From apps to AI: How digital tools are reshaping language instruction in primary schools

Abstract

The integration of digital tools into primary-level language instruction has emerged as a transformative force in 21st-century education. This systematic literature review explores how digital technologies—particularly artificial intelligence (AI), gamified applications, and multimodal literacy platforms—are being utilized to enhance language teaching and learning in primary school settings. Using the PRISMA framework, this study synthesizes findings from 48 empirical studies published between 2021 and 2025, focusing on three central themes: (1) the impact of digital tools on student language proficiency and engagement, (2) challenges and strategies in teacher implementation, and (3) the role of digital pedagogies in supporting linguistically diverse learners. Findings indicate that AI-driven systems and gamified learning environments significantly improve oral expression, writing skills, and learner motivation. However, successful integration is often hindered by limited teacher digital competence, infrastructural constraints, and misalignment between tool design and pedagogical goals. The review also highlights the potential of digital tools such as e-blogs, interactive platforms, and speech recognition systems in promoting inclusive and equitable literacy development, particularly for underserved and multilingual students. This review underscores the need for comprehensive teacher training, institutional support, and policy frameworks that facilitate meaningful and equitable use of digital tools in early language education. By identifying current trends, persistent challenges, and future directions, the study contributes valuable insights for educators, researchers, and policymakers aiming to harness technology for more effective and inclusive language instruction at the primary level.