Digital Tools for English Language Teaching in Vocational High Schools: A Systematic Literature Review on Teachers’ Competence and Students’ Engagement

Abstract

The integration of digital tools into English Language Teaching (ELT) has become increasingly important in vocational high schools, where students require both language and technical skills to succeed in the global workforce. Traditional teaching methods often fail to fully engage students or provide authentic language practice opportunities. Digital platforms, such as Learning Management Systems (LMS), mobile applications, and Web 2.0 tools, offer interactive and student-centered approaches that can enhance English learning. This study aims to conduct a Systematic Literature Review (SLR) to examine how digital tools have been used in vocational high schools to improve teachers’ pedagogical competence and students’ engagement in ELT. Articles published between 2015 and 2025 were collected from databases such as Scopus, ERIC, and Google Scholar. The findings reveal that digital tools promote student motivation, collaborative learning, and autonomous language practice. Moreover, they improve teachers’ ability to design creative and technology-enhanced lessons. However, challenges such as limited digital literacy, infrastructure constraints, and resistance to pedagogical change still persist. This review emphasizes the need for continuous professional development for teachers and stronger alignment of digital tools with vocational contexts. The study provides insights for educators, policymakers, and researchers to optimize digital integration in vocational ELT