Computer-assisted English language teaching: history, current status and future developments

In the digital era, the integration of computers into educational practices, particularly in English language teaching, has progressively become ubiquitous. English language education, a crucial component of contemporary pedagogy, has experienced significant evolution through the implementation of computer-assisted instruction. This study endeavors to delineate the landscape of research hotspots in computer-assisted English teaching by employing knowledge mapping techniques. It further elucidates the methodological framework of keyword co-occurrence mapping. An analytical review of the historical progression, emerging trends, and prior challenges in the domain of computer-assisted English teaching is conducted. Findings indicate that the prominence of terms such as “computer-aided English teaching,” “distance learning,” and “online teaching” initially surged but subsequently declined, with peaks observed in 2000 and 2007, respectively. Conversely, “mobile learning” has shown a consistent upward trajectory, culminating in a peak of 1051 citations in 2018. Historically, computer-assisted English teaching faced engagement challenges, with 72% of students not participating actively in learning. Presently, there is a marked improvement in this domain, with 80.0% of teachers now regularly utilizing computers to facilitate English instruction. The ongoing development of computer-assisted English teaching aims to enhance both the intelligence and efficiency of instructional processes in the future.