A systematic review of technology-enhanced L2 listening development since 2000

Ruofei ZHANG, Di ZOU, Gary CHENG

Research output: Journal PublicationsJournal Article (refereed)peer-review


Since 2000, technology-enhanced L2 listening development (TELD) has been increasingly investigated. However, systematic reviews concerning the technologies, learning tasks, and outcomes of TELD remain limited. To fill this gap, we conducted a systematic review of publications from 2000 to 2022 on TELD from the perspectives of technologies, learning tasks, and learning outcomes. Forty-six articles from Web of Science were screened by predefined criteria and analysed based on a step-by-step procedure using the PRISMA framework. The findings revealed 13 types of technology and 19 learning tasks useful for TELD. TELD was effective both in terms of building listening skills and enhancing learner emotions. The studies showed that TELD supported learner interactions, encouraged active engagement, and augmented various learning tasks. Based on the findings, we developed a TELD model consisting of two parts: “Within cognitive systems,” in which learners deal with cognitive schemata, listening strategy application, and listening practice via solid attention; “outside of cognitive systems,” in which TELD can construct and reconstruct cognitive schemata, support listening practices, encourage and guide listening strategy application, and improve learner emotions and attention by providing learning materials and activities based on listening-related knowledge, listening exercises with feedback, prompts and feedback on listening strategy application, and a sense of enjoyment and comfort.
Original languageEnglish
Pages (from-to)41-64
Number of pages24
JournalLanguage Learning and Technology
Issue number3
Publication statusPublished - Oct 2023


  • Foreign Language
  • Listening
  • Second Language
  • Technology-enhanced Language Learning


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