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A Systematic Literature Review of Technology‐Assisted Vocabulary Learning.

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Title: A Systematic Literature Review of Technology‐Assisted Vocabulary Learning.
Authors: Simonnet, Enzo1,2, Loiseau, Mathieu1 mathieu.loiseau@insa-lyon.fr, Lavoué, Élise1,2
Source: Journal of Computer Assisted Learning. Feb2025, Vol. 41 Issue 1, p1-29. 29p.
Subjects: Student satisfaction, Teaching methods, Motivation (Psychology), Ability, Vocabulary, Computer assisted instruction, Teacher-student relationships, Interpersonal relations, Training
Abstract: Background: Vocabulary learning is an essential dimension of foreign language learning. The learners have a huge responsibility in this task. Among other factors, time constraints and an overall lack of maintained motivation on the part of students makes it especially challenging. Consequently, improving vocabulary learning requires strategies to motivate learners and encourage autonomous learning. Technology‐Assisted Vocabulary Learning (tavl) aims to provide solutions to this set of problems. Objectives: We aim to provide an overview of the different types of TAVL tools developed and studied since 2015 with regard to (1) tool features, (2) observed variables and research methods used in the studies and (3) impact on learners' vocabulary acquisition, motivation and engagement. Method: We conducted a systematic review of the literature between 2015 and 2023 on TAVL. After delineating our field of study and research query, we followed a rigorous methodology to extract relevant papers to answer our research questions. A total of 44 papers of different languages and academic levels were selected for this review. Results and Conclusions: We report a wide variety of features provided by TAVL tools in various contexts. We observe an overall positive influence of TAVL tools on learners' vocabulary learning, motivation, flow and engagement. We also discuss potential biases in the studies, which do not allow generalisation of the results. We conclude with recommendations for developers and researchers, including the use of more standardised experimental protocols with comparable measures, the integration of collaborative and social features, and a more central role for teachers and academic learning contexts. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
FullText Text:
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  Data: A Systematic Literature Review of Technology‐Assisted Vocabulary Learning.
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  Data: <searchLink fieldCode="AR" term="%22Simonnet%2C+Enzo%22">Simonnet, Enzo</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22Loiseau%2C+Mathieu%22">Loiseau, Mathieu</searchLink><relatesTo>1</relatesTo><i> mathieu.loiseau@insa-lyon.fr</i><br /><searchLink fieldCode="AR" term="%22Lavoué%2C+Élise%22">Lavoué, Élise</searchLink><relatesTo>1,2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Computer+Assisted+Learning%22">Journal of Computer Assisted Learning</searchLink>. Feb2025, Vol. 41 Issue 1, p1-29. 29p.
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  Data: <searchLink fieldCode="DE" term="%22Student+satisfaction%22">Student satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Vocabulary learning is an essential dimension of foreign language learning. The learners have a huge responsibility in this task. Among other factors, time constraints and an overall lack of maintained motivation on the part of students makes it especially challenging. Consequently, improving vocabulary learning requires strategies to motivate learners and encourage autonomous learning. Technology‐Assisted Vocabulary Learning (tavl) aims to provide solutions to this set of problems. Objectives: We aim to provide an overview of the different types of TAVL tools developed and studied since 2015 with regard to (1) tool features, (2) observed variables and research methods used in the studies and (3) impact on learners' vocabulary acquisition, motivation and engagement. Method: We conducted a systematic review of the literature between 2015 and 2023 on TAVL. After delineating our field of study and research query, we followed a rigorous methodology to extract relevant papers to answer our research questions. A total of 44 papers of different languages and academic levels were selected for this review. Results and Conclusions: We report a wide variety of features provided by TAVL tools in various contexts. We observe an overall positive influence of TAVL tools on learners' vocabulary learning, motivation, flow and engagement. We also discuss potential biases in the studies, which do not allow generalisation of the results. We conclude with recommendations for developers and researchers, including the use of more standardised experimental protocols with comparable measures, the integration of collaborative and social features, and a more central role for teachers and academic learning contexts. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/jcal.13096
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        Text: English
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        PageCount: 29
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      – SubjectFull: Student satisfaction
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Motivation (Psychology)
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      – SubjectFull: Ability
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      – SubjectFull: Vocabulary
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      – SubjectFull: Computer assisted instruction
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      – SubjectFull: Teacher-student relationships
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      – SubjectFull: Interpersonal relations
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      – SubjectFull: Training
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      – TitleFull: A Systematic Literature Review of Technology‐Assisted Vocabulary Learning.
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              M: 02
              Text: Feb2025
              Type: published
              Y: 2025
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