Despite the increasing attention to technology-enhanced language learning in English-as-a-foreign-language contexts, investigation regarding the effects of multimodal technologies on affective factors

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Traveling by Headset (2022) · doi

  Using some examples of IVR apps for second language learning, we discuss the research to date that focuses on the affordances of the technology for languaculture learning and propose how the effectiveness of these apps could be studied, expanding on the cognitive-affective model of immersive learning (CAMIL, proposed by Makransky & Petersen, 2021) to include social factors.

  Keywords: learning apps using examples second language discuss date focuses affordances technology languaculture propose effectiveness studied
• Multimodal Digital Storytelling Presentations among Middle-School Learners of English as a Foreign Language: Emotions, Grit and Perceptions (2022) · doi

  Despite the increasing attention to technology-enhanced language learning in English-as-a-foreign-language contexts, investigation regarding the effects of multimodal technologies on affective factors (particularly emotions and grit) in digital storytelling has remained underexplored.

  Keywords: language despite increasing attention technology enhanced learning english foreign contexts investigation regarding effects multimodal technologies
• UNDERSTANDING ESL LEARNING THROUGH A PSYCHOLINGUISTIC LENS (2026) · doi

  Future studies should investigate how digital interfaces influence working memory load, lexical processing, and the development of interlanguage, as well as how technology-mediated interaction shapes the affective dimensions of language learning, including anxiety and motivation.

  Keywords: future investigate digital interfaces influence working memory load lexical processing development interlanguage well technology mediated