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Related Experiment Video

Updated: Jan 20, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

A Systematic Review of Technology-Enhanced Project-Based Language Learning: Theoretical Frameworks, Project Types,

Ainun Fikria¹, Slamet Setiawan¹, Ahmad Munir¹

¹Language and Literature Education, Universitas Negeri Surabaya, Surabaya, East Java, Indonesia.

|January 19, 2026

Summary

This systematic review synthesizes research on technology-enhanced project-based language learning (TEPBLL), identifying key theoretical frameworks, project types, and language skill improvements. It provides a comprehensive overview to guide future TEPBLL research and practice.

Keywords:

Project-based language learning computer assisted language learning educational technology systematic literature review.technology enhanced language learning

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Area of Science:

Educational Technology
Applied Linguistics
Second Language Acquisition

Background:

Scholarly attention on digital technologies in project-based language learning is growing but conceptually fragmented.
A systematic synthesis of theoretical foundations, project typologies, language skills, and pedagogical implications of technology-enhanced project-based language learning (TEPBLL) is limited.

Purpose of the Study:

To systematically synthesize prevailing patterns in the TEPBLL literature.
To provide a coherent and comprehensive overview of TEPBLL.
To guide future research design and support theory-informed, rigorous, and context-sensitive application of TEPBLL.

Main Methods:

Systematic review of 31 empirical studies published between 2015 and 2024.
Studies restricted to SSCI-indexed publications and guided by PRISMA 2020 protocols.
Analysis focused on publication nature, theoretical frameworks, project types, language-learning outcomes, and implications.

Main Results:

TEPBLL research is grounded in five theoretical frameworks and seven diverse technology-supported project types.
Improvements in eight major language skills and knowledge areas are frequently reported.
Three recurring dimensions of implications for instructional practice and future research were identified.

Conclusions:

This review offers a systematic synthesis of current TEPBLL research patterns.
The findings provide a foundation for more coherent and comprehensive TEPBLL research.
The overview supports theory-informed, methodologically rigorous, and context-sensitive TEPBLL applications.