文献类型：期刊文献

英文题名：How Digital-Intelligent Technologies Enabled Language Education

作者：Wang, Chenxin[1]; Xu, Sijia[1]; Wei, Keyu[1]; Zheng, Guofeng[1]

机构：[1] East China University of Science and Technology, School of Foreign Languages, Shanghai, China

年份：2025

起止页码：685

外文期刊名：Proceedings of 2025 9th Asian Conference on Artificial Intelligence Technology, ACAIT 2025

收录：EI(收录号：20262721034126)

语种：英文

外文关键词：E-learning - Education computing - Engineering education - Students - Teaching - Translation (languages)

摘要：Recent decades have seen diverse technologies integrated into language education, with studies confirming their potential to enhance learning, primarily focusing on student impacts. However, evidence regarding widely adopted teacher technologies and their classroom utility remains underexplored. This systematic review addresses this gap by critically analyzing 66 peer-reviewed studies (2017-2024) from Web of Science SSCI. Findings reveal most studies employed empirical methods, notably quasi-experiments. English dominated as the researched language. Online technologies were most prevalent among teachers, though intelligent technologies are emerging. Research has emphasized writing and speaking instruction, with less attention paid to reading, listening, and translation. Technologies demonstrably aided teachers by reducing workload, facilitating planning, and enhancing pedagogy. Teacher factors (e.g., digital literacy, experience, perceptions) significantly influenced technology implementation. The review identifies research gaps and future directions, highlighting challenges in technology-enhanced language education. Recommendations include expanding research to non-English languages and technology-transformed translation training. Future trends point towards deeper AI integration and the need for teacher competency development to effectively design technology-enhanced learning. ? 2025 IEEE.