The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023

Abstract

Focusing on empirical studies from 2012 to 2023, this systematic review investigates how Technology-enhanced Language Learning Environments (TELLEs) enhance Willingness to Communicate (WTC) in second language (L2) learners. The review identifies key findings demonstrating how the strategic use of TELLEs positively influences learners’ WTC through situational, affective, linguistic, and cognitive factors. Situational factors include enriched interactions with content, interlocutors, and teachers, significantly enhancing WTC. Key affective variables, such as self-confidence, L2 anxiety, and enjoyment, are crucial in shaping learners’ WTC. Additionally, TELLEs support the expansion of learners’ linguistic skills and reduce cognitive load, thereby facilitating WTC. Despite its benefits, challenges such as technical issues, distractions from the novelty of TELLEs, and privacy concerns remain barriers. The review advocates for thoughtful integration of TELLEs, aligning with well-defined pedagogical goals and a nuanced understanding of learners’ diverse needs and preferences. Future research should extend beyond English, aiming for a more inclusive and diversified focus to better understand WTC globally.