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The design of technology-enhanced vocabulary learning: A systematic review

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Abstract

Some meta-analyses have confirmed the efficacy of technology-enhanced vocabulary learning. However, they have not delved into the specific ways in which technology-based activities facilitate vocabulary acquisition, or into first-language vocabulary learning. We conducted a systematic review that retrieved 1,221 journal articles published between 2011 and 2023, of which 40 met our inclusion criteria. Most of the sampled studies focused on teaching receptive vocabulary knowledge and vocabulary breadth. All utilized cognitive strategies. Their common design features included noticing and receptive or productive retrieval, and most implicitly drew upon dual-coding theory. Our findings highlight the need for a balanced approach to vocabulary learning, encompassing both vocabulary breadth and depth, as well as receptive and productive knowledge. They also suggest that affective and social learning strategies should be promoted alongside the cognitive ones that are currently dominant. Additionally, our identification of commonly and rarely used design features can guide curriculum designers to develop more effective tools. Lastly, we argue that the design of technology-enhanced learning should be theory-driven.

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Data availability

This review article does not contain any new data as it is a comprehensive analysis and synthesis of existing literature. The findings and conclusions presented in this review are based on the analysis and interpretation of publicly available information, including published articles, books, and other documented sources. All the references cited in this review are provided to ensure transparency and enable readers to access the relevant sources for further exploration. No additional datasets were generated or analyzed during the completion of this review.

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Authors and Affiliations

  1. Faculty of Education, The University of Hong Kong, Room 615, Meng Wah Building, Pokfulam Road, Hong Kong, 999077, Hong Kong

    Keyi Zhou, Fangzhou Jin, Zicong Song & Chin-Hsi Lin

  2. Nanjing Zhongying Middle School, Nanjing, China

    Weiwei Li

  3. Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, Hong Kong

    Xianhan Huang

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Implications for Practice

What is already known about this topic:

• Vocabulary knowledge is essential for language learning and reading comprehension.

• Technology-enhanced vocabulary learning has been proven effective.

What this paper adds:

• Most studies focus on teaching receptive vocabulary knowledge and vocabulary breadth.

• Cognitive strategies were used in all studies.

• Noticing and receptive or productive retrieval were common design features.

Implications for theory, policy, or practice:

• Teachers should balance the focus on vocabulary breadth and depth, and receptive and productive knowledge.

• Affective, social, and metacognitive strategies should be promoted.

• Stakeholders can use the identified design features to choose the most appropriate tools for their needs.

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Zhou, K., Jin, F., Li, W. et al. The design of technology-enhanced vocabulary learning: A systematic review. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-023-12423-y

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  • DOI: https://doi.org/10.1007/s10639-023-12423-y

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