Challenges and affordances of reading and writing development in technology-assisted language learning

ABSTRACT

The present study was conducted to investigate and confirm the efficacy of educational technologies that could facilitate reading and writing development (affordances). It also investigates and reports on problems with these educational technologies that could limit reading and writing development (challenges) in a technology-assisted language learning (TALL) environment. One hundred sixty-five Web of Science and Scopus indexed journal articles published between 2015 and 2021 on reading and writing development in TALL contexts were included in the study based on predetermined exclusion-inclusion criteria. Pedagogically, the findings inform language teachers who seek a better understanding of available tools, strategies and activities in TALL to facilitate reading and writing development. In addition, the findings shed light on future research trends and highlight the theoretical and pedagogical challenges that need to be addressed in future studies to overcome the reported limitations and problems.

KEYWORDS:

• Technology-assisted language learning (TALL)
• reading development
• writing development
• challenges
• affordances

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Akbar Bahari

Akbar Bahari, PhD, has conducted research on a variety of topics in technology-assisted language learning (TALL). He has introduced and conceptualized some concepts, including nonlinear dynamic L2 motivation, FonF practice model, nonlinear dynamic individual-centered assessment, nonlinear dynamic interactive reading model, nonlinear dynamic individual learner differences, etc. He has published articles in several journals including Computers & Education, Interactive Learning Environments, The Journal of Open, Distance and e-Learning, CALL-EJ, Teaching English with Technology, CALICO Journal, E-Learning and Digital Media, International Journal of Human–Computer Interaction and Journal of Computer Assisted Learning.

Leila Gholami

Leila Gholami is a PhD student in Linguistics and Applied Linguistics in the Department of English at Arizona State University, Arizona, USA. Her research interests primarily lie in the area of instructed second language acquisition, particularly in relation to the integration of focus on form (FonF) with communicative approaches toward language teaching and the role of formulaic language in incidental FonF and in developing second language fluency. She has published in the journals of Language Teaching Research and System.