The Interplay Between Technology and Motivation in EFL L2 Classrooms: A Systematic Review of 2019–2024 Research

Annishah; Lailatun Nisvi Rizki Amalia; Utami Widiati; Anik Nunuk Wulyani

doi:10.29408/veles.v9i2.29709

Authors

Annishah Universitas Negeri Malang, Indonesia
Lailatun Nisvi Rizki Amalia Universitas Negeri Malang, Indonesia
Utami Widiati Universitas Negeri Malang, Indonesia
Anik Nunuk Wulyani Universitas Negeri Malang, Indonesia

DOI:

https://doi.org/10.29408/veles.v9i2.29709

Keywords:

Systematic review, PRISMA, EFL motivation, L2acquisition, technology in language learning

Abstract

Motivation is a key determinant of success in second language (L2) learning, and technology has emerged as a crucial factor in fostering motivation for English as a Foreign Language (EFL) students. A systematic synthesis of recent evidence remains scarce despite extensive research, particularly in light of technological advancements between 2019 and 2024. This study employed a systematic literature review (SLR) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol to ensure methodological transparency and replicability. Six major databases (Google Scholar, Taylor & Francis, ProQuest, Wiley, Sage Pub, and Cambridge Core) were systematically searched using predefined keywords. The initial search yielded 50 peer-reviewed empirical studies published between 2019 and 2024; after applying stringent inclusion, exclusion, and quality assessment criteria, 26 eligible studies were analyzed. Data extraction and synthesis focused on four research questions: (1) research methods employed, (2) motivational frameworks used, (3) impacts of technology on motivation, and (4) technology tools that enhance motivation. Findings indicate a dominance of experimental (38.5%) and mixed-methods (26.9%) designs, with the socio-educational framework most frequently adopted, followed by self-determination theory, ARCS, and cognitive models. Technology shows a predominantly positive impact on motivation, with visual-based tools (AR/VR), social media-based platforms, and game-based applications demonstrating strong motivational benefits. However, effects vary by context and learner proficiency. A few studies report neutral or negative impacts, particularly with online platforms. This review highlights methodological gaps, calling for more longitudinal and mixed-methods research to explore contextual and long-term motivational effects, and provides evidence-based recommendations for selecting effective technology tools in EFL classrooms.

References

Ai, J., Pan, Y., & Zhong, W. (2021). The role of motivation in second language acquisition: A review. 2021 3rd International Conference on Literature, Art and Human Development (ICLAHD 2021) (pp. 623-627). Atlantis Press.

Al Ghaithi, A., Behforouz, B., & Al Balushi, A. K. (2023). Exploring the effects of digital storytelling in Omani EFL students’ self-directed learning, motivation, and vocabulary improvements. SiSal Journal, 14(4), 415–437. https://doi.org/10.37237/140402

Alamer, A., Al Khateeb, A., & Jeno, L. M. (2023). Using WhatsApp increases language students’ self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach. Journal of Computer Assisted Learning, 39(2), 417–431. https://doi.org/10.1111/jcal.12753

Ali, J. K. M., & Bin-Hady, W. R. A. (2019). A Study of EFL students’ attitudes, motivation, and anxiety towards WhatsApp as a language learning tool. Arab World English Journal, 5, 289–298. https://doi.org/10.24093/awej/call5.19

Alshumaimeri, Y. A., & Alshememry, A. K. (2023). The extent of AI applications in EFL learning and teaching. IEEE Transactions on Learning Technologies, 17, 653–663. https://doi.org/10.1109/tlt.2023.3322128

Aslam, R. (2021). Impact of learning motivation on students’ academic achievement: Mediating role of constructive feedback. Pakistan Social Sciences Review, 5(III), 472–484. https://doi.org/10.35484/pssr.2021(5-iii)35

Aysu, S. (2020). The use of technology and its effects on language learning motivation. Journal of Language Research, 4(1), 86-100.

Bahari, A. (2022). Affordances and challenges of technology-assisted language learning for motivation: A systematic review. Interactive Learning Environments, 31(9), 5853–5873. https://doi.org/10.1080/10494820.2021.2021246

Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 145–157. https://doi.org/10.1016/j.system.2015.10.006

Boudadi, N. A., & Gutiérrez-Colón, M. (2020). Effect of gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: A literature review 2011-2019. The EuroCALL Review, 28(1), 40. https://doi.org/10.4995/eurocall.2020.12974

Buddha, H., Shuib, L., Idris, N., & Eke, C. I. (2024). Technology-assisted language learning systems: A systematic literature review. IEEE access, 12, 33449-33472. https://doi.org/10.1109/ACCESS.2024.3366663

Carless, D., Salter, D., Yang, M., & Lam, J. (2010). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395–407. https://doi.org/10.1080/03075071003642449

Chen, C. H. (2020). AR videos as scaffolding to foster students’ learning achievements and motivation in EFL learning. British Journal of Educational Technology, 51(3), 657–672. https://doi.org/10.1111/bjet.12902

Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., Xie, H., & Tsai, C. C. (2022). Effects of captions and English proficiency on learning effectiveness, motivation, and attitude in augmented-reality-enhanced theme-based contextualized EFL learning. Computer Assisted Language Learning, 35(3), 381–411. https://doi.org/10.1080/09588221.2019.1704787

Chen, Y. Y., Chang, Y. S., Lee, J. Y., & Lin, M. H. (2021). Effects of a Video Featuring Connected Speech Instruction on EFL Undergraduates in Taiwan. SAGE Open, 11(2). https://doi.org/10.1177/21582440211019746

Creswell, J.W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc

Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41, 469–512.

http://dx.doi.org/10.1111/j.1467-1770.1991.tb00690.x

Dong, L., Mohammed, S. J., Al-Ibrahim, K. A. A., & Rezai, A. (2022). Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted and mobile-assisted language learning-based instructions. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.899557

Dornyei, Z., & Ushioda, E. (2013). Teaching and researching motivation. New York. Routledge.

Ebadi, S., & Amini, A. (2022). Examining the roles of social presence and human-likeness on Iranian EFL learners’ motivation using artificial intelligence technology: a case of CSIEC chatbot. Interactive Learning Environments, 32(2), 655–673. https://doi.org/10.1080/10494820.2022.2096638

Ebadijalal, M., & Moradkhani, S. (2023). Computer-assisted collaborative writing, collaborative prewriting, and individual writing impact EFL learners’ performance and motivation. Computer Assisted Language Learning, 1–25. https://doi.org/10.1080/09588221.2023.2178463

Ebadijalal, M., & Yousofi, N. (2022). ‘Take me to a virtual trip if you want me to write better!’: The impact of Google Expeditions on EFL learners’ writing motivation and performance. Computer Assisted Language Learning, 1–23. https://doi.org/10.1080/09588221.2022.2123001

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x

Fauzanz, A., Basthomi, Y., & Ivone, F. M. (2022). Effects of using online corpus and online dictionary as data-driven learning on students' grammar mastery. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 679-704.

Feng, L., & Papi, M. (2020). Persistence in language learning: The role of grit and future self-guides. Learning and Individual Differences, 81, 101904. https://doi.org/10.1016/j.lindif.2020.101904

Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020‐compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis. Campbell Systematic Reviews, 18(2). https://doi.org/10.1002/cl2.1230

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers and Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019

Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958–978. https://doi.org/10.1080/09588221.2019.1650071

Hidayat-Ur-Rehman, I. (2024). Examining AI competence, chatbot use, and perceived autonomy as drivers of students’ engagement in informal digital learning. Journal of Research in Innovative Teaching & Learning, 17(2), 196–212. https://doi.org/10.1108/jrit-05-2024-0136

Hiromori, T., Okunuki, A., Kashimura, Y., Terao, K., Kamemoto, S., Suzuki, H., ... & Izumisawa, M. (2024). Motivation in English language learning: A systematic review of three major domestic journals over the past 20 years. ARELE: Annual Review of English Language Education in Japan, 35, 33–48.

Huang, F., Wang, Y., & Zhang, H. (2024). Modelling generative AI acceptance, perceived teachers’ enthusiasm, and self‐efficacy to the well-being of English as a Foreign language learners in the digital era. European Journal of Education. https://doi.org/10.1111/ejed.12770

Hung, C. Y., Lin, Y. T., Yu, S. J., & Sun, J. C. Y. (2023). Effects of AR‐and VR‐based wearables in teaching English: The application of an ARCS model‐based learning design to improve elementary school students' learning motivation and performance. Journal of computer assisted learning, 39(5), 1510-1527. https://doi.org/10.1111/jcal.12814

Huseinović, L. (2023). The effects of gamification on student motivation and achievement in learning English as a foreign language in higher education. MAP Education and Humanities, 4(1), 10–36. https://doi.org/10.53880/2744-2373.2023.4.10

Järvenoja, H., Järvelä, S., & Malmberg, J. (2017). Supporting groups’ emotion and motivation regulation during collaborative learning. Learning and Instruction, 70, 101090. https://doi.org/10.1016/j.learninstruc.2017.11.004

Jiang, L., Zhou, N., & Yang, Y. (2024). Student motivation and engagement in online language learning using virtual classrooms: Interrelationships with support, attitude, and learner readiness. Education and Information Technologies, 29(13), 17119–17143. https://doi.org/10.1007/s10639-024-12514-4

Khan, R. M. I., Ali, A., Kumar, T., & Venugopal, A. (2023). Assessing the efficacy of augmented reality in enhancing EFL vocabulary. Cogent Arts and Humanities, 10(1). https://doi.org/10.1080/23311983.2023.2223010

Khojah, M, and Thomas, M (2021). Smartphone-mediated EFL Reading Tasks: A Study of Female Learners’ Motivation and Behaviour in Three Saudi Arabian Classrooms. AsianEFL Journal, 25(2).

Kim, K. J., & Pae, T. (2018). Social psychological theories and sustainable second language learning: A model comparison approach. Sustainability, 11(1), 16. https://doi.org/10.3390/su11010016

Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage Publications.

Lai, J. Y., & Chang, L. T. (2021). Impacts of augmented reality apps on first graders’ motivation and performance in English vocabulary learning. SAGE Open, 11(4). https://doi.org/10.1177/21582440211047549

Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own, learn, and share it. Educational Technology Research and Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5

Lee, J. S., & Lee, K. (2021). The role of informal digital learning of English and L2 motivational self-system in foreign language enjoyment. British Journal of Educational Technology, 52(1), 358–373. https://doi.org/10.1111/bjet.12955

Lei, X., Fathi, J., Noorbakhsh, S., & Rahimi, M. (2022). The impact of Mobile-assisted language learning on English as a foreign language learners’ vocabulary learning attitudes and self-regulatory capacity. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.872922

Li, R. (2021). Does game-based vocabulary learning APP influence Chinese EFL learners’ vocabulary achievement, motivation, and Self-Confidence? SAGE Open, 11(1). https://doi.org/10.1177/21582440211003092

Liman Kaban, A., & Karadeniz, S. (2021). Children’s reading comprehension and motivation on screen versus on paper. SAGE Open, 11(1). https://doi.org/10.1177/2158244020988849

Liu, Y., Hau, K. T., Liu, H., Wu, J., Wang, X., & Zheng, X. (2020). Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students. Journal of personality, 88(3), 584-595. https://doi.org/10.1111/jopy.12512

Luthfiyyah, R., Hafifah, G. N., Ivone, F. M., & Tresnadewi, S. (2021). Technology use in secondary level English language teaching: A Literature Review. JEES (Journal of English Educators Society), 6(1), 79–89. https://doi.org/10.21070/jees.v6i1.1020

Mahmoodi, M. H., & Yousefi, M. (2021). Second language motivation research 2010–2019: A synthetic exploration. Language Learning Journal, 50(3), 273–296. https://doi.org/10.1080/09571736.2020.1869809

Maulida, R. P., Ivone, F. M., & Wulyani, A. N. (2020). Fostering autonomy through digital reading: students’ evaluation of the ReadyRead application. J. Pendidik. Hum, 8, 113-123.

Mirzaei, A., Rad, H. S., & Rahimi, E. (2022). Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing. Computer Assisted Language Learning, 37(5–6), 1136–1165. https://doi.org/10.1080/09588221.2022.2068614

Mirzapour Kouhdasht, A. (2023). Transformative applications of technology in english language education: A literature review over the last two decades. Technology Assisted Language Education, 1(3), 45–62. https://doi.org/10.22126/tale.2023.2843

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for Systematic Reviews and Meta-Analyses: the PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097

Mubarok, H., Sofiana, N., Kristina, D., & Rochsantiningsih, D. (2022). Meaningful learning model through contextual teaching and learning; The implementation in the English subject. Edulingua Jurnal Linguistiks Terapan Dan Pendidikan Bahasa Inggris, 9(1), 23–34. https://doi.org/10.34001/edulingua.v9i1.3159

Neuendorf, K. (2017). The content analysis guidebook. SAGE Publications, Inc., https://doi.org/10.4135/9781071802878

Ozer, O., & Badem, N. (2022). Student motivation and academic achievement in online EFL classes at the tertiary level. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 361–382.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., . . . Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1136/bmj.n71

Patra, I., Alghazali, T. A. H., Sokolova, E. G., Prasad, K. D. V., Pallathadka, H., Hussein, R. A., Shanan, A. J., & Ghaneiarani, S. (2022). Scrutinizing the effects of e-Learning on enhancing EFL learners’ reading comprehension and reading motivation. Education Research International, 2022, 1–11. https://doi.org/10.1155/2022/4481453

Ray, S., & Sikdar, D. P. (2024). AI-driven flipped classroom: Revolutionizing education through digital pedagogy. British Journal of Education, Learning and Development Psychology, 7(2), 169–179. https://doi.org/10.52589/bjeldp-ltdjflih

Sallang, H., & Ling, Y. (2019). The importance of immediate constructive feedback on students’ instrumental motivation in speaking in English. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 1(2), 1–7. https://doi.org/10.33258/biolae.v1i2.58

Shang, H. F. (2021). The impact of blended discussions on learning motivation and EFL reading performance. Educational Studies - AESA, 57(6), 629–649. https://doi.org/10.1080/00131946.2021.1969932

Smirani, L., & Yamani, H. (2024). Analysing the impact of gamification techniques on enhancing learner engagement, motivation, and knowledge retention: A structural equation modelling approach. The Electronic Journal of e-Learning, 22(9), 111–124. https://doi.org/10.34190/ejel.22.9.3563

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039

Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17), 17. https://doi.org/10.7275/z6fm-2e34

Sürüç Şen, N. (2021). A Critical Review of Mobile-Assisted Language learning with a Focus on Empirical Studies. Journal of Learning and Teaching in the Digital Age, 6(2), 117-126.

Tajik, A. (2025). Exploring the role of AI-driven dynamic writing platforms in improving EFL learners’ writing skills and fostering their motivation. Research Square (Research Square). https://doi.org/10.21203/rs.3.rs-5788599/v1

Tan, J.PL., Nie, Y. (2015). The role of authentic tasks in promoting twenty-first-century learning dispositions. In: Cho, Y., Caleon, I., Kapur, M. (eds) Authentic Problem Solving and Learning in the 21st Century. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-287-521-1_2

Tavakoli, H., Lotfi, A. R., Biria, R., & Wang, S. (2019). Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education, 6(1). https://doi.org/10.1080/2331186x.2019.1580916

Urbaite, G. (2024). The role of technology in modern language education. EuroGlobal Journal of Linguistics and Language Education, 1(1), 3–10. https://doi.org/10.69760/w00r1v81

Vonkova, H., Jones, J., Moore, A., Altinkalp, I., & Selcuk, H. (2021). A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations. System, 103, 102622. https://doi.org/10.1016/j.system.2021.102622

Vu, T., Magis-Weinberg, L., Jansen, B. R. J., Van Atteveldt, N., Janssen, T. W. P., Lee, N. C., Van Der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M. (2021). Motivation-achievement cycles in learning: A literature review and research agenda. Educational Psychology Review, 34(1), 39–71. https://doi.org/10.1007/s10648-021-09616-7

Wei, L. (2023). Artificial intelligence in language instruction impacts English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1261955

Wentzel, K. (2020). Motivating Students to Learn (5th ed.). Routledge. https://doi.org/10.4324/9780429027963

Williams, M. & Burden, R. (1997). Psychology for language teachers: A social constructivist approach. Cambridge University Press, Cambridge.

Wilson, K., & Devereux, L. (2014). Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts—Journal of Academic Language and Learning, 8(3), A91-A100.

Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.

Wongsa, M., & Son, J. (2020). Enhancing Thai secondary school students’ English speaking skills, attitudes, and motivation with drama-based activities and Facebook. Innovation in Language Learning and Teaching, 16(1), 41–52. https://doi.org/10.1080/17501229.2020.1853134

Xiao, Y., & Watson, M. (2017). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456x17723971

Zhang, R., Zou, D., & Cheng, G. (2023). Chatbot-based learning of logical fallacies in EFL writing: perceived effectiveness in improving target knowledge and learner motivation. Interactive Learning Environments, 32(9), 5552–5569. https://doi.org/10.1080/10494820.2023.2220374