Technology in English vocabulary instruction for K-12: A systematic literature review

Year 2024, Volume: 10 Issue: 2, 146 - 179, 31.12.2024

Oğuzcan Yavaş , Ahmet Başal

https://doi.org/10.47216/literacytrek.1535630

Abstract

Recognizing the crucial role of vocabulary knowledge in foreign language learning, this study conducts a systematic literature review, analyzing 21 theses from the Turkish Council of Higher Education’s (YÖK) National Thesis Center from 1990 to 2020, following PRISMA guidelines and What Works Clearinghouse standards, on the integration of technology in English vocabulary instruction across the K-12 education. The study examines the levels, types, benefits, and limitations of technologies used in vocabulary instruction in the determined theses. The findings indicate that theses have explored the use of technological tools such as software applications, mobile apps, and Web 2.0 tools in K-12 English education in Türkiye. These studies primarily concentrate on enhancing receptive vocabulary skills while neglecting productive skills, and are predominantly employed in high schools. Given the significant gaps in primary and middle schools, further research is recommended to explore and expand the use of these technologies to enhance both receptive and productive foundational skills in these educational stages.

Keywords

English language teaching, Foreign language teaching, K-12, Systematic literature review, Vocabulary teaching

Ethical Statement

This research was a systematic literature review and did not involve human participants. Accordingly, the study did not require approval from an ethics committee, as it exclusively involved the analysis of previously published data and did not include any direct human experimentation or intervention. This study is based on the first author’s master’s thesis, conducted under the supervision of the second author.

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