Technology, Pedagogy, Learner Engagement, and Linguistic Development in Contemporary Language Learning: A Systematic Literature Review

This systematic literature review (SLR) examines current trends and developments in instructional design for Mandarin language learning. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the review systematically analysed studies retrieved from the Scopus and Web of Science databases published between 2021 and 2026. The selection process involved identification, screening, eligibility assessment, data abstraction, and quality appraisal. Following the application of the inclusion and exclusion criteria and quality assessment procedures, 23 studies were retained for analysis. An integrative thematic analysis was employed to synthesise findings from quantitative, qualitative, and mixed-methods studies. The analysis resulted in four major themes: Technology-Enhanced Language Learning and Artificial Intelligence, Innovative Pedagogical Approaches, Learner Engagement and Learning Experiences, and Linguistic Development within Specific Learning Contexts. The findings indicate that emerging technologies such as virtual reality, ChatGPT, large language models, and intelligent tutoring systems have significantly influenced language instruction by enhancing learner engagement and supporting personalised learning experiences. Furthermore, innovative pedagogical approaches, including flipped learning, task-based learning, and curriculum design innovations, contribute to improved language proficiency and communication skills. The review also highlights the importance of learner motivation, self-regulated learning, and supportive learning environments in facilitating successful language acquisition. Overall, the findings provide valuable insights for educators, curriculum designers, and researchers seeking to enhance language teaching and learning in contemporary educational contexts.

Language Learning, Instructional Design, Artificial Intelligence, Learner Engagement, Systematic Literature Review

1. Abouzahra, A., Sabraoui, A., & Afdel, K. (2020). Model composition in Model Driven Engineering: A systematic literature review. Information and Software Technology, 125, 106316. https://doi.org/10.1016/j.infsof.2020.106316 [Google Scholar] [Crossref]

2. Alghamdy, R. Z. (2023). The effect of Universal Design for Learning on the proficiency of English as a Foreign Language students' acquisition of reading and vocabulary skills. Arab World English Journal, 14(2), 146-160. https://doi.org/10.24093/awej/vol14no2.11 [Google Scholar] [Crossref]

3. Bulusan, F. (2026). An emerging instructional materials design model for English as a second language (ESL) and English as a foreign language (EFL) senior high school contexts. Innovation in Language Learning and Teaching, 20(3), 432-445. https://doi.org/10.1080/17501229.2024.2431890 [Google Scholar] [Crossref]

4. Chien, C. W. (2023). Analysis of 31 Taiwanese EFL undergraduates' designs and implementations of contextualized language instruction as service learning: A case study. Community College Journal of Research and Practice, 18(4), 632-650. https://doi.org/10.1080/1554480X.2022.2122977 [Google Scholar] [Crossref]

5. Dahbi, M. (2023). Integrating an intelligent language tutoring system in teaching English grammar. Arab World English Journal, 14(4), 189-196. https://doi.org/10.24093/awej/vol14no4.11 [Google Scholar] [Crossref]

6. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008 [Google Scholar] [Crossref]

7. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. [Google Scholar] [Crossref]

8. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01 [Google Scholar] [Crossref]

9. Ebrahimi, M. (2022). Ubiquitous learning: The effect of LingAR application on EFL learners' language achievement and the realization of their motivation towards mobile learning. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2041044 [Google Scholar] [Crossref]

10. Hanh, L. T. T. (2021). Vocabulary learning strategy and Vietnamese university students' learning experience in English as medium of instruction classrooms. International Journal of Instruction, 14(3), 117-132. https://doi.org/10.29333/iji.2021.1437a [Google Scholar] [Crossref]

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

12. Kumar, T., Kumar, V., & Yunus, M. M. (2022). Adopting learning strategies for English language acquisition on secondary level students. JETT, 13(6), 575-581. https://doi.org/10.47750/jett.2022.13.06.059 [Google Scholar] [Crossref]

13. Lau, K.-L., Qian, Q., & Chiu, T. K. F. (2025). Effects of instructional factors on students' acceptance of and participation in flipped language learning. Interactive Learning Environments, 33(2), 1755-1769. https://doi.org/10.1080/10494820.2024.2375642 [Google Scholar] [Crossref]

14. Lee, H. S. (2022). Usage-based approach to grammar in Korean language teaching and learning. In Korean Language Education and Research (pp. 386-413). Routledge. https://doi.org/10.4324/9781003034704-23 [Google Scholar] [Crossref]

15. Ling, K. H., Moy, L. Y., Lee, S., May, H. N. J., & Chin, S. S. Y. (2026). Navigating challenges in teaching and learning Mandarin at a British university in Malaysia. Electronic Journal of Foreign Language Teaching, 23, 50-61. https://doi.org/10.56040/klsh2315 [Google Scholar] [Crossref]

16. Liu, J., & Ma, Q. (2025). Supporting low-proficiency L2 learners' vocabulary learning with custom GPT-scaffolded corpus-based language pedagogy: A case study. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2025.2539152 [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. Mahardika, A. A. A. (2023). Thai students' strategies in learning English vocabulary. Language and Language Teaching, 26(2), 784-795. https://doi.org/10.24071/llt.v26i2.6993 [Google Scholar] [Crossref]

19. Mao, Y. T., & Peng, J. E. (2024). Exploring Chinese university students' learning strategy use in English-medium instruction courses. The Asia-Pacific Education Researcher, 33(1), 209-218. https://doi.org/10.1007/s40299-023-00720-6 [Google Scholar] [Crossref]

20. Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group*, T. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of internal medicine, 151(4), 264-269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135 [Google Scholar] [Crossref]

21. Muangchan, P., Anggoro, K. J., & Kateleatprasert, P. (2026). Task-based learning with VR support in CFL learning. Education Sciences, 16(2), Article 340. https://doi.org/10.3390/educsci16020340 [Google Scholar] [Crossref]

22. Page, M. J., McKenzie, J. E., Bossuyt, P., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E., 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]

23. Pan, L. C., & Sun, J. C. Y. (2024). An innovative pictographic glosses design for East Asian EFL vocabulary learners: Effects on retention performance and situational interest. Educational Technology Research and Development, 28(1), Article 73559. [Google Scholar] [Crossref]

24. Sharma, N., Manjari, N. P., & Joshi, H. (2024). Traditional vs modern English language teaching methods: Study based on a survey. Management in Education Research Journal, 14(1), 21-36. https://doi.org/10.52634/mier/2024/v14/i1/2465 [Google Scholar] [Crossref]

25. Su, Y. F., Liu, K. L., Liu, F. K., Lee, J. H., & Jin, T. (2024). Lexical complexity in exemplar EFL texts: Towards text adaptation for 12 grades of basic English curriculum in China. International Review of Applied Linguistics in Language Teaching, 62(1), 137-164. https://doi.org/10.1515/iral-2022-0236 [Google Scholar] [Crossref]

26. Tseng, Y. C., & Lin, Y. H. (2024). Enhancing English as a Foreign Language (EFL) learners' writing with ChatGPT: A university-level course design. Electronic Journal of e-Learning, 22(2), 78-97. https://doi.org/10.34190/ejel.21.5.3329 [Google Scholar] [Crossref]

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

28. Wang, X. C., & Reynolds, B. L. (2024). Beyond the books: Exploring factors shaping Chinese English learners' engagement with large language models for vocabulary learning. Education Sciences, 14(5), 496. https://doi.org/10.3390/educsci14050496 [Google Scholar] [Crossref]

29. Xuan, Q. Y., Cheung, A., Yin, H. B., Yu, X. X., & Huang, R. F. (2024). The effectiveness of the production-oriented approach to enhance adult Chinese EFL learners' language proficiency: A comparative study of three language teaching approaches. The Asia-Pacific Education Researcher, 33(2), 297-306. https://doi.org/10.1007/s40299-023-00728-y [Google Scholar] [Crossref]

30. Zeng, Y., Yang, K., & Yang, Y. (2025). Grey correlation analysis on influencing factors of online learning satisfaction of college students' Chinese course. International Journal of Continuing Engineering Education and Life-Long Learning, 35, 217-231. https://doi.org/10.1504/IJCEELL.2025.146012 [Google Scholar] [Crossref]

31. Zhang, Y. D., & Zhang, Y. L. (2025). Exploring technology-assisted language learning innovations and effectiveness in enhancing English linguistics skills for college students. Education and Information Technologies, 30(14), 20597-20625. https://doi.org/10.1007/s10639-025-13563-z [Google Scholar] [Crossref]

32. Zhao, M. Q., & Howard, E. (2025). Developing a Pinyin curriculum for early biliteracy development in a Mandarin-English dual language program. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/19313152.2025.2598070 [Google Scholar] [Crossref]

33. Zhou, X., Chen, S., Ohno, S., She, J., & Kameda, H. (2024). Motivational design for enhancing behavioral engagement in a flipped Chinese course. Asia Pacific Education Review, 25(5), 1289-1303. https://doi.org/10.1007/s12564-023-09849-x [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study