A Systematic Review of Technology Integration in Developing L2 Pragmatic Competence

Αποθηκεύτηκε σε:

Λεπτομέρειες βιβλιογραφικής εγγραφής
Εκδόθηκε σε:	Education Sciences vol. 15, no. 2 (2025), p. 172
Κύριος συγγραφέας:	Xuedan Qi
Άλλοι συγγραφείς:	Chen, Zhuo
Έκδοση:	MDPI AG
Θέματα:	Language Video teleconferencing Computer mediated communication Communication Social networks Instant messaging Virtual reality Computer & video games Technology Sociolinguistics Research methodology Second language learning Artificial intelligence Pragmatics Interpersonal communication Systematic review Authenticity Competence Telecommunications Learning Activities Speech Acts Language Usage Communicative Competence (Languages) Influence of Technology Researchers Educational Technology Videoconferencing Periodicals Meta Analysis Cooperative Learning Journal Articles Technology Integration Linguistic Competence Discourse Analysis Native Speakers Databases Data Analysis Affordances Database Management Systems
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Περιγραφή
Περίληψη:	A growing body of research has explored how technology can enhance the development of pragmatic competence in a second language (L2). This systematic review synthesizes 37 empirical studies published between 2015 and 2024, focusing on various technological applications such as computer-mediated communication (CMC), interactive automated dialogues, virtual environments, and digital games. The analysis highlights that these tools promote pragmatic development by providing authentic or semi-authentic interaction, contextualized learning, and personalized practices. Meanwhile, the review also uncovers key challenges from both technological constraints and individual dimensions. Based on the findings, this review suggests several directions for future research. Further studies should adopt longitudinal, multimodal, and socially situated approaches, explore emerging generative AI technologies, and examine the interaction between individual learner differences and technological affordances to increase understanding of this evolving field.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15020172
Πηγή:	Education Database