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.

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.

This study applied storytelling in the English as a foreign language (EFL) classroom in order to promote speaking skills. Students were asked to practice speaking EFL through producing individual and interactive stories with a Web-based multimedia system. We aimed to investigate an effectiveness of applying individual and interactive storytelling on speaking skills and the potential effects of multimedia aids in storytelling to facilitate language learning. Furthermore, we explored the relationships between research variables of this study, such as speaking performance on individual and interactive storytelling, the number of animation representations, and the system actual usage, with learning achievement. Four main findings were found in this study. First, students who used the system for creating stories significantly outperformed students who did not use it on the post-test. This finding suggests that storytelling activity with support of the system was beneficial for improving speaking skills. Second, speaking performance and the number of animation representations significantly correlated with learning achievement. Students who performed well during learning activities usually studied diligently and scored higher on final test. Animations could help students remember vocabulary and practice speaking to describe their animated stories. Third, only the speaking performance on individual storytelling was found as the significant predictor of learning achievement. Students working individually on storytelling were independent; they were less distracted from others, and had more opportunity for practice. The last but not the least, most students expressed positive perceptions and attitude toward the system and learning activities. Based on these findings, we suggest that storytelling learning activities supported by the Web-based multimedia system and implementing them in EFL learning classroom can be beneficial for facilitating speaking skills. Students can remember new vocabulary better, practice speaking skills more frequently, become competent in speaking target language, and improve learning performance.