Title: Review on the Research of Technology-Enhanced English Language Teacher Development
Authors: Xiaoquan Pan, Li Ma
Volume: 9
Issue: 8
Pages: 51-56
Publication Date: 2025/08/28
Abstract:
This study employs a systematic literature review methodology to comprehensively analyze the core research findings on technology-enhanced English language teacher development (TE-ELTD) over the past decade (2016-2025). Through a systematic search of the Web of Science database, 232 articles were screened based on predefined inclusion and exclusion criteria, with eight high-quality studies ultimately included. The findings reveal that the core paradigm of TE-ELTD has shifted from early passive online training to a model oriented toward practice communities, online collaborative inquiry, and personalized reflection driven by learning analytics. The core technological support dimensions include online collaborative platforms, learning analytics technology, and mobile microlearning environments. Research has demonstrated that such models are highly effective in enhancing teachers' TPACK competencies, fostering reflective practice, building a sense of community among practitioners, and strengthening teaching self-efficacy. However, there are also practical challenges, including significant disparities in technological infrastructure, uneven levels of digital literacy among teachers, and incomplete mechanisms for evaluating effectiveness. Future research should focus on building a multi-tiered support ecosystem, developing a contextualized effectiveness evaluation framework, and exploring human-machine collaboration empowerment models. This study provides critical evidence and practical insights for foreign language education researchers, teacher education institutions, and policymakers to advance technology-enhanced English language teacher development.