Technology-Mediated Language Learning and Learner Engagement: A Systematic Literature Review of Pedagogical, Institutional, and Multilingual Perspectives

Technology-mediated language learning has become increasingly central to contemporary language education, yet its relationship with learner engagement remains theoretically and empirically dispersed across digital, pedagogical, institutional, and multilingual domains. Guided by the PRISMA 2020 framework, this systematic literature review examines how technology-mediated tools and learning environments shape learner engagement in language education from pedagogical, institutional, and multilingual perspectives. Studies were identified from Scopus and Web of Science using a comprehensive search strategy, screened using predefined inclusion and exclusion criteria, appraised for quality, and synthesized through an integrative analytical approach. A final corpus of 21 peer-reviewed studies published between 2021 and 2026 was included. The findings revealed four interrelated themes: technology-mediated language learning modalities, learner engagement and motivational dynamics, pedagogical and institutional support systems, and multilingual/cross-linguistic perspectives. Overall, the review demonstrates that technology alone is insufficient to sustain engagement; effective language learning requires alignment between digital tools, learner motivation, pedagogical design, institutional support, and multilingual resources.

Technology-mediated language learning, Learner engagement, Language learning motivation, Pedagogical and institutional support, Multilingual and cross-linguistic learning

1. Adelson, L., & Keen, G. S. (2023). F2F versus online: Student perceptions of foreign language learning in the time of COVID-19. Journal of Educators Online, 20(2). https://doi.org/10.9743/JEO.2023.20.2.1 [Google Scholar] [Crossref]

2. Alzaanin, E. I. M. (2023). Uncovering university teachers’ perspectives: Conceptualizations, factors, and perceptions of second language learner engagement. The Qualitative Report, 28(8), 2230–2257. https://doi.org/10.46743/2160-3715/2023.5996 [Google Scholar] [Crossref]

3. Anane, C. (2022). Gamified flipped learning in a French foreign language class: Efficiency and student perception. Frontiers in Education, 7, Article 994892. https://doi.org/10.3389/feduc.2022.994892 [Google Scholar] [Crossref]

4. Benabbes, S., Alshbeekat, A., Alghazo, S., & Emaish, N. (2025). Unveiling teacher resilience in French language distance teaching: A case study. Forum for Linguistic Studies, 7(3), 625–634. https://doi.org/10.30564/fls.v7i3.8681 [Google Scholar] [Crossref]

5. Branchu, C., & Flaureau, E. (2022). “I’m not listening to my teacher, I’m listening to my computer”: Online learning, disengagement, and the impact of COVID-19 on French university students. Higher Education. https://doi.org/10.1007/s10734-022-00854-4 [Google Scholar] [Crossref]

6. Burksaitienė, N., & Sliogerienė, J. (2021). Lithuanian undergraduate students’ approaches to learning English for specific purposes. Journal of Education Culture and Society, 12(1), 469–477. https://doi.org/10.15503/jecs2021.1.469.477 [Google Scholar] [Crossref]

7. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Routledge. https://doi.org/10.4324/9781410613349 [Google Scholar] [Crossref]

8. Elomari, D. (2026). The impact of digital co-creation on French learning: A case study with the “Littémath” project [L’impact de la cocréation numérique sur l’apprentissage du français : Une étude de cas avec le projet « Littémath »]. XLinguae, 19(1), 86–103. https://doi.org/10.18355/XL.2026.19.01.06 [Google Scholar] [Crossref]

9. Fuentesal-García, J., González-Peño, A., García-Hernández, A., & Franco, E. (2025). Communicative self-confidence and motivation: An educational experience of linguistic immersion and leisure in nature. Journal on Efficiency and Responsibility in Education and Science, 18(1), 48–57. https://doi.org/10.7160/eriesj.2025.180106 [Google Scholar] [Crossref]

10. García, O., & Li Wei. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765 [Google Scholar] [Crossref]

11. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6 [Google Scholar] [Crossref]

12. Goebel, K., Schmelter, L., Neuber, K., & Struck, L. (2025). Appreciation of multilingual teaching activities by secondary school students in Germany: Findings from a quasi-experimental intervention study on teaching French. Journal of Multilingual and Multicultural Development, 46(10), 3643–3664. https://doi.org/10.1080/01434632.2024.2355273 [Google Scholar] [Crossref]

13. Guo, Y., Xu, J. F., & Chen, C. (2025). Learner engagement in the tertiary EFL classroom: Trajectories and contributing factors. The Asia-Pacific Education Researcher, 34(5), 1737–1749. https://doi.org/10.1007/s40299-025-00988-w [Google Scholar] [Crossref]

14. Horgues, C., & Tardieu, C. (2025). English/French teletandem programmes at university: Institutional structure and student engagement [Dispositifs télétandem anglais/français à l’université: Encadrement institutionnel et engagement des étudiants]. Recherche et Pratiques Pédagogiques en Langues de Spécialité: Cahiers de l’APLIUT, 44(1). https://doi.org/10.4000/13uva [Google Scholar] [Crossref]

15. Kasumi, H., & Xhemaili, M. (2023). Student motivation and learning: The impact of collaborative learning in English as foreign language classes. International Journal of Cognitive Research in Science, Engineering and Education, 11(2), 301–309. https://doi.org/10.23947/2334-8496-2023-11-2-301-309 [Google Scholar] [Crossref]

16. Kitchenham, B. (2007). Guidelines for performing systematic literature reviews in software engineering (Version 2.3, EBSE Technical Report). EBSE. [Google Scholar] [Crossref]

17. Lockwood, C., Munn, Z., & Porritt, K. (2015). Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence-Based Healthcare, 13(3), 179–187. https://doi.org/10.1097/XEB.0000000000000062 [Google Scholar] [Crossref]

18. Mai, L. X., Ngoc, L., & Thao, L. (2024). Factors hindering student participation in English-speaking classes: Student and lecturer perceptions. SAGE Open, 14(3). https://doi.org/10.1177/21582440241266297 [Google Scholar] [Crossref]

19. Messaoui, A., Bächtold, M., Barbe Asensio, D., & Ngoua Ondo, A. (2026). Who uses active learning classrooms and how? Profiling university teachers’ routine practices and perceptions. Journal of Applied Research in Higher Education, 1–14. https://doi.org/10.1108/JARHE-07-2025-0588 [Google Scholar] [Crossref]

20. Mosquera, C. E. (2022). Learning needs of English and French students from a modern languages program at a Colombian university. HOW: A Colombian Journal for Teachers of English, 29(1), 9–36. https://doi.org/10.19183/how.29.1.595 [Google Scholar] [Crossref]

21. Page, M. J., McKenzie, J. E., Bossuyt, P., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Medicina Fluminensis, 57(4), 444–465. https://doi.org/10.21860/medflum2021_264903 [Google Scholar] [Crossref]

22. Pastena, A. (2026). Social “integration” and language learning at two European universities: Students’ perceptions of institutional and student-led opportunities. European Journal of Applied Linguistics, 14(1), 260–286. https://doi.org/10.1515/eujal-2024-0050 [Google Scholar] [Crossref]

23. Peng, C. J. (2021). The academic motivation and engagement of students in English as a foreign language classes: Does teacher praise matter? Frontiers in Psychology, 12, Article 778174. https://doi.org/10.3389/fpsyg.2021.778174 [Google Scholar] [Crossref]

24. Plantade-Gipch, A., Martin-Krumm, C., Blanchet, A., Müller, A., Le Roux, F., & Maire, H. (2023). Influence of performance goals, mastery avoidance, and shyness on engagement in university studies [Influence des buts de performance, de l’évitement de la maîtrise et de la timidité sur l’engagement dans les études universitaires]. Revue Française de Pédagogie, 219(2), 69–89. https://doi.org/10.4000/rfp.12918 [Google Scholar] [Crossref]

25. Sulis, G. (2022). Engagement in the foreign language classroom: Micro and macro perspectives. System, 110, Article 102902. https://doi.org/10.1016/j.system.2022.102902 [Google Scholar] [Crossref]

26. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

27. Wang, X., & Zhu, Y. L. (2024). The contribution of linguistic distance to L3 learning motivation: A cross-L2 comparison of university English as a foreign language learners. Education Sciences, 14(12), Article 1271. https://doi.org/10.3390/educsci14121271 [Google Scholar] [Crossref]

28. Williams, C. (1994). An evaluation of teaching and learning methods in the context of bilingual secondary education [Doctoral dissertation, University of Wales]. [Google Scholar] [Crossref]

29. Zhou, S. R., Zheng, Y. Y., Zhou, S. H., & Gan, H. Y. (2026). Understanding multilingual student motivation through ideal self and international posture: A study of simultaneous language learning university programs in China. Journal of Multilingual and Multicultural Development, 47(5), 2872–2887. https://doi.org/10.1080/01434632.2025.2493359 [Google Scholar] [Crossref]

• Evaluating the Impacts of Mind Mapping Strategy on Developing EFL Students’ Critical Reading Skills
• Significance of Reading Instructions for Language Improvement in Children with Down Syndrome
• Prenasalised Consonants in Liangmai
• Metadiscourse Matters: Definitions, Models, and Advantages for ESL/ EFL Writing
• Blank Minds and Stuck Voices: Understanding and Addressing Cognitive Anxiety in High-Stakes ESL Speaking Tests