Background The integration of digital technologies into project-based language learning has attracted growing scholarly attention; however, research in this area remains conceptually fragmented. A systematic synthesis of theoretical foundations, projects typologies, language skills and knowledge addressed, and pedagogical implications of technology-enhanced project-based language learning (TEPBLL) is still limited. Methods Restricted to SSCI-indexed publications and guided by PRISMA 2020 protocols, this systematic review examined 31 empirical studies published between 2015 and 2024. The analysis focused on the nature of publications, underlying theoretical frameworks, types of technology-supported projects, reported language-learning outcomes, and implications for research and instructional practice. Results The reviewed studies indicate that TEPBLL research is predominantly grounded in five theoretical frameworks and encompasses seven diverse technology-supported projects types. Across studies, TEPBLL is frequently reported improvements in eight major skills and knowledge areas. The review also identifies recurring three dimensions of implications for instructional practice and future research. Conclusions This review systematically synthesizes prevailing patterns in the TEPBLL literature. The study offers a coherent and comprehensive overview that can guide future research design and support more theory-informed, methodologically rigorous, and context-sensitive application of TEPBLL.
Fikria et al. (2025) studied this question.