Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies

Abstract

The ubiquitous impacts resulting from the COVID-19 pandemic have profoundly changed the education sector and marked research interest in online or blended learning can be witnessed. As a pervasive learning activity of paramount significance, online language learning has aroused widespread attention. Nonetheless, few systematic reviews concerning the effectiveness of online language learning have been published. With the help of CiteSpace, this study systematically investigated 103 included articles from the SSCI of empirical studies from 44 journals for the purpose of filling the research gap in this field, providing a better understanding of the research trends, exploring effective ways to implement online language courses, and testifying to the ability of CiteSpace to track research hotspots. The findings show that effectiveness studies on online language learning principally focus on assisted tools (42.72%), instructional approaches (36.89%), and specific courses (20.39%). Lack of adequate cooperation among research institutions and the dominant position of online English learning (82.52%) can be witnessed. Despite the small sample size of 103 included articles, the validation of CiteSpace in terms of tracking the research trends or hotspots is confirmed. However, the proportion of each research focus is not compatible with the results of a comprehensive full-text analysis. This literature review also probes into various methods to measure effectiveness more scientifically and effective ways to implement online language courses. Theoretical as well as practical implications and future research directions are clarified.

Digital Teaching Competence in Teacher Training as an Element to Attain SDG 4 of the 2030 Agenda

“…In fact, these tools were considered useful by more than 90% of the teachers surveyed who used them during that period of time. More research is required in the field of educational technology in order to look for the best manner by which to take advantage of its potential and thus improve teaching results [47].…”

“…Although resources have evolved and adapted to curricular and pedagogical motivational aspects, it is essential that teachers design didactic proposals using the technology so that students may acquire adequate and significant learning. The introduction of technologies in the classroom has favoured the development of innovating methodologies, such as the flipped classroom, e-learning, blended-learning, and mobile learning [41,[45][46][47]. Nonetheless, it must be noted that all methodological changes require a period of research to assess the results, applicability [48], training, and adaptation.…”

Adoption of the PICRAT Model to Guide the Integration of Innovative Technologies in the Teaching of a Linguistics Course

“…Public exams are being delivered virtually in place of less cost-effective paper tests; schools are offering online courses that were previously not available to students; and teachers interacting with students through digital handheld devices is becoming more and more common in the classroom [10]. After the World Health Organization declared the outbreak of the COVID-19 pandemic in January 2020, emerging technologies such as virtual reality and artificial intelligence exerted far more influence on teaching and learning than ever [11]. Moreover, Miranda et al [12] suggest that technology can boost educational chances and effectively connect students with feasible sources of information.…”

Determinants for participation in independent learning policy and independent campus programs

“…Students who are isolated from the community and cannot socially interact will increase motivation to learn online, which in the end will increase learning satisfaction compared to those who do not have the means to learn online [40]. In a study environment, both online and offline, interaction affects study effectiveness [41]. Lack of social interactions can increase mental health risks and psychosomatic syndromes, which will decrease participation in the learning process [42].…”