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Technology Integration in Teaching English as a Foreign Language: A Content

Analysis Study

Article in Journal of Educational Technology and Online Learning · December 2021

DOI: 10.31681/jetol.972577

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 Journal of Educational Technology
& Online Learning
V o l u me 5 │I s s u e 1 │2 0 2 2
http://dergipark.org.tr/jetol

Technology integration in teaching English as a foreign language: A content

analysis study
Tarık Başar a * , Leyla Şahin b
a
Kırşehir Ahi Evran University, Turkey
b
Ministry of National Education, Turkey

Suggested citation: Başar, T. & Şahin, L. (2022). Technology integration in teaching English as a foreign language: A content analysis study.
Journal of Educational Technology & Online Learning, 5(1), 204-222.

Article Info Abstract

Keywords: The main purpose of this research is to identify research trends that have been conducted
over the last five years (2016-2020) on the role of technology integration in teaching
Teaching English as a foreign
English as a foreign language. For this purpose, the descriptive content analysis is used
language
in the research. In accordance with the keywords, systematic review was carried out and
Technology integration
366 studies were included in the scope of the research. The study has revealed that there
Foreign language/second
is an increasing trend in the number of studies from 2016 onwards and what’s more,
language teaching
flipped learning and mobile-assisted language learning subjects are among the mostly
studied subjects. In the studies, experimental designs were chosen more, as a data
collection tool, questionnaire/scale was preferred; and descriptive statistics were
preferred more as a data analysis technique. In most of the studies, the sample group
consists of university students and the sample size is in the range of 0-50. In addition,
when the results in the studies within the scope of the research are analyzed, the most
obtained result is that the participants' views on technology integration are positive.
Based on the trends of the studies examined within the scope of the research, this study
Research Article offers recommendations for the future studies in the field.

1. Introduction
In the 21st century we have lived in, it is possible to see technology integration in all areas of life.
Technology has been integrated into human life (Solak & Erdem, 2015) via computers, mobile devices,
social media platforms, etc. Technology integration brings many innovations and changes in social,
cultural, economic areas. Thus, it can be said that “changing” is the only reality that does not change in the
21st century when technology integration is incorporated into all areas of life (Polat Demir & Kutlu, 2016).
Education is one of the most important areas where this changing occurs due to the technology integration.
Prensky (2001), identifying today's students as digital natives, states that the new generation grows up with
technology from an early age, therefore; students are natural speakers of this technological language.
Accordingly, the integration of technology in education is a real need for the students who grow up with
the technology of the 21st century (Chapelle, 2003). For this reason, in today's conditions, the use of
technological tools in the teaching-learning process has become a necessity, not a choice, in order to provide
students with better learning opportunities (Aduwa-Ogiegbaen, 2009; Okojie, Olinzock, Okojie-Boulder,
2006).

*
Corresponding author. Department of Education Sciences, Kırşehir Ahi Evran University, Turkey.
e-mail address: tarik.basar@ahievran.edu.tr

Doi: https://doi.org/10.31681/jetol.972577
Received 17 Jul 2021; Revised 2 Dec 2022; Accepted 2 Dec 2022
ISSN: 2618-6586 . This is an open Access article under the CC BY license.
JETOL 2022, Volume 5, Issue 1, 204-222 Başar, T. & Şahin, L.

Foreign language education has also been affected by the changes in education with technology integration
(Arslan & Akbarov, 2010; Pokrivcakova, 2019). Foreign language education has a crucial importance today
in particular. The developments in information and communication technologies have removed barriers
among countries, and on this occasion information sharing and communication have come into the
prominence (Aslan, 2017). For this reason, foreign language learning has become a vital need for
individuals in the globalizing world (Özer & Korkmaz, 2016; Türkben, 2018; Türker & Genç, 2018).
English, widely used all over the world -among all foreign languages- as lingua franca, is in the forefront
(Demir & Yavuz, 2014). English, accepted as a common language, is mostly spoken language all over the
world (Suna & Durmuşçelebi, 2013). Technology integration must be adopted so as to teach English
language in an effective way, which is crucial in today's world. In other words, foreign language teaching
should not be based on traditional methods in which learners are passive recipients of information (Valeev,
Latypova & Latypov, 2016). Teaching foreign language with traditional teaching methods to the digital
natives is too tough (Türker & Genç, 2018). Traditional English teaching methods prevent to make learning
environments suitable for students' individual needs and learning styles. Traditional teaching methods can
also cause learners to get bored and lose their motivation in the language learning process (Hazarika, 2017).
Additionally, it is very difficult to reach the main goal of communication by means of traditional teaching
methods. Traditional teaching methods make understanding the structure, meaning and applying function
of a language difficult for learners (Shyamlee & Phil, 2012).
Interactive learning environments are improved with technology integration in foreign language teaching,
thus learners can use the foreign language that they have learned (Aslan, 2017). In other words, the language
learning process turns into learner centered. Moreover, learners' motivation for learning foreign languages
increases (Ahmadi, 2018). Therefore, technology integration makes it easier to learn a foreign language
(Aydın, 2018). Technology integration, facilitating the learning of the English language, could be achieved
with various technological tools. Online English learning websites, electronic dictionaries, computer
assisted language learning programs, various chat programs, virtual conferences and mobile assisted
language learning can be given as an example (Hazarika, 2017).
1.1 The Importance of Study
With the integration of technology into foreign language teaching, studies examining this situation have
started to be carried out in the literature. In other words, studies examining the effectiveness and the role of
technology integration in foreign language teaching have been carried out. Especially in the 2000s, when
computer and internet usage became widespread, these studies started to take place in the literature (Zengin
& Aksu, 2017). In these studies, various types of technology integration were examined in terms of foreign
language teaching. Most of these studies were focused on teaching English as a foreign language. For
example; flipped learning (Kırmızı & Kömeç, 2019; Suranakkharin, 2017; Teng, 2017), computer assisted
learning (Alhujaylan, 2019; Enayati & Gilakjani, 2020; Kızmaz, 2019) mobile learning (Almogheerah,
2020; Bensalem, 2018; Şahan, Çoban & Razı, 2016), multimedia (Kaymak, 2019; Mei, Guo & Li, 2017;
Zhao et al., 2019), augmented reality (Akçayır & Akçayır, 2016; Ho, Hsieh, Sun & Chen, 2017; Tsai, 2020)
and such studies were conducted on the role of teaching English as a foreign language. There are many
studies on the role of technology integration in teaching English as a foreign language in the literature.
Content analysis study that summarizes and presents a synthesis of these studies is needed. In other words,
there is a need for content analysis study that reveals the trends of the studies in the literature.
In the literature, there are lots of content analysis studies on the role of technology integration in foreign
language teaching. However, these studies generally focus on a single type of technology integration. For
instance, the role of flipped learning (Arslan, 2020; Filiz & Benzet, 2018), mobile learning (Persson &
Nouri, 2018; Uzunboylu & Genç, 2017; Viberg & Grönlund, 2012), virtual reality (Solak & Erdem, 2015)
related studies, which is in foreign language teaching are included in the literature. However, there is no
restriction in the present study and all studies involving technology integration have been included. Thus,

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both the general trend in the literature has been determined and the types of technology integration used in
the studies have also been revealed.
There are also meta-analysis studies presenting a synthesis of the studies on the role of technology
integration in foreign language teaching in the literature (Al-Wasy, 2020; Chang & Hung, 2019; Haidari,
Baysal & Kanadlı, 2020; Köprülü, Öznacar & İlginç Demirsu, 2020). But only experimental studies were
based on these meta-analysis studies. However, no method restrictions were made in this study and thus,
the methodological trends in the literature has also been revealed.
In addition, another factor that makes this research valuable for the literature is the presentation of a
synthesis of the results and suggestions from the studies. It is believed that the trends put forward the results
and suggestions of the studies conducted in the literature will also be a guide for the future studies. Another
factor that makes this research different from the other content analysis studies in the literature is the
determination of trends in both national and international areas. In other words, the similarities and
differences were brought out in this study by comparing the field trends not only in Turkey but also in
international field.
The results obtained from this research will not only give the trends in the literature, but also provide clues
for the deficiencies. It is thought that these clues will be a guide for future studies. In other words, it is
thought that findings will lead different studies instead of similar studies in the literature. In addition, it is
thought that this study will be a guide for teachers and researchers who want to benefit from technology
integration in teaching English as a foreign language.
1.2 The Purpose of Study
The main purpose of the research is to present a synthesis of the studies conducted in the last five years on
the role of technology in teaching English as a foreign language in both national and international literature.
In other words, this study aims to identify research trends on this subject in the literature.
The following research questions guide this study:
• What is the distribution of the studies in terms of years of publication?
• What is the distribution of the studies in terms of subjects?
• What is the distribution of the studies in terms of research designs?
• What is the distribution of the studies in terms of data collection tools?
• What is the distribution of the studies in terms of data analysis techniques?
• What is the distribution of the studies in terms of sample groups?
• What is the distribution of the studies in terms of sample sizes?
• What is the distribution of the studies in terms of results?
• What is the distribution of the studies in terms of suggestions?

2. Methodology
This research is qualitative research and is designed as based on the descriptive content analysis, one of the
content analysis approaches. In the descriptive content analysis approach, research trends on a specific
subject are revealed (Çalık & Sözbilir, 2014). As it is aimed to identify research trends conducted over the
last five years (2016-2020) on the role of technology integration in teaching English as a foreign language,
descriptive content analysis approached is used in this study.

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2.1. Data Collection

Firstly, it was decided which databases would be accessed for the studies so as to include in the scope of
the research during the data collection process. In this sense, two national and one international databases
were selected. National databases consist of Council of Higher Education National Thesis Center and TR
Index database. Council of Higher Education National Thesis Center was preferred as it contains all
postgraduate thesis studies in Turkey. TR Index database was preferred since it is a database where many
journals were scanned in Turkey. In addition, TR Index was used as a database in which it is compulsory
to publish an article in applications for associating professorship in Educational Sciences field in Turkey.
WOS [WEB of Science] database was chosen as an international level. According to Cok (2016), WOS is
a reliable database that scans the most important scientific journals in the field of education, information,
and communication technology. For this reason, international studies were tried to be reached through the
WOS database.
In the research, after deciding on the databases, the keywords that will be scanned in these databases were
tried to be determined. In this context, an expert in the field of instructional technologies and an expert in
the field of second language teaching were consulted. According to opinions, a comprehensive list of
keywords has been developed. That many keywords have been identified as technology is a
multidimensional concept. Therefore, a scan was carried out by using a large number of keywords in the
databases. Consequently, it has been tried to include all studies related to the subject in the literature. The
following keywords were used in the scan: "technology", "technology integration", "instructional
technologies", "flipped learning", "web 2.0 technologies", "computer assisted learning", "mobile learning",
"virtual classroom", " "digital games", "digital learning", "multimedia", "augmented reality", "social
networks", "distance learning", "blended learning", web-based learning", "online learning", "simulation",
"animation" ”, “technology assisted language teaching” and “English as a foreign language”.
In the research, all three databases were reviewed in terms of identified keywords. Studies included in the
scope of the research were decided in the light of the criteria stated below.
These criteria are:
• The study has been published in the last five years (2016-2020).
• The subject of the study is about technology integration in foreign language teaching.
• The foreign language studied in the study is English.
• The full text of the study is accessible.
In the research, studies fulfilling the above criteria were included in the scope of the research. Also, articles
produced from postgraduate thesis studies at the national level were excluded from the research in order
not to repeat the same data.
Numerical information about the studies included in the scope of the research is presented in Table 1:
Table 1.
Numerical Information About the Studies
National (f) International (f) Total (f)
Master’s Thesis 87 - 87
Publication Type Doctoral Thesis 19 - 19
Article 40 220 260
Turkish 44 - 44
Publication Language
English 102 220 322
Total 146 220 366

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On study of Table 1, it is seen that total of 366 studies, 146 at the national level and 220 at the international
level, were included in the research. When the studies examined within the scope of the research are
analyzed in terms of publication language, it is seen that the publication language is English in most of the
studies conducted at the national level (f: 102).
A form called “publication review form” was developed to examine the studies included in the research.
This form consists of 12 sections. The first 5 sections of the form constitute the sections in which
information about the author of the study, publication type, publication year, publication language and
national/international nature of the publication are specified. In other words, the first five sections are the
sections in which descriptive information is given about identity of the study. The 6th, 7th, 8th, 9th and
10th sections are the sections in which information about the research design, data collection tools, data
analysis techniques, sample group and sample size are stated respectively. In other words, these five
sections are the sections in which the methodological features of the studies examined are stated. The last
two sections of the form are the sections in which information about the results from the studies and the
suggestions are stated.
2.2. Data Analysis
Content analysis technique was used in the analysis of the collected data in the research. Content analysis
is the process of organizing the data from the research into categories (Bowen, 2009). According to Merriam
(2009), categorization is a data analysis, which should be carried out together with the data collection
process. In this sense, data analysis was started with the data collection process in the research. While the
studies included in the scope of the research were examined according to the sections contained in the
publication review form, the process of creating a category for the sections in the form was started. In this
context, at first researchers examined 10% of the studies included in the scope of the research
simultaneously. During this review process, researchers developed categories for sections in which the
methodological characteristics of the studies and their results and suggestions were stated in the publication
review form. For example, primary school student, middle school student, high school student, university
student, teacher, instructor categories were developed for the sample group. Then, researchers analyzed the
studies independently from each other within the framework of the determined categories. During this
independent review process, new different categories emerged for each section. Researchers came together
for these new different categories and discussed these categories and revised the form according to the new
categories. For example, new categories such as pre-service teacher, language school student were added
to the form for the sample group. Accordingly, the category improvement process continued until the data
analysis was completed.
The studies examined within the scope of the research were classified according to one or more categories
for each section of the publication review form. For example, data collection tool section of the form was
classified in 3 different categories in some studies: interview, questionnaire, and achievement test. In the
study, frequency values were calculated for each classified category.
In the study, the percentage of compliance between the researchers was calculated by comparing the
categories that both researchers classified independently from each other. This percentage of agreement
was calculated using the formula proposed by Miles and Huberman (1994) (agreement/agreement +
disagreement) and this value was determined as .96. This value also shows that the categories classified
within the scope of the research are reliable.

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3. Findings
3.1. Findings of Publication Years of the Studies
The distribution of the studies in terms of years between 2016 and 2020 is presented in Graphic 1.

2020 104
71
33
2019 94
57
37
2018 74
44
30
2017 60
32
28
2016 34
16
18
0 20 40 60 80 100 120

Toplam Uluslararası Ulusal

Graphic 1. Distribution of the Studies in terms of Publication Year

As indicated graphic 1, the studies were carried out in 2020 at most. In addition, there is an increasing trend
in the number of studies from 2016 onwards.
3.2. Findings of Subjects of the Studies
The distribution of the studies in terms of subjects is presented in Table 2:
Table 2.
Distribution of the Studies in terms of Subjects
Subject of the study National (f) International(f) Total (f)
The role of flipped learning 33 32 65
The role of mobile assisted language learning 12 33 45
The role of computer-assisted language learning 16 19 35
The role of blended learning 16 13 29
The role of digital games 2 17 19
The role of social networks 5 16 21
The role of multimedia 3 17 20
The role of Web 2.0 tools 12 7 19
The role of online learning 3 13 16
The role of augmented reality 6 9 15
The role of distance education 8 5 13
Availability of technology 6 5 11
Technological pedagogical content knowledge 4 6 10
Other 20 28 48

As shown in the table 2, the most studied subject in the studies is the role of flipped learning (f:65) in
teaching English as a foreign language. The role of mobile-assisted language learning (f:45) and the role of
computer-assisted language learning (f:35) are another most studied subjects. Study subjects with low
frequency (web-based learning, digital story, digital literacy, etc.) are given under the title of “other” section
in the table.
3.3. Findings of Research Designs of the Studies
The distribution of the studies in terms of research designs is presented in Table 3:

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Table 3.
Distribution of the Studies in terms of Research Designs
Research design National (f) International (f) Total (f)
Experimental Design 41 81 122
Descriptive/ Survey Model 28 39 67
Case study 20 16 36
Review 5 20 25
Mixed Design (explanatory sequential design) 11 10 21
Action research 5 11 16
Mixed Design (unspecified type) 9 6 15
Embedded design 5 4 9
Meta-analysis 2 5 7
Phenomenology 2 2 4
Mixed Design (Triangulation) 2 1 3
Mixed Design (exploratory sequential design) 1 1 2
Mixed Design (convergent parallel design - 2 2
Mixed Design (Intervention Design) 2 - 2
Other 6 7 13
Unspecified 7 15 22

As seen in Table 3, the most preferred research design is the experimental design (f:122). After the
experimental design, the most preferred designs are the descriptive/survey model (f:67) and the case study
model (f:36). In addition, it is seen that the explanatory sequential design (f:21) is mostly used design type
among the mixed design types in research. However, in many studies where mixed design was preferred
(f:15), the design type was not specified. Additionally, in some of the studies (f:22), the research design
was not clearly stated. In the table, research designs with low frequency (comparative study, corpus design,
discourse analysis and so on) are presented under the title of “other” section.
3.4. Findings of Data Collection Tools of the Studies
The distribution of the studies in terms of data collection tools is presented in Table 4:
Table 4.
Distribution of the Studies in terms of Data Collection Tools
Data collection tool National(f) International (f) Total (f)
Questionnaire /Scale 109 131 240
Interview 83 66 149
Achievement test 56 92 148
Observation 10 26 36
Reflective Diaries 22 13 35
Environment/Media Records 6 13 19
Course Evaluation Form 6 5 11
Other 16 22 38

When Table 4 is examined, it is seen that the most frequently used data collection tool in the studies is
questionnaire /scale (f:240). Interview (f:149) and achievement test (f:148) are the other most used data
collection tools. Data collection tools with low frequency (student portfolios, worksheets, lesson plans, and
such) are given under the title of “other” section in the table.
3.5. Findings of Data Analysis Techniques of the Studies
The distribution of the studies in terms of data analysis techniques is presented in Table 5:

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Table 5.
Distribution of the Studies in terms of Data Analysis Techniques
Data analysis technique National (f) International (f) Total (f)
Descriptive Statics 69 124 193
t test 73 74 147
Content analysis 70 59 129
Analysis of variance 25 29 54
Correlation analysis 18 20 38
Descriptive analysis 27 6 33
Thematic analysis 9 15 24
Mann Whitney U test 12 10 22
Kolmogorov-Smirnov test 16 5 21
Factor analysis 10 9 19
Wilcoxon signed ranks test 14 2 16
Ancova analysis 7 8 15
Shapiro-Wilks test 10 2 12
Other 10 15 25

On examination of Table 5, it is clearly seen that the most frequently used data analysis technique in the
studies is descriptive statistics (f: 193). On the other hand, t test (f:147) and content analysis (f:129) are the
other most used data analysis techniques. In the table, data analysis techniques with low frequency (manova,
regression, friedman test, etc.) are given under the title of "other" section.
3.6. Findings of Sample Groups of the Studies
The distribution of the studies in terms of sample groups is presented in Table 6:
Table 6.
Distribution of the Studies in terms of Sample Groups
Sample Group National (f) International (f) Total (f)
University student 67 104 171
High school student 18 15 33
Teacher 16 16 32
Pre-service teacher 15 15 30
Middle school student 13 15 28
Instructor 16 10 26
Language school students 2 11 13
Primary school student 3 7 10
Other 3 5 8

On examination of Table 6, it is seen that the most studied sample group is university students (f: 171).
High school students (f:33) and teachers (f:32) are the other most studied sample groups. In the table,
sample groups with low frequency (parents, school administrators, graduates, etc.) are given under the title
of "other" section.
3.7. Findings of Sample Sizes of the Studies
The distribution of the studies in terms of sample sizes is presented in Table 7:

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Table 7.
Distribution of the Studies in terms of Sample Sizes
Sample size National (f) International (f) Total (f)
Between 0-50 71 86 157
Between 51-100 35 61 96
Between 101-150 20 26 46
301 and above 15 9 24
Between 151-200 6 7 13
Between 251-300 3 5 8
Between 201-250 3 4 7

As shown in the table 7, the most studied sample size is in the range of 0-50 (f: 157). 51-100 (f:96) and
101-150 (f:46) ranges are the other most studied sample size ranges.
3.8. Findings of Results of the Studies
Distribution of the studies in terms of results is presented in Table 8:
Table 8.
Distribution of the Studies in terms of Results

Results National (f) International (f) Total (f)

Participants' opinions on technology integration are positive. 50 84 134

Technology integration increases motivation 41 63 104

Technology integration affects success positively 27 38 65

Technology integration contributes to the development of self-

21 25 46
confidence and self- efficacy

Technology integration affects course participation positively 20 25 45

Technology integration supports learner autonomy 17 23 40

Technology integration affects vocabulary learning positively 19 20 39

Technology integration affects speaking skills positively 12 27 39

Technology integration affects writing skills positively 14 19 33

Technology integration enables collaboration 11 21 32

Training for technology integration is needed 18 14 32

Technology integration affects listening skills positively 13 16 29

Technology integration affects reading skills positively 12 14 26

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Technology integration needs to be done correctly in

12 14 26
classrooms

Technology integration is crucial for English teachers 8 17 25

Technology integration makes lessons more fun 14 9 23

Technology integration improves communication skills 7 10 17

Technology integration in the teaching-learning process cannot

8 9 17
achieved adequately.

Technology integration reduces anxiety for foreign language 6 9 15

Technology integration affects grammar learning positively 9 6 15

Other 53 96 149

As shown in the table 8, the most emphasized result in the studies is that the participants' views on the
integration of technology in teaching English as a foreign language are positive (f:134). The other most
emphasized result in the studies is that technology integration increases motivation (f:104) and affects
success positively (f:65). In the study, the results with low frequency numbers were collected under the title
of "other" section. These results include “Technology integration improves critical thinking skills”;
“Technology integration contributes to the formation of permanent learning”; and “Teachers stick to a
single technological tool” can be given as an example.
3.9. Findings of Suggestions of the Studies
The distribution of suggestions of the studies is presented in Table 9:
Table 9.
Distribution of the Studies in terms of Suggestions

Suggestions National (f) International (f) Total (f)

Different sample groups can be studied 86 79 165

Larger sample groups can be studied 55 61 116

Further research can be applied on the technological tool or

29 55 84
program used in the study
Technology integration can be used in different activities in the
22 54 76
teaching-learning process
Participants can be encouraged about technology integration by
44 27 71
organizing in-service training, seminars, etc.
Technology integration can be included in curricula and
36 31 67
textbooks

Implementation time of the study can be increased 37 23 60

Experimental studies can be designed 27 21 48

Technique and infrastructure and so on required for technology

20 27 47
integration. support can be provided

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Teachers can arrange on materials enabling technology

18 29 47
integration, taking into account the level and interest of students

Studies on different language skills can be applied 22 20 42

Studies using qualitative data collection methods can be carried
24 16 40
out
Studies can be applied on different technological materials that
12 15 27
allow technology integration.
Studies on different variables (age, socioeconomic status, school
15 11 26
type, and such) can be applied
Informatics courses included in teacher training programs can be
15 11 26
revised

Retention tests can be used 8 7 15

Foreign language lesson hours can be arranged 7 6 13

Participants can be supported to produce digital content and

8 4 12
events themselves
Opportunity to use authentic materials by integrating technology
2 10 12
in learning environments can be improved
Studies examining the effectiveness of technology integration on
3 9 12
different courses can be applied
Studies using quantitative data collection methods can be applied 2 8 10

Longitudinal studies can be applied 4 6 10

Other 16 50 66

As shown in the table 9, the most emphasized suggestion in the studies is to conduct studies in different
sample groups (f:165). Conducting studies with larger sample groups (f: 116) and conducting more research
on the technological tool or program used in the study (f: 84) are the other most emphasized suggestions in
the studies. In the table, the suggestions with low frequency were presented under the title of "other" section.
"Studies can be conducted to examine the reasons for the negative perception to the technology integration";
“The difficulties and negative characteristics of the technological material which was used in the study can
be examined in terms of language teaching”; and “Activities can be carried out to give importance to digital
literacy” can be given as examples of these suggestions.

4. Discussion
In this study, research trends which have been conducted over the past five years on the role of technology
integration in teaching English as a foreign language are identified. In line with the obtained data, it has
been concluded that there is an increasing trend in the number of studies conducted from 2016 onwards. In
today's rapidly developing technology, this result can be considered as natural or ordinary. Besides, this
result can be interpreted as technology integration in teaching English as a foreign language is getting more
important year by year. A similar finding was obtained in the content analysis study conducted by Nawaila,
Kanbul, and Alhamroni (2020). Nawaila, et al. (2020) analyzed 50 studies on the role of technology
integration in English language teaching between 2000-2018 and concluded that technology integration in
English language teaching has increased in the last three years. A similar finding was also obtained in the
meta-analysis study conducted by Karabulut (2020) in order to determine the general impact of alternative
technology-supported teaching methods on English success. In his meta-analysis study, which included

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experimental studies conducted between 1994 and 2018, Karabulut (2020) demonstrated that the number
of studies has increased significantly, especially in the last three years.
When the studies within the scope of the research are analyzed in terms of the study subjects, it is concluded
that there are more studies examining the role of flipped learning at the national level. At the international
level, studies examining the role of flipped learning and mobile-assisted language learning were preferred
mostly. When the studies in the literature are considered together, it can be seen that technology is integrated
into English teaching through flipped learning and mobile language learning. These results show that
especially flipped learning has become a popular approach in teaching English. According to Vitta and Al-
Hoorie (2020), flipped learning, which is widely used in various fields of education, has also been widely
used in the field of second language teaching in recent years. Mobile-assisted language learning, another
popular approach in teaching English, can be considered as a reflection of mobile devices integrated into
all areas of our lives. One of the most important contributions of mobile assisted language learning to
foreign language teaching is that it provides the opportunity to learn the language regardless of time and
place (Persson & Nouri, 2018; Taj, Sulan, Sipra & Ahmad, 2016). This could be one of the reasons why
mobile-assisted language learning is preferred more in foreign language teaching.
When the methodological tendencies of the studies within the scope of the research are analyzed, it is
concluded that the experimental design was preferred more at both national and international levels. This
result can be interpreted as the investigation of the effectiveness of a technological tool or approaches in
the studies were examined mostly. In other words, the role of technology integration has been tried to be
determined by the direct application of technology in foreign language teaching in the studies. According
to Zhao (2003), the effectiveness of technology in language teaching can only be determined by the direct
application of technology. The research design that allows the direct application of technology is
experimental design. Therefore, the reason why the experimental design is preferred more in the studies
could arise from this situation. This finding is also consistent with study conducted by Viberg and Grönlund
(2012). Viberg and Grönlund (2012) examined 54 studies conducted between 2007 and 2012 to determine
the role of mobile assisted language learning in second language teaching. In this study conducted by Viberg
and Grönlund (2012), it was determined that the most preferred design is the experimental design. And
also, in a similar study by Persson and Nouri (2018), 54 empirical studies conducted between 2010 and
2017 were examined to determine the role of mobile assisted language learning in second language
teaching. Persson and Nouri (2018) concluded in their study that the most widely used design is the quasi-
experimental design.
When the data collection tools used in the studies within the scope of the research are analyzed, findings of
this research reveal that the most preferred data collection tools at both national and international levels are
questionnaires/scales. According to Kurt and Erdoğan (2015), the reasons for the widespread usage of
questionnaires and scales as data collection tool in research can be that they provide the opportunity to
reach a larger number of participants and to enable the data collection process to be carried out in a shorter
time and more economically. In other words, it can be said that questionnaires and scales facilitate
researchers in the data collection process. Therefore, the reason why questionnaires and scales are preferred
more in the studies can be attributed to the convenience they provide. Nawaila et al. (2020) also confirms
this view in his content analysis. In the study conducted by Nawaila et al. (2020), it was determined that
surveys were the most preferred data collection tool due to the convenience they provide to researchers. A
similar finding was obtained in the content analysis study conducted by Yağız, Aydın, and Akdemir (2016).
Yağız et al. (2016) examined the studies on teaching English as a foreign language in Turkey, and it was
found that questionnaire /scale data collection tools were used more widely in these studies. In addition, in
present content analysis study, it was determined that the most used data collection tools after
questionnaires/scales were interviews and achievement tests. These findings are in line with many studies
in the literature and it has been found that these data collection tools are more preferred. Başaran (2017)
examined 79 postgraduate thesis studies conducted in Turkey between 2010 -2016 to determine the role of

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technology integration in foreign language teaching. In the study carried out by Başaran (2017), it was
stated that the most used data collection tools were questionnaires, interviews, and achievement tests.
Moreover, in a similar study conducted by Akbaba and Tunagür (2018), 142 studies about the use of
information technologies in language skills carried out in Turkey were examined. Akbaba and Tunagür
(2018) stated that the most preferred data collection tools were questionnaires, interviews, and achievement
tests.
When the data analysis techniques which were used in the studies within the scope of the research were
analyzed, it was determined that the most used data analysis technique at both national and international
level was descriptive statistics. Considering that almost every study needs values such as frequency,
percentage, mean, standard deviation, the descriptive statistics are expected situation to be the most
commonly used data analysis technique. Descriptive statistics is a data analysis technique used by
researchers in all qualitative or quantitative research. A similar finding was obtained in the content analysis
study conducted by Filiz and Benzet (2018). In their study, Filiz and Benzet (2018) examined 50 studies
published between 2014 and 2018 to state the role of flipped learning in foreign language teaching and they
concluded that both mean and standard deviation values were used frequently in these studies. In addition,
in present content analysis study, it was determined that the most used data analysis technique after
descriptive statistics is the t test. A similar finding was obtained in the content analysis study led by Akbaba
and Tunagür (2018), and it was found that the most commonly used data analysis technique in research was
the t test. When the data analysis techniques used in the studies examined within the scope of the present
research are evaluated in general, it can be said that inferential analysis techniques such as regression and
Manova, which are more complex than the t test, are not preferred much. A similar finding was attained in
the content analysis study conducted by Yağız et al. (2016) and it was concluded that although the t test
was used quite often, techniques such as Manova and regression were slightly used.
As for the sample groups of the studies within the scope of the research, it is found that university students
are the most studied group at both national and international levels. One of the possible reasons for this
situation can be shown as that it is easier to reach university students as a sample group. Also, similar
findings were obtained in many studies conducted in the literature. In this line, 78 studies, which were about
the role of flipped learning in teaching English as a foreign language, were examined in the content analysis
study conducted by Arslan (2020). In the study conducted by Arslan (2020), it was found that most of the
sample groups consisted of university students. 40 studies, conducted by Solak and Erdem (2015) for the
content analysis study, which were about the role of virtual reality in foreign language teaching carried out
between the years 1995 and 2015, were examined. As a result of the study led by Solak and Erdem (2015),
it was found that the most preferred group as a sample is undergraduate students’ group. Furthermore, in
the content analysis studies conducted by Akbaba and Tunagür (2018), Filiz and Benzet (2018) and Yağız
et al. (2016), it was stated that university students are mostly preferred group as the sample group. When
the sample groups of the studies examined within the scope of the present research are evaluated in general,
it can be said that there are fewer studies for students in the younger age group. However, an effective
foreign language education should start from an early age (Arslan & Akbarov, 2010; Özer & Korkmaz,
2016). In this respect, it can be stated that there are very small number of studies on the role of technology
integration in foreign language teaching, especially in pre-school and primary school period, which is a
significant deficiency in the literature.
When the sample sizes of the studies within the scope of the research are analyzed, it is found that the most
studied sample size is in the range of 0-50. This result is same not only at the national but international
level also. One of the possible reasons for this situation could result from the fact that more experimental
studies are preferred in the literature since experimental studies work with small sample groups. This
tendency is consistent with other content analysis studies conducted by Filiz and Benzet (2018) and Akbaba
and Tunagür (2018), and it was found that the sample size was generally in the range of 0-50 in the studies.
It can be stated that there are fewer studies for large sample groups in point of sample sizes of the studies.

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A similar finding was obtained in content analysis study by Yağız et al. (2016) and it was stated that few
studies were conducted with a sample size of 300 or more.
When the results of the studies within the scope of the research are analyzed, the most observed result at
both national and international level is that the views of participants on technology integration are favorable.
In other words, it can be expressed that the participants have a positive attitude towards the use of
technology integration in teaching English as a foreign language. Similar findings were obtained in many
studies conducted in the literature. In the content analysis study conducted by Zengin and Aksu (2017), 47
studies conducted in Turkey between 2005-2016 regarding the role of technology integration in foreign
language teaching were examined. As a result of their study, Zengin and Aksu (2017) have stated that both
learners and teachers have positive attitudes towards technology integration in foreign language teaching.
Moreover, it was found that the learners' attitudes towards using mobile technologies in foreign language
teaching were positive in the content analysis study conducted by Viberg and Grönlund (2012). In addition,
another result highlighted in the studies examined within the scope of the research is that technology
integration increases the motivation for learning English as a foreign language. This result is considered
invaluable as it is very difficult to motivate individuals whose native language is different so as to acquire
English. Thanks to technology integration, learning English becomes more interesting, which affects the
motivation of learners positively (Hazarika, 2017). Similar findings were obtained in many studies
conducted in the literature. Panagiotidis, Krystalli, and Arvanitis (2018) focused on technology as a
motivating factor in foreign language teaching and examined the studies on this subject. Panagiotidis et al.
(2018) concluded that technology integration affected the motivation of foreign language learners
positively, so learners participate to the teaching-learning process willingly. On the other hand, Kartal
(2020), based on three journals that included publications on computer-assisted language teaching in his
content analysis study and he examined the studies that benefited from technology integration in language
teaching in these journals. As a result of the studies he examined, Kartal (2020) stated that one of the areas
most benefited from technology was motivation and technology integration, which influences the
participants’ motivation positively. When the obtained results from the studies examined within the scope
of the present research are evaluated in general, it can be said that technology integration has a positive
effect on teaching English as a foreign language.
As for the suggestions of the studies, suggestions for the sampling are given both at the national and
international level. When the studies are reviewed, it has been suggested to conduct studies in different and
larger sample groups. When it is considered that the sample group consisting of university students mostly
and most of the studies were studied in small sample groups, it is not surprising to make such
recommendations. . When the studies are examined, one of the remarkable suggestions is to encourage
participants in technology integration by organizing in-service training and seminars. This recommendation
is also quite important as teachers can be thought of as digital immigrants in technology in most of the cases
today. In other words, teachers teaching students who are digital natives can sometimes fall behind their
students on technology. This situation could cause teachers to have a negative attitude towards technology
integration (Abunowara, 2014). In this kind of situation, their views may be changed in a positive way via
in-service training or seminars, which could encourage them to integrate technology into the teaching-
learning process. In addition, one of the remarkable suggestions from the studies examined is that
technology integration should be included in curricula and textbooks. This suggestion could also be
considered very valuable in order to put into practice. According to Larsen-Freeman and Anderson (2011),
technology, which has the power to change the nature of learning in foreign language teaching, should also
be integrated into curricula. Teaching-learning process is always based on curricula and textbooks. If
technology integration is desired to be used in teaching English as a foreign language, this situation should
be emphasized in the curriculum and textbooks, also the activities should be arranged in this direction.

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5. Conclusion
As a result of this study, it can be said that there is a similarity of the trends of both national and international
studies. The findings have shown that there is an increasing trend in the number of studies conducted on
this subject. This increase could be inferred that technology has been used in teaching English as a foreign
language more. Especially, flipped classroom and mobile assisted language learning have been getting more
interesting. When the methodological tendencies of the studies within the scope of the research are
analyzed, it is seen that experimental studies were conducted more to investigate the effectiveness of
technology integration. While questionnaires/scales providing convenience to the researchers are preferred
more, data analysis techniques such as descriptive statistics and t-test are frequently used. Another finding
is about the sample groups and sizes. Researchers mostly studied with students at higher education and
small sample groups. This could be attributed to the sample accessibility of the researchers. Regarding the
results of the studies, the most emphasized results are the participants' views on technology integration are
positive and technology integration increases the motivation for learning English as a foreign language.
Based on these results, it can be stated that technology integration has positive effects on teaching English
as a foreign language. It can also be accepted as an indication that technology integration will continue in
teaching English as a foreign language. As for the suggestions of the studies within the scope of the
research, it has been suggested to conduct studies in different and larger sample groups. In other words, the
most emphasized suggestions of the studies are related to further research in this area. It could be inferred
that there is a need for further research related to the role of technology integration in foreign language
teaching. Accordingly, it is thought that this study could be a guide for future studies.

6. Limitations
The current study aims to identify research trends which have been conducted over the last five years on
the role of technology integration in teaching English as a foreign language. This study is limited to studies
conducted between 2016 -2020. In line with this, two national (Council of Higher Education National
Thesis Center and TR Index) and one international (Web of Science) database were selected. Hence, this
study is limited to studies obtained from these three databases.

7. Recommendations
In the research, the trends of studies conducted in the last five years on the role of technology integration
in teaching English as a foreign language were established. Considering the trends of the studies examined
within the scope of the research, the following recommendations can be given:
• Studies can be conducted to examine the role of technologies such as robotic coding and Web 3 tools,
which have been popular in recent years, in teaching English as a foreign language.
• It could be conducted further researches in which qualitative research designs such as phenomenology
and embedded design are preferred. In this way, more in-depth information can be obtained about the
role of technology integration.
• Further research can be conducted using student portfolios and lesson plans as data collection tools.
Thus, both data diversity can be provided and data reflecting the development in the process can be
obtained.
• Further research can be conducted where models are developed using data analysis techniques such as
Regression, Factor analysis. Thus, the relationships between the variables can be shown on the models.
• In order to gain different perspectives on the role of technology integration, partners who are apart from
teachers and learners can also be involved in research. Accordingly, further research can be conducted
in which partners such as school administrators and parents form the sample group.

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• Considering that teaching English as a foreign language should start at an early age, it can be said that
the integration of technology into foreign language teaching should start from pre-school and primary
school periods. In this sense, further research can be conducted in which the sample group of students
in the younger age group such as preschool and primary school students is formed.
• Further research can be conducted in large sample groups to generalize the results obtained from the
studies.

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