A Systematic Review of Current Research on Affordances and Challenges of Technology-Assisted Grammar Learning

Abstract

The integration of emerging educational technologies for the second language (L2) learning purposes in general and L2 grammar learning, in particular, is perceived to have mass appeal among e-learning practitioners. Reporting challenges and affordances highlighted in the research findings of existing literature in the technology-assisted language learning (TALL) field was the main goal of this research. To this end, a rigorous systematic review was conducted to shed light on the current state of research in terms of the challenges and affordances of technology-assisted L2 grammar learning. Following a rigorous screening of major databases, sixty-eight peer-reviewed articles published from 2010–2020 were included. The results concerning the reported challenges and affordances were separately discussed and synthesized. The findings of the study have theoretical implications for researchers about challenges and problems that need to be researched in future studies. Pedagogically, the findings inform teachers about the available affordances that can be used to facilitate grammar learning in TALL environments.