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In recent years, there has seen a growing interest in technology-enhanced language learning (TELL) in early childhood education, highlighting its potential for preschoolers. This study employed the PRISMA framework to analyze 34 SSCI-indexed articles published between 2006 and 2023, aiming to examine the current state of research on TELL for preschoolers. The analysis was conducted around publication trends, target languages, theoretical foundations, technologies, language learning outcomes. The results showed that (a) the number of publications in TELL for preschoolers has increased since 2017; (b) English language is investigated the most; (c) sociocultural theory and cognitive constructivism are the most adopted theoretical frameworks; (d) e-book tools are used the most to assist preschoolers’ language learning; (e) vocabulary acquisition is the most frequently researched language learning outcome. This review examines the evolution, challenges, and potentials of TELL for preschoolers, highlighting its implications for children development. A suggestion for future research is examining inclusive languages, emerging AI and VR technologies, and conduct long-term studies to check the effectiveness of technologies in language learning for preschoolers.
Fu et al. (Tue,) studied this question.