Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning A systematic review of technology-enhanced L2 listening development since 2000

A systematic review of technology-enhanced L2 listening development since 2000

Repository record updated on:
Jan. 11, 2024, 1:40 p.m.
Database record updated on:
Jan. 12, 2024, 10:58 p.m.
Last Harvested on:
Jan. 12, 2024, 10:58 p.m.
bitstream:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/20fc0af1-347f-41fb-9fb9-e575d87def1e/download', '27_01_10125-73531.pdf']]
bitstream_txt:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/89fe30b8-5f26-4434-ab94-fbeb376e0885/download', 'full_text']]
collection:
Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
contributor.author:
Zhang, Ruofei Zou, Di Cheng, Gary
contributor.editor:
Yu-Ju Lan
date.accessioned:
2023-09-29T22:41:36Z
date.available:
2023-09-29T22:41:36Z
date.issued:
2023-10-02
description.abstract:
Since 2000, technology-enhanced L2 listening development (TELD) has been increasingly investigated. However, systematic reviews concerning the technologies, learning tasks, and outcomes of TELD remain limited. To fill this gap, we conducted a systematic review of publications from 2000 to 2022 on TELD from the perspectives of technologies, learning tasks, and learning outcomes. Forty-six articles from Web of Science were screened by predefined criteria and analysed based on a step-by-step procedure using the PRISMA framework. The findings revealed 13 types of technology and 19 learning tasks useful for TELD. TELD was effective both in terms of building listening skills and enhancing learner emotions. The studies showed that TELD supported learner interactions, encouraged active engagement, and augmented various learning tasks. Based on the findings, we developed a TELD model consisting of two parts: “Within cognitive systems,” in which learners deal with cognitive schemata, listening strategy application, and listening practice via solid attention; “outside of cognitive systems,” in which TELD can construct and reconstruct cognitive schemata, support listening practices, encourage and guide listening strategy application, and improve learner emotions and attention by providing learning materials and activities based on listening-related knowledge, listening exercises with feedback, prompts and feedback on listening strategy application, and a sense of enjoyment and comfort.
endingpage:
64
entity.type:
None
identifier.citation:
Zhang, R., Zou, D., & Cheng, G. (2023). A systematic review of technology-enhanced L2 listening development since 2000. Language Learning & Technology, 27(3), 41–64. https://hdl.handle.net/10125/73531
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73531
llt.topic:
Review Articles
number:
3
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73531/
startingpage:
41
subject:
Foreign Language Listening Second Language Technology-enhanced Language Learning
title:
A systematic review of technology-enhanced L2 listening development since 2000
type:
Article
volume:
27