Abstract
This research is a qualitative systematic review examining technology-enhanced Kazakh language teaching in multilingual educational environments through socio-pedagogical and neurolinguistic frameworks. In this context, the Web of Science (WoS) and Scopus databases were searched within the framework of the PRISMA protocol; of the 449 studies identified, 32 studies published from 2015 onward were included in the analysis because they met the inclusion criteria. The findings are presented around four research questions. First, it was determined that social media tools and digital platforms reinforce students' Kazakh language use practices and facilitate identity repositioning. Regarding the second research question, gamification, artificial intelligence-based dialogue systems, and personalized learning models were found to have positive effects on language outcomes, although these effects vary according to the type of tool and pedagogical context. The TPACK framework stands out as a determining variable in teacher-student interaction and the effectiveness of scaffolding strategies. In addition, the number of direct studies using neurolinguistic methods is very limited; indirect findings obtained through cognitive lexicology and personalized learning environments provide a strong basis for future research in this field. Future research is recommended to use neuroimaging methods and longitudinal designs, conduct multilingual systematic reviews that include publications in Kazakh and Russian, integrate TPACK into teacher training, and include user-experience evaluations in technology-based tools.