A systematic literature review on the use of digital tools in efl teaching

Abstract

This study presents a systematic literature review (2018–2025) on the impact of digital tools in teaching English as a Foreign Language (EFL). It emerges from the need to optimize the pedagogical use of technology in contexts with limited connectivity and unequal access, such as Ecuador, where digital implementation often remains administrative rather than instructional. Using a structured methodology across databases such as Scopus and ERIC, 42 peerreviewed studies were analyzed through the theoretical lenses of Krashen, Long, and Vygotsky. The aim was to evaluate how these tools influence the development of phonology, morphology, syntax, semantics, and pragmatics in learners. Findings indicate that technology tends to be most effective for morphology and phonology, where mobile applications and automatic speech recognition tools support vocabulary retention and pronunciation through repeated practice. However, for syntax, semantics, and pragmatics, benefits depend strongly on teacher mediation and on tasks that promote authentic interaction. The review concludes that digital tools are not automatic solutions; their effectiveness relies on pedagogical scaffolding and on teachers’ ability to adapt resources to local technical constraints. As a practical contribution, the study proposes an integration model that prioritizes comprehensible input and ensures equity through offline strategies. It also recommends strengthening teacher development in pedagogical mediation to transform technology use into deeper and more sustainable language learning.