The systematic review of studies about web-based learning in language teaching context

Abstract

As also labelled as online learning or e-learning, Web-based learning (WBL) has recently come to the forefront in language education thanks to a huge number of online teaching practices the pandemic has induced as well as the new platforms and some applications accommodating language studies. As such, the current research has been orchestrated to review prestigious academic papers on WBL in ELT published in flagship journals from the years 2015 to 2020. Moreover, it aims at clarifying the recent trends on e-learning platforms. 20 empirical studies which were based on quantitative, qualitative, or mixed designs and indexed in Clarivate Analytics (Thomson Reuters) were incorporated into the study. Having investigated them particularly considering the education context, participants, and the methods, the researcher discovered that an overwhelming majority of the studies were administered in higher education context according to mixed and quantitative research designs. Furthermore, the research on online learning platforms was heavily related to one of the macro skills (i.e. writing) besides listening and vocabulary to a degree. Another fundamental result was the limited number of studies employing blended learning contexts enriched with authentic activities which would make learners use higher-order thinking skills in the digital world. Finally, some suggestions have been offered to future studies on WBL in the light of the findings.