Volume 28 Number 1, 2024 The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023

The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023

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bitstream:
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collection:
Volume 28 Number 1, 2024
contributor.author:
Huang, Huan Li, Michael
contributor.editor:
Yu-Ju Lan
date.accessioned:
2024-08-23T19:35:26Z
date.available:
2024-08-23T19:35:26Z
date.copyright:
2024
date.issued:
2024-08-26
description.abstract:
Focusing on empirical studies from 2012 to 2023, this systematic review investigates how Technology-enhanced Language Learning Environments (TELLEs) enhance Willingness to Communicate (WTC) in second language (L2) learners. The review identifies key findings demonstrating how the strategic use of TELLEs positively influences learners’ WTC through situational, affective, linguistic, and cognitive factors. Situational factors include enriched interactions with content, interlocutors, and teachers, significantly enhancing WTC. Key affective variables, such as self-confidence, L2 anxiety, and enjoyment, are crucial in shaping learners’ WTC. Additionally, TELLEs support the expansion of learners’ linguistic skills and reduce cognitive load, thereby facilitating WTC. Despite its benefits, challenges such as technical issues, distractions from the novelty of TELLEs, and privacy concerns remain barriers. The review advocates for thoughtful integration of TELLEs, aligning with well-defined pedagogical goals and a nuanced understanding of learners’ diverse needs and preferences. Future research should extend beyond English, aiming for a more inclusive and diversified focus to better understand WTC globally.
endingpage:
22
format.extent:
22
identifier.citation:
Huang, H., & Li, M. (2024). The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023. Language Learning & Technology, 28(1), 1–22. https://hdl.handle.net/10125/73593
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73593
language:
eng
llt.topic:
Review Articles
number:
1
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights.license:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73593/
startingpage:
1
subject:
Willingness to Communicate, Second Language Learning, Technology-enhanced Language Learning
title:
The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023
type:
Article Text
volume:
28