نوع مقاله : مقالات مروری
نویسندگان
1 Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
2 Department of Persian language and literature School of Paramedical Sciences Shiraz University of Medical Sciences Shiraz, Iran
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
This systematic literature review (SLR), guided by PRISMA protocols, synthesizes a decade of research (2013–2025) on integrating technology into Persian as a second language (PSL) education, addressing three core questions: (1) What technologies are used in PSL teaching, and how effective are they? (2) What challenges hinder technology integration? (3) How can emerging technologies address gaps in PSL pedagogy? Guided by PRISMA protocols, 29 studies were analyzed, revealing a shift from foundational ICT tools to skill-specific innovations (e.g., AI chatbots, AR/VR, mobile apps). While technologies like speech recognition apps and immersive VR platforms enhance motivation, vocabulary retention, and cultural competence, their effectiveness is constrained by pedagogical misalignment with Persian’s right-to-left script, diglossic variations, and socio-cultural nuances. Key barriers include teacher technophobia, infrastructural inequities, and one-size-fits-all designs ill-suited for diverse learners. The review proposes a framework for future research, emphasizing pedagogy-driven tool design, dialect-aware AI systems, and scalable teacher training programs. This study advocates for equitable, context-sensitive technology integration to bridge global CALL innovations with Persian’s unique linguistic and cultural demands.
کلیدواژهها [English]
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