Digital Technology in Differentiated English Language Teaching: A Systematic Review with Bibliometric Insights

Wening Sahayu, Sulis Triyono, Niken Kencono Ungu

Abstract


This study aimed to systematically review research on digital technology in differentiated English language teaching by integrating a systematic literature review with bibliometric mapping. The data were collected from Scopus and analyzed using PRISMA guidelines and VOSviewer. Results indicated that digital platforms, learning management systems, and adaptive technologies were central to personalization. Advanced technologies such as artificial intelligence, big data, and the Internet of Things are emerging but underutilized. These technologies are significant because they enable real-time adaptation and enhance learner-centered instruction, although institutional readiness, teacher competence, and infrastructure mediate their effectiveness. Bibliometric insights showed three clusters: pedagogical integration, institutional innovation, and data-driven personalization. This review contributes by linking pedagogy, science, and technology, offering a framework for scaling and sustaining digital differentiation in English language teaching. The findings are expected to guide educators, policymakers, and researchers toward effective and equitable technology-enhanced instruction.

Keywords


Artificial intelligence; Bibliometric analysis; Differentiated instruction; Digital technology; English language teaching

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References


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DOI: https://doi.org/10.17509/ijost.v11i2.89685

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