A systematic review of empirical studies on computer-assisted language learning

The aim of this study was to examine the current trends and main findings empirical computer-assisted foreign language learning studies. database, Web Science, reviewed a total 36 studies between 2000 2020 were analysed. systematic analysis performed with content method. articles analysed in following categories: technological trends, context used, variables, duration studies, data collection tools, strategies, skills/factors analysed, underlying theories, countries target languages, participants, years Along other insights review found, most common trend educational software, while contexts used varied greatly. Key variables from mostly small (less than 100 participants generally tertiary students), focused on contexts, skills (typically vocabulary speaking) participants’ attitudes. Underlying theories these greatly, Technology Acceptance Model Cognitive Load Theory being common. This can serve as guide for practitioners who plan designing teaching activities.