TL;DR
Findings show that platforms like WeChat enhance reading engagement and comprehension through authentic texts, peer interaction, and multimodal input, and that learner motivation emerges as a cross-cutting outcome, driven by autonomy, social presence, and interactive environments.
This study explores the affects of social media as a platform for acquiring English from the perspective of Informal Digital Learning of English (IDLE). This study uses mixed-method designs with quantitative and qualitative approaches to the second semesters leaners of STMIK Pontianak, System Information program, consisted of 30 learners the academic year of 2024/2025.With the widespread and extensive use of platforms such as Instagram, Tiktok, YouTube, and other learning applications, learners are increasingly directed to real English content and real-time communication with vary people. This paper learns how social media influences to the development of language skills, including vocabulary, listening, speaking, and intercultural competence. It also investigates learners’ behaviors, motivations, and strategies when engaging with English content online. The results indicate that social media can enrich language acquisition by delivering valuable experience, growing motivation, and helping autonomous learning. However, weaknesses such as inconsistent language input, limited corrective feedback, and potential distractions are also undeniable. In general this study highlights the significance of IDLE in modern language learning and reminds that social media can serve as an effective extra tool for enhancing English proficiency in an engaging way.
This research is a qualitative systematic review examining technology-enhanced Kazakh language teaching in multilingual educational environments through socio-pedagogical and neurolinguistic frameworks. In this context, the Web of Science (WoS) and Scopus databases were searched within the framework of the PRISMA protocol; of the 449 studies identified, 32 studies published from 2015 onward were included in the analysis because they met the inclusion criteria. The findings are presented around four research questions. First, it was determined that social media tools and digital platforms reinforce students' Kazakh language use practices and facilitate identity repositioning. Regarding the second research question, gamification, artificial intelligence-based dialogue systems, and personalized learning models were found to have positive effects on language outcomes, although these effects vary according to the type of tool and pedagogical context. The TPACK framework stands out as a determining variable in teacher-student interaction and the effectiveness of scaffolding strategies. In addition, the number of direct studies using neurolinguistic methods is very limited; indirect findings obtained through cognitive lexicology and personalized learning environments provide a strong basis for future research in this field. Future research is recommended to use neuroimaging methods and longitudinal designs, conduct multilingual systematic reviews that include publications in Kazakh and Russian, integrate TPACK into teacher training, and include user-experience evaluations in technology-based tools.
The rapid advancement of digital technology has significantly transformed English language learning (ELL), yet existing research findings remain fragmented across various tools and contexts. This systematic literature review (SLR) aims to critically evaluate the types of digital tools integrated into ELL, their associated learning outcomes, and the limitations hindering their effective implementation. Guided by the PRISMA 2020 statement, the study analyzed 15 high-quality empirical articles published between 2021 and 2026 a timeframe capturing the "digital era" and post-pandemic pedagogical shifts retrieved from Scopus, Google Scholar, and ScienceDirect. Findings reveal a diverse array of utilized digital tools, ranging from artificial intelligence (AI) agents like ChatGPT and Google Assistant to mobile-assisted language learning (MALL) applications, digital game-based platforms, and immersive technologies such as Virtual Reality (VR) and the Metaverse. The synthesis indicates that integrating these tools yields substantial positive outcomes, specifically improving vocabulary acquisition, writing coherence, and speaking fluency. Furthermore, digital tools foster learner-centered environments, significantly increasing student engagement, motivation, and autonomy. However, the review identifies critical limitations that impede successful integration. Prominent challenges include the digital divide and unequal access to infrastructure, varying levels of digital literacy among both students and educators, and technical glitches. Ethical concerns regarding AI, such as academic integrity and potential over-reliance, also emerged as significant barriers. The study concludes that while digital tools offer transformative potential, their effectiveness depends on structured institutional support and teacher professional development. These insights contribute to the formulation of inclusive educational policies, such as Malaysia's National Education Blueprint 2026–2035, by providing a foundation for blending technology with sound pedagogical practices.
Digital platforms expanded opportunities for English speaking practice in higher education, but their contribution depended on how interaction and feedback were organized. This study analyzed these dimensions in digital environments designed for university-level speaking practice. A descriptive-analytical integrative review was conducted. Twenty-five full-text documents were assessed, and 15 empirical studies published between 2021 and 2026 were included. Extraction addressed interlocutor type, temporality, feedback source, technological environment, pedagogical sequence, outcomes, and limitations; quality was appraised with design-appropriate Mixed Methods Appraisal Tool criteria. Human interaction supported spontaneity and meaning negotiation; asynchronous activities enabled repetition and self-observation; and automated systems expanded practice and provided immediate responses, although their accuracy, naturalness, and ability to sustain engagement varied. Hybrid sequences showed the most consistent pattern by combining individual rehearsal, teacher mediation, and peer interaction. The review concludes that pedagogical value depended less on the isolated tool than on task design and the formative use of feedback.
English vocabulary development represented a relevant challenge in university education, particularly given the need to integrate digital resources that promote more interactive, flexible, and autonomous learning processes. The study aimed to analyze university students’ perceptions of Moodle integration as a support tool for English vocabulary learning. A quantitative, non-experimental, cross-sectional, and descriptive study was conducted. Participants were 31 second-semester students enrolled in the National and Foreign Language Pedagogy program at Universidad Estatal del Sur de Manabí, selected through non-probability convenience sampling. Data were collected through a structured 10-item questionnaire using a five-point Likert-type scale. The results showed a predominantly favorable evaluation of Moodle, particularly for multimedia support (84%), peer collaboration (83%), access to materials (77%), and interactivity (77%). It is concluded that Moodle was perceived as a relevant environment for complementing vocabulary learning; however, its contribution depends on the pedagogical design of activities and does not, by itself, demonstrate objective improvement in lexical performance.