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technology-enhanced content and language integrated learning: A systematic review of empirical studies

EDUCATIONAL RESEARCH REVIEW 2025年 47卷

作者： Hu, Dongpin Chen, Juanjuan Li, Yan Wang, Minhong Educ Univ Hong Kong Fac Educ & Human Dev Hong Kong Peoples R China Zhejiang Univ Coll Educ Hangzhou Peoples R China Univ Hong Kong Fac Educ Hong Kong Peoples R China

Content and language integrated learning (CLIL), i.e., learning subject content in a non-native language, has been widely promoted as an innovative way of teaching English as a foreign language. More recently, technology is integrated in CLIL programs. In view of the growing number of studies on technology-enhanced CLIL (TECLIL) and the limitations of previous reviews in this field, this paper presents a systematic review of empirical studies on TECLIL. Based on the findings from 20 articles published in Social Science Citation Index (SSCI) journals (2014-2023), this review summarizes the key characteristics of the empirical studies on TECLIL, the types of technology applied in TECLIL programs, the learning outcomes reported in TECLIL studies, and exemplary cases demonstrating the design and implementation of TECLIL in practice. Seven types of technology applied in TECLIL programs are identified. Telecollaboration tools are the most frequently used, followed by online learning platforms, multimedia, virtual learning environments, social network applications, language tools, and intelligent conversation tools. The language skills explored in TECLIL programs focus on productive skills (e.g., speaking and writing) rather than receptive skills (e.g., listening and reading). Cognitive learning outcomes in terms of subject knowledge and language skills are commonly assessed in TECLIL studies, with less attention to affective outcomes. Overall, the use of technology has yielded a small effect (effect size = 0.29) on content knowledge acquisition, but no substantial effect (effect size = 0.16) on language achievement. Although there is a growing body of research on TECLIL, more empirical studies are needed to determine effective design of TECLIL programs and the effects of TECLIL on both cognitive and affective outcomes.

关键词： technology-enhanced language learning Content and language integrated learning Content-based instruction Systematic review

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technology-enhanced self-regulated second language learning interventions: A systematic review

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SYSTEM 2025年 131卷

作者： Pan, Mengru Lai, Chun Guo, Kai Univ Hong Kong Fac Educ Room 668Meng Wah ComplexPokfulam Rd Hong Kong Peoples R China Huainan Normal Univ Sch Foreign Language Huainan Anhui Peoples R China

Self-regulated learning (SRL) is crucial to academic success and lifelong learning. Thus, considerable attention has been directed to cultivating students' self-regulated second language learning (SRLL). technology has been integrated into SRLL interventions to enhance the innovativeness and effectiveness in promoting SRLL for the past decade. This paper intends to give an overview of empirical studies on technology-enhanced SRLL interventions on three aspects: (a) how is technology incorporated into SRLL interventions;(b) how effective are technology-enhanced SRLL interventions;and (c) what instructional design features are critical. The review was based on 57 empirical studies from 2012 to 2024. The review revealed three types of technology-enhanced SRLL interventions: technology-supplemented SRLL intervention (i.e., technology as a space for immersive SRLL practice to supplement SRLL strategy training), technology-delivered SRLL intervention (i.e., technology as a tool for delivering SRLL strategy training), and technology-amplified SRLL intervention (i.e., technology as a pedagogical amplifier of SRLL practice without providing strategy training). The effect of technology-enhanced SRLL interventions on SRL and second language learning, although positive in general, varied across the three types. Different design features are essential to the three types too. The review generated a framework of critical design features for each type of technology-enhanced SRLL intervention.

关键词： Self-regulated learning technology-enhanced language learning Second language Intervention Systematic review

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Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges

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EDUCATION AND INFORMATION TECHNOLOGIES 2022年第6期27卷 8041-8069页

作者： Zhang, Ruofei Zou, Di Cheng, Gary Xie, Haoran Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Peoples R China Educ Univ Hong Kong Dept English Language Educ Hong Kong Peoples R China Lingnan Univ Dept Comp & Decis Sci Hong Kong Peoples R China

technology-enhanced collaborative writing (TECW) for second language development is receiving increasing research attention from educators and teachers. However, there have been few review studies investigating how teachers implement this activity, how they use technology for the implementation, and what challenges they have. To better prepare practitioners to use digital tools for collaborative writing among their students, we reviewed 42 relevant studies focusing on their implementation identifying nine main TECW practices. These include: receiving teacher training;grouping students;training students on collaboration;training students on technology;providing students with new knowledge of writing;monitoring processes and giving immediate help;providing sufficient autonomy to students;evaluating outcomes and giving feedback;and encouraging students' reflection. technology could support TECW implementation by expediting information delivery, developing group workspaces and group chatrooms, recording students' writing and collaboration behaviours and visualising their thoughts, enabling teacher commentary and information post, and presenting organised, analysed records of the TECW process. Challenges to TECW included: students' reluctance to collaborate and difficulties using new technology. Based on the review, we argue that teachers can influence the implementation of TECW from cognitive, metacognitive, behavioural, and motivational aspects. Teacher training, student autonomy, and the size of writing groups are potential areas for future research in TECW.

关键词： Collaborative writing Second language writing language teaching Teacher practice technology-enhanced language learning

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technology-enhanced self-regulation training: A dynamic training model to facilitate second language Vietnamese learners' self-regulated writing skills

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SYSTEM 2025年 130卷

作者： Tran, Thi Thanh Thao Ma, Qing Hue Univ Univ Foreign Languages & Int Studies 57 Nguyen Khoa Chiem Hue 530000 Vietnam Educ Univ Hong Kong Tai Po 10 Lo Ping Rd Hong Kong Peoples R China

In this mixed-methods study, we investigated the impact of technology-enhanced self-regulation training on the academic writing performance of second language Vietnamese students. Data were gathered from 78 undergraduates attending an academic writing course at a Vietnamese state university. The experimental group underwent 15-week training in technology-enhanced, self-regulated writing processes, while the control group received conventional academic writing instruction with the same duration. Both groups participated in pre- and post-training writing assessments;focus group discussions with selected participants from the experimental group were held to gauge their perception of the technology-enhanced, self-regulated writing training. The quantitative results indicate that the experimental group surpassed the control group in overall writing test scores, sub-component scores (including content, organization, vocabulary, and grammar), and the three facets of lexical richness (i.e., lexical density, sophistication, and diversity). The interview findings suggest that the training improved factors vital for self-regulated writing, including writing confidence, motivation, the use of individualized writing strategies, and technology autonomy. This study demonstrates that second language students can successfully engage with technology-enhanced self-regulation training to improve their self- regulation of academic writing in English. These findings offer valuable insights for second language educators concerning the incorporation of technology-enhanced self-regulation training in their writing instruction.

关键词： Self-regulated learning Writing skills technology-enhanced language learning Training model

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WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students' performance and perception

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COMPUTER ASSISTED language learning 2025年

作者： Nugroho, Arif Mutiaraningrum, Ira Wulandari, Fitriya Dessi Agung, Antonius Setyawan Sugeng Nur Muliyah, Pipit Sari, Fitria Wulan Surtikanti, Monika Widyastuti Univ Negeri Yogyakarta Fac Languages Arts & Culture Dept Language Educ Sci Depok Indonesia Politeknik Negeri Sambas Tourism Dept Depok Indonesia Univ Katolik Santo Agustinus Hippo English Language Educ Kota Pontianak Indonesia Univ Islam Negeri Raden Mas Said Surakarta English Language Educ Surakarta Indonesia

Previous studies have shown that learning techniques for communicative competence are insufficient to enhance achievement, especially in teacher-centered classrooms. This study examined the impact of the WhatsApp-Integrated Student Team Achievement Division (STAD) on promoting students' English communicative competence. This study employed a sequential explanatory design. The pre- and post-tests were administered to Indonesian EFL learners who were randomly assigned to the experimental and control groups as part of the 10-week treatment. The experimental group (N = 32) used materials for developing English communicative competence in STAD instruction combined with the WhatsApp application, whereas the control group (N = 32) enrolled in a similar class and received the same materials through traditional face-to-face interactions. Discourse Completion Tests (DCTs) were used to assess the students' communicative competence. Semi-structured interviews were conducted with the experimental group to unearth their perceptions of the WhatsApp-integrated STAD learning. The results of the ANCOVA revealed that students in the experimental group outperformed those in the control group. An analysis of the semi-structured interviews indicated that the students had a positive attitude toward the implementation of WhatsApp-integrated STAD in teaching English communicative competence. The results highlight the need to recognize the potential of technology that students use the most to enhance language learners' communicative competence.

关键词： Communicative competence STAD learning WhatsApp application technology-enhanced language learning

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LingoSnacks: m-learning Platform for language learning

LingoSnacks: m-Learning Platform for Language Learning

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IEEE Colloquium on Information Science and technology (CIST)

作者： Erradi, Abdelkarim Nahia, Sajeda Almerekhi, Hind Al-kailani, Lubna Qatar Univ Dept Comp Sci & Engn Doha Qatar

ISBN: (纸本)9781467327251

This paper reports the experience of designing and developing a multimedia m-learning platform (named LingoSnacks) for interactive learning of Arabic spelling and vocabulary. It uses interactive game-like delivery methods to acquire new linguistic skills in playful manner using the capabilities of modern mobile devices with multi-touch technologies. The LingoSnacks learning platform provides an environment of authoring Arabic learning content and delivering it to the end-users in interactive, intuitive and enjoyable way. The learning content is organized into packages that contain a list of words, the different meanings of words with examples and multimedia illustrations. The package also contains other related linguistic and morphological information such as the parts of speech of example sentences. The developed system was tested to ensure that it meets its functional requirements. Additionally performance and usability evaluation was conducted to refine the system and demonstrate that the design constraints are satisfied.

关键词： Multimedia m-learning technology-enhanced language learning LingoSnacks

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Design and Evaluation of a Game-based language learning Web Application for English language Learners in Thailand 29

Design and Evaluation of a Game-based Language Learning Web ...

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29th International Conference on Computers in Education (ICCE)

作者： Poonpon, Kornwipa Chansanam, Wirapong Srisawat, Chawin Poochanon, Trinwattana Khon Kaen Univ Smart Learning Innovat Res Ctr Khon Kaen Thailand

ISBN: (纸本)9789869721479

This paper proposes a game-based language learning web application, ELA-TIGA, developed for junior high school students to support their English language self-learning. This web application was designed by using a waterfall model and System Development Life Cycle (SDLC) on the Moodle platform and Database Management System (DBMS). The content and games in the ELA-TIGA app were framed by the Task-Input-Genre-Assessment teaching model for language learning. This preliminary study investigated the participating teachers' application evaluation. The participants were sixteen English language teachers from sixteen junior high schools in a north eastern province in Thailand. The teachers were trained how to use the ELA-TIGA app and later tried out the app with their students. After that, they were asked to complete a questionnaire with close-ended and open-ended questions. The findings reveal the teachers' positive feedback about the application's content and instructional design, user interface, and game and interaction design. Besides, the teachers claimed that a variety of games are easy to use and appropriate for their students' English ability. The application can also motivate their students to learn English. They expected to fully use ELA-TIGA in the near future and believed it would be very useful for their students, especially during an online learning period caused by the COVID-19 pandemic.

关键词： technology in education technology-enhanced language learning game-based language learning online games web application

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Designing a Virtual learning Environment Based on a Learner language Corpus 20th

Designing a Virtual Learning Environment Based on a Learner ...

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20th International Conference on Web-based learning (ICWL)

作者： Norak, Kaisa Poldoja, Hans Tallinn Univ Narva Mnt 25 EE-10120 Tallinn Estonia

ISBN: (纸本)9783030907853;9783030907846

Learner language corpora which contain examples of written texts have been invaluable for research on second language acquisition and the development of corpus-based learning resources. However, building a learner corpora can be a slow process and the resources based on these corpora often do not directly benefit the language learners who provided their texts for analysis. One way to solve these problems is to combine a learner corpus with a virtual learning environment so that the learners can submit examples of their language use to the corpus and gain from online learning resources developed by teachers and researchers with the help of corpus analysis. Using participatory design methods, a prototype of an integrated learning environment was designed based on Estonian learner language corpus. Findings from the participatory design process helped us to understand learners' motivation for using a corpus-based virtual learning environment and to identify necessary support structures. Integrating a virtual learning environment with a learner language corpus opens up new opportunities for language technology research. While this study has been carried out in the context of Estonian learner corpus, the same design principles can be transferred to other language corpora.

关键词： Learner language corpus Virtual learning environments Participatory design technology-enhanced language learning Data-driven learning

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Computer-mediated online language learning programmes vs. tailor-made teaching practices at university level: a foul relationship or a perfect match?

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OPEN learning 2015年第3期30卷 367-381页

作者： Brudermann, Cedric A. Univ Paris 06 Language Dept Paris France

This paper explores the potential of digital learning environments to address current issues related to individualised instruction and the expansion of educational opportunities in English as a foreign language at university level. To do so, an applied linguistics-centred research endeavour was carried out. This reflection led to the implementation of a twofold device composed of an online English course designed to enable students to submit production tasks (oral and written) and an individualised feedback generation system providing students with tailormade revision sheets. In order to analyse the potential of this pedagogical device to (i) manage groups of heterogeneous students, (ii) offer 'reasonably' time-consuming revision procedures for the teaching staff and (iii) have students achieve institutional objectives (i.e. reach a threshold level in English), an experimental study (2013-2014) was carried out amongst 250 French undergraduate STEM (Science, technology, Engineering and Mathematics) students at University Pierre et Marie Curie (Paris). In this study, various sets of data were collected and analysed: students' attendance, satisfaction and performance at the final examination;time spent tutoring those students' online production tasks throughout the year. Cross-references and comparison of the data revealed encouraging results, thus contributing to a discussion on distance solutions for foreign languages and on tailor-made foreign language teaching and learning practices at university level.

关键词： technology-enhanced language learning computer-assisted language teaching student heterogeneity management online tutoring online recasts time-cost ratio

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A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning

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COMPUTER ASSISTED language learning 2022年第9期35卷 2790-2816页

作者： Zhang, Ruofei Zou, Di Educ Univ Hong Kong Dept English Language Educ 10 Ping Rd Hong Kong Peoples R China

Multimedia technology has been advancing the development of second/foreign language learning over the past two decades. Multimedia input (e.g. text, images, audio, animation, and captions/subtitles) has been extensively investigated and applied as facilitative in second/foreign language education. The increasing recognition and application appear to call for a review of the studies investigating the effectiveness of various multimedia input modes for promoting second/foreign language learning to provide a contemporary and comprehensive picture of the field. Accordingly, the present study reviews 41 relevant articles appearing in SSCI journals while identifying five main types of tools used in the studies (i.e. computers, mobile devices, printed materials, audio players, and the integration of PowerPoint slides and stereo speakers) and four main target aspects (i.e. vocabulary knowledge, listening comprehension, reading comprehension, and grammar knowledge). Reported most frequently were the effectiveness of three features: audio-plus-animation-plus-captions/subtitles in developing vocabulary and grammar knowledge;audio-plus-animation in promoting listening comprehension;and text-plus-audio in facilitating reading comprehension. The reviewed articles collectively noted the need for more research on learner factors and influences of different features of multimedia input on learning outcomes and learning process.

关键词： Foreign language multimedia-enhanced learning second language technology-enhanced language learning

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