Exploring Teachers’ View on Technology and a Sustainable Adoption Framework in Language Teaching and Learning: A Systematic Review
Bibliographic record
Abstract
This systematic review investigates teachers' viewpoints on technology integration in language teaching and learning, focusing on developing a sustainable adoption framework. Using the PRISMA framework, 225 peer-reviewed articles were initially selected, and 35 articles were finally included as they specifically addressed teachers' attitudes towards technology. Noteworthy findings reveal that 90% of these articles reflect positive perceptions among teachers, indicating a belief in technology's potential to enhance learning and teaching. However, despite this optimism, approximately 90% of those with positive views encounter challenges in effectively integrating technology into their teaching practices. The identified challenges underscore the need for a sustainable framework to promote technology integration into language teaching and learning. The findings contribute to the discourse on technology integration in language education, offering practical implications for educators, institutions, and policymakers. The proposed sustainable framework guides overcoming challenges and ensuring holistic and sustained technology integration in language teaching and learning.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.006 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".