This article has been accepted for publication in IEEE Access.

This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

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Technology-Assisted Language Learning

Systems: A Systematic Literature Review
Hareesh Buddha1, Liyana Shuib1, Norisma Idris2, Christopher Ifeanyi Eke3
1
Department of Information Systems, Faculty of computer science and information technology, University of Malaya, Malaysia
2
Department of Artificial Intelligence, Faculty of computer science and information technology, University of Malaya, Malaysia
3
Department of computer science, Faculty of computing, Federal University of Lafia, Nasarawa state, Nigeria

Corresponding author: Liyana Shuib ([email protected]).

ABSTRACT This study provides a systematic review of technology-assisted language learning. This study
provides a summary content of the reviewed articles in the aspects of technology usage, language, and
learning skills, and the benefits offered by technology in language learning. The study focused on the
published articles between 2012 and 2022. Out of 5719 articles initially retrieved from five academic
databases and reviewed, twenty-seven (27) research articles were selected. Based on the review findings, the
most used technology is the intelligent system (n=7). The study also revealed that the most common target
language is English (n=22), whereas skills such as vocabulary, writing, and grammar gained the most
attention in the selected studies. The review also identified and analyzed the empirical evidence on the
benefits of technology in language learning, such as language performance development, motivation,
metacognitive skills, positive attitudes towards learning, enhancement of students’ learning retention,
collaborative learning model, and extensive learning opportunity. Barriers to the implementation of the
technology, such as learning anxiety, insufficient technology literacy, and technical limitations, were also
recognized, and some suggestions were provided to overcome those barriers. Thus, this review can be used
as a guide for educators and researchers who intend to design technology-assisted language learning and
teaching in the future.

INDEX TERMS Language learning, Learning skills, Systematic literature review, Technology-assisted
language learning.

I. INTRODUCTION learning systems. To properly determine performance

The rapid growth in technology has brought a vast revolution variance, it is essential to identify students' learning
in the domain of education, and it has remained that the variations and how they impact the learning process [7].
absence of computer or internet access in the world will Also, poor performance in second language acquisition has
make it necessary for the recent growth [1]. Scholars and been primarily associated with learners' cognitive measures
teachers are researching efficient methods to tutor students such as intelligence, reading disabilities, listening problems,
in various subjects by introducing new technology. This is etc. Nonetheless, a broader examination of individual
because there is a notion that technology application has learning variations is yet to be conducted. According to [8],
more impact on students learning attitude, behaviour, and "language learning styles and strategies" are the most
interest in different subjects when compared to the essential variables among the learner's differences
traditional approaches to teaching [2]. The same thing influencing performance in second language learning.
applies to language learning systems. Thus, technology- It is a common agreement among researchers in the second
enhanced education is gaining popularity. When language teaching and learning domain that the level of
conventional classroom instruction in person was not success could influence individual learner differences and the
practicable, technological innovations in education saved the eventual attainment of language learners. It is the key factor
day the year 2020 due to COVID-19 [1][3]. Many studies, that, over the decades, the second language learning literature
including those in [4-6], maintained the fact that there are is flooded with discussion on learner styles, language
benefits to studying using technology, especially if it strategies, and individual learner differences [9]. For optimal
concerns foreign language acquisition. However, providing language progress, language instructors are expected to
personalized feedback is still lacking in many language e-

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

comprehend their students' learning styles and the cultural and reveals some learner characteristics such as learning styles and
cross-cultural roots that aid in shaping these styles. The knowledge, cognitive styles, and personality types used to
inability to understand the learning styles and the build student models. The study also identifies various
corresponding partly cultural roots are actually not the methods (questionnaire or computer- based) applied in the
teacher’s problem. This is because various teachers' education context of adaptive learning environments to identify
training lacks the provision of the type of experience that individual learner characteristics.
would enable potential teachers to develop the competence in This review is different from the existing reviews because the
recognizing the learning styles of the students [10]. existing studies concentrated on either the learning styles or
In relation to technology-assisted learning, it is asserted that the learning strategies, the learning paths, or the learning traits
the application of electronic learning tools, including of the adaptive learning system. However, none of the existing
notebooks personal computers (PC), tablets pc, desktop studies provided a comprehensive review of the technology-
computers, and smartphones, has significantly improved, assisted or language learning systems. Thus, this review
emerging the concept referred to as “Technology Assisted provides in-depth details of studies focusing on the use of
Language” (TALL) [11]. TALL is gaining ground as it is learning styles, specifically in language learning
perceived that the approach of various technology-assisted environments. It is the first of its kind in the field of learning
language learning such as mobile devices or computers has styles used in technology-assisted language learning
opened the opportunity for efficient language learning [12]. environments. The review then finds the problems and
The TALL concept in the scope of those studies leverages both challenges faced by researchers in implementing such
computer-assisted language learning (CALL) and mobile- systems.
assisted language learning (MALL). CALL is a means of the The major contributions of this study are as follows:
learning process whereby the learner employs a computer to 1. A comprehensive investigation of the technologies that
prepare and enhance their language learning abilities (such as have been used to assist in the language learning
writing, speaking, reading, and listening skills). Numerous environment.
merits of computer-assisted learning abound, such as the 2. Outline and investigate the languages and the learning
availability of authentic materials, experimental learning skills that previous scholars focused on.
opportunities, high motivation, improved interaction 3. A comprehensive review of the empirical evidence on the
opportunities, and global understanding [13]. On the other benefit of technology-assisted language learning.
hand, MALL refers to any learning facilitated on a mobile 4. A critical analysis of barriers posed to the learners and
device such as an mp3 player. Tablets, eBook readers, and educators in implementing the technology in the language
podcasting [14] learning environment.
Thus far, several reviews and surveys have been conducted in The remaining sections of the paper are organized thus;
relation to the e-learning domain. For instance, Li, et al. [15] Section 2 of the paper provides a comprehensive background
conducted a review study on the learning styles. The study on technology-assisted language learning. Section 3 describes
provided an overview of the current aspects of learning style the review method. Review Results and Discussions are
classifications. The study also discussed the challenges and offered in section 4 while section 5 wraps up the study.
open research of learning styles in educational concepts.
However, the study did not provide an in-depth review of the II. TECHNOLOGY ASSISTED LANGUAGE LEARNING
learning styles and strategies but only focused on their validity (TALL) SYSTEMS
and usefulness. In another study, Lai, et al. [16] carried out a In this section, a comprehensive background of TALL and the
systematic review of the evaluation of technology in learning styles in TALL is provided. The section is divided
education. The review covered the examination of themes or into two subsections. Section A presents the technology-based
aspects involved in the use of technology in education. The learning and assisted language learning systems. In section B,
results of the survey state that most of the papers evaluated the learning styles in TALL are provided. The details of the
learning in their studies. Some other papers evaluated affective section are provided below.
behaviour, cognitive load, interpersonal skills, and learning
styles. On the other hand, Nabizadeh, et al. [17] carried out a A. TECHNOLOGY-BASED LEARNING AND ASSISTED
LANGUAGE LEARNING SYSTEMS
thorough analysis of the benefits, drawbacks, and assessment
Few language training professionals will oppose that the two
strategies of learning path personalization strategies. Path
major significant current revolutions in language learning are
personalization parameters include the user's time limitation,
the beginning of technologies to teach-savvy learners, for
the user's mastery of learning, the user's learning styles, and
whom these current technologies have been rooted in their
the user's knowledge background. However, the study
daily lives [1]. The application of learning devices, including
centered more on the personalization method in the learning
tablet PCs, desktop computers, smartphones, and notebook
path. In relation to the adaptive learning system, Normadhi, et
PCs, has progressively increased, combining both online and
al. [18] have performed a systematic literature review to
offline instructions. Various studies have maintained that
identify different learner traits in adaptive learning systems. It

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

smartphones and personal computers are the most employed B. LEARNING STYLE IN TECHNOLOGY-ASSISTED
among different learning devices in technology-assisted LANGUAGE LEARNING
language learning [19-21]. In synchronization with the speedy Learning Styles is a way in which information is received,
development of technology and the revolutions in learners’ perceived, and stored. According to [27] "Learning style is a
understanding of that technology, several studies on biologically imposed set of personal traits that make the same
technology-assisted language learning have been conducted teaching and learning methods effective for some and
[22, 23]. For instance, Uther and Banks [24] conducted a study ineffective for others”. Learning styles affect the learning
on TALL content that compares the learning devices or outcomes of the students [28]. Research conducted in
learning platforms. In so doing, every participant tested their educational settings has demonstrated the significance of
iPad and iPhone devices as language learning devices in learning style as a factor that determines academic success.
correlation to sensory and cognitive affordance. In the study, [29]. When teaching resources are customized to fit each
forty-one people participated by completing the task with an student's unique learning style, students typically do better.
iPad and iPhone and provided the rating observed in the [30]. Research has also indicated a positive correlation
quality of video and audio qualifying others to estimate the between undergraduate students' learning styles and their
sending affordance in each device. Thereafter, the authors academic achievement. [31-33]. Choices for learning styles
examined the mobile language learning (MLL) application as have been utilized in some research on school-age children's
the device for cognitive affordance measurement in each performance to forecast academic success [34, 35]. Learning
device. However, the result of the study indicated that the iPad styles and strategies are interrelated. Therefore, the discussion
device performed better in both cognitive and sensory on the learning style cannot be completed without introducing
affordances. In another study, Cárdenas-Moncada, et al. [25] the learning strategies. Learning strategies, on the other hand,
carried out research on how students learning English were are “methods for obtaining, establishing, or changing
affected by digital game-based feedback mechanisms. (ELL) information” [36] that can be employed to thrive in an
in higher institutions. The authors surveyed to examine individual’s study. For students, it is essential to recognize the
students’ perceptions and attitudes on the usage of Kahoot in study’s method that can cause the acquired skills and
English for foreign language (EFL) classes. In addition, the knowledge to be sustained [36]. Knowing the learning
authors also conducted a questionnaire experiment study. The strategies that are best beneficial for academic success is
experimental results of the quasi-experiment indicated a helpful to both the students and their instructors, who have the
statistically significant different score on a low-state test for opportunity to execute the effective supportive methods in
students who use or disregard Kahoot. Also, the survey result their syllabus [10]. Strategies are particularly crucial for
indicated highly positive student attitudes and perceptions of language learning since they are devices for an effective and
the use of Kahoot. Thus, it contributes to the building of self-directed contribution that is helpful in the development of
improved class roots and the fostering of enhanced academic communication capability. Language learning strategies
preferences. However, one of the drawbacks of the Kahoot app consists of dozens or hundreds of likely behaviors, including
is that it requires a strong Wi-Fi connection before it can searching for conversation companions, organizing word for
function since multiple users connect to the platform. memorization purpose, or encouraging oneself to confront
Similarly, Kew [26] conducted a study on the English tough language task. Learning strategies are measures
language learning of a popular computer game known as employed by learner for effective language learning, which
Kahoot to enhance the performance of the students. In the may focus on the selected aspects of new information,
study, the authors dug deeper by integrating the Kahoot monitoring and analyzing during procurement, expounding on
application with the collaborative learning approach. The new information during the encoding process, or having
main aim of the study is to investigate the effect of Kahoot's confident of the success in learning as a means of alleviating
application on the Japanese student’s experience. Twenty (20) anxiety [37].
students in the population who enrolled in English class took
III. REVIEW METHOD
part in the experiment. The findings from the research
The systematic review, which initially originated in the field
indicated that integrating Kahoot with collaborative learning
of medicine, is regarded as a reliable research method [38].
had a positive effect on the students by adding an improved
According to [39] “Systematic Literature Review (SLR) is a
engagement and learning experience on the students.
method to identify, evaluate and interpret available research
However, the distraction from the background music in
literature relevant to a particular research topic or required to
Kahoot, which could divert the attention of the student from
provide an answer to a given research question”. In this paper,
learning to listening to music still remains one of the
the SLR is based on work proposed by [40]. Kitchenham and
weaknesses of the study. However, up to the present time,
Charters [40] adapted the medical guidelines for SLRs to
none of the studies has comprehensively conducted systematic
software engineering and sociology research. The purpose of
literature on TALL, which is the focus of this study.
conducting this SLR is to discover the research gaps in the
existing studies, which contribute to further research. Thus,

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

the research process objective is to recognize the research studies selection, the quality assessment, data extraction, and
papers in the existing studies that investigate the technologies data synthesis.
employed to assist in the language learning environment.

A. RESEARCH QUESTIONS C. INCLUSION AND EXCLUSION CRITERIA

In order to review the latest research, the study targets previous In the next step, selection criteria are created to select
works that have been published in the last decade between appropriate articles. This is done to improve the quality of the
2012 and 2022 based on research interest. For the results and relies on “research questions, string search, and
identification of primary studies on which SLR will be based, electronic databases” [39]. These criteria lay down a standard
the following research questions (RQs) have been formulated on which evaluation of extracted articles is done to decide
to achieve the objective of this research. To start with, the whether to include or exclude such articles in the review. The
primary goal of this research is to find different technologies inclusion criteria have been stated in the research protocol to
that are used to assist in the language learning environment by clearly define the limits of review questions to reduce the
responding to the subsequent question in the study article selection process. The criteria for the search process
RQ1: What are technologies that were utilized by the consist of the collection of suitable data from conferences and
scholars in the previous studies in the language learning peer-reviewed journal articles that have been written in
environment? English and have been produced in six well-known academic
Various languages are being learned by language learners. In databases, including IEEE Xplore, Science Direct,
so doing, learners are expected to choose the language they SpringerLink, ERIC, and Google Scholar, published in the last
want to learn. Moreover, irrespective of the choice of language decade (2012 to 2022). The study should also surpass the
that a learner has chosen, it is expected that the learners cover minimum quality threshold criteria which are described in the
one of the skills of language learning, including reading skills, next subsection. Exclusion criteria remove the studies from the
speaking skills, writing skills, listening skills, etc. Thus, this review. Studies have been excluded if they are short papers,
review's second objective is to identify the various languages non-peer-reviewed papers, secondary or tertiary papers,
and learning skills that have been focused on by answering the duplicate studies, and non-English written or grey literature
following research question: papers (e.g., books, thesis, dissertations, and so on). Duplicate
RQ2: What are languages and the learning skills that the papers of the same authors have also been excluded. The latest
previous researchers focused on? article is selected if many articles describe the same study.
The purpose of the application of technology in language
teaching and learning is to see the effect on the learners. Thus, TABLE 1: INCLUSION AND EXCLUSION CRITERIA
the effect of the technology on the learner can be positive or Included • Primary studies article
studies
negative. This review intends to find the actual proof on the • Articles that utilized technology tools in
benefit of technology-assisted language learning by answering language learning
the following research question: • Full text available
• Articles published between 2012 and 2022
RQ3: What are the benefits of technology-assisted
• Articles that included the learning skill(s) in
language learning? the language learning
The implementation of the technology in language learning • Articles are written in the English language
poses a lot of barriers. Thus, this review aims to identify • Articles that satisfy the minimum threshold
• Peer-reviewed journals and conference
barriers to implementing the technology by answering the proceedings
following research question:
RQ4: What are the barriers to the implementation of Excluded • Secondary or tertiary studies
technology-assisted language learning? studies
• Full text unavailable
• Non-English written articles
B. REVIEW PROTOCOL • Duplicate articles from different database
The review protocol defines the guiding method of the study • Articles that did not include any technology
by explaining the process employed to attain the objectives of tool in the learning
• Articles that did not include the learning
this research. Thus, an efficient review protocol should be skill(s) in the language learning
predefined as it decreases the bias in the research [40]. • Articles that only presented theoretical
Informal and formal searches have been done to identify the concepts such as a lesson learned, discussion,
research objectives that were used to form the research and recommendations
• Review papers, book chapters, magazines, and
questions (RQs), which helps in preparing a good protocol for white papers.
the review. The process of review consists of various
processes, including defining review research questions,
setting the inclusion and exclusion criteria, the search strategy,
D. SEARCH STRATEGY

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

In the search strategy, Kitchenham and Charters [40] guideline E. STUDY SELECTION
was employed to develop the search string. Designing an A systematic literature search was performed on the chosen
effective search strategy is a critical requirement for database by utilizing suitable keywords, and a total of 5719
subsequent steps. A search strategy is designed to initiate the articles were obtained. To eliminate the irrelevant results, the
SLR with a search through relevant electronic databases to selection criteria (inclusion and exclusion) were applied to the
collect appropriate literature. A thorough literature search remaining articles, retaining peer-review journals and
process is the main factor that distinguishes SLR from the conference proceedings, and excluding review and non-
conventional review. An automatic search has been done in academic papers (book chapters, magazines, white papers).
this study in two different phases. In the first phase, keywords, This step left a total of 894 articles. Thereafter, the databases
as well as the semantics of research, have been defined. In the were scanned for redundancy and 19 articles were removed as
second phase, digital libraries and journals which will be used duplicates of the remaining articles, returning a total of 875
for searching papers are determined. Based on this, search articles. Next, the remaining 875 articles were searched by
terms have been developed using the following steps [41], reading through the title and abstract to determine their
including the process of identifying keywords in suitable relevance to the research questions. A total of 800 articles were
articles or books, identifying synonyms and alternate spellings obtained through this step. After that, the contents of 500
for major terms, deriving major terms from research questions, articles were scrutinized based on skimming and scanning
joining the major terms together using the Boolean AND & reading techniques which yielded 80 relevant papers. In this
OR operators, and finding keywords in appropriate articles or step, those articles whose domain of teaching was not
books. The developed searched string and keywords for the language were removed. Lately, references of 80 articles were
search process are shown in checked again to avoid missing any relevant articles. In so
TABLE 2. The search string is made up of three items; Q1, doing, a snowballing method was employed. This was done
Q2, and Q3 (as seen in by performing a manual search on Google Scholar. However,
TABLE 2). The keyword was searched, focusing on the title this search yielded an additional 20 articles, making a total of
and abstract to retrieve a good number of articles. In so doing, 100 articles. So, a total of 100 articles went through the study
six well-known academic databases, including IEEE Xplore, quality assessment criteria. Thus, the final results returned a
Science Direct, SpringerLink, ERIC, and Google Scholar were total of 27 primary studies used for the SLR.
chosen to recognize suitable articles. The comprehensive lists
of the searched databases with their results are depicted in F. QUALITY ASSESSMENT (QA)
TABLE 3. Following Keywords (and their synonyms) A set of criteria has been employed to check the quality of each
obtained through research questions using the steps described chosen article and to determine its suitability for the systematic
above have been used in this review with slight alterations literature review [40]. The articles that have been included in
fitting in various libraries: the above step are checked for quality based on quality
assessment criteria. A checklist for quality assessment has
TABLE 2: ITEMS AND KEYWORDS been adopted from [42]. TABLE 4 describes a checklist for
Item Keywords and Synonyms
phrases
the execution of quality assessment for every study selected
Q1 Technology-assisted Computer-assisted, mobile-assisted, for the review. Thus, the table provides a degree of the
intelligent system, game system, suitability of the study that can provide findings that will
digital system, mobile system, contribute to the investigation scope. Every question in the
mobile game, technology-enhanced,
computer-enhanced, mobile- checklist is checked against a three-valued Likert scale
enhanced containing different descriptions. Results obtained have been
used to prepare a summary of the quality of the included
Q2 Language English language, foreign language
second language, etc.
studies. The results obtained after assessing studies based on
Q3 learning Studying, practicing, reading QA1 to QA4 have been used to answer research questions
RQ1 to RQ4 stated in this systematic review.
The method for awarding scores to the articles is outlined as
TABLE 3: STUDY SELECTION PROCESS RESULTS Yes = 1, Partial = 0.5, and No = 0. In the first place, a rating
Online Databases Initial results Selected studies
of 1 is assigned if the article fulfills the criteria. Next, a rating
IEEE Explorer 400 1 of 0.5 is assigned if the article partially fulfills the quality
Springers 200 3 criterion. Lastly, a rating of 0 is assigned if the article does not
Science Direct 2500 11 meet any quality criteria. Thus, the highest paper will be
ERIC 19 1
Google Scholar 2600 11
assigned a rating of 4 while the lowest a rating of 0.
Total 5719 27

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

FIGURE 1. : Article selection process

TABLE 4: QUALITY ASSESSMENT CHECKLIST QA3 Do the studies No, the study did not (Yes, Partial,
S/N Criteria Description checklist Grading of include any include any language No)
response language(s) in in language learning. {1, 0.5, 0}
QA1 Is the No, the motive is not (Yes, Partial, language Partially, the study
aim/motive of described No) learning? describes language
the study clearly Partial, the motive is {1, 0.5, 0} learning but does not
described in the not clearly described. include any language.
article? Yes, the motive is Yes, the studies
well-described and included at least one
clear language.
QA4 Do the studies No, the findings are (Yes, Partial,
QA2 Does the article No, technology-based (Yes, Partial, describe the not described in detail. No)
present a study platforms are not used No) findings in Partially, the details of {1, 0.5, 0}
where Partial, technology {1, 0.5, 0} detail? the findings are
technology- platforms are used but unclear and can be
based platforms it is not used for derived from the
are used to teach teaching a language references.
a language course. Yes, the findings are
course? Yes, a technology- described in detail.
based platform is used

The report on utilizing the quality assessment criteria using

the TABLE 4 checklist is depicted in Figure 1. QA1 criterion

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

examined if the aim/motive of the study was clearly 4. Underlying Type of technology used in the system
technology (Augmented Reality, virtual reality, digital pen,
described in the article. Based on QA1, 49 studies that etc.)
clearly describe the aim of the study were selected. The 5. Language Part of the language taught by the system (English
Second criterion QA2 answers the question of the study and taught vocabulary, English grammar, Japanese functional
expressions, etc.)
uses a technology-based platform to teach a language
6 Databases The online academic database that the study was
course. However, based on the assessment criteria, 36 sourced from.
studies have been selected. The third criterion (QA3) 7. Learning skills Types of learning skills that the study focused on.
examined if studies included any language(s) in language
learning, and the assessment found 23 studies that matched 8. Types of The types of the articles (Journal or conference
this requirement. The fourth (QA4) criterion checked if the article proceedings)
studies describe the findings in detail, and 27 articles were 9. Type of What is the type of delivery provided by the
found to describe the findings in detail for a systematic delivery system (web-based or App-based, Computer-
based, or mobile-based)?
literature study. Therefore, the 27 selected articles satisfy the 10. Targeted Who were the targeted learners who used the
defined objective of this systematic literature study, and it Learners systems?
should be noted that no exclusion of articles ceased at this
point of the selection phase. 1) PUBLICATION SOURCE
This review study was carried out by selecting a sum of 27
G. DATA EXTRACTION AND SYNTHESIS primary studies, consisting of 26 journal articles and one
In this part of this research, all of the 27 chosen papers is conference proceedings within the research area. (see fig 4,
carefully reviewed to develop a data extraction form that Appendix b)
will hold the crucial information required to fulfill the
review goal. A common information extraction form that
was taken from [43] has been used to save data from a Conferenc
selection of papers. Digital object identifiers (DOIs), es, 1, 4%
publication details, authors, dates of publication, and other
fundamental information have all been organized using
Endnote desktop software. Based on the first study
categorization, particular data from each paper were then Journal ,
extracted using the primary study. Following two reviewers' 26, 96%
assessment of the data extraction, the Microsoft Excel
Journal Conferences
spreadsheet was developed and completed as represented in
TABLE 5. The data extraction is made up of 10 columns in
FIGURE 2. Article Type
the Microsoft Excel package, which includes the following:
Article ID (A-ID), author name, country, underlying 2) PUBLICATION YEAR OVERVIEW
technology, the language taught, online database, learning This section provides the trend distributions of all selected
skills, type of delivery, targeted learners, and article source. studies between 2012 and 2022 as can be seen in Figure 3.
A detailed description of the categories of information Out of the 27 articles selected, the first research was
provided in Table 9 is given in Appendix A. The selected published in the year 2012. Between the years 2012 and
articles were published in reputed journals and conference 2018, there has been a little ascending and descending in the
proceedings in the chosen domain. The article distributions research trend. The review reports that there has been an
consist of journals (n= 26) and conferences (n= 1). The increasing number of publications since 2017. Figure 3
chosen period for the review was specified in section 3.3 indicated that most of the research was released in 2019.
(2012 - 2022). However, 2019 recorded the highest Thus, studies trend increased rapidly in 2019, which showed
publication year with seven published articles in the domain. that 2019 had the highest publication year, followed by
2017. Additionally, the pattern indicates that 2014 and 2018
TABLE 5: DESCRIPTION OF CATEGORIES OF INFORMATION IN are the third-highest published years, with the same amount
SUMMARY TABLE 9 of articles in each of them. Two articles each from the years
S. No Category Description
2012 and 2016 were published. The figure makes it clear that
1 Article ID (A- To allocate a unique number to a research article. there was no study published in this area in 2015. There is
ID) only one study attributed to 2013, 2020, 2021, and 2022. It
2. Author Name Author(s)' names and the year the paper was can be inferred that studies in the years preceding 2019 do
(Year) published not vary by a significant number, but there is a sharp increase
3. Country The country where the paper was released or the in 2019, with the apparent increase in the number of studies
country where the author resides.
on the use of technology-based platforms for language
learning. The trend also showed that there was a decline in

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Author Name: Preparation of Papers for IEEE Access (February 2017)

publications in 2020 that flattened the curve between the articles each. It can also be observed that the remaining
years 2020 and 2022. That highlights the decreasing interest countries such as Canada, Greece, Czech Republic, Egypt,
in this research domain, due to covid-19 pandemic. Turkey, USA, and Spain are the least and they reported only
one publication each. It shows that there is less research
attention on the chosen domain in those countries. Overall,
it can be inferred the topic in this study is more in trend in
the Asia Pacific region. Figure 5 depicts the country-wise
distributions of the study.

TABLE 6: COUNTRIES WITH THE NUMBER OF PUBLICATIONS

S/No Country of publication No of studies
1. Taiwan 7
2. China 3
3. Japan 2
4 Netherlands 2
5. U.S. A 1
6 Iran 3
7 South Korea 2
8 Saudi Arabia 2
9 Czech Republic 1
10 Greece 1
11 Egypt 1
FIGURE 3. Distribution of studies
12 Spain 1
3) ACADEMIC DATABASE DISTRIBUTIONS 13 Canada 1
Figure 4 depicts the academic database wisely distributions
for the 27 selected primary studies for the review. Out of the 8 7
27 selected articles, 1 of the articles was selected from IEEE 7
Xplore, 3 from the Springers, 11 articles from Science 6
Direct, 1 article from ERIC, and 11 articles were selected 5
from Google scholars. 4 3 3
3% 3 2 2 2 2
11% 2 1 1 1 1 1 1
41% 1
0
Saudi Arabia

Canada
China

Netherlands

Greece
South Korea

Spain
Czech Republic
Japan
Taiwan

U.S. A

Egypt
Iran

41%
4%

IEEE Explorer Springers Science Direct FIGURE 5. Country-wise distribution of the studies

ERIC Google Scholar

5) CONTEXT OF EDUCATIONAL LEVEL
FIGURE 4. : Article Database distribution It was also retrieved what level of education each study
respondent had. The educational attainment of
4) PUBLICATION COVERAGE OF RESEARCH
schoolchildren and university graduates differs. The number
The country-wise publication distribution of the selected
and percentage of studies with participants from various
articles is reported. Publication country here means the
educational backgrounds are shown in Table 7 below.
country where the lead author resides. If this does not exist,
Several studies at different educational levels are shown in
the country of the paper where the paper was published is
Table 4. It has been noted that language education
mentioned instead. Table depicts countries and their
approaches have been applied equally in university and
corresponding frequencies. According to
school-based settings. Nonetheless, a greater number of
Table 6, research in the field spans over wide geographical
school-based systems have been designed with primary
distribution. As can be seen from
school kids in mind. Interestingly, vocabulary instruction is
Table 6, Taiwan contributed the largest number of the
a component of every study done with elementary school
published articles selected, with a total number of 7 out of
pupils.
27 articles. Next are China and Iran, with a total number of TABLE 7: DIFFERENT EDUCATIONAL LEVEL STUDIES
3 articles each, followed by Japan, South Korea, Saudi S. No Educational level No of
Arabia, and the Netherlands with an equal number of 2 studies

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
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Author Name: Preparation of Papers for IEEE Access (February 2017)

1. Elementary School (Grade 3 4 5 6) 4 games in a fashion that conveys the delivery of instructional
2. Junior High School (Grades 7 8 9 10) 1
3. Senior High School (Grade 11 and Grade 2
content that impacts the learners. Learners however have the
12) privilege of rehearsing language by enjoying the games
4. University students (Graduates and 18 outside formal teaching environments. Research has proven
Undergraduates) that educational games allow students to acquire
5 Not clear 2
significantly within a limited time with uncommon
efficiency when compared with students who have no access
6) TYPE OF DELIVERY SYSTEMS to educational games [46]. Games are employed for the
Technology-based systems can be delivered to the user end maturing of several phonological abilities, for instance,
in four ways, which include Mobile-based applications, lexicon ability [47], enunciation ability [48], and audio and
computer-based systems, paper-based systems, and web- verbal abilities [49]. Engagement is perceived to be crucial
based systems delivery using the internet. Table 8 describes with respect to 3-dimensional games. For instance, Berns, et
the number of studies corresponding to each mode of al. [50] implemented a game-like 3-dimensional virtual
delivery. environment to demonstrate the impact on the student
TABLE 8: TYPE OF DELIVERY SYSTEMS learning and motivation from foreign language perspectives.
Technology-based delivery Number of studies The platform was utilized to construct virtual space for the
systems implementation of the various game levels. However, the
Computer-based system 17
experimental results of the study, according to the empirical
Mobile-based application 9 research after testing various students, were remarkable,
Paper-based 1 which showing the impact of the game on the student’s
language learning.
IV. REVIEW RESULTS AND DISCUSSIONS
This section presents the review findings from the b. Automated Feedback: This review denotes feedback as
systematic literature and the discussions based on the computer-supported counteractive feedback which is not the
findings. The section is divided into two subsections; the same as traditional head-on counteractive feedback [51].
review findings presented in subsection A and the discussion The former replaces the feedback that is supplied by the
presented in subsection B. The summary of the findings is instructor [52]. Instant response is supplied when students
presented in Table 9. deposit linguistic resources into the programmed response
structure. For instance, such responses can go a long way in
A. Review Results tackling issues within the area of sentence construction.
The review results of our study are presented and discussed Feedback has the ability to ease instructors from some
in the following section by answering the formulated burdens, allowing them to pay attention to more important
research questions (RQ1 to RQ4). To make the findings very issues that might arise during delivery. Student on the other
comprehensive and to enhance the reader's knowledge of the hand has the privilege of going through some of their
results, an example is provided for each research question. assignment without seeing their instructors. Ranalli [53]
1) WHAT TECHNOLOGIES WERE UTILIZED BY THE explained that unambiguous is a key element if students
SCHOLARS IN THE PREVIOUS STUDIES IN THE must go through their inabilities. This means that a general
LANGUAGE LEARNING ENVIRONMENT? (RQ1)? response, when compared side by side with a definite
The results for the kind of technologies employed in response can save time but becomes unclear and helpless at
language learning that is associated with RQ1 show that some point. The shortcoming of the programmed response
there are significant technologies utilized to assist in system is rooted in inefficiency. However, the fact that such
language learning. The identified technologies from the programmed responses are not a determinant of personal
selected studies have been grouped into ten (10) kinds of dissimilarity allows the shortcoming not to be established by
technologies: games, automated feedback, social instructional factors rather technical abilities [53]. Liaqat, et
networking, virtual reality, speech recognition, collaborative al. [54], demonstrated how automatic feedback could meet
writing tools, intelligent tutoring systems, digital pens, English language learners' needs and practices. The study
online video, and augmented reality. discovered a strong relationship between learning strategy
and epistemic belief. Thus, the learners accurately assessed
a. Game: Games are classified broadly into two categories their writing skills through automatic feedback, which
namely, education-oriented games and leisure-oriented promotes meaningful discussion.
games. Other scholars describe these as significant games or
teaching games [44]. These games which are termed c. Social Networking: A good fraction of learners from
significant have dependable features, with significant around the globe have developed an interest in learning
outlooks and some collections of visually appealing games languages via Social Networking Sites (SNS). SNS supplies
[45]. Instructors are allowed to structure or restructure these facilities that aid students in language development

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Author Name: Preparation of Papers for IEEE Access (February 2017)

summaries and share with their peers around the globe [55]. collection of parenthetical terminologies was drastically
Students of linguistics sustain the ability to develop advanced. Some researchers opined that the collaboration of
linguistic uniqueness, work on modelling a culture [56] or improved Graphical User Interface and modelled
be part of a group that uses SNS in teaching and learning a assignments which are aided by VR allows students to
language with the aim of building their verbal abilities and rehearse the intended dialect often [66]. Students who desire
sharing insights with other students [55]. Currently, social to learn a dialect will have the advantage of enjoying
media sites such as Facebook, Twitter, and Instagram are theoretical factual models in an atmosphere that is not static
employed for this purpose. Chang [57], conducted a study at but graphically resourceful [67]. Developing a VR that
a national university in Taiwan to ascertain a solution to requires resources full can be very demanding both
reducing the Taiwanese universities’ low performance in financially and technologically.
English writing skills using social media. In their study, a
blog was used as the writing platform. However, the e. Speech Recognition (SR): Huang, et al. [68] portrayed
experimental analysis of the results indicated that the SR as an electronic-oriented course that allows for verbal
utilization of blogs significantly enhanced the student’s messages to be translated and recorded. Auditory messages
writing skills. In another study, Mompean and Fouz- are sent into the system via a microphone, after which this
González [58] researched the application of Twitter for message is studied in order to unravel patterns, the output is
linguistic coaching and tutoring instruments for increasing a text [69]. SR systems sustain the ability to supply prospects
phonation ability. The findings proved that learners’ channelled towards the maturing of communication skills.
phonation improved significantly and learners engaged SR consists of tremendous abilities that allow for supplying
more. In as much as social media sites have proven to be response, as such, the Automatic Correction and Feedback
advantageous in mastering new dialects, there were a few (ACF) system is incorporated, which allows learners mature
challenges that were noted. For instance, Gao [59] drew their intonation skills [69]. Huang, et al. [70] in their attempt
attention to the fact that using digital devices for a long to assist a lesson reviewer while reading English language
period has the potential to attack users' health, especially in paper-based, a digital pen and paper interaction platform
the area of sight. Chen [60] went further to encourage combined with an attention recognition and review
students to have the right view of social sites else they lose mechanism based on brainwave detection were utilized,
focus. As such the need to build a sense of responsibility in which promotes learning performance of English language.
the use of electronic devices becomes crucial. It is also In another research, Huang, et al. [68] undertook a study and
important to understand how to structure electronic devices they verified how valuable it was to incorporate systems that
in such a way that students find them interesting in convert spoken commands into their written equivalent in
entertainment and education, however, monitoring has schooling. This system gives students of language the ability
remained a challenge. to improve the rate at which they understand assignments
better than those who didn’t have the privilege of accessing
d. Virtual Reality (VR): Professionally, VR is explained as such systems. SR systems can also be harnessed with
a collaborative instrument that allows the management of electronic-aided-conversion devices to help diverse ethnic
graphical and acoustic demonstrative contents, which are interactions [71]. However, few among the challenges
facilitated by computer devices [61]. VR is perceived to be encountered using SR in mother-tongue interference,
an electronic atmosphere that allows students to experience articulation, and pace among many.
the benevolence of togetherness [62]. Students utilize
headdresses to enjoy the simulated world. Students are f. Collaborative Writing Tools: One of the necessary needs
presented with an avatar, which allows them to navigate of the community today is the need for teamwork.
through the VR to associate with their co-learners in their Researchers have opined on some strategies that have the
preferred language [63]. From the research undertaken, it potential to improve teamwork in writing. Some of the
was revealed that there are several improvements associated strategies include wiki [72], Google Docs [73], blogs [74],
with employing VR for learning a dialect. Peng, et al. [64] and web-oriented word managing [75]. These devices are
investigated the effect of 3-D virtual reality on non-native well known and have been employed in mastering both
Mandarin speaker pronunciation learning by focusing on scripting and communication abilities [76]. Students who
three language demonstration conditions, including audio, are enthusiastic about learning a dialect can visit these
audio-visual animation, and human face video of a 3- scripting-aided systems to format written messages and the
dimensional (3-D) talking head. However, the subjective system has the ability to keep track of changes made to
ratings demonstrated that the 3-D talking head attained individual documents. This system allows students who
outstanding user acceptance, and both 3-dimensional talking write as a team to format their documents from any location,
head and human face video were chosen compared to audio- irrespective of time or geography. Collaborative writing-
visual animation. In another study, Yamazaki [65] showed aided systems supply helpful structures that allow learners
that learners developed verbal proficiency and their to document, format, or undo the formatting and keep a

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

record of the changes made in the process [77]. Instructors the system, and the pleasure that comes along with engaging
can also utilize these systems to support learners in maturing in a game [85].
their scripting and communication abilities [78]. These
systems can provide different supports such as distribution h. Digital Pen: Smartpen digital pen for second language
of resources, interaction, and formatting of materials [79]. learners initially came into existence in 2008 and until now,
Zhang and Chen [80] investigated the effect of collaborative the documentation of its application is still lacking [86].
dynamics and assessment methods on learners’ performance Despite the shortness of time in developing digital pen
in online collaborative writing. In the study, a group of 82 technology, its importance in enhancing learning
tertiary institution students was employed to perform the performance cannot be over-emphasized [87]. For instance,
collaborative writing tasks. However, the analysis of the Huang, et al. [70] in their attempt to assist a lesson reviewer
results indicated that the students utilized provided the text while reading an English language paper-based, a digital pen
of the improved fluency, phrasal complexity, and writing and paper interaction platform combined with an attention
quality. In addition, more collaboration was observed during recognition and review mechanism based on brainwave
the task, which showed the effectiveness of the technology. detection, which promotes learning performance of English-
In another study, Abrams [73] led learners of the German language. In another study, Lai, et al. [88] built a
dialect on the rudiments of imaginative literature in the collaborative learning environment that merged digital pen
process the learners were given an assignment to propose technology and printed textbook to assist in English
dramatic play depicting the German culture using Google language learning. The interaction platform of the paper
Docs. The outcome revealed that the set which worked as a with digital pen grants the teachers an opportunity to
team on writing the play provided a more interesting script produce paper-based activities together with the digital pen,
compared to the set that didn’t work as a team. In as much enabling the students to utilize the hard copy reading tags to
as the set that wrote as a team provided a more fascinating receive instant help such as recording oral reading, oral
script, some of the team members complained that their reading demonstration, and independent reading aloud.
opinion was not welcomed [81]. These set of learners didn’t
bring much to the table which in turn affects the rest of the j. Online Video: The art of filming pictorial objects over an
team members. electronic device is referred to as videography. Cyber-
videography is a term used to capture resources that exist
g. Intelligent System (IS): An IS can be viewed as a and are accessible over the cyber world. Electronic
computerized machine with the ability to provide teaching videotapes have significant importance in understanding and
services the same way as humans [82]. Students are grasping foreign dialects. Lin and Wang [89] opined that
expected to be real in providing their feedback as to how open educational resources (OER) can nurture students in
helpful such a system is, this is because the system keeps becoming fluent in a dialect that they are not familiar with
track of students' reactions. IS oftentimes makes the choice and as a result, they presented a twin TED seminar in
of the contents to be delivered to the students based on their English for foreign language (EFL). Students first see a film
feedback and reaction, which helps in upgrading students' and then go on to deliberate on the content of the film with
rate of assimilation. Choi [83] fashioned an online IS with other learners. The outcome proved that this method has a
a feature that permits sending instant responses and it was great effect on interacting with their peers, especially in a
discovered that this feature facilitated the learning of the diverse ethnic language. Huang, et al. [90] developed
students of Electronic Publishing for Learning (EPL). A ubiquitous English vocabulary learning systems using a
good number of the students responded positively to this video clip as learning material. The system is capable of
development. Mahmoud and El-Hamayed [84] simulated sensing the student's situation and offering them suitable
the educational process behavior using an intelligent learning materials in a real-world scenario [91]. The video
tutoring system that consists of three models, namely, the clip is a form of visual information that is capable of offering
tutor, the expert, and the question model. The IS supported students approximate real-world situations. The authors [92]
the graphic user interface for easy interaction with the investigated some of the benefits students derive from such
students and it was created for enhancing the student's skills a watch and discussed the approach. The procedures
in Arabic grammar of fourth-grade students in Egypt. In involved in covering such films have significantly inspired
another study, Allen, et al. [85] proposed an improved form learners to explore the vast riches of multi-cultural dialects
of IS that supplies participants with some form of assistance and to understand the relationship that exists between these
in lettering. The outcome of this development showed that dialects. A good number of investigators are more
relating with the system gave room for maturing the skill of concerned with the subtitles. The authors put forth a non-
lettering. This improvement stimulated a desire in the static subtitling method which has been confirmed to have
learners to use the system consistently. Moreover, the great ability to help learners with their listening ability. This
outcome revealed the link that exists between participants, is due to the fact learners don’t assimilate contents at the
same rate as such the degree of information must be made

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available base on individual need. Hsu [93] discovered that instructional materials are offered in English. For students
the rate at which more difficult phrases appear in written and scholars to gain access to a broad range of information
resources is more than filmed resources. Speech and motion and take part in international educational discussions, they
graphics are used hand in hand for this purpose. must be proficient in English.
Nevertheless, several educational videos are accompanied In the field of technology and innovation, English is the most
with indigenous subtitles. commonly used language. It is widely used in the tech
k. Augmented Reality (AR): AR is an expertise that business, which encourages people to learn the language
combines electronic material with the actual setting of the because it is the language of choice for many programming
learner, which enables students to perceive the originality of languages, software record keeping, and advancements in
the contents they are accessing. Three major features define technology.
an AR: synchronous collaboration, a combination of In international travel and tourism, English is frequently
simulated and actual scenarios, and the ability to function in used, and being able to speak it well can improve the quality
a three-dimensional environment [94]. Employing an of your trip. In this regard, many people learn English to
electronic device like a handset or an earpiece in accessing successfully interact with individuals from different
AR describes the item being viewed. An instance of this is a backgrounds and to communicate successfully when
learner who employs AR to examine an orange, not only will traveling. Moreover, the second most used target language
the textual description of the fruit appear, but the species and is Japanese (n = 2). It can also be observed from the chart
important facts about the fruit will also appear. Exploiting that the remaining three languages were used in one study
AR in an actual environment helps learners score their each, which include Mandarin, Arabic, and German.
educational goals [95]. Ho, et al. [96] utilized AR to develop
a learning mechanism that aims to enrich students’
experiences. Hsu [95] came up with a twin educational Number of studies 25 22
gaming strategy by taking advantage of AR, this strategy is 20
employed in mastering the English language. The outcome 15
gathered from the use of this method proved that AR permits 10
universal and domestic education. It was noted that students 5 2 1 1 1
enjoyed the intimacy that comes along with using this 0
technology. Moreover, abilities such as logic reasoning, data
processing, and meditation were improved and a sense of
enthusiasm was awakened in the learners.
Target Language
2) WHAT ARE LANGUAGES AND THE LEARNING
SKILLS THAT THE PREVIOUS RESEARCHERS
FOCUSED ON? (RQ2) FIGURE 6. Target language with the number of studies
The study also identified seven various languages that the In addition to the target languages used in the selected
researcher has focused on, which include English, Japanese, studies, this study also identifies the language skills that the
French, Mandarin, Arabic, Korean, and German. Figure 6 researcher focused on and it was observed that scholars
depicts the target languages. As can be observed from the concentrated more on enhancing nine different language
chart in Figure 6, the English language has been identified skills, including vocabulary, writing, grammar, reading,
as the most used target language in the selected studies (n = tenses, listening, functional expression, auxiliary verb,
22). There are various reasons why English has been speaking, and pronunciation, by employing the technology.
identified as the most target language in the selected studies. While some researchers focused on one skill, some other
First of all, people of various native tongues frequently researchers focused on more than one skill. For instance, a
utilize English as a common language of communication study in [97] focused on enhancing both tenses and auxiliary
since it functions as a worldwide lingua franca. Because of verbs. As can be seen from Figure 7, researchers focused
this, English is a widely desirable language for travel, more on enhancing the vocabulary and writing skills of
academic pursuits, international business, and diplomacy. language learners.
In terms of economics and professional prospects, being Vocabulary and writing skills are seen as the most used
able to speak and understand English is frequently required language learning skills for some reasons, First of all,
for a variety of jobs, particularly in multinational vocabulary serves as the foundation of language. Acquiring
corporations and fields with a global emphasis. To improve a broad vocabulary enables students to communicate more
their chances of acquiring a job, people try to improve their clearly and comprehend others more successfully. Fluency
English language proficiency. in the language is aided by having a large vocabulary. With
Regarding educational access, it has been noted that a large a wider vocabulary at their disposal, learners can converse
number of scholarly sources, research papers, and more fluently and effectively in a variety of linguistic

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

situations. A strong vocabulary is necessary to interpret associated with RQ3 show that there are numerous benefits
written works, including academic papers, articles, and in utilizing technology in language learning settings. Six (6)
literature. It improves general reading comprehension by benefits were recognized. The identified benefits from the
helping students understand the meaning of words in selected studies include language performance
context. For hearing to be effective, vocabulary is essential. development, motivation, and metacognitive skills, positive
Recognizing and interpreting a wide variety of words is attitudes towards learning, enhanced learning retention for
necessary to comprehend spoken language, and having a students, a collaborative learning model, and a wealth of
large vocabulary helps with this. In academic and learning possibilities. A detailed description of the
professional contexts, having a large vocabulary is aforementioned benefits is provided below:
tremendously advantageous. It helps with written
expression, successful communication, and accomplishment a. Language performance development:
of assignments like reports, essays, and presentation EFL/ESL research on TALL majorly seeks to discover how
preparation. the technology has helped in improving learners’ overall
On the other hand, writing enables students to express their understanding of the course when delivered. Several
opinions and ideas in a clear, organized way. It provides a researchers stated that the educational advantages derived
platform for introspection and self-expression. Writing skills through TALL in increasing learners’ mastery of spoken
need knowledge of and use of sentence structures and language skills are significant. To emphasize this, Hsieh, et
grammatical rules by nature. Grammatical competency is al. [98] carried out research on the mobile application, called
developed by writing practice. Writing down ideas and LINE, with 42 learners. However, this learner was assigned
points of contention helps to develop critical thinking to access the LINE’s services in a reversed classroom
abilities. Students need to assess data, organize their location. The researchers’ discovery opined that LINE was
thoughts coherently, and make persuasive arguments. able to step up the efficiency of the reversed classroom
Spelling, punctuation, and other language mechanics are all settings, which is evidenced by the meaningfully increased
part of writing skills. Communication that is clear and results recorded in the oral examinations taken by students.
effective is facilitated by mastery of these components. In Fang, et al. [99] conducted similar research where they used
professional and academic contexts, writing is frequently the transportable digital devices in a classroom which allows for
main form of communication. Writing emails, reports, communication and friendly responses to ascertain learners’
research papers, and other materials requires strong writing oral accomplishment. The research engaged 40 EFL
abilities. Writing gives students a chance to hone and Taiwanese learners who were grouped into two, one for
solidify their language skills. Writing exercises assist providing friendly response and other which receives no
learners in retaining grammar, syntax, and vocabulary. responses but governor the responses. The adoption of
transportable devices allows learners the opportunity to
9 oversee their performance and supply or obtain responses
8
8 that aim at improving their performance. The learners also
7
Number of Studies

7 admitted that the progress they recorded was a result of the

6 responses they received from their friends who use the same
5 system.
4 3 Naderi and Akrami [100] nurtured their interest in
3 2 2 learners’ studying skills by searching the significance of
2 1 1 1 1 1 Telegram and how it has impacted the studying ability of
1 learners with respect to variations in the sex of the learners.
0 The research engaged 147 unpaid workers and 103 learners
were allowed to investigate 304 others. The investigation
was delivered via Telegram, and the same was employed in
explaining 12 reading chapters. The research noted a good
impact as the researchers sighted the important role the
Telegram application played in advancing learners’ studying
abilities. The research also exposed the fact that sex
Target Skills variation does not affect the outcome of the learners’
studying ability. This is consistent with the findings of Nasr
FIGURE 7. Target skills with the number of studies and Abbas [101], who summarized their research by noting
3) WHAT ARE THE BENEFITS OF TECHNOLOGY- that transportable digital gadgets provide the desired aids
ASSISTED LANGUAGE LEARNING? (RQ3) that learners need in order to improve their reading ability.
The results for the empirical evidence on the benefits of The research emphasized using chatting applications like
utilizing technology-assisted language learning as WhatsApp or search engines like Google to retrieve and

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content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

relate to educational resources. The researchers collected knowledge absorption method together with job request
their data through interviews and learners’ collections. games which allowed for a healthy contest. The outcome
Another field of interest for researchers is the impact of the showed that the M-IPG technique helped in improving the
MALL application on learners' writing skills. Chang [57] learner's overall accomplishment. In similar research,
carried out research intending to ascertain the contribution Albadry [105] supplied proof to support his claim that blogs
of MALL to learners writing ability. They used blogs as a together containing motion images help in improving
medium to tackle learners’ writing challenges. Twenty-five sentence structure teaching. The study involved 60
learners from Taiwan were involved in the research. The volunteers who were classified into an experimental and
study exposed that blogs helped assist learners with minimal control class with the class equal class weight of 30. The
writing expertise in stepping up their writing skills. Blogs experiment showed that the motion images which were
can initiate and smoothen association among learners, accompanied with audio had a greater impact on learning
giving them the privilege to assess their work with that of and teaching sentence structure. In addition, learners’
their counterparts, thereby sharing insight on how to involvement in the absorption activity was greatly
improve their writing skills. Ngui, et al. [102] studied the improved, they noted that their involvement was a result of
implementation of a novel tool that can be employed in the captivating videos that were made available although
grading learners' writing skills called e-Portfolio. To gain connecting to the resource over the blog was a challenge.
insight into this the researchers engaged 46 learners via
dialogue and survey. The outcome of the study revealed that b. Positive attitudes towards the learning process:
the e-Portfolio is a powerful instrument that will help in Lots of research has been dedicated to unraveling the
improving writing skills this instrument can be used in influence of MALL with respect to learners’ experiences.
receiving feedbacks from teachers and learners as well, in Most of the research shows learners’ confident conduct as
addition it will support learners in contemplation their skills regards the usage of this expertise. In one such research,
which is important in improving writing skills. Chang, et al. [104] claimed that learners and instructors
Listening ability is another area of kin interest. For instance, show interest in MALL notwithstanding the variation in the
Vaezi, et al. [103] carried out research in a learning underlying principle. Learners claimed that a
atmosphere using transportable digital devices to ascertain straightforward approach to MALL is key in stepping up
learners listening proficiency. The research engaged 119 their phonological ability. Instructors also motioned that the
Iranian learners the collection was made up of 36 males and degree of engagement between learners and instructors
83 females, and the age bracket was 19 to 37. The learners within the system improved significantly.
were further classified into two, one of the classes which is In a separate investigation, Chen and Chih-Cheng
the experimental class was exposed to a reversed learning [106] exposed learners’ opinions of transportable digital
atmosphere (an Original Acoustic Resource Class and an devices in EFL educational exercises. They employed
Educational Acoustic Resource Class) while the second assignment-based linguistic coaching as the educational
class which is the control class was exposed to the standard background, the research aims to expose learners’ view of
learning atmosphere. The dual experimental classes were transportable digital devices as a means of teaching. The
exposed to dissimilar acoustic resources: first and original outcome proved that learners see transportable digital
acoustic resource, which were sourced from diverse online devices with their applications as impactful as they relate to
platforms such as the web for hearing and books for an the system. However, instructors were advised to include
educational acoustic resource. The outcome of the research entertaining content to strengthen engagement within the
revealed that the reversed learning environment which drew system thereby meeting learning objectives. Reynolds and
from transportable digital gadgets authenticates its Taylor [107] were not different in their opinion after
efficiency to help learners improve their hearing capability. researching how teachers recognized the transportable
In addition, among the several resources presented the digital application Kahoot! and how it has impacted the
original acoustic resources were more helpful in achieving delivery of resources in increasing learners’ language
this. prowess. Employing 78 learners from South Korean
To take it further, Chang, et al. [104] studied the practice of colleges the researchers were able to draw a conclusion on
a mobile instructional pervasive game (M-IPG) knowledge- Kahoo! as it lacks the ability to provide a lasting impact on
absorbing technique to step up learners’ linguistic success. learners’ language prowess. Nevertheless, the information
They employed learners’ previous success and skill level in generated from the data proved that the application can
reading, writing, sentence structure, and lexicon as data. The improve dynamic knowledge acquisition by motivating
research engaged 137 learners who were split into two learners’ kinesthetic, pictorial altitudinal, and melodious
classes: the first was the experimental class was exposed to skills. Furthermore, learners placed great significance on the
the M-IPG technique and the second class which was the cooperative teaching methodology the application provided
control class was exposed to portable-centered coaching. noting that the potency of Kahoot! is in its ability to house
The M-IPG technique incorporated an investigative

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content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

inspiring, attractive, and pleasurable educational resources that the teacher-driven grammar taught with computer-
[107, 108]. based materials outperformed those who were taught with
Alharbi [109] supplied proof to support his claim conventional instruction.
that employing motion pictures that are accompanied by The research shows that students using a computer for their
sound in teaching language rules has a greater impact on learning usually use it as a device to assist in their learning
learners. The study noted that learners find it more styles. This trend often results in students’ positive attitudes
interesting being engaged through sighting and hearing, the in the learning process. Further, the outcome of the study
learners were further advised to engage with mates in group recommended that students' perception of learning a foreign
discussions as they expound on the rules of language. language using a computer must be comprehensively
Employing Spaceteam ESL, Grimshaw and Cardoso [110] strengthened to reinforce to boost their corresponding
revealed that an immersive knowledge-acquiring personalized learning models. Teachers are also required to
environment allows learners to initiate teamwork with other develop outdoor instructional models according to the
learners. Spaceteam ESL can engineer a pleasurable interaction design between students, students’ computer
atmosphere for learners to work together in carrying out usage attitude, students’ perception of TALL, and the class
tasks on mobile devices. These learners were further homework organization.
encouraged to involve themselves in post-class discussions The TALL application can represent a medium that inspires
about the tasks completed during class hours as this will students’ creativity for interaction and engagement in the
keep the learners motivated and involved even outside the learning process. Chang [57] stated that microblogging
class. Le [111] used a technology-driven application called could lead to activity engagement for students. Students can
Puppet Pals to ascertain the pleasure derived by learners who be vigorously involved in writing tasks via this means with
take transcontinental verbal communication classes. The less devastating moods which are very common in
system employed the fairytale-reporting strategy which was traditional writing tasks. In other words, this approach could
designed to fit the digital channels intended to reduce the reduce the reasoning burden and as such enhance students’
complications associated with linguistic construction. The independence and motivation in EFL learning. In a related
research employed 69 university intakes in Vietnamese, the study, Chang, et al. [104] who used M-IPG, or the mobile
exercise lasted for 51 days. The researchers carried out their instructional pervasive game, found that in addition to being
evaluation using The Foreign Language Enjoyment Scale effective in supporting students' achievement, the
(FLES), audiovisual footage, and a mini-conference. The combination of games and mobile technology helped
result revealed that learners confidently utilized the training improve students' confidence in their ability to use English.
methodology employed. The learners together with the As a result, mobile technology is finally applied beyond
instructors agreed that the technology can introduce a new basic interaction to create m-Learning, or meaningful
dimension to the learning environment through novel learning environments. [114]
approaches. Learners will have the freedom to imaginatively
and constructively generate verbal communication by d. Enhancement of students’ learning retention:
employing Puppet Pals. This innovative application helps Numerous studies show that the intensity of mobile
reduce the stress learners struggle with in linguistic technology enhances students’ learning retention. For
philosophy thereby encouraging learning enthusiasm. example, Sandberg, et al. [46] maintained in their study that
the use of mobile applications teaches kids to successfully
c. Motivation and metacognitive skills: retain words utilizing long-term memory, which aids in the
Instructors can build a learning distinction that activates the development of their vocabulary.. Moreover, combining the
motivation of students to the advanced stage, but the highest viable and exciting components of mobile game software
learning goal can be acquired provided that the motivation provides an opportunity for students to remember the
originated from the students [112]. Various studies show learning resources [104]. In a similar study, Naderi and
that the utilization of technology-assisted language learning Akrami [100] asserted that the utilization of mobile
not only improves students’ learning progress but also technology in lecturing was demonstrated to be more
influences the learning motivation of the students. For efficient when compared with the traditional approach of
example, Kılıçkaya [113] examined students’ capability in teaching for enhancing students’ vocabulary recollection.
harnessing their computing devices as a learner’s instrument The discoveries of this study are in agreement with Chang's
support outdoors. The study’s sample was made up of 50 (2020) research on teaching writing skills using blogs. The
English learners registered in a preparatory course for an author claims that blogs could support a communicative
advanced language exam survey in Turkey. The efficiency teaching paradigm by assisting students in editing each
of the system is compared using the delayed post-test and other's work, coming up with fresh ideas for their own
the post-test results, which were performed five weeks apart. writing, reacting to other people's work, and improving their
The students were taught using both conventional writing through feedback from the teacher. These
instruction and computer-based. However, the study shows advantages assisted students deliberately in learning and

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content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

retaining new vocabulary in their memory. In another study, fluency as well as 308 language computerizations. Thus, the
Liu [115] conducted research on a “concept mapping Spaceteam ESL mobile game apps offer pre-constructed
strategy” by connecting mobile phones to enhance student’s learning skills to tackle this problem by motivating learners
vocabulary. The author carried out a quasi-experimental to create oral language as well as the practicing of their
study that consisted of 100 students equally distributed to a fluency. The research utilized 20 college students in Canada,
control or experimental group. Instant message (IM) was equally allocated to a control group or experimental group.
used for teaching in both groups with diverse arrangements. The experimental group game arrangement is to engage
Moreover, the experimental group arrangement utilized the students in a 15-minute open activity talk via Spaceteam
embraced concept map of the students to arrange the ESL whereas no game arrangement was made for the control
vocabulary students learned during the teaching whereas no group. However, the findings from the research showed a
arrangement was adopted in the case of the control group. better performance in the experimental group for oral
However, the results of the study indicated that the fluency rating when compared with the control group by
experimental group outperformed the control group in the employing quantitative data. This shows the comfortability
retention of vocabulary. Thus, the concept mapping model of students concerning the learning activities.
can be seen as a valuable medium for improving students’
vocabulary retention. f. Extensive learning opportunities:
The major advantage of employing technology in the
e. Collaborative learning models: language learning concept is that it offers an extensive
Highlighting the importance of communication skills, the learning opportunity. Sandberg, et al. [46] Eke looked at
collaborative learning model has been strongly encouraged how well games and intelligent adaptations on a mobile app
to enhance the students’ interaction rate and language usage. may improve pupils' vocabulary. Using a mixed-method
Liaqat, et al. [54] in their study on collaboration with methodology, the findings demonstrate that the game setting
proficient English language learners, in conjunction with the and clever adaption are beneficial in stimulating students'
integration of both peer and automated feedback, revealed learning and enhancing their vocabulary. This study also
that engaging in collaborative learning led to a decrease in suggested that mobile learning could facilitate collaborative
students' anxiety levels as opposed to individual learning. teaching methods by providing ample opportunities for
The utilization of technology-assisted language learning students to practice their language acquisition outside of the
underscores its potential to advocate for a collaborative classroom.. Similarly, Ngui, et al. [102] emphasized the
learning approach, presenting educational benefits in the importance of more comprehensive classroom skills via the
realms of English as a foreign language and English as a portability and accessibility of mobile technologies to help
second language instructional methodology. For instance, kids learn on their own. The adaptability of messaging apps
Albadry [105] carried out empirical research that and search engines can be used by educators. to enhance
investigated the students' approaches to learning English by students’ reading time, thereby developing their reading
utilizing mobile devices such as tablets or iPads. The study attention. The study also elaborated on another advantage
utilized 21 students enrolled in a 21-week program at a for students who did not attend any classroom discussion to
Saudi public university. However, the study showed that the remain on track with the instruction [101]. In another study,
utilization of iPads improved the students’ performance in Hsieh [116] provides proof for affording LINE to engage
collaborative settings, providing more chance to the students and encourage language learning platform that activate
to communicate in the target language as the teacher provide students’ initiative in using English. This application
them with the required assistance. Due to its portability and permits students to collaborate with their colleagues or
features that enhance the interaction of teachers and students discuss with the teacher for the extra lesson outside the
in learning, the iPad is seen as a suitable learning aid. classroom hours.
Similarly, Chang [57] examined the usefulness of blog 4) WHAT ARE THE BARRIERS TO THE
platforms in alleviating students’ writing issues. The IMPLEMENTATION OF TECHNOLOGY-ASSISTED
findings from the research recommended that blogs could LANGUAGE LEARNING? (RQ4)
offer assistance to low-proficient students in developing This subsection presents the findings regarding the barriers
their writing skills. Thus, blogs can enhance reliability in that hinder the implementation of technology-assisted
communication among students, letting them evaluate their language learning in relation to RQ4. The findings from the
works and swap writing ideas, which consequently study identified three (3) major barriers that could hinder the
introduces a certain perception of their writing skills. implementation of TALL. These encompass anxiety related
Furthermore, research conducted by Grimshaw and Cardoso to learning, inadequate proficiency in technology, and
[110] demonstrated the effect of mobile devices in constraints associated with technical drawbacks. A detailed
enhancing students’ fluency. This research was carried out description of the aforementioned barriers is provided
based on the assumption that English for second language below:
learning exercise have a negligible emphasis on students’

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a. Learning Anxiety: learning depended on network availability, poor internet

In contrast to the globally accepted instructional model, bonds became irksome as they offered students challenges
TALL implementation demands that students thoroughly in finishing their online assignments [120]. Furthermore, it
use their mobile gadgets. As a result, students can access is necessary for portable devices to thoroughly
resources other than through handheld devices alone, the considered for students to continue participating in remote
process that lands them into social media conversations, as contact. Teachers should also be aware of the message
well as the mandate to complete assignments or projects in length limit, audio-visual restrictions, and the requirement
any condition. As a result, when given assignments of this for portable equipment with precise requirements, which
nature, pupils experience stress or overloaded. For instance, some pupils cannot buy due to additional technological
Kurt and Bensen [117], in their study revealed that responses disadvantages [121]. Bailey, et al. [118] noted that the
from students revealed that they experience frustration with present MALL technology challenges students to possess
completing tasks using the mobile application owing to the high-level penmanship knowledge. From the student’s
labor-intensive and complicated nature of the assignments. responses to Facebook posts, the authors noted that students
A different research by Bailey, et al. [118] observed that became inept at exhaustively expressing their views and
engaging the Facebook social network platform for mutual beliefs via their documented rejoinders. Students find it
tasks can cause problems for pupils. The authors difficult to complete online tasks including watching videos,
interviewed students to ascertain their responses to posts reading educational materials, and finishing homework
emanating from their instructor. The study revealed that because of the limitations of mobile devices. A study by Yu
students with good rapport with their fellow mates complete [122] reported that students underwent mental or cognitive
their assignments more than others. This class affinity oversupply when they read their texts utilizing smaller
problem was also examined by Bailey [119], asserting that screens on mobile gadgets. Relatedly, Le [111] observed
less intelligent students are likely to encounter learning numerous problems with Puppet Pals' execution due to its
nervousness (anxiety). A major drawback of using portable limited features in its free edition and its exclusive
devices in a combined learning environment leads students accessibility on Android devices. Teachers should also set
into confusion due to poor understanding of the learning aside time in class to familiarize students with the app
scope and a sense of mortification towards others in case of because they were not acquainted with it before.
failure to complete the task.

b. Insufficient technology literacy: B. Discussions

Students' technical craftwork hinged on experience and This SLR reviews 27 papers on technology-assisted
background. The technological illiteracy could probably language learning. To begin with, this study discussed the
position a danger to the execution of TALL. For example, ten technologies that were utilized by the researchers in the
Chen and Chih-Cheng [106] uncovered that some learners previous studies that assisted in language learning, and
need exceptional training in the MALL application, examples were provided. Secondly, this study reported the
experiencing difficulties with the video editing they had to languages and the learning skills that the previous studies
complete for their homework. Similarly, Reynolds and focused on. The paper then went on to describe the empirical
Taylor [107] also noted that several educators questioned data supporting the advantages of utilizing such
Kahoot!'s effectiveness as a teaching tool and tended to technologies in language learning settings. Finally, this
favor the traditional format. The authors’ views toward study discussed the barriers in implementing TALL. The
erudition (learning) in conjunction with poor technical skills findings according to the RQs are reported in the subsections
Inadequate technical proficiency may prevent individuals below.
from exploring the potential of handheld gadgets for 5) FINDINGS ASSOCIATED WITH RQ1
language acquisition. The writers did acknowledge, By considering the use of technology, our findings showed
nonetheless, that this application had the potential to provide that ten various technologies were utilized in this SLR. A
rewarding learning experiences and function as a detailed explanation was provided as well as examples of
supplement to literature. Furthermore, low technology how they were utilized to assist in language learning. Our
literacy could lead to unfavorable opinions about education research indicates that a number of studies yielded positive
in general. Cárdenas-Moncada, et al. [25] intimated that results, indicating that learners' performance enhanced when
unawareness of the adopted applications could lead to technology was used to support their learning. Additionally,
ineffective use of mobile language learning in class. students view the usage of technology favorably. This shows
that learners embraced and used technology, demonstrating
c. Technical limitations: its efficacy in supporting language acquisition.
Studies have identified numerous technological When using technology for language instruction and
impediments that presumably pose an insurmountable learning support, we advise, stating that objectives should be
hindrance to TALL implementation. As mobile-based prioritized over the technical means when using technology

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Author Name: Preparation of Papers for IEEE Access (February 2017)

to foster language teaching and learning. For guidance in As indicated in the review results, the empirical evidence
identifying the advantages of the technology, educators and on the benefits of technology-assisted language learning has
learners may examine the technical recommendations and been classified into six main benefits: language performance
gain insight from the accounts of related study experiences. development, motivation, and metacognitive skills, positive
and prevent its drawbacks. attitudes towards learning, enhancement of students’
Furthermore, we can also observe from Table 9, which learning retention, collaborative learning model, and
provides a summary of the technologies used in language extensive learning opportunity. In relation to language
learning. It is obvious that 6 studies on intelligent-based performance development, technology has helped learners
technology were utilized out of 27 total studies. Such in their overall understanding of the course when taught and
information can guide teachers and researchers in designing also increases language mastering skills. Also, there is a
learning and instruction to utilize and incorporate similar positive attitude towards learning by learners since learners
technology. On the other hand, the research domain lacks have confidence and are motivated concerning the usage of
some practical knowledge of the newly introduced technology, which also serves as a key to stepping up their
technologies like the use of a digital pen as was reported in phonological ability. Technology usage can enhance
only one study. Thus, teachers and researchers may learners’ motivation and interest in learning. Technology
contribute to the domain by contributing new knowledge by offers language learners input, output, and feedback on the
investigating latest technology further. target language.
6) FINDINGS ASSOCIATED WITH RQ2 Furthermore, the study also reveals that the students learning
In relation to the language taught, the results of our findings retention can be enhanced by the intensity of technology in
indicated that English is the most common target language, language learning. It also shows that collaborative learning
followed by Japanese. In addition, the study also discovered reduces the anxiety level when compared with individual
that the English language was studied 20 times more than learning. Extensive learning opportunities are another
the Japanese language. One of the major reasons for such benefit that technology-assisted learning offers because
findings is that the English language is currently the most students can utilize more than one technology for extensive
commonly and globally spoken language today. Other language learning [46]. It also gives a teacher an efficient
previous researchers also affirmed that fact even though approach to the course outline preparation and interaction
some studies opposed that notion [123, 124]. Based on the with many students. These findings generally concluded that
findings, the researchers and educators could be advised to some researchers have merely identified these benefits as
source more resources in relation to the English language in applicable to technology-assisted language learning but
top journals. Other languages such as French, Mandarin, provided inadequate attention. In any situation, the
Korean, German, and Arabic had a very negligible utilization of technology is promoted and teachers can shift
consideration in the research domain despite their their teaching activities, together with their teaching styles
uniqueness and specialty in their tradition. Therefore, and strategies to effectively utilize the current materials
teachers and researchers should pay more attention to those 8) FINDINGS ASSOCIATED WITH RQ4
underexplored languages for further study. We provide various barriers related to the implementation of
With respect to the learning skills, the results from our technology in language learning. One major barrier that we
findings showed that researchers focused more on observed from the review is that some researchers did not
vocabulary, grammar, and writing skills. One of the likely report any issues that they encountered with the
rationales behind the findings is that the conventional implementation of technology during their investigation.
classroom places more emphasis on the language input This knowledge is essential because knowing the issues
compared to the language output. As a result, conventional experienced by the learners, researchers, and educators in an
classroom teaching focuses on reading and listening skills exact study could assist them in learning how to avoid or
with the help of textbooks, notebooks, and pens. Therefore, address them in their studies. Thus, we suggest that
the goal of researchers in the utilization of technology to researchers report such information in their subsequent
facilitate language output is because, it could assist the research.
learner in producing language output through vocabulary, Some barriers were narrated in the reviewed articles that
grammar, and writing skills. Another rationale one can resulted in unsuitable inputs, shallow interaction, and
identify could be that the grammar, vocabulary, and writing incorrect feedback. Some other issues are due to students’
skills are quite simple to implement with technological obstructions with software or hardware implementation or
assistance. Other learning skills such as tenses, interruption from the learning tasks. This study attempts to
pronunciation, auxiliary verbs, and reading skills received give an associated idea of how to solve such issues. Another
very little attention. Thus, researchers and educators can issue based on our review is insufficient technology literacy.
consider exploring such skills in their further research. In this case, learners do not know how to make use of
7) FINDINGS ASSOCIATED WITH RQ3 technology effectively for their language learning. Ziegler
[125] discovered that during their study on computer-based

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communication, aiming to enhance writing skills, students language learning domain, indicating that researchers who
often employ symbols and abbreviations such as emoticons want to conduct further studies can consider it. Moreover,
to express their emotions instead of utilizing suitable the study also shows that English is the most used language
language forms that contain models. As a result of that, by researchers and educators in the research domain. They
learners are often discouraged by information overload utilized it as English for a foreign language or English for a
especially when they surf the internet for suitable second language. Also, the study showed that researchers
vocabulary while working on vocabulary-building tasks. In paid more attention to improving the vocabulary and writing
a related study, Tono [126] maintained that learners utilizing skills of language learners. In some studies, researchers paid
vocabulary of small size may choose incorrectly translated attention to one single skill, and in others to more than one.
words that are suitable to the context when they make use of Furthermore, this study identified some benefits of applying
electronic dictionaries. Thus, this barrier advises that technology in the language learning environment and some
learners are required to be provided with proper training and barriers that can be faced in the implementation of the
efficient learning strategies. technology in language learning, as well as some
Some studies narrated a barrier that has an undesirable effect suggestions for overcoming those barriers. Thus, application
on learners’ well-being on technology usage, including of technology in language learning is very important as the
anxiety, physical discomfort, negative emotions, etc. benefits outweigh the drawbacks. Therefore, this review can
Zhonggen [127] cautioned that learners may feel worried be used as a guide for educators and researchers who intend
when they spend a long time playing language games, which to design technology-assisted language learning and
can pose a threat to effective learning. Gao [59] was worried teaching in the future. One of the limitations of this study is
about learners spending too much time on social networking related to the timeframe of the literature search. The
sites as it could damage their eyes. In addition, they will possibility of temporal bias is one important drawback.
likely get addicted after using games or networking sites for Because the search is limited in duration, pertinent studies
a long time. Thus, it is important to teach learners about the published after that time may not be found by the SLR. The
carefulness of getting addicted to technology and how to absence of emerging trends, recent advancements, or crucial
handle technology usage. A learner may also encounter insights could result in a knowledge gap in the state of the
technical limitations such as technological issues when field.
applying technology due to a lack of skills. If regular For future trends and potential research directions, the
assistance is regularly provided, then learners will nurture a authors will consider data analytics and learning analytics.
negative attitude towards technology and ravage their time. To shape the future of technology-assisted language
Thus, an immediate response is to be provided when a learning (TALL) systems, data analytics, and learning
technical issue is being experienced by the learners. analytics are essential components. The goal of researchers
Moreover, adequate time is required to be given to the and developers using data mining is to build systems that can
learners to get trained on the use of technology, as well as its forecast the behavior, performance, and problem areas of
importance and drawbacks, in order to effectively utilize it learners. With the use of advanced analytics, content
for learning [128]. distribution can be adjusted in real-time to provide
individualized learning paths that cater to each student's
V. CONCLUSION needs. Furthermore, a potential direction is the investigation
This study presented a comprehensive review of of sentiment analysis in educational settings. It might be
technology-assisted language learning systems. This study insightful to examine learners' emotional and cognitive
is based on the guidelines proposed by [40]. The states as they interact with TALL systems. As a result,
comprehensive review covered published articles on the platforms with emotional intelligence that adapt to the
technology employed in language learning between 2012 emotional state of the student and provide a more interesting
and 2022. A total of 5719 articles were initially selected and encouraging learning environment may be created.
from five academic databases. However, twenty-seven (27)
primary studies were selected after the screening process
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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

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content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

[120] F. Ataeifar, F. Sadighi, M. S. Bagheri, and F. Behjat, "Iranian

female students’ perceptions of the impact of mobile-assisted Liyana Shuib received a Ph.D. from the
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enhanced language learning (TELL): A review of resourses supervising several postgraduate students.
and upshots," International Letters of Chemistry, Physics
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research on mobile language learning in authentic Ph.D. from the University of Malaya,
environments," Computer Assisted Language Learning, vol. Master of Information Technology from
30, no. 3-4, pp. 284-303, 2017. Universiti Kebangsaan Malaysia, and a
[125] N. Ziegler, "Synchronous computer-mediated communication BCompSc (Hons) from Universiti,
and interaction: A meta-analysis," Studies in Second Teknologi Malaysia, Skudai, Malaysia.
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dictionary look-up process research," International Journal of Computer Science & Information
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[127] Y. Zhonggen, "Differences in serious game-aided and student and presently supervising several postgraduate students. She has
traditional English vocabulary acquisition," Computers & more than 20 papers relevant to her research interest.
Education vol. 127, pp. 214-232, 2018.
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[129] T.-C. Hsu, "Effects of gender and different augmented reality obtained his Master of Science in Mobile
learning systems on English vocabulary learning of Computing from the University of
elementary school students," Universal Access in the Bedfordshire, Luton, United Kingdom. in
Information Society, vol. 18, no. 2, pp. 315-325, 2019. 2011 and a Ph.D. from the University of
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computer-assisted Japanese functional expression learning Systems, Faculty of Computer Science and
system for Chinese-speaking learners," Educational Information Technology, Kuala Lumpur
Technology Research Development, vol. 67, no. 5, pp. 1307- Malaysia in 2021 respectively. He is
1331, 2019. currently a Lecturer at the Department of
[131] T. Carlotto and P. A. Jaques, "The effects of animated Information Systems, Faculty of Computing, Federal University of Lafia,
pedagogical agents in an English-as-a-foreign-language Nigeria. He has published a number of journal papers and conference
learning environment," International Journal of Human- proceedings related to his research interests such as Data Science, NLP,
Computer Studies, vol. 95, pp. 15-26, 2016. Information systems and security, Cloud computing, Machine learning,
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Hareesh Buddha is a PhD candidate at the

department of information systems, university
of Malaya. He completed his M.Sc. in
computer science from the Staffordshire
University in 2007. He is currently working as
a software engineer at Sydney, Australia.

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Appendix A
TABLE 9: SUMMARY OF RESEARCH FINDINGS
S/N Authors Country Article Id Language Database Learning Underlying Type of Targeted
(Year) taught skills technology delivery Learners
1 [80] China Assessing collaborative writing English Science Writing Collaborative Computer – Undergraduate
in the digital age: An Direct learning based University
exploratory study students
2 [54] Canada Collaborating with Mature English Springer Writing Automated Computer Language
English Language Learners to feedback based Instruction for
Combine Peer and Automated Newcomers to
Feedback: a User-Centered Canada (LINC)
Approach to Designing Writing program
Support
3 [57] Taiwan Exploring Solutions to Decrease English Google Writing Social Computer University
Taiwanese University Lower scholars network based students
Achievers’ English Writing
Difficulties via Blogging
4 [129] Taiwan Effects of gender and different English Springer Vocabulary Game, Mobile- Third- grade
augmented reality learning Augmented based school students
systems on English vocabulary reality
learning of elementary school
students
5 [130] Japan Development of a computer- Japanese Springer Functional Intelligent Computer- Chinese-
assisted Japanese functional expression tutoring based speaking learners
expression learning system for system studying
Chinese-speaking learners Japanese
6 [97] Greece An intelligent adaptive fuzzy- English Science Tenses and Intelligent Computer- 40 students from
based inference system for Direct auxiliary verb tutoring based a private school
computer-assisted language system of foreign
learning languages
7 [119] South Social Networking for English Google Writing Social Computer University
Korea Language Learning scholars network based students
Participation in Relation to Task
Value and L2 Writing Anxiety
8 [120] Iran Iranian female students’ English Google Speaking Voice thread/ Mobile- Female students
perceptions of the impact of scholars social based of higher
mobile-assisted instruction on network institution
their English speaking skill
9 [103] Iran Investigating Listening English Google Listening Voice Computer University
Comprehension through scholars recording based students
Flipped Classroom Approach: /audio
Does Authenticity Matter?
10 [109] Saudi Integration of Video in English Google Grammar Video Computer Second year
Arabia Teaching Grammar to EFL scholars based undergraduate
Arab Learners students.
11 [100] Iran EFL Learners’ Reading English ERIC Reading Intelligent Mobile University
Comprehension Development system based students
through MALL:
Telegram Groups in Focus
12 [64] China Evaluating a 3-D virtual talking Mandarin Science Pronunciation Virtual Computer- Foreign Ph.D.
head on pronunciation learning Direct reality, voice based students from the
recording, University of
video Chinese
Academy of
Sciences, who
had attended the
same Chinese
language
learning class for
only two weeks.
13 [122] Taiwan Incorporating Facebook into an English Google Writing Social Computer University
EFL Writing Course: Student scholar network based students
Perception and Participation in
Online Discussion
14 [70] Taiwan An English Diagnosis and English IEEE Reading Digital Pen Paper-based 108 students at a
Review System Based on commercial and
Brainwave Attention industrial
Recognition Technology for the vocational high
Paper-Based Learning Context school in New
with Digital-Pen Support Taipei
City, Taiwan
15 [95] Taiwan Learning English with English Science Vocabulary Augmented Mobile- Third grade
augmented reality: Do learning Direct reality based elementary
styles matter? school students

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

16 [104] Taiwan A mobile instructional English Springers Vocabulary, Game Mobile University
pervasive game method for grammar, based students
language learning reading, and
writing.
17 [105] Saudi An Investigation into the Role English Google grammar, Collaborative Mobile- University
Arabia of Tablet Devices in Facilitating scholars listening, writing based students
Collaborative Learning in EFL speaking,
Language Course reading, and
writing
18 [117] Cyprus Six seconds to visualize the English Google Vocabulary Video Mobile University
word: improving EFL learners’ scholars based students
vocabulary through VVVs
19 [118] South An Investigation of Facebook English Google Writing Facebook Computer- University
Korea for Language Learning: Better scholars (Social based students
Understanding Perceptions and network)
Participation
20 [131] Netherland The effects of animated English Science Tenses Robotic Computer- Undergraduate
pedagogical agents in an Direct based Students
English-as-a-foreign-language
learning environment
21 [84] Egypt An intelligent tutoring system Arabic Science Grammar Intelligent Computer Fourth- grade
for teaching the grammar of the Direct tutoring based school students
Arabic language. system
22 [132] USA Heritage language literacy English Google Writing Intelligent Computer 56 Korean-
maintenance: A study of scholars tutoring based English bilingual
Korean-American heritage system students in
learners grades 4–12 and
university
undergraduates,
23 [46] Netherland The added value of a gaming English Science Vocabulary Virtual Mobile School students
context and intelligent Direct reality based (8-9
adaptation for a mobile learning years of age
application for vocabulary
learning
24 [133] Japan A language learning support Japanese Science Grammar Intelligent Computer First- year
system using course-centered Direct system based University
ontology and its evaluation students
25 [50] Spain Game-like language learning in German Science Vocabulary Game Computer University
3-D virtual environments Direct based students
26 [90] Taiwan A ubiquitous English English Science Vocabulary Online video Mobile University
vocabulary learning system: Direct based students 40
Evidence of active/passive
attitudes vs. usefulness/ease-of-
use
27 [134] China Effects of a vocabulary English Science Vocabulary Intelligent Computer Students of
acquisition and assessment Direct tutoring based Grade three in a
system on students' system junior middle
performance in a blended school
learning class for English
subject

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 This article has been accepted for publication in IEEE Access. This is the author's version which has not been fully edited and
content may change prior to final publication. Citation information: DOI 10.1109/ACCESS.2024.3366663

Author Name: Preparation of Papers for IEEE Access (February 2017)

VOLUME XX, 2017 9

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. For more information, see https://creativecommons.org/licenses/by-nc-nd/4