Technology-Based English Learning in Primary School: A Systematic Review
Abstract
This systematic review aimed to investigate trends in technology-based English learning within primary education. Data were systematically collected, identified, reviewed, and interpreted from relevant research articles published in both national and international journals from 2010 to 2023. The review focused on research pertaining to trends in Technology-Based Learning (TBL) at the primary level, guided by specific inclusion and exclusion criteria. A total of 42 research articles addressing technology-based English learning trends were identified, with eight articles focusing specifically on primary education. While previous studies have broadly explored the role of technology in education, this review addresses a gap by examining current trends in technology use within primary schools. The findings indicate that internet-based learning tools, such as YouTube videos, represent a significant trend in TBL suitable for primary education. These tools offer notable benefits in developing listening and speaking skills, thereby enhancing storytelling competence. Additionally, the review identified challenges associated with TBL, particularly technophobia, which affects both teachers and students. Technophobia has been shown to have adverse effects on primary students’ learning experiences. The insights gained from this review provide valuable guidance for English teachers and researchers, highlighting current developments in technology-based English learning and offering strategies to address and mitigate technophobia among primary school educators and students.
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DOI: https://doi.org/10.24815/eej.v15i3.38471
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P-ISSN: 2085-3750
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This work is licensed under a Creative Commons Attribution 4.0 International License.