A Systematic Review of Technology-Enhanced Project-Based Language Learning: Theoretical Frameworks, Project Types, and Implications for Future Research and Practice

<ns3:p>Background This paper aims to revisit the nature of published research on technology-enhanced project-based language learning (TEPBLL), exploring the conceptual framework or theories pertaining to TEPBLL, type of projects, and language knowledge or skills that could be promoted by TEPBLL, and showcases the implications derived from the application of TEPBLL. Methods Limited to high-quality SSCI publications and four gates of exclusion criteria, this research examined 31 articles on technology-enhanced project-based language learning applying PRISMA 2020 protocol, focusing on five aspects: (1) the nature of the publications, (2) the conceptual frameworks used in previous research, (3) the types of projects used in TEPBLL and its effectiveness in students’ language skills and knowledge, and (4) the implications of the studies. Results The findings revealed five theoretical frameworks, seven types of projects in TEPBLL, and eight major skills and knowledge that were promoted by technology-enhanced project-based language learning, and showcased three dimensions of implications for future research and practice in language education. Conclusions This study thoroughly examined TEPBLL on students’ language skills, language knowledge, and affective status through a systematic literature review. Furthermore, this study provided valuable insights for teachers, language facilitators, and administrators to consider the potential of TEPBLL in their classrooms.</ns3:p>