TY - JOUR
T1 - A Systematic Review of Technology Reviews in Language Teaching and Learning Journals
AU - Moorhouse, Benjamin Luke
AU - Kohnke, Lucas
AU - Wan, Yuwei
N1 - Funding information:
The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: This work was supported by the Early Career Scheme 2021/2022 of the University Grants Committee, Hong Kong SAR (Grant Ref No: 22612121).
Publisher copyright:
© The Author(s) 2023.
PY - 2023/8
Y1 - 2023/8
N2 - Technology reviews are a specific article genre published in several language teaching and learning journals. Their emergence is likely due to the proliferation of technology that facilitates and supports language acquisition. These reviews aim to increase teachers’ and learners’ awareness of the forms of technology available and succinctly describe their benefits and limitations for language teaching and learning. As education enters a new digital age, accelerated by the COVID-19 pandemic, it is essential to determine which forms of technology support teachers’ professional learning and how they can be utilized. This article presents a systematic review of technology reviews published between 2017 and 2022 in five Q1 SCOPUS-indexed language teaching and learning journals: RELC Journal, TESOL Journal, CALICO Journal, Language Learning and Technology and Teaching English as a Second Language Electronic Journal (TESL-EJ). These five journals were the only Q1 language teaching and learning journals we identified that publish technology reviews. All 73 technology reviews published in the 5-year period in the 5 journals were reviewed. Using professional digital competence as a framework, we explore what the articles reveal about how technology is used, as well as the knowledge gaps that remain. We examine the types and features of the technology described in the reviews, the language skills and educational levels of the learners, and the pedagogical implications of technology use. We found that the technology reviews mainly introduced the technological features and functions of the reviewed technologies with less emphasis placed on their pedagogical utilities and social aspects of their use for language teaching. The article concludes with recommendations for authors and journal editors regarding the content that should be included in a technology review to ensure that it is helpful to the profession. We also offer advice to practitioners on how to benefit from technology reviews.
AB - Technology reviews are a specific article genre published in several language teaching and learning journals. Their emergence is likely due to the proliferation of technology that facilitates and supports language acquisition. These reviews aim to increase teachers’ and learners’ awareness of the forms of technology available and succinctly describe their benefits and limitations for language teaching and learning. As education enters a new digital age, accelerated by the COVID-19 pandemic, it is essential to determine which forms of technology support teachers’ professional learning and how they can be utilized. This article presents a systematic review of technology reviews published between 2017 and 2022 in five Q1 SCOPUS-indexed language teaching and learning journals: RELC Journal, TESOL Journal, CALICO Journal, Language Learning and Technology and Teaching English as a Second Language Electronic Journal (TESL-EJ). These five journals were the only Q1 language teaching and learning journals we identified that publish technology reviews. All 73 technology reviews published in the 5-year period in the 5 journals were reviewed. Using professional digital competence as a framework, we explore what the articles reveal about how technology is used, as well as the knowledge gaps that remain. We examine the types and features of the technology described in the reviews, the language skills and educational levels of the learners, and the pedagogical implications of technology use. We found that the technology reviews mainly introduced the technological features and functions of the reviewed technologies with less emphasis placed on their pedagogical utilities and social aspects of their use for language teaching. The article concludes with recommendations for authors and journal editors regarding the content that should be included in a technology review to ensure that it is helpful to the profession. We also offer advice to practitioners on how to benefit from technology reviews.
KW - Language teaching and learning
KW - professional digital competence
KW - teacher digital competence
KW - technology reviews
UR - http://www.scopus.com/inward/record.url?scp=85147433048&partnerID=8YFLogxK
U2 - 10.1177/00336882221150810
DO - 10.1177/00336882221150810
M3 - Journal article
SN - 0033-6882
VL - 54
SP - 426
EP - 444
JO - RELC Journal
JF - RELC Journal
IS - 2
ER -
