Digital Task-Based Language Teaching (TBLT): A Systematic Review of Tools, Tasks, Learning Outcomes, and Theoretical Foundations (2015–2025)

Digital Task-Based Language Teaching (TBLT) is a pedagogical approach utilizing technology in communicative language acquisition. This systematic review synthesizes empirical evidence of digital TBLT practice from 2015-2025 to investigate digital tools, task types, learning outcomes, and theoretical foundations. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, 30 peer-reviewed articles were analyzed from Scopus and Web of Science databases by systematic data extraction and thematic analysis. Results include digital instruments like collaborative spaces (Google Docs, Padlet), mobile apps (WhatsApp, WeChat), Learning Management Systems, and immersive spaces (VR/AR). Task types included collaborative writing, speaking tasks, digital storytelling, and multimodal composition. Learning outcomes showed improvements in speaking and writing skills and motivation, whereas cognition was less researched. However, theoretical integration was not uniform because only six of nine studies citing sociocultural theory employed it in task design. Key findings are that pedagogical design quality, rather than technological sophistication, is the basis for learning effectiveness. The same technology showed mixed success using task scaffolding, sequencing, and alignment with TBLT principles. Digital TBLT's potential lies not in technological advance but in pedagogically-motivated integration enabling authentic, equitable language learning across educational contexts.