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In the time of the COVID, with more frequent usage of digital technologies, it is expected that new concepts of digital literacy and new findings and research trends of digital technology-based language teaching and learning will appear during COVID. With such understanding, this paper presents a systematic review of studies where digital literacy and digital technology-based pedagogy are discussed in the field of English language education during the pandemic. Through the qualitative synthesis of 32 studies included in this review, it is found that the classroom roles of digital technology have shifted from complementary to necessary, and factors such as teachers’ and students’ engagement in online learning mode are newly developed areas of interest after the COVID. However, this review demonstrates that the conceptualisations of digital literacy remain somewhat unchanged, and the focused age group is still largely concentrated in secondary and tertiary settings. It is hoped that future research can focus more on the primary school context, and to discover new perspectives of digital literacy to help our students to make better use of digital technologies to assist their language learning. abstract should summarize the contents of the paper and should contain at least 100 and at most 300 words.
Minxue Du (Wed,) studied this question.