Technology-Mediated Language Learning and Learner Engagement: A Systematic Literature Review of Pedagogical, Institutional, and Multilingual Perspectives

Abstract

Technology-mediated language learning has become increasingly central to contemporary language education, yet its relationship with learner engagement remains theoretically and empirically dispersed across digital, pedagogical, institutional, and multilingual domains. Guided by the PRISMA 2020 framework, this systematic literature review examines how technology-mediated tools and learning environments shape learner engagement in language education from pedagogical, institutional, and multilingual perspectives. Studies were identified from Scopus and Web of Science using a comprehensive search strategy, screened using predefined inclusion and exclusion criteria, appraised for quality, and synthesized through an integrative analytical approach. A final corpus of 21 peer-reviewed studies published between 2021 and 2026 was included. The findings revealed four interrelated themes: technology-mediated language learning modalities, learner engagement and motivational dynamics, pedagogical and institutional support systems, and multilingual/cross-linguistic perspectives. Overall, the review demonstrates that technology alone is insufficient to sustain engagement; effective language learning requires alignment between digital tools, learner motivation, pedagogical design, institutional support, and multilingual resources.