Technology-Enhanced Language Learning In Higher Education: A Systematic Literature Review of Pedagogical Effectiveness, Learner Engagement, and Digital Learning Conditions
TL;DR
It is demonstrated that technological availability alone does not ensure effective language learning, and sustainable TELL requires pedagogically aligned technology, meaningful interaction, learner readiness, institutional support, reliable infrastructure, personalization, and attention to wellbeing.
Abstract
Technology-enhanced language learning (TELL) has become increasingly prominent in higher education, with artificial intelligence (AI), mobile-assisted language learning, virtual and augmented reality (VR/AR), gamification, digital flashcards, learning management systems (LMS), and blended learning reshaping language education. However, evidence concerning technological effectiveness, learner engagement, and the conditions required for sustainable digital learning remains fragmented. This systematic literature review synthesizes empirical evidence on the pedagogical effectiveness, learner perceptions and engagement, and digital learning conditions influencing technology-enhanced foreign and second-language learning in higher education. Following the PRISMA framework, a systematic search of Scopus and Web of Science identified 706 records. After screening and eligibility assessment, 28 peer-reviewed studies published between 2022 and 2026 were included and subjected to integrative thematic analysis. The findings revealed three major themes. First, technology-enhanced language learning and pedagogical effectiveness constituted the largest theme (46.4%), demonstrating improvements in vocabulary, speaking, communication, motivation, autonomy, and other learning outcomes when technologies were purposefully integrated with pedagogy. Second, learner perceptions, acceptance, readiness, and engagement accounted for 39.3%, with perceived usefulness, ease of use, confidence, digital competence, trust, and motivation shaping technology adoption and participation. Third, digital learning conditions, challenges, and learner wellbeing represented only 14.3%, highlighting network instability, limited interaction and feedback, inadequate personalization, technostress, and burnout. Overall, the review demonstrates that technological availability alone does not ensure effective language learning. Sustainable TELL requires pedagogically aligned technology, meaningful interaction, learner readiness, institutional support, reliable infrastructure, personalization, and attention to wellbeing.