Abstract
This systematic review set out to advance understanding of practices of digital technologies integration among English teachers and the factors influencing this process. A total number of 20 empirical studies, drawn from peer-reviewed journals, were selected based on several inclusion criteria before being carefully synthesized and evaluated. The main findings derived from these studies were divided into two parts in response to the two research questions. First, in terms of implementation, digital technologies were revealed to be predominantly utilized for teacher-centered purposes. Teachers also adopted digital technologies to address different content-specific areas as well as their and students’ needs. Second, several contributing factors in digital technologies adoption were found to include teachers’ pedagogical beliefs, competence and confidence in digital technologies integration, availability of resources, professional development and socio-cultural context. Based on the recurring findings of this paper, recommendations are provided in terms of research, practice, and policymaking.
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