Using Digital Technologies in Teaching and Learning of Literature in ESL Classrooms: A Systematic Literature Review
Abstract
The uses of digital technology in the teaching and learning of literature in ESL classrooms has been accredited as following the global breakthrough of digitalisation. However, the limitations of digital tools, readiness, and the potential misuse of the technology, in incorporating digital technology in the literature of ESL classrooms, might become challenging. This systematic review analyses the possibilities, challenges and suggestions linked to the incorporation of digital technologies in the teaching of literature as part of ESL classrooms. To facilitate the shift to online learning while preserving consistency in the literature instruction, the review examines past discussions on the role of technological resources during the pandemic and how literary instructions in ESL classrooms are impacted by the digital age. This review offers a thorough overview of the state of digital technology in literary instruction in ESL classrooms by combining the findings and perspectives of the previous research. Using the PRISMA methodology, this review examines the use of digital technology in the teaching of literature in ESL classrooms. A total of 10 papers were chosen from 100 as part of the initial consideration; the studies were conducted between 2016 and 2023, considering both the inclusion and exclusion criteria. Several databases, such as ScienceDirect, Google Scholar and Web of Science, were used. The common attributes of the study findings highlight the significance of adopting a flexible strategy for integrating technology, recognising the challenges and seizing the opportunities presented for the advantage of teachers. Thus, it is empirical and necessary to assist teachers and relevant stakeholders in navigating the constantly changing landscape of literature instruction.
https://doi.org/10.26803/ijlter.23.4.10
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