Nizamia High School. Data were collected through a Google Forms questionnaire and analyzed using descriptive statistics and thematic analysis. The results showed that the most frequently used strategies were listening-based activities, including songs, movies, podcasts, audiobooks, repetition, and comprehension monitoring. Reading strategies, such as skimming and scanning, were also commonly applied by learners. The primary motivational factors identified included educational goals, personal interests, career development, and travel purposes. This study concludes that a combination of effective language learning strategies and strong motivation is a key factor in developing multilingual competence. Learners who actively engage with authentic language exposure, monitor their comprehension, and practice consistently are more likely to achieve higher levels of multilingual proficiency. Therefore, providing explicit instruction on language learning strategies and strengthening learner motivation are essential for supporting students in developing sustainable multilingual skills in an increasingly interconnected world.
The present study investigates the effectiveness of the Content and Language Integrated
Learning (CLIL) approach in improving the methodology for developing linguistic and
communicative competence among future English language teachers. Responding to the growing
demand for language educators who possess not only advanced linguistic proficiency but also the
ability to communicate effectively across academic and professional contexts, the study explores the
pedagogical potential of CLIL in teacher education. A mixed-methods quasi-experimental research
design was employed involving 72 undergraduate students enrolled in English language teacher
education programmes. Quantitative data were collected through pre- and post-tests and structured
questionnaires, while qualitative evidence was obtained from classroom observations, semistructured interviews, and students’ reflective journals. The findings revealed that CLIL-based
instruction produced statistically significant improvements in linguistic accuracy, vocabulary
development, communicative fluency, interactional confidence, critical thinking, and
interdisciplinary communication skills compared with conventional language instruction. The
analysis further identified collaborative learning, authentic communicative tasks, reflective practice,
project-based activities, and the integration of digital educational technologies as the principal
factors facilitating competence development. The study argues that CLIL promotes meaningful
language use by integrating subject content with language learning, thereby enhancing both
academic achievement and professional readiness. It concludes that the CLIL approach represents
an effective pedagogical framework for modern English language teacher education and offers
valuable implications for curriculum design, teacher training, and educational innovation in
multilingual learning environments.