This study presents a comprehensive systematic review of empirical research published between 2020 and 2024 on technology-enhanced willingness to communicate (WTC) in second language (L2) oral learning contexts. Recognizing the growing importance of digital tools in language education, this review aims to synthesize current findings and provide practical and theoretical insights for educators and researchers. Using the PRISMA framework, a systematic search was conducted in the Web of Science and Scopus databases, yielding 62 eligible journal articles after applying the defined inclusion criteria. This review identified the current research landscape, methodological features, and technological applications used to foster L2 WTC. Twelve categories of digital technologies have been employed to foster learners’ WTC. Most studies reported positive outcomes, with improvements in students’ motivation, confidence, oral proficiency, and engagement. A conceptual framework was proposed to classify the impact of different technologies across three key dimensions of WTC: social interaction, communicative competence, and affective-motivational support. The findings suggest that future studies should expand to diverse learner populations, adopt more robust methodologies, incorporate emerging technologies, and explore WTC beyond speaking. Overall, this review contributes to a deeper understanding of how digital tools can be effectively integrated into L2 pedagogy to enhance learners’ communicative willingness and oral engagement.
Bao et al. (Mon,) studied this question.