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In this study, we reviewed articles on technology-enhanced language learning and teaching. We aimed to summarize the content of reviewed articles in the following categories: (1) the number of articles published by journals and by year; (2) languages and skills; (3) technology used; (4) promising technologies. We reviewed 398 research articles. The highest number of articles was published in 2017 (n = 80), whereas the lowest number was published in 2014 (n = 53). The Computer Assisted Language Learning journal published the highest number of articles (n = 100), whereas the lowest number of published articles appeared in IEEE Transactions on Learning Technologies (n = 3). The most common target language was English (n = 267). Writing, speaking, and vocabulary gained the most attention in published articles. Twenty-three different technologies were identified and they were used 406 times. Based on our results, we made several implications and suggestions for future studies. This review study can serve as a guide for teaching and research communities who plan on designing language learning and teaching activities supported by technologies.

2015): Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts, Computer Assisted Language Learning, Game-based learning activities that facilitate students' listening and speaking skills were designed in this study. To participate in learning activities, students in the control group used traditional methods, while students in the experimental group used a mobile system. In our study, we looked into the feasibility of mobile game-based learning activities. One experiment was carried out and the results revealed that the experimental-group students significantly outperformed the control-group students on the verbal post-test. However, the performance of the two groups was equal on the listening post-test. Two variables (the average score for the interactive jigsaw game and the number of designed cards) were found to be the most important factors for influencing students' performance in the verbal post-test. Furthermore, most students had positive perceptions toward learning activities that are supported by a mobile system. These results suggest that game-based learning activities can significantly improve students' speaking skills if driven by a mobile system. Furthermore, these results suggest that learning activities with a mobile system foster students to (1) practice speaking English as a foreign language (EFL) more frequently as well as to reflect on their speech; (2) create meaningful sentences and speak with greater accuracy and confidence; and (3) practice speaking EFL in an authentic context.

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This study designed learning activities supported by a mobile learning system for students to develop listening and speaking skills in English as a foreign language (EFL). How students perceive learning activities and a mobile learning system were examined in this study. Additionally, how different practices relate to students' language proficiency was also explored. It was found that students had positive perceptions and intentions toward learning activities; thus, students were motivated to practice English skills more when using a mobile learning system. The results demonstrated how students' speaking and listening skills practices using mobile devices had different correlations depending on their proficiency levels. For example, listening diversity, defined as the number of other classmates a student listened to, was found to have an inverse correlation with speaking and listening proficiency. This finding does not support previous research and indicates that students who carefully selected their listening partners performed better than those who did not. It was further found that the better students performed in English learning, the fewer partners they would choose. EFL instructors can use the insights of this study to design more effective language learning activities for students using mobile devices.

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2015):Investigating applications of speech-to-text recognition technology for a face-to-face seminar to assist learning of non-native English-speaking participants, Technology, Pedagogy and Education, This study applied speech-to-text recognition (STR) technology to assist non-native English-speaking participants to learn at a seminar given in English. How participants used transcripts generated by the STR technology for learning and their perceptions toward the STR were explored. Three main findings are presented in this study. Most participants perceived that transcripts were useful for learning. Nineteen learning strategies to use transcripts were discovered; transcripts were used to understand the topic presented, to find an answer to a question and to write summaries. Participants with different learning achievements demonstrated different learning behaviours when using transcripts. That is, some participants used transcripts effectively (i.e. studied them thoroughly and used the most important parts of them for summaries along with elaborating ideas) but some participants did not (i.e. studied transcripts superficially and employed the copy-and-paste method to complete summaries). Therefore, this study suggests how to teach participants to use transcripts by employing learning strategies meaningfully.