Digital innovations in second language pragmatics: A systematic review (2006–2024)

This systematic review synthesizes research published between 2006 and 2024 on technology integration in second language pragmatic development, analyzing 118 peer-reviewed studies from Scopus and Web of Science. Employing a novel mixed-methods approach, we combined Latent Dirichlet Allocation (LDA) topic modeling with manual thematic and temporal analysis to map the field's evolution. Our analysis identifies three distinct developmental phases: an initial period dominated by text-based computer-mediated communication (2006–2014), a middle phase characterized by diversified digital tools and pedagogical integration (2015–2020), and a current era of AI-driven, immersive environments (2021–2024). Findings reveal a clear epistemological shift from descriptive case studies to experimental, data-driven research designs, with a growing methodological balance among qualitative, quantitative, and mixed-methods approaches. The LDA model uncovered four dominant, interconnected research themes: digital communication tools, technology-mediated learning, instructional approaches, and comprehensive digital environments. Despite these advancements, the review identifies a persistent geographic and linguistic bias toward Western, English-dominant contexts, which limits the cross-cultural applicability of existing frameworks. This study offers a data-informed taxonomy of ILP's technological trajectory, providing scholars and educators with a robust understanding of how digital innovations are reshaping both pragmatic competence and research paradigms. We conclude by advocating for more equitable, culturally adaptive technological applications to support pragmatic development in globally diverse learning contexts.