The present study was conducted to investigate and confirm the efficacy of educational technologies that could facilitate reading and writing development (affordances). It also investigates and reports on problems with these educational technologies that could limit reading and writing development (challenges) in a technology-assisted language learning (TALL) environment. One hundred sixty-five Web of Science and Scopus indexed journal articles published between 2015 and 2021 on reading and writing development in TALL contexts were included in the study based on predetermined exclusion-inclusion criteria. Pedagogically, the findings inform language teachers who seek a better understanding of available tools, strategies and activities in TALL to facilitate reading and writing development. In addition, the findings shed light on future research trends and highlight the theoretical and pedagogical challenges that need to be addressed in future studies to overcome the reported limitations and problems.