Research article | Open Access
Innovational Research in ELT 2025, Vol. 6(1) 49-70
Proven or Promising? Global TELL Trends and Patterns in Foreign Language Education
pp. 49 - 70
Publish Date: June 27, 2025 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
In recent decades, language education has focused on TELL research, that is expanding however there has been dearth of systematic review of TELL studies from the Web of Science Core Collection, the most demanding journals, spanning from 2006 to date. Lack of composite analyses hinders our understanding of the field's global footprint and methodological issues. To address this gap, the researcher systematically reviewed a data set of 20 open-access articles published between 2006 and 2025. This systematic review following PRISMA, searched on the key variables publication years, geographic publication, research aims, research design, participants, instruments, and status quo of TELL findings. The findings demonstrate a dramatic increase in TELL studies since 2015 and led primarily by the U.S., Taiwan, and China. Based on the research trend, it appears there are studies focused on the evaluation of different aspects of the digital tools, pedagogical framework development, and the learning and teaching contexts. There is a predominance of university students as study participants and most studies relied upon mixed methodologies. The tools identified included surveys, learners & educators learning management (LMS) system use, virtual reality technologies (VR), and bibliometric software for article analyses. While learning outcomes in general have been favorable, there are still some realities such as user overload (motivational), sociocultural factors, and teacher readiness that remain. Adjudicated by studies published, this systematic review provides valuable insights and one important contribution in particular: a mapping of two decades of TELL studies and has highlighted regions of the world that are underrepresented and learner identities that are limited within studies. This recent review has shed light on the need for TELL studies to consider broader learner identities, not just certain learner contexts, on broader research on developing contact-sensitive/informed pedagogies, and research has demonstrated a lack of theoretically informed pedagogies
Keywords: Digital Language Pedagogy, Global Language Education Trends, Technology-Enhanced Language Learning, TELL, Systematic Review
APA 7th edition
Pektas, R. (2025). Proven or Promising? Global TELL Trends and Patterns in Foreign Language Education. Innovational Research in ELT, 6(1), 49-70.
Harvard
Pektas, R. (2025). Proven or Promising? Global TELL Trends and Patterns in Foreign Language Education. Innovational Research in ELT, 6(1), pp. 49-70.
Chicago 16th edition
Pektas, Rumeysa (2025). "Proven or Promising? Global TELL Trends and Patterns in Foreign Language Education". Innovational Research in ELT 6 (1):49-70.
Alvi, I. (2022). A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language Learning. IAFOR Journal of Education, 10(2), 71-90.
https://doi.org/10.22492/ije.10.2.04
Bang, T. C. (2024). Technology integration in English language education: An evolving paradigm. In Exploring Contemporary English Language Education Practices (pp. 131-157). IGI Global.
Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge University Press.
Chen, Y. C. (2024). Effects of technology-enhanced language learning on reducing EFL learners' public speaking anxiety. Computer Assisted Language Learning, 37(4), 789-813.https://doi.org/10.1080/09588221.2022.2055083
Chau, T. Q., & Nguyen, T. T. H. (2021). A theoretical study on the genuinely effective technology application in English language teaching for teachers and students. AsiaCALL Online Journal, 12(5), 17-23. https://asiacall.info/acoj/index.php/journal/article/view/63
Chinnery, G. M. (2008). Biting the hand that feeds me: The case for e-language learning and teaching. CALICO Journal, 25(3), 471-481.https://doi.org/10.1558/cj.v25i3.471-481
Chiu, H. L. (2018). Twenty-first-century second language literacy development in universities. The Idea and Practice of Reading, 11-24.https://doi.org/10.1007/978-981-10-8572-7_2
Chun, D. M. (2019). Current and future directions in TELL. Journal of Educational Technology & Society, 22(2), 14-25.
Crews, T., Wilkinson, K., & Neill, J. (2015). Principles for good practice in undergraduate education: Effective online course design to assist students' success. MERLOT Journal of Online Learning and Teaching, 11(1), 87–103.
Cook, D. J., Sackett, D. L., & Spitzer, W. O. (1995). Methodologic guidelines for systematic reviews of randomized control trials in health care from the Potsdam Consultation on Meta-Analysis. Journal of Clinical Epidemiology, 48(1), 167-171. https://doi.org/10.1016/0895-4356(94)00172-M
Darvin, R. (2025). The need for critical digital literacies in generative AI-mediated L2 writing. Journal of Second Language Writing, 67, 1-6. https://doi.org/10.1016/j.jslw.2025.101186
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274. https://doi.org/10.14746/ssllt.2014.4.2.5
Díaz, A. R., & Hortiguera, H. (2016). TELL-ING IT LIKE IT IS: Practical implications from a critical stance on technology-enhanced language learning. Revista de Lenguas para fines Específicos, 22(1), 54-79. https://doi.org/10.20420/rlfe.2016.304
Do, A. T. (2023). Blended teaching of English speaking in a Vietnamese context: Design and procedure. TESOL Journal, 14, 1-13. https://doi.org/10.1002/tesj.703
Dooly, M., & Masats, D. (2015). A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003-2012). Language Teaching, 48(3), 343-372.
https://doi.org/10.1017/S0261444815000117
Dube, B., Nkomo, D., & Apadile-Thokweng, M. (2024). Pragmatism: an essential philosophy for mixed methods research in education. International Journal of Research and Innovation in Social Science, 8(3), 1001-1010. https://doi.org/10.47772/IJRISS.2024.803073
Duong, T. M., Tran, T. Q., & Nguyen, T. T. P. (2021). Non-English majored students’ use of English vocabulary learning strategies with technology-enhanced language learning tools. Asian Journal of University Education, 17(4), 455-463. https://doi.org/10.24191/ajue.v17i4.16252
Ebsworth , M. E. , Kim , A. J. & Klein, T. J. (2010). Projections. Calico Journal, 27(2), 349-375. https://doi.org/10.11139/cj.27.2.349-375
Fraenkel, J. R., & Wallen, N. (2000). How to design and evaluate research in education (4th ed.). McGraw-Hill.
Godwin-Jones, R. (2016). Looking back and ahead: 20 years of technologies for language learning. Language Learning & Technology, 20(2), 5–12. http://dx.doi.org/10125/44457
Godwin-Jones, R. (2023). Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse. Language Learning & Technology, 27(2), 6-27.
González‐Lloret, M. (2020). Collaborative tasks for online language teaching. Foreign Language Annals, 53(2), 260-269. https://doi.org/10.1111/flan.12466
Gough, D., & Elbourne, D. (2002). Systematic research synthesis to inform policy, practice and democratic debate. Social Policy and Society, 1(3), 225–236. https://doi.org/10.1017/S147474640200307X
Hasumi, T., & Chiu, M. S. (2024). Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends. Cogent Education, 11(1),1-21. https://doi.org/10.1080/2331186X.2024.2346044
Kranthi, K. (2017). Technology enhanced language learning (TELL). International Journal of Business and Management Invention, 6(2), 30-33. https://www.ijbmi.org/papers/Vol(6)2/version-4/E0602043033.pdf
Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29.
https://doi.org/10.1177/0047239516661713
Kessler, G., & P. Hubbard. (2017). Language teacher education and technology.” In The Handbook of Technology and Second Language Teaching and Learning, edited by C. A. Chapelle, and S. Sauro (pp.278–292). Wiley-Blackwell
Klimova, B. (2021). An insight into online foreign language learning and teaching in the era of COVID-19 pandemic. Procedia computer science, 192, 1787-1794.
https://doi.org/10.1016/j.procs.2021.08.183
Lee, B. (2017). TELL us ESP in a flipped classroom. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4995-5007. https://doi.org/10.12973/eurasia.2017.00978a
Lightbown, P. M., & Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press.
Machi, L. A., & McEvoy, B. T. (2021). The literature review: Six steps to success (4th ed.). Corwin Press.
Mallett, R., Hagen-Zanker, J., Slater, R., & Duvendack, M. (2012). The benefits and challenges of using systematic reviews in international development research. Journal of Development Effectiveness, 4(3), 445-455. https://doi.org/10.1080/19439342.2012.711342
Munn, Z., Peters, M. D., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18, 1-7. https://doi.org/10.1186/s12874-018-0611-x
Murray, M., Pérez, J., Geist, D., & Hedrick, A. (2012). Student interaction with online course content: Build it and they might come. Journal of Information Technology Education Research, 11, 125–140. https://doi.org/10.28945/1592
Nasution, A. K. P., & Batubara, M. H. (2024). Research Trends in Technology-Enhanced Language Learning: A Bibliometric Analysis. Journal of Linguistics, Literature, and Language Teaching (JLLLT), 3(2), 111-130.
https://doi.org/10.37249/jlllt.v3i2.779
Noroozi, O. (2025). Towards technology-enhanced transformative learning environments. International Journal of Technology in Education, 8(2), 541-556.
https://doi.org/10.46328/ijte.1209
O'Dowd, R. (2007). Evaluating the outcomes of online intercultural exchange. ELT journal, 61(2), 144-152. https://doi.org/10.1093/elt/ccm007
Olivares-Cuhat, G. (2018). How to tailor TELL tools for older L2 learners. ELIA: Estudios de Lingüística Inglesa Aplicada, (18), 81-104. https://doi.org/10.12795/elia.2018.i18.04
Oxford, R. (2006). Effects of technology-enhanced language learning on second language composition. Hispania, 2, 358-361.https://doi.org/10.2307/20063313
Page, M. J., McKenzie, J. E., Bossuyt, P. M., 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. Journal of Clinical Epidemiology, 134, 178-189. https://doi.org/10.1016/j.jclinepi.2021.03.00
Park, M., & Son, J. B. (2020). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 42(2), 320–334. https://doi.org/10.1080/02188791.2020.1815649
Pektaş, R. & Şık Keser, K. (2024).The faces of Janus in women studies: Critical feminist theory and ELT. In K. Büyükkarcı & A. Önal (Eds.), The future of foreign language education: Innovations in different modes of teaching, (pp. 262-281). ISRES Publishing.
Pranckutė, R. (2021). Web of Science (WoS) and Scopus: The titans of bibliographic information in today’s academic world. Publications, 9(12), 1-59. https://doi.org/10.3390/publications9010012
Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143-154.
Rezai, A., Soyoof, A., & Reynolds, B. L. (2024). Ecological factors affecting students' use of informal digital learning of English: EFL teachers' perceptions. Teaching and Teacher Education, 145, 1-11.https://doi.org/10.1016/j.tate.2024.104629
Santiana, S., Margana, M., Putro, N. H. P. S., & Widodo, P. (2024). Students' Attitudes toward the Use of CANVAS in the EFL Virtual Learning Environment. International Journal of Language Education, 8(2), 267-290. https://doi.org/10.26858/ijole.v8i2.30813
Shadiev, R., & Huang, Y. M. (2019). Investigating student attention, meditation, cognitive load, and satisfaction during lectures in a foreign language supported by speech-enabled language translation. Computer Assisted Language Learning, 33(3), 301–326. https://doi.org/10.1080/09588221.2018.1559863
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524. https://doi.org/10.3390/su12020524
Seyyedrezaei, M. S., Amiryousefi, M., Gimeno-Sanz, A., & Tavakoli, M. (2024). A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: Retrospect and prospect. Computer Assisted Language Learning, 37(7), 1771-1805. https://doi.org/10.1080/09588221.2022.2118782
Simon, P. D., & Zeng, L. M. (2024). Behind the scenes of adaptive learning: A scoping review of teachers' perspectives on the use of adaptive learning technologies. Education Sciences, 14(12), 1-18.https://doi.org/10.3390/educsci14121413
Stickler, U., & Shi, L. (2016). TELL us about CALL: An introduction to the Virtual Special Issue (VSI) on the development of technology enhanced and computer assisted language learning published in the System Journal. System, 56, 119-126. https://doi.org/10.1016/j.system.2015.12.004
Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. ReCALL, 25(3), 319-330. https://www.tirfonline.org/wp-content/uploads/2013/11/TIRF_MALL_Papers_StockwellHubbard.pdf
Su, F., & Zou, D. (2022). Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications. Computer Assisted Language Learning, 35(8), 1754-1788.https://doi.org/10.1080/09588221.2020.1831545
Sun, C., & Long, R. (2025). Advances and challenges in online language learning: a bibliometric analysis. Innovation in Language Learning and Teaching, 1-23.https://doi.org/10.1080/17501229.2025.2457552
Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7(2), 38-67.
Tran, T. M. L., & Nguyen, T. T. H. (2021). The impacts of technology-based communication on EFL students’ writing. AsiaCALL Online Journal, 12(5), 54-76. https://www.asiacall.info/acoj/index.php/journal/article/view/80
University of Johannesburg Library (2025, April 25). LibGuide on systematic reviews and meta-analyses. https://uj.ac.za.libguides.com/c.php?g=1001386&p=7250923
Vermila, A., & Kurniawati, F. (2025). A Systematic Literature Review on Technostress in Post-COVID-19 Education: Psychological Stressor, Antecedents, Mitigation Strategies, and the Role of Counseling. KONSELOR, 14(1), 33–57. https://doi.org/10.24036/02025141111-0-86
Viberg, O., & Kukulska-Hulme, A. (2022). Fostering learners' self-regulation and collaboration skills and strategies for mobile language learning beyond the classroom. In The Routledge Handbook of Language Learning and Teaching Beyond the Classroom (pp. 142-154). Routledge.
Warschauer, M. (2022). Critical digital literacies in L2 education. Language Teaching, 55(1), 1-20.
Yang, S. C., & Chen, Y. J. (2007). Technology-enhanced language learning: A case study. Computers in Human Behavior, 23(1), 860-879. https://doi.org/10.1016/j.chb.2006.02.015
Yeşilel, D. B. A. (2016). Technology-enhanced language learning for digital natives. Participatory Educational Research, 4(2), 97-111.
Yeşilbağ, S., & Korkmaz, O. (2021). The effect of Voki application on students’ academic achievements and attitudes towards English course. Education and Information Technologies, 26(1), 465-487. https://doi.org/10.1007/s10639-020-10264-7
Zainuddin, N. (2023). Technology enhanced language learning research trends and practices: A systematic review (2020-2022). Electronic Journal of e-Learning, 21(2), 69-79. https://doi.org/10.34190/ejel.21.2.2835
Zhang, R., & Zou, D. (2022). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(4), 696-742. https://doi.org/10.1080/09588221.2020.1744666
Zhang, R., Zou, D., & Cheng, G. (2024). Technology-enhanced language learning with null and negative results since 2000: A systematic review based on the activity theory. Education and Information Technologies, 29(4), 5017-5077. https://doi.org/10.1007/s10639-023-11993-1
Zou, D., Xie, H., & Wang, F. L. (2018). Future trends and research issues of technology-enhanced language learning: A technological perspective. Knowledge Management & E-Learning, 10(4), 426-440. https://doi.org/10.34105/j.kmel.2018.10.026
