Digital Pedagogical Innovations in English Language Education: A Systematic Literature Review
DOI:
https://doi.org/10.71435/639193Keywords:
Digital Technology, English Language Learning, Educational InnovationAbstract
Purpose: This systematic review aims to examine the incorporation of digital technologies in English language education, comparing it to conventional, non-digital approaches. The study investigates the effects of digital tools, including AI-driven tutoring systems, mobile learning platforms, and gamification, on improving language learning experiences.
Subjects and Methods: The study utilized a structured approach in conducting a systematic literature review. Extensive analysis of current scholarly works on the integration of digital technologies in language education was conducted, focusing on studies that explore the use of AI tools, mobile platforms, and gamified learning.
Results: The findings of this study indicate that digital technologies provide notable benefits to language learning. These include personalized learning paths, increased engagement through interactive content, and the opportunity to practice language skills in immersive, realistic scenarios. Despite these benefits, persistent challenges such as the digital divide, the necessity for teacher training, and the financial implications of adopting new technologies remain. These issues can hinder the full integration of digital technologies into language learning.
Conclusions: The study concludes that digital innovations have a substantial impact on language learning outcomes. However, it is essential to emphasize that these technologies should be used in conjunction with, rather than as a substitute for, traditional methods. A hybrid approach combining the structured nature of traditional education with the interactive and adaptable qualities of digital methods has the potential to yield more comprehensive language learning outcomes.
Downloads
References
Ahmad, D., Latif, I., Arafah, B., & Suryadi, R. (2024). Defining the role of artificial intelligence in improving English writing skills among Indonesian students. Journal of Language Teaching and Research, 15(2), 568-578. https://doi.org/10.17507/jltr.1502.25
Alam, A. (2023, June). Intelligence unleashed: An argument for AI-enabled learning ecologies with real world examples of today and a peek into the future. In AIP Conference Proceedings 2717 (1). AIP Publishing.
Anggrawan, A., Yassi, A. H., Satria, C., Arafah, B., & Makka, H. M. (2019, April). Comparison of online learning versus face to face learning in English grammar learning. In 2019 5th International Conference on Computing Engineering and Design (ICCED) (pp. 1-4). IEEE.
Asad, M. M., Aftab, K., Sherwani, F., Churi, P., Moreno-Guerrero, A. J., & Pourshahian, B. (2021). Techno‐pedagogical skills for 21st century digital classrooms: An extensive literature review. Education Research International, 2021(1), 8160084. https://doi.org/10.1155/2021/8160084
Beach, R. (2012). Uses of digital tools and literacies in the English language arts classroom. Research in the Schools, 19(1), 45.
Bhatti, N., Tanveer, Z., & Tahir, L. (2024). The Role of Artificial Intelligence in Personalizing Learning Experiences in Education. Multidisciplinary Journal of Emerging Needs of Curriculum, 1(1), 58-66.
De La Cruz, K. M. L., Noa, S., Gebera, O. W. T., Valencia, C. C. M., Velasquez, S. M. B., & Postigo, G. S. P. (2023). Use of gamification in English learning in higher education: A systematic review. JOTSE, 13(2), 480-497. https://doi.org/10.3926/jotse.1740
Hockly, N., & Dudeney, G. (2018). Current and future digital trends in ELT. Relc Journal, 49(2), 164-178. https://doi.org/10.1177/0033688218777318
Kessler, G. (2018). Technology and the future of language teaching. Foreign language annals, 51(1), 205-218. https://doi.org/10.1111/flan.12318
Li, F., Fan, S., & Wang, Y. (2022). Mobile-assisted language learning in Chinese higher education context: A systematic review from the perspective of the situated learning theory. Education and Information Technologies, 27(7), 9665-9688. https://doi.org/10.1007/s10639-022-11025-4
Lin et al. (2023). AI and IT in sustainable education. Smart Learning Environments, 10:41. https://doi.org/10.1007/s40561-023-00260-y
Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of educational psychology, 106(4), 901.
Mhlanga, D. (2023). Digital transformation education, opportunities, and challenges of the application of ChatGPT to emerging economies. Education Research International, 2023(1), 7605075. https://doi.org/10.1155/2023/7605075
Nabung (2023). Interactive multimedia in EFL. Premise: Journal of English Education and Applied Linguistics, 12 (1), 256-274.
Pahomov, L. (2014). Authentic learning in the digital age: Engaging students through inquiry. USA: ASCD.
Peng, H., Ma, S., & Spector, J. M. (2019). Personalized adaptive learning: an emerging pedagogical approach enabled by a smart learning environment. Smart Learning Environments, 6(1), 1-14. https://doi.org/10.1186/s40561-019-0089-y
Prasetyo, D. E. (2022). The digital game for the learning of reading skill. PAROLE: Journal of Linguistics and Education, 12(1), 50-59.
Shahrol, S. J. M., Sulaiman, S., Samingan, M. R., & Mohamed, H. (2020). A systematic literature review on teaching and learning english using mobile technology. International Journal of Information and Education Technology, 10(9), 709-714. https://doi.org/10.18178/ijiet.2020.10.9.1447
Shi, L., Muhammad Umer, A., & Shi, Y. (2023). Utilizing AI models to optimize blended teaching effectiveness in college-level English education. Cogent Education, 10(2), 2282804. https://doi.org/10.1080/2331186X.2023.2282804
Stavroulia, K. E., Christofi, M., Zarraonandia, T., Michael-Grigoriou, D., & Lanitis, A. (2019). Virtual reality environments (VREs) for training and learning. In Learning in a digital world: perspective on interactive technologies for formal and informal education (pp. 195-211). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-13-8265-9_10
Valverde-Berrocoso, J., Fernández-Sánchez, M. R., Revuelta Dominguez, F. I., & Sosa-Díaz, M. J. (2021). The educational integration of digital technologies preCovid-19: Lessons for teacher education. PloS one, 16(8), e0256283. https://doi.org/10.1371/journal.pone.0256283
