Beyond Traditional Teaching: A Systematic Review of Research on the Role of Technology in Teaching English Language Skills for Saudi University Students
DOI:
https://doi.org/10.17507/tpls.1606.32Keywords:
EFL teaching, digital technologies, artificial intelligence (AI), English language skills, systematic reviewAbstract
This systematic review analyses the influence of technology on the teaching of English language skills to Saudi university students, emphasizing digital technologies, pedagogical frameworks, contextual variables, and research quality. Using PRISMA guidelines, 17 empirical research published between 2021 and 2025 were examined. The results show that Learning Management Systems (like Blackboard), mobile-assisted language learning tools (like WhatsApp), multimedia resources, and new artificial intelligence (AI) applications like automatic writing evaluation systems are all being used by the language teachers. Technology integration yielded primarily advantageous results, particularly in enhancing speaking, reading, and writing skills; nevertheless, grammar and pronunciation were insufficiently examined. The review emphasizes that the efficacy of technology is significantly influenced by institutional infrastructure, the digital proficiency of instructors, and access to specialized professional development. In terms of approach, the majority of studies utilized mixed-methods and perception-based designs, exhibiting a scarcity of experimental and longitudinal research. There were substantial gaps found in skill-specific methods, AI integration beyond writing, and rigorous outcome measurement. The study signifies that integrating technology-enhanced EFL instruction with evidence-based instructional methods and continuous institutional support is vital for attaining measurable language gains and supporting Saudi Vision 2030’s goals of digital transformation and human capital development.
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