Technology in English vocabulary instruction for K-12: A systematic literature review

Recognizing the crucial role of vocabulary knowledge in foreign language learning, this study conducts a systematic literature review, analyzing 21 theses from the Turkish Council of Higher Education’s (YÖK) National Thesis Center from 1990 to 2020, following PRISMA guidelines and What Works Clearinghouse standards, on the integration of technology in English vocabulary instruction across the K-12 education. The study examines the levels, types, benefits, and limitations of technologies used in vocabulary instruction in the determined theses. The findings indicate that theses have explored the use of technological tools such as software applications, mobile apps, and Web 2.0 tools in K-12 English education in Türkiye. These studies primarily concentrate on enhancing receptive vocabulary skills while neglecting productive skills, and are predominantly employed in high schools. Given the significant gaps in primary and middle schools, further research is recommended to explore and expand the use of these technologies to enhance both receptive and productive foundational skills in these educational stages.