2026· International journal of research and scientific innovation· Vol 13, pp. 6177-6200· 0 citations
TL;DR
The study concludes that while digital tools offer transformative potential, their effectiveness depends on structured institutional support and teacher professional development, and prominent challenges include the digital divide and unequal access to infrastructure, varying levels of digital literacy among both students and educators, and technical glitches.
Abstract
The rapid advancement of digital technology has significantly transformed English language learning (ELL), yet existing research findings remain fragmented across various tools and contexts. This systematic literature review (SLR) aims to critically evaluate the types of digital tools integrated into ELL, their associated learning outcomes, and the limitations hindering their effective implementation. Guided by the PRISMA 2020 statement, the study analyzed 15 high-quality empirical articles published between 2021 and 2026 a timeframe capturing the "digital era" and post-pandemic pedagogical shifts retrieved from Scopus, Google Scholar, and ScienceDirect. Findings reveal a diverse array of utilized digital tools, ranging from artificial intelligence (AI) agents like ChatGPT and Google Assistant to mobile-assisted language learning (MALL) applications, digital game-based platforms, and immersive technologies such as Virtual Reality (VR) and the Metaverse. The synthesis indicates that integrating these tools yields substantial positive outcomes, specifically improving vocabulary acquisition, writing coherence, and speaking fluency. Furthermore, digital tools foster learner-centered environments, significantly increasing student engagement, motivation, and autonomy. However, the review identifies critical limitations that impede successful integration. Prominent challenges include the digital divide and unequal access to infrastructure, varying levels of digital literacy among both students and educators, and technical glitches. Ethical concerns regarding AI, such as academic integrity and potential over-reliance, also emerged as significant barriers. The study concludes that while digital tools offer transformative potential, their effectiveness depends on structured institutional support and teacher professional development. These insights contribute to the formulation of inclusive educational policies, such as Malaysia's National Education Blueprint 2026–2035, by providing a foundation for blending technology with sound pedagogical practices.
Speaking is one of the most challenging language skills for English as a foreign language (EFL) learners to master, while advances in digital technology have created new opportunities to address this challenge. This study aimed to identify the types of digital technologies used in English speaking instruction, analyze their effectiveness, and describe the challenges associated with their implementation. This study employed a Systematic Literature Review (SLR) method following the PRISMA 2020 protocol. Searches were conducted in the Google Scholar and ERIC databases, covering articles published between 2021 and 2026. Ten articles were selected for analysis using content analysis. The findings showed that the digital technologies applied were categorized into five groups: mobile-assisted language learning, short-video social media platforms, synchronous computer-mediated communication, artificial intelligence (AI), and immersive technologies. Among the ten reviewed articles, seven reported positive effects on speaking fluency, vocabulary use, self-confidence, and motivation; however, improvements in pronunciation and speaking anxiety were not consistently observed. The main challenges identified included technical issues, the need for user training, limited personalization of technological feedback, and students’ preference for direct interaction. These findings indicate that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction in language learning.
Fajar Nurjaman, Bagaskara Nur Rochmansyah· Journal of social research· 0 citations
It is concluded that TikTok represents an innovative educational resource with the potential to complement traditional English teaching and promote more dynamic, participatory, and student-centered learning experiences.
Diego Vinicio., López Aguilar, Jenny Romero et al.· 0 citations
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
Teaching English to Young Learners (TEYL) has become increasingly important in response to the growing demand for English proficiency in the era of globalization. This study aims to identify research trends, effective teaching strategies, major challenges, and instructional innovations in TEYL. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines by analyzing 30 empirical studies published between 2019 and 2025 from Google Scholar, Publish or Perish, ERIC, Scopus, DOAJ, and SINTA-indexed journals. Bibliometric analysis using VOSviewer was employed to visualize keyword co-occurrence and thematic relationships. The findings indicate that TEYL research has grown significantly, with effective teaching strategies, teacher challenges, and technology-based innovations emerging as the dominant themes. Interactive approaches, including games, storytelling, songs, Total Physical Response (TPR), and multimodal learning, consistently improve learners’ motivation and language development. However, teacher competence, limited learning resources, institutional support, and learner diversity remain key challenges. The review concludes that successful TEYL implementation depends on the integration of pedagogical innovation, teacher competency, learner characteristics, digital readiness, and institutional support. These findings provide valuable insights for improving English language instruction for young learners and guiding future TEYL research.
EFL (English as a Foreign Language) pre-service teachers struggle to transform linguistic content into technology-enhanced instruction despite possessing adequate language knowledge and digital tool familiarity. This systematic literature review examines Technological Pedagogical Content Knowledge (TPACK) integration challenges, benefits, and effective practices in EFL pre-service teacher education across diverse geographical and institutional contexts. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta‑Analyses) guidelines, we analyzed twenty-seven empirical studies (2020–2025). Five primary challenge patterns emerged: technological proficiency limitations hindering confident tool operation, integration complexity when combining TPACK with twenty-first-century learning skills, infrastructure constraints, including unstable internet connectivity limiting online teaching effectiveness, insufficient professional development, particularly regarding advanced technologies and artificial intelligence (AI) integration, and sociocultural knowledge gaps preventing culturally responsive technology-enhanced language instruction. Psychological barriers, including anxiety and varied attitudes toward technology integration, further reduce experimentation willingness. Despite these obstacles, structured TPACK integration yields meaningful benefits. Pre-service teachers demonstrate enhanced teaching skills through Learning by Design and Project-Based Learning frameworks, develop positive attitudes and increased self-efficacy through successful integration experiences, and create engaging technology-enhanced lessons addressing diverse learner needs. Domain analysis reveals that pedagogical content knowledge develops readily, while technological content knowledge, technological pedagogical knowledge, and sociocultural TPACK dimensions remain challenging. Successful implementation requires structured training programs with explicit digital pedagogy guidance and hands-on advanced technology practice, collaborative learning environments enabling peer support, infrastructure-aware planning addressing connectivity realities, culturally responsive technology integration emphasizing sociocultural dimensions, and ongoing professional development emphasizing balanced integration across all knowledge domains. This review provides evidence-informed guidance for designing EFL teacher education programs that address integration obstacles while supporting meaningful technology adoption in language teaching contexts.
Dwiniasih Dwiniasih, F. Yusuf, A. Muslim et al.· The International Journal of...· 0 citations
Using digital tools such as Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), Virtual Reality (VR), Augmented Reality (AR), and gamification has remodeled language learning. Despite their advances and integration into language programs, gaps remain in personalization, accessibility, and skill development. This study aims to explore the impact of such tools on language learning outcomes in formal and informal settings, with a focus on mobile Apps, VR/AR, and gamification. A mixed-method approach was employed, interconnecting quantitative surveys with 150 participants and qualitative interviews. The former was used to assess tool usage, motivation, and proficiency, and the latter (qualitative data dealt with user experience with digital tools. Findings show that the highest engagement was from participants aged 25-44 years, preferring VR/AR tools for immersive learning. Usage of Mobile apps was recorded as underutilized, mostly due to content restrictions. Gamification, while improving motivation, has limited depth. Skill development targeted receptive skills (e.g., vocabulary, grammar) more often and lacked productive skills, such as writing support. Challenges such as accessibility issues, high costs, and technical issues were repetitively emerging themes. Digital tools have the potential to bridge traditional and modern language learning. The study unearthed caveats in the existing scholarship, viz., the potential lack of personalization, affordability, and content diversification, which are crucial for language learning and teaching scenarios. Prospects should target prioritizing AIdriven feedback, adaptive learning, and cost-friendly immersive solutions, encouraging inclusive language education.
Ahmed Abdullah Ahmed Alshehri· UB Journal for Humanities· 0 citations