Digital Literacy in English Language Teaching: A Systematic Review on Teacher Competencies and Student Engagement

Abstract

This systematic literature review investigates the integration of digital literacy in English Language Teaching (ELT), with a specific focus on teacher digital competencies and their impact on student engagement. Despite the proliferation of digital tools in education, there remains a lack of comprehensive studies that examine the dual influence of teacher readiness and learner responsiveness in ELT classrooms. Guided by the PRISMA 2020 framework, this review synthesizes 38 peer-reviewed articles published between 2015 and 2025 from major academic databases including Scopus and Google Scholar. Thematic analysis revealed three major themes: (1) the importance of teacher digital competencies, such as the application of TPACK and SAMR models; (2) the role of digital pedagogy in enhancing behavioral, cognitive, and affective engagement among EFL learners; and (3) the presence of enabling and inhibiting factors in digital integration, including infrastructure, training, and policy support. The findings emphasize that teacher digital literacy significantly influences the quality and effectiveness of language instruction. Teachers who are digitally proficient are better able to design interactive, learner-centered digital learning experiences. This review contributes to a more holistic understanding of how digital literacy shapes teaching and learning in ELT and offers strategic insights for policymakers, educators, and curriculum developers in promoting engaging, technology-rich instruction.