Pedagogical design in technology-enhanced language education research : a scoping review

This scoping literature review aims to explore how language teachers incorporate technology into their teaching and learning experiences. It does this by reviewing studies related to language teachers’ technology use and applications of technology in technology-enhanced language education that were published between 2012 and 2022. By using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) guidelines to analyze 51 empirical studies, this review categorizes and identifies 4 clusters of topics that these studies focused on: teachers’ perceptions, technological application practice and experience, technological pedagogical content knowledge (TPACK), and teachers’ designing/developing scale for the promotion of language learning in pedagogical design in technology-enhanced language education research. The review concludes that researchers have mainly investigated language teachers’ perceptions and experience of technology-enhanced language education, not their pedagogical design processes. The results suggest that more studies are needed to explore the role of language teachers as pedagogical designers in technology-enhanced language education in order to integrate technology into language education and facilitate sustainable language teaching and learning.