Activity Theory in Education Research on the Use of Digital Tools in Language Teaching and Learning

Authors

  • Thi Diem Thi Nguyen

    Faculty of English, Hue University of Foreign Languages and International Studies (HUFLIS), Hue University, Hue City 530000, Vietnam

    Faculty of Foreign Languages, Industrial University of Ho Chi Minh City (IUH), Ho Chi Minh City 700000, Vietnam
  • Pham Hoai Huong Le

    Faculty of English, Hue University of Foreign Languages and International Studies (HUFLIS), Hue University, Hue City 530000, Vietnam

DOI:

https://doi.org/10.30564/fls.v7i10.11266
Received: 28 July 2025 | Revised: 11 August 2025 | Accepted: 21 August 2025 | Published Online: 16 October 2025

Abstract

While Activity Theory (AT) has been made prevalent in language education research, there is still no systematic review to specify how such a theory can offer insights into the dynamic relationships between learners, educators, digital tools, and socio-cultural contexts. This paper reviews studies published between 2020 and 2025, adopting the principles of systematic review comprising search strategy, inclusion criteria, data extraction, quality assessment, thematic analysis, and narrative report. The results from thirty-five empirical studies on the use of AT in language education reveal seven dominant themes: (1) Teacher-student interactions and tool-mediated learning; (2) Mediation of digital tools in language learning, or how tools facilitate learning while posing challenges related to accessibility and engagement; (3) Identity construction for teachers and learners via digital tools; (4) Collaborative learning and peer feedback fostered by digital platforms; (5) Blended and online learning environments; (6) Tool-mediated learning processes, in which learning outcomes are shaped by both traditional and digital tools; and (7) Contradictions and tensions in digital learning, indicating conflicts between tools, rules, and community lead to transformative learning opportunities. Additionally, emerging themes have suggested an increasing focus on AI integration as a mediating tool and the shift towards placing subjects—learners—as central agents within self-directed, social-oriented learning environment. This review not only underscores AT's adaptability in addressing complex, technology-mediated educational processes across contexts and reinforces the relevance of AT in understanding digital tool integration but also points to future research directions, including AT's potential to shape educational policies and curriculum development.

Keywords:

Activity Theory; Digital Tools; Educational Research; Teaching and Learning English

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How to Cite

Nguyen, T. D. T., & Huong Le, P. H. (2025). Activity Theory in Education Research on the Use of Digital Tools in Language Teaching and Learning. Forum for Linguistic Studies, 7(10), 1372–1395. https://doi.org/10.30564/fls.v7i10.11266

Issue

Vol. 7 , Iss. 10 (October 2025)

Article Type

Review

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Copyright © 2025 Thi Diem Thi Nguyen, Pham Hoai Huong Le

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.