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A Systematic Review of Technology Integration in Developing L2 Pragmatic Competence

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Pubblicato in:Education Sciences vol. 15, no. 2 (2025), p. 172
Autore principale: Xuedan Qi
Altri autori: Chen, Zhuo
Pubblicazione:
MDPI AG
Soggetti:
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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Abstract: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
Fonte:Education Database