¹Margaret BR Tobing,²Fizri Ismaliana SNA,³Nadya Risky Hayrunnisa,⁴Nur Indah Tika Haswuri,⁵Cucu Sutarsyah,⁶Feni Munifatullah

^1,2,3,4,5,6Faculty of Teacher Training and Education, University of Lampung, Bandar Lampung, Indonesia

DOI : https://doi.org/10.47191/ijsshr/v6-i6-78

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ABSTRACT

The aim of this study is to analyze the technologies which are currently being used in foreign language teaching and learning English as an applied language at the university level based on the findings of the detected experimental studies. The PRISMA criteria for systematic reviews and meta-analyses were compiled in the methodology. The findings of the experimental studies shown the lack of innovative technologies, such as chatbots or virtual reality (VR) devices, which are commonly utilized in foreign language (FL) education. Furthermore, mobile apps are primarily concerned with the acquisition of foreign language vocabulary. The findings shown that foreign language teachers might allegedly understand the latest technology devices, such as neural machine translation, they do not combine them accurately in their teaching process. As a result, this study indicates that teachers should be educated and know how to employ them in their foreign language lessons as well as traditional instruction in order to determine which skills or structures of language could have been created as a result of their use. Additionally, it is suggested that further experimental studies must be conducted to explicate the evidence and how useful it is in teaching a foreign language as an applicable language.

KEYWORDS:

English as a foreign language; applied language; artificial intelligence (AI)

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