Cognitive and Neurolinguistic Perspectives on Language Processing in Technology-Enhanced EFL Learning: A Systematic Literature Review

Abstract

Background: Language processing plays a central role in second language acquisition because it influences how learners comprehend, store, and produce linguistic information. Recent advances in cognitive science and educational technology have expanded understanding of the factors that support language learning.

Aim: This study aims to synthesize research on cognitive and technological perspectives of language processing in English as a Foreign Language (EFL) learning published between 2000 and 2020.

Method: A Systematic Literature Review (SLR) was conducted using peer-reviewed studies obtained from major academic databases. Selected studies focused on language processing, neurolinguistics, working memory, executive functions, and technology-enhanced language learning.

Results: The review revealed that working memory, executive functions, and neurolinguistic mechanisms significantly influence language processing. Furthermore, technology-enhanced learning environments, particularly Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL), contribute positively to language acquisition by increasing language exposure, learner engagement, and learning flexibility.

Conclusion: Language processing in EFL learning is influenced by the interaction between cognitive mechanisms and technological learning environments. Integrating these perspectives may contribute to more effective language learning practices and future instructional innovations.