Theoretical trends of research on technology and L2 vocabulary learning: A systematic review

Vocabulary development is critical for second language (L2) learners in both English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts. Recently, a large body of research has been dedicated to how computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) can facilitate vocabulary knowledge in L2 learners in both EFL and ESL settings. A number of reviews on this topic have been conducted, however, little attention has been given to learners in PreK-12. Also missing from the existing research is an in-depth examination of the theories underlying vocabulary learning within technological programs. However, understanding theoretical foundations of vocabulary learning is critical for both researchers and educators who seek to improve vocabulary development in L2 learners. The current study aims to close these gaps by investigating research on the use of technology for L2 vocabulary learning for learners in PreK-12 between 2011 and 2020. Using systematic review procedures, a total of 80 articles were identified for analysis. Results showed information/cognitive theories were most frequently and explicitly referenced, followed by social theories of learning. Consistent with previous research syntheses on CALL and MALL, many studies did not articulate an explicit theoretical framework used in their research. These findings suggest that research on technology-mediated vocabulary learning for Prek-12 L2 learners should be conducted from more diverse and explicit theoretical perspectives.