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

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.