Content area
A growing body of research has explored how technology can enhance the development of pragmatic competence in a second language (L2). This systematic review synthesizes 37 empirical studies published between 2015 and 2024, focusing on various technological applications such as computer-mediated communication (CMC), interactive automated dialogues, virtual environments, and digital games. The analysis highlights that these tools promote pragmatic development by providing authentic or semi-authentic interaction, contextualized learning, and personalized practices. Meanwhile, the review also uncovers key challenges from both technological constraints and individual dimensions. Based on the findings, this review suggests several directions for future research. Further studies should adopt longitudinal, multimodal, and socially situated approaches, explore emerging generative AI technologies, and examine the interaction between individual learner differences and technological affordances to increase understanding of this evolving field.
Details
Speech Acts;
Language Usage;
Competence;
Communicative Competence (Languages);
Influence of Technology;
Researchers;
Sociolinguistics;
Educational Technology;
Videoconferencing;
Periodicals;
Meta Analysis;
Cooperative Learning;
Journal Articles;
Technology Integration;
Linguistic Competence;
Discourse Analysis;
Computer Mediated Communication;
Native Speakers;
Databases;
Data Analysis;
Second Language Learning;
Pragmatics;
Affordances;
Database Management Systems
Video teleconferencing;
Computer mediated communication;
Communication;
Social networks;
Instant messaging;
Virtual reality;
Computer & video games;
Technology;
Sociolinguistics;
Research methodology;
Second language learning;
Artificial intelligence;
Pragmatics;
Interpersonal communication;
Systematic review;
Authenticity;
Competence;
Telecommunications
1 Institute for International Education, Guangdong University of Foreign Studies, Guangzhou 510420, China
2 Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou 510420, China