The inclusion of information and communications technologies in the english language classroom : a systematic literature review

Abstract

This study provides a systematic literature review in which 59 research projects were examined. The sample included reports that give account of the use of information and communications technologies (ICTs) in English language learning contexts from 2009 to 2017 in Colombia. At the needs analysis stage, it was evidenced that there is not a solid synthesis of these projects to determine how ICTs have been used over the years in different educational Colombian contexts. Therefore, the main aim of the present study is to understand and identify how pedagogies and technologies have been used by these teachers to support language learning. Data from the 59 theses was collected and scrutinized following systematic literature review and grounded qualitative meta-analysis procedures. Results indicate that affordances provided by ICT tools along with the use of teaching strategies offer varied benefits to learning enhancement (i.e. self-directedness, metacognition, affective factors, and collaboration), as well as to language skills development (i.e. writing, reading, speaking, vocabulary). Key words: ICTs; CALL; 21st century skills; systematic literature review.