Challenges and Affordances of Developing Receptive and Productive Skills via Technology-Based Instruction

Abstract

The need to learn about the wide range of emerging educational technologies and the result of their implementation for second language learning purposes led to conducting the present review article. To this end, a rigorous review was conducted to provide a hierarchy of challenges versus affordances ahead of second language (L2) teachers who use technology-based instruction. One hundred thirty-two peer-reviewed articles published from 2014–2020 were included in the present review. The review was conducted on blended and distance L2 learning studies elaborating on receptive and productive language skills. The challenges and affordances reported by 132 articles were collected and arranged based on their frequency and were visualized in four separate skill- based hierarchies. Indicating the distribution of challenges versus affordances concerning language skills, the findings have significant pedagogical and theoretical implications for researchers and practitioners in the blended and distance L2 learning-teaching field.