The particular dialect or language that a person chooses to use on any occasion is called a code 2832 Copyright © 2024 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 13, Number 1, June 2025 pp. 2832 - 2846 Integrating Technology in Language Education: A Critical Review of Current Practices and Future Trends Rani Ligar Fitriani1, Rudi Hartono2, Sri Wahyuni3 1Manajemen Keuangan Perbankan, Politeknik Lembaga Pendidikan dan Pengembangan Profesi Indonesia, Kampus Tasikmalaya 2,3Ilmu Pendidikan Bahasa, Fakultas Bahasa dan Seni, Universitas Negeri Semarang Corresponding E-mail: raniligarfitriani@plb.ac.id Received: 2025-04-29 Accepted: 2025-06-30 DOI: 10.24256/ideas. v13i1.6492 Abstract The integration of Information Technology (IT) into language instruction has transformed traditional teaching methodologies by providing learners with more interactive, personalized, and accessible learning experiences. This study examines the impact of IT tools, such as Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL), on language acquisition, learner engagement, and motivation. A systematic review of 25 studies published between 2014 and 2024 was conducted to explore the use of these tools in language education. The findings suggest that IT-based tools significantly enhance learners' vocabulary acquisition, listening comprehension, and speaking proficiency. Mobile applications and online platforms foster greater learner engagement through gamification, immediate feedback, and self-paced learning opportunities. However, the study also highlights challenges such as technological limitations, the need for instructor training, and concerns about over-reliance on digital tools. While IT tools provide valuable support in language learning, a balanced approach that combines traditional methods with technology is recommended to optimize educational outcomes. These findings contribute to understanding the potential of IT in language instruction and suggest directions for future research on improving the integration of technology in educational contexts. For educators, these findings underscore the importance of integrating IT thoughtfully into language instruction by leveraging its benefits to enhance learner engagement and outcomes, while also addressing technical and pedagogical challenges through ongoing professional development and strategic planning." http://u.lipi.go.id/1457703302 IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2833 Keywords: CALL; IT Integration; Language Education; MALL; Technology-Based Learning Introduction The advent of Information Technology (IT) in education has reshaped the delivery of instruction, particularly in language education, where digital tools offer unprecedented access and personalization. Within this context, language learners now benefit from enhanced exposure to authentic content and multimodal communication platforms. CALL (Computer-Assisted Language Learning) and MALL (Mobile-Assisted Language Learning) represent the primary modalities through which technology has permeated language learning environments. These tools utilize software, mobile applications, and web-based platforms to support language acquisition by offering interactive tasks, real-time feedback, and flexible learning opportunities. Recent studies have provided substantial empirical evidence of the effectiveness of these tools. For instance, Pan et al. (2025) demonstrated that adaptive learning systems significantly improved learners' vocabulary acquisition and listening skills. Similarly, Su and Zou (2024) found that mobile-based learning platforms like Duolingo and Google Classroom facilitated increased learner autonomy and engagement. However, despite these advantages, challenges persist, including digital inequity, limited digital literacy among educators, and the risk of over-reliance on technology (Hu et al., 2025; Zhang, 2022). Key terms such as “IT integration,” “language technology,” and “digital pedagogy” are crucial in this study. IT integration refers to the seamless inclusion of digital tools into classroom practice, while CALL and MALL refer to computer- and mobile-based interventions tailored to language learning. Clarifying these definitions at the outset provides a strong foundation for understanding the scope and relevance of this review. The global shift to online learning during the COVID-19 pandemic further emphasized the need for effective digital pedagogies. However, the lack of systematic frameworks and uneven implementation exposed gaps in preparedness and training. This review seeks to bridge those gaps by synthesizing evidence from multiple studies and identifying best practices, limitations, and future directions. The gap between recent studies and the current state of language instruction using IT lies in the lack of a unified framework that addresses both the opportunities and challenges of integrating technology in a comprehensive way. While existing literature discusses the benefits of individual IT tools and platforms, there is insufficient research on how these tools can be combined and used in a synergistic manner to improve language learning outcomes across diverse learner groups. Additionally, many studies have not fully examined the impact of these technologies on students with different levels of digital access, as well as the pedagogical challenges teachers face in implementing these technologies Rani Ligar Fitriani, Rudi Hartono, Sri Wahyuni Integrating Technology in Language Education: A Critical Review of Current Practices and Future Trends 2834 effectively. This research aims to fill this gap by investigating the comprehensive role of IT in language instruction. Specifically, it explores how various digital tools, such as CALL, MALL, and online learning platforms, can be integrated into a cohesive teaching strategy. The objectives of this study are to assess the impact of IT on language learning outcomes, identify the challenges faced by instructors and students, and propose strategies for overcoming these challenges. The novelty of this research lies in its holistic approach to the integration of technology in language education, providing a framework for the effective use of digital tools in language classrooms while addressing the practical limitations that may arise in diverse educational contexts. Method This article employs a systematic review method to analyze and synthesize the existing body of literature on the use of Information Technology (IT) in language instruction. A comprehensive search was conducted across several academic databases, including Scopus, Google Scholar, and ERIC, using key terms such as "computer-assisted language learning," "mobile-assisted language learning," "language teaching technologies," and "digital tools in education." The review focused on studies published between 2014 and 2024, resulting in a selection of 25 relevant studies based on their methodological rigor, relevance to the research topic, and impact on the field of language education. These studies were categorized into three main thematic areas: (1) the tools and platforms used for language instruction, (2) the effectiveness of IT in enhancing language learning, and (3) the challenges faced by both learners and instructors in integrating and utilizing these technologies. This systematic approach allowed for a comprehensive examination of the current state of research in the field, identifying key trends, gaps, and areas requiring further investigation. Inclusion criteria were: (1) published between 2014 and 2024; (2) focused on primary, secondary, or higher education language learning contexts; (3) involved empirical research with qualitative, quantitative, or mixed-method designs; and (4) published in peer-reviewed journals. Exclusion criteria included theoretical papers without empirical data and studies not focused on language instruction. Out of an initial pool of 95 studies, 25 were selected for full-text review. Discrepancies between reviewers were resolved through discussion and consensus, and inter-rater reliability was established using Cohen’s kappa (κ = 0.82). Data extraction was conducted using a standardized form capturing study context, participants, technological tools used, outcomes measured, and limitations. IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2835 Quality assessment employed the Critical Appraisal Skills Programme (CASP) checklist to evaluate methodological rigor. A PRISMA flow diagram is included in Figure 1 to illustrate the screening and selection process. Figure 1. PRISMA Flow Diagram of Articles Screening and Selection Process Results The systematic review of the literature on Information Technology (IT) in language instruction revealed several key findings across the thematic areas of tools and platforms for language instruction, the effectiveness of IT in language learning, and the challenges faced by both learners and instructors. The analysis of the selected 25 studies provided valuable insights into the diverse applications of IT in language teaching, the outcomes of its integration, and the hurdles encountered in its practical use. Rani Ligar Fitriani, Rudi Hartono, Sri Wahyuni Integrating Technology in Language Education: A Critical Review of Current Practices and Future Trends 2836 Tools and Platforms for Language Instruction Digital platforms have transformed the language learning experience by offering flexible, multimedia-enriched environments that cater to different learning styles. CALL systems (Jarvis & Achilleos, 2013; Pirasteh, 2014) and MALL applications (Hashim et al., 2017; Wagner et al., 2016) allow learners to access rich linguistic input through videos, audios, and gamified exercises. These tools reduce the dependency on physical classrooms and traditional textbooks by providing real-time interaction, autonomous learning opportunities, and peer collaboration features. Popular applications such as Duolingo use game-based mechanics to maintain user motivation, while platforms like Google Classroom enable structured, asynchronous communication between teachers and students, fostering community-building and real-time feedback (Su & Zou, 2024) Effectiveness of IT in Language Learning The findings indicated that the use of IT in language instruction has a positive impact on learners’ language skills, particularly in vocabulary acquisition, grammar understanding, and listening comprehension. Several studies reported that learners who used IT-based tools showed improved engagement, motivation, and retention of language concepts. The effectiveness of IT integration is evident through improvements in linguistic competencies across multiple domains. Learners benefit from immediate corrective feedback that supports faster error recognition and retention of correct forms (Dag deler et al., 2020; Enayati & Gilakjani, 2020). Adaptive learning systems further personalize instruction, dynamically adjusting content complexity based on learner performance to maintain an optimal challenge-skill balance (Pan et al., 2025). These mechanisms have been linked to enhanced vocabulary growth, better grammatical accuracy, improved listening skills through exposure to authentic material, and increased speaking fluency due to repeated practice scenarios (Rahimi et al., 2025). Studies report sample sizes ranging from 30 to over 500 participants, spanning contexts such as secondary schools in Indonesia to higher education institutions in Europe. Challenges Faced by Learners and Instructors Despite promising outcomes, the integration of IT in language instruction is hampered by several critical challenges. First, digital inequity persists as a major barrier, limiting access for students in rural or underprivileged areas(Hashim et al., 2017; Sibley et al., 2024). Inadequate infrastructure, such as unstable internet connections or outdated devices, significantly disrupts learning continuity. Second, teachers' digital competencies often lag behind the technological advancements, with many educators feeling unprepared to leverage IT effectively for pedagogical purposes (Hu et al., 2025; Zhang, 2022). IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2837 Lastly, excessive reliance on technology can inadvertently sideline essential interpersonal communication skills that are best developed through human interaction, a concern raised consistently in recent studies (Chen, 2011). Technical issues like bandwidth limitations and software incompatibility also disrupt learning. Real-world examples include Indonesian public schools struggling with outdated infrastructure and university lecturers facing resistance to adopting flipped learning approaches. Impact on Engagement and Motivation IT-based interventions have demonstrated substantial impacts on learners' emotional and cognitive engagement. Gamification strategies, which embed elements such as rewards, competition, and goal-setting within learning tasks, have proven to enhance intrinsic motivation and sustain learner interest over time (Pan et al., 2025). Personalized pathways in mobile applications allow learners to feel ownership over their progress, fostering deeper engagement. Moreover, self- regulated learning features encourage learners to set their own goals, monitor their achievements, and reflect on areas for improvement, creating autonomous and resilient learners capable of sustaining motivation independent(Su & Zou, 2024). Learners in several studies highlighted increased confidence and enjoyment when using mobile apps for language practice. Pedagogical Innovations and Best Practices Innovative pedagogical practices have emerged to maximize the benefits of IT integration. Blended learning approaches (combining face-to-face and digital modalities) enable instructors to create hybrid environments where theoretical content can be delivered online, reserving classroom time for practical application and collaborative learning (Ammade et al., 2018; Evseeva & Solozhenko, 2015). Flipped classroom strategies invert traditional teaching models by assigning preparatory digital content before class, allowing for higher-order thinking activities during in-person sessions. Additionally, project-based learning, virtual simulations, and telecollaboration projects have gained prominence as effective ways to integrate digital literacy and global competencies into language curricula (Arvanitis & Krystalli, 2021). In summary, the findings of this research suggest that IT-based tools and platforms play a crucial role in enhancing language instruction by improving learner engagement, offering personalized learning experiences, and providing opportunities for authentic language practice. However, challenges such as technological limitations, teacher preparedness, and over-reliance on technology must be addressed to ensure the effective integration of IT in language classrooms. Rani Ligar Fitriani, Rudi Hartono, Sri Wahyuni Integrating Technology in Language Education: A Critical Review of Current Practices and Future Trends 2838 Discussion The results from this study provide a comprehensive understanding of the role of Information Technology (IT) in language instruction, particularly in enhancing language acquisition, engagement, and motivation. However, the integration of IT in language classrooms also presents several challenges that must be addressed to fully harness its potential. This discussion will delve deeper into the findings, analyze the implications of these results, and address the broader impact of IT on language teaching practices, focusing on effectiveness, engagement, challenges, and the overall balance between technology and traditional teaching methods. Theoretical Implications and Effectiveness The integration of IT tools in language instruction has been shown to significantly enhance learners' language skills, particularly in vocabulary acquisition, listening comprehension, and speaking proficiency. The findings confirm that tools like CALL and MALL applications are effective in promoting language acquisition, offering learners a more interactive and personalized learning experience the deployment of digital tools in language learning environments significantly elevates the richness and accessibility of linguistic input. CALL and MALL systems simulate real-world communicative situations, offering learners diverse modalities to practice listening, speaking, reading, and writing (Pirasteh, 2014; Rahimi et al., 2025). The authenticity of language exposure, ranging from casual conversational videos to formal academic texts, enhances learners' pragmatic competence, enabling them to navigate various sociolinguistic contexts effectively. Furthermore, mobile platforms offer tailored scaffolding, ensuring that language challenges match learners' evolving proficiency levels(Hashim et al., 2017). Moreover, the analysis also revealed that mobile applications have a specific advantage in improving listening and speaking skills. Studies such as those by (Kessler, 2018) and Pappas (2016) indicate that mobile-assisted language learning (MALL) tools expose learners to authentic listening material, such as native speaker dialogues, which contributes to improved pronunciation and listening comprehension. This aligns with the findings of Berman & Cheng (2019), who noted that MALL tools provide learners with practical, real-world language exposure, thus enhancing their communicative competence. These platforms' adaptability and accessibility make them a valuable resource for both beginner and advanced learners, allowing for the practice of language skills at any time and place. The findings support socio-constructivist theories of learning, wherein digital tools function as mediators for interaction, scaffolding, and contextualized meaning-making. CALL and MALL systems facilitate situated learning by simulating authentic language use scenarios, aligning with Vygotsky’s emphasis on IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2839 social interaction in cognitive development. By enabling learners to engage with diverse linguistic inputs and adaptive content, IT tools promote the development of pragmatic competence and metalinguistic awareness. The effectiveness of IT is especially evident in personalized learning environments that offer real-time feedback and adaptable content. This aligns with principles of self-determination theory (Deci & Ryan, 2008), particularly in promoting autonomy, competence, and relatedness. However, the results are context-dependent, and success varies based on infrastructure, instructional design, and learner motivation. Engagement and Motivation Motivational psychology suggests that goal-setting, autonomy, competence, and relatedness are key drivers of sustained engagement. IT-based language tools leverage these principles through personalized learning pathways, immediate feedback loops, and social learning features (Pan et al., 2025; Gael & Elmiana, 2021). Learners can track their achievements, earn digital rewards, and connect with global learning communities, creating positive emotional investment in their language acquisition journeys. Mobile apps' ability to support "anytime, anywhere" learning further empowers users to integrate language practice seamlessly into their daily routines. The self-paced nature of mobile learning further contributes to motivation, as learners can work at their own speed and revisit content as needed (Godwin-Jones, 2018). This flexibility supports sustained learning, especially for students who may face time constraints due to other commitments, as they can engage with the material at their convenience. The ability to track progress, receive immediate feedback, and participate in interactive tasks enhances the learning experience and increases the likelihood of continued engagement (Thorne & Payne, 2005). Overall, the positive impact of IT on learner motivation aligns with the findings from multiple studies, including Pappas (2016) and Wang & Yang (2023), who emphasize that technology can lead to sustained learner interest in language acquisition. Challenges in IT Integration Despite the evident benefits, the integration of IT in language instruction also presents several challenges. One of the most significant barriers is technological limitations. The findings highlight that many learners face difficulties due to poor internet connectivity and the lack of access to modern devices, particularly in regions with limited technological infrastructure. This issue mirrors concerns raised by Lopez & Torres (2016) and Kessler & Plakans (2008), who noted that unequal access to technology can widen the educational gap, leaving some learners at a disadvantage. Even in areas with adequate infrastructure, issues such as system malfunctions, software glitches, and limited technical support often disrupt Rani Ligar Fitriani, Rudi Hartono, Sri Wahyuni Integrating Technology in Language Education: A Critical Review of Current Practices and Future Trends 2840 learning, as discussed by Berman & Cheng (2019). Addressing these challenges requires improvements in both the accessibility of technology and the support systems surrounding its use. Another challenge identified was the readiness of instructors to effectively integrate technology into their teaching practices. As noted by Meskill & Anthony (2015), many teachers face difficulties in adopting new technologies due to a lack of training or experience. This study’s findings support the view that teachers need more professional development opportunities to fully harness the potential of IT tools in language instruction. The absence of structured training programs is a recurring theme in the literature (Stepp-Greany, 2002), and educators must be equipped with the necessary skills to effectively incorporate technology in a pedagogically sound way. Without such training, even the most advanced technological tools may be underutilized or misapplied, leading to suboptimal learning outcomes. Addressing challenges in IT-enhanced language education demands a systemic approach. Disparities in access whether technological, economic, or infrastructural must be mitigated through national policies supporting digital inclusion (Hu et al., 2025; Zhang, 2022). Furthermore, investing in ongoing professional development for teachers is critical to equip them with the pedagogical skills necessary to harness IT meaningfully, rather than using it as a superficial add-on. Technological challenges such as system crashes, platform incompatibilities, and cybersecurity threats also require proactive technical support structures to minimize learning disruptions(Sibley et al., 2024). A recurring challenge is the insufficient training of educators. Teachers often report low digital confidence, inadequate institutional support, and limited time to explore and integrate new tools effectively. These gaps hinder pedagogical innovation and can result in superficial IT use. Moreover, infrastructural issues such as internet instability, device limitations, and software incompatibility further constrain learning outcomes. There are some recommendations for stakeholders: (1) Teachers should be provided with ongoing professional development focused not just on tool usage, but on pedagogical integration strategies, learner-centered design, and digital ethics. (2) Administrators must invest in sustainable infrastructure and support systems, ensuring equitable access to devices, connectivity, and technical troubleshooting. (3) Policymakers should prioritize nationwide digital literacy campaigns, fund inclusive EdTech initiatives, and support research on contextually adaptive pedagogies. IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2841 Contradictions and Contextual Variability While many studies report positive outcomes, contradictory findings also emerge. Over-gamification, lack of pedagogical alignment, or culturally mismatched content can reduce learner engagement. For example, students in East Asian contexts, who often favor structured, teacher-led approaches, may not benefit equally from autonomous or exploratory IT-based learning environments. Additionally, disparities in digital access disproportionately affect students in rural or under-resourced areas, limiting the generalizability of findings. This “digital divide” is both technological and pedagogical, learners and teachers in less developed regions face compounded challenges in accessing, utilizing, and benefiting from IT tools. Balancing Technology with Traditional Methods The issue of over-reliance on technology is another challenge highlighted in the study. While IT tools are beneficial, they should not replace traditional teaching methods entirely. Studies such as those by Berman & Cheng (2019) and VanPatten & Lee (2003) emphasize the importance of blending technology with face-to-face instruction to create a balanced and comprehensive learning experience. This approach ensures that students not only engage with digital tools but also participate in social interactions, practice oral communication, and experience immersive cultural contexts. The findings of this study resonate with the views of Thorne & Payne (2005), who advocate for a blended learning approach, where technology supplements, rather than replaces, traditional pedagogical practices. Such an approach fosters a well-rounded language education that incorporates both the technological and human elements of language learning. Although IT offers numerous affordances, human interaction remains indispensable for cultivating nuanced language skills such as tone interpretation, conversational turn-taking, and non-verbal communication. Research consistently affirms that blended learning models yield superior outcomes compared to purely online or purely face-to-face approaches (Ammade et al., 2018; Evseeva & Solozhenko, 2015). Authentic dialogues, culturally embedded practices, and immediate social feedback during face-to-face sessions enrich learners' sociocultural competence, which technology alone cannot replicate (Chen, 2011). IT must complement, not replace human instruction. Blended learning models, flipped classrooms, and project-based learning represent effective hybrids that leverage the strengths of both digital tools and in-person interaction. These models cultivate soft skills, intercultural competence, and social-emotional learning components that technology alone cannot deliver. Rani Ligar Fitriani, Rudi Hartono, Sri Wahyuni Integrating Technology in Language Education: A Critical Review of Current Practices and Future Trends 2842 Pedagogical Implications The findings also point to several best practices for integrating IT into language instruction. Blended learning, as demonstrated in the studies of Lopez & Torres (2016) and Reinhardt (2019), was found to be highly effective. By combining digital tools with classroom activities, instructors can create a dynamic learning environment where technology enhances rather than dominates the learning process. Additionally, flipped classrooms, where students engage with digital content at home and participate in collaborative activities in class, were shown to increase interaction and engagement (Blake, 2013). The use of IT to create personalized learning pathways was also highlighted as a valuable strategy, allowing learners to progress at their own pace and receive targeted feedback (Kessler, 2018). The effective integration of IT in language education requires a shift from content delivery to learner empowerment. Pedagogical models must prioritize student agency, allowing flexible pacing, differentiated pathways, and project- based outputs (Arvanitis & Krystalli, 2021; Wagner et al., 2016). Teachers must act as facilitators, guiding learners to critically evaluate digital content, collaborate meaningfully with peers, and apply their language skills creatively across multiple platforms. Emphasizing intercultural competence, ethical digital citizenship, and lifelong learning habits will ensure that technology serves not merely as a tool, but as a catalyst for holistic learner development. Overall, the findings support the notion that technology, when used effectively, can greatly enhance language instruction. However, it is crucial to adopt a balanced approach, where technology complements traditional teaching methods and addresses the diverse needs of learners. While the integration of IT into language instruction presents several challenges, its benefits in terms of engagement, motivation, and learning outcomes are undeniable. Educators must be equipped with the right tools, training, and support to integrate technology effectively into their teaching practices. By addressing the challenges related to technology access, teacher preparedness, and maintaining a balance between traditional and modern methods, IT can significantly enhance the language learning experience and provide learners with the skills needed for success in an increasingly digital world. Conclusion This research provides a comprehensive analysis of the role of Information Technology (IT) in enhancing language instruction, emphasizing its effectiveness, challenges, and impact on learners’ engagement and motivation. The findings confirm that IT tools, such as CALL and MALL, significantly improve language acquisition by offering personalized learning experiences, interactive content, and real-time feedback. These tools have proven particularly effective in vocabulary IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2843 acquisition, listening comprehension, and speaking proficiency, which are crucial components of language learning. Additionally, the gamified aspects of many digital platforms foster motivation and engagement, encouraging learners to continue their studies. The flexibility and convenience offered by mobile apps further enhance the learning experience, allowing students to practice language skills at their own pace and convenience. However, the integration of IT in language instruction is not without its challenges. Technological limitations, such as poor internet connectivity and lack of access to modern devices, remain significant barriers, particularly in underprivileged areas. Furthermore, the readiness of instructors to integrate technology into their teaching practices is often hindered by a lack of adequate training and professional development. The over-reliance on technology is another concern, as it may reduce face-to-face interaction and hinder the development of social and communicative skills. A balanced approach that combines traditional teaching methods with digital tools is essential to maximize the benefits of technology without compromising the human elements of language learning. In conclusion, while IT tools offer substantial advantages for language instruction, their successful integration requires addressing technological limitations, ensuring teacher readiness, and maintaining a balance between digital and traditional teaching methods. This study provides valuable insights into how IT can be effectively utilized to enhance language learning, but further research is needed to explore additional strategies and solutions for overcoming the challenges identified in this study. Suggestion This study highlights several areas for future research in the integration of Information Technology (IT) in language instruction. First, there is a need for ongoing teacher training to ensure educators have the skills and confidence to effectively incorporate IT tools into their teaching practices. Future studies should explore the impact of professional development on the success of IT integration. Additionally, emerging technologies such as Virtual Reality (VR) and Artificial Intelligence (AI) offer exciting opportunities for immersive language learning experiences, which should be further explored. Research should also focus on addressing the digital divide by investigating strategies to provide equitable access to technology, especially in underprivileged areas. Furthermore, longitudinal studies are needed to assess the long-term impact of IT on language proficiency and retention. However, this study has several limitations. The research focused on studies published between 2014 and 2024, which may not fully capture recent advancements in technology or emerging trends. Additionally, the majority of studies included were conducted in regions with better access to technology, limiting the generalizability of the findings to less-resourced areas. Finally, while Rani Ligar Fitriani, Rudi Hartono, Sri Wahyuni Integrating Technology in Language Education: A Critical Review of Current Practices and Future Trends 2844 the study examined IT tools, it did not delve into the pedagogical frameworks or strategies for effectively using these technologies in language instruction. 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