Digital technologies have been widely used to enhance language learning, the effectiveness of which has been acknowledged in the literature. With the rapid development of digital devices and technologies, increasing technologies have been used in the most recent several years, leading to more diversified approaches to language education. This exceptional advance over the past few years calls for a summary of state-of-the-art technologies that have been used to enhance language learning and promote effective learning. The present study was conducted to fill this gap by reviewing all the relevant publications in 10 widely recognised journals in the field of technology-enhanced language learning. An analysis of 57 articles indicated five major types of technology for second and foreign language learning (i.e. technologies for mobile learning, multimedia learning and socialisation, speech-to-text and text-to-speech recognition, and digital-game-based learning). The results also showed four primary purposes and benefits of the state-of-the-art technologies: promoting practices, delivering instructional content, facilitating interactions, and restructuring teaching approaches. Moreover, these state-of-the-art technologies have been integrated into various aspects of language teaching and learning, the overall impact of which has been positive.

Given the importance of word knowledge for second language acquisition, there is always a need for effective word-learning approaches from language learners. With the rapid development of educational technologies, game-based learning is emerging into a field with considerable potential, within which, digital game-based vocabulary learning has accrued increasing attention from language learners, educators and researchers. The present research reviews studies on digital game-based vocabulary learning from five perspectives: a general overview of published studies, digital games for vocabulary learning, theoretical frameworks, research issues and findings, and implications. Using specific criteria for article selection, 21 publications in SSCI journals were finalized for the systematic review. Findings revealed 10 types of digital games dominate the field, and these generally demonstrate positive effects in promoting short-term and long-term vocabulary learning, facilitating reading and listening comprehension, increasing motivation and engagement, decreasing anxiety and fostering interactions among learners. These findings further render implications that are meaningful for vocabulary learning and game design.

This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.

Innovative information and communication technologies have reformed higher education from the traditional way to smart learning. Smart learning applies technological and social developments and facilitates effective personalized learning with innovative technologies, especially smart devices and online technologies. Smart learning has attracted increasing research interest from the academia. This study aims to comprehensively review the research field of smart learning by conducting a topic modeling analysis of 555 smart learning publications collected from the Scopus database. In particular, it seeks answers to (1) what the major research topics concerning smart learning were, and (2) how these topics evolved. Results demonstrate several major research issues, for example, Interactive and multimedia learning, STEM (science, technology, engineering, and mathematics) education, Attendance and attention recognition, Blended learning for smart learning, and Affective and biometric computing. Furthermore, several emerging topics were identified, for example, Smart learning analytics, Software engineering for e-learning systems, IoT (Internet of things) and cloud computing, and STEM education. Additionally, potential inter-topic directions were highlighted, for instance, Attendance and attention recognition and IoT and cloud computing, Semantics and ontology and Mobile learning, Feedback and assessment and MOOCs (massive open online courses) and course content management, as well as Blended learning for smart learning and Ecosystem and ambient intelligence.