Teaching English through virtual education: A systematic review
DOI:
https://doi.org/10.5281/zenodo.20776507Keywords:
learning, English, motivation, technologyAbstract
The systematic review conducted had the general objective of evaluating how English language teaching is presented through online education. The PRISMA approach was selected as the methodology; 20 scientific articles indexed in Scopus, Web of Science, and SciELO were audited. The findings revealed that teaching English through online education demonstrates that digital methodologies represent an effective alternative for strengthening language skills, as they promote interaction, motivation, and autonomous learning. It is concluded that online education has become established as an effective strategy for teaching English, given that it fosters interaction, motivation, and flexible access to digital resources that strengthen students' language skills. This demonstrates that tools such as blended learning, gamification, social networks, and the metaverse generate more dynamic and innovative learning experiences.
Downloads
References
Arias, J., & Covinos, M. (2021). Diseño y metodología de la investigación. Enfoques Consulting EIRL. https://gc.scalahed.com/recursos/files/r161r/w26022w/Arias_S2.pdf
Banco Mundial. (2021). Remote learning during COVID-19: Lessons from country experiences. World Bank Group. https://documents1.worldbank.org/curated/en/160271637074230077/pdf/Remote-Learning-During-COVID-19-Lessons-from-Today-Principles-for-Tomorrow.pdf
Chaimae, F., Mohamed, Y., & Bouchaib, B. (2023). Blended learning in English for specific purposes instruction: A systematic review. Digital Education Review, 44, 114–124. https://revistes.ub.edu/index.php/der/article/view/40967
Chouaib, C., Benzahaf, B., & Yeou, M. (2023). English for specific purposes and blended learning environments: Challenges and opportunities. Digital Education Review, 44, 114–124. https://revistes.ub.edu/index.php/der/article/view/40967
Díaz-Ronceros, E., Marín-Rodríguez, W. J., Meleán-Romero, R. A., & Ausejo-Sánchez, J. L. (2021). Enseñanza virtual en tiempos de pandemia: Estudio en universidades públicas del Perú. Revista de Ciencias Sociales, 27(3), 347–360. https://doi.org/10.31876/rcs.v27i3.36780
Farmati, C., Yeou, M., & Benzahaf, B. (2023). Blended learning in English for specific purposes instruction: A systematic review. Digital Education Review, 44(1), 114–124. https://doi.org/10.1344/der.2023.44.114-124
Gutierrez Gómez, R., Salazar Zavaleta, J. R., Rivera Pezo, E. H., Flores Piñas, H., & Chiri Saravia, P. C. (2022). Estrategias de aprendizaje virtual y aprendizaje del idioma inglés en estudiantes. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 2715–2725. https://doi.org/10.37811/cl_rcm.v6i6.3723
Guo, X., & Lee, J. S. (2023). A systematic review of Informal Digital Learning of English: An ecological systems theory perspective. System, 117, 103097. https://doi.org/10.1016/j.system.2023.103097
Hadi, M., Martel, C., Huayta, F., Rojas, R., & Arias, J. (2023). Metodología de la investigación: Guía para el proyecto de tesis. Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú. https://editorial.inudi.edu.pe/index.php/editorialinudi/catalog/view/82/124/149
Hernández, R., & Mendoza, C. (2023). Metodología de la investigación: Rutas cuantitativa-cualitativa-mixta. McGraw-Hill Interamericana.
Huang, J. (2022). Task-based language teaching and rigorous instruction in beginning English as a second language classrooms. New Directions for Adult and Continuing Education, 2022(176), 59–70. https://doi.org/10.1002/ace.20468
Instituto Nacional de Estadística e Informática. (2023). Estadísticas de las tecnologías de información y comunicación en los hogares. INEI. https://www.inei.gob.pe/media/MenuRecursivo/boletines/boletin-tics-oct-nov-dic23.pdf
Klimova, B., et al. (2023). A systematic review on the use of emerging technologies in teaching English as an applied language at the university level. Systems, 11(1), 42. https://doi.org/10.3390/systems11010042
La Torre Castillo, C. C. (2021). Virtual classroom usage and user perception for English learning as a second language at universities in Lima Peru. International Journal of Emerging Technologies in Learning, 16(8), 261–269. https://doi.org/10.3991/ijet.v16i08.19221
Li, M., & Yu, Z. (2023). A systematic review on the metaverse-based blended English learning. Frontiers in Psychology, 13, 1087508. https://doi.org/10.3389/fpsyg.2022.1087508
Medina, L., & Cuba, L. B. (2024). Enseñanza virtual post pandemia en el Perú: Revisión sistemática. Ciencia Latina Revista Científica Multidisciplinar, 8(2), 7586–7609. https://doi.org/10.37811/cl_rcm.v8i2.11160
Ministerio de Educación del Perú. (2023). Informe de gestión educativa y avances en competencias digitales docentes. MINEDU. https://www.minedu.gob.pe/normatividad/pesem/informe-evaluacion-2023-pesem.pdf
Moreno, I., Ofelia, M., & Saraceni, A. (2022). Enseñanza y aprendizaje virtual de inglés en la universidad: Percepciones del estudiantado hacia una modalidad post pandemia. Revista de Investigación del Departamento de Humanidades y Ciencias Sociales, 22, 159–182. https://doi.org/10.54789/rihumso.22.11.22.9
Poehner, M. E., & Lu, X. (2024). Sociocultural Theory and Corpus-Based English Language Teaching. TESOL Quarterly, 58(3), 1256–1263. https://doi.org/10.1002/tesq.3282
Qin, J., & Lei, L. (2022). Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020. Studies in Second Language Learning and Teaching, 12(3), 381–404. https://doi.org/10.14746/ssllt.2022.12.3.3
Ramalingam, S., Yunus, M. M., & Hashim, H. (2022). Blended learning strategies for sustainable English as a second language education: A systematic review. Sustainability, 14(13), 8051. https://doi.org/10.3390/su14138051
Rodríguez, C., Breña, J., & Esenarro, D. (2021). Las variables en la metodología de la investigación científica. 3 Ciencias. Área de Innovación y Desarrollo, S.L. https://www.3ciencias.com/wp-content/uploads/2021/10/Las-Variables.pdf
Romero, H., Real, J., Ordoñez, J., Gavino, G., & Saldarriaga, G. (2022). Metodología de la investigación. Acvenisproh Académico. https://doi.org/10.47606/ACVEN/ACLIB0017
Romero, R., Mayta, D., Ancaya, M., Tasayco, S., & Berrio, M. (2024). Método de investigación científica: Diseño de proyectos y elaboración de protocolos en las Ciencias Sociales. Fondo Editorial Idicap Pacífico. https://doi.org/10.53595/eip.012.2024
Rosas Villena, F. R., Castillo Yánac, R. M., Soto Rodríguez, I. D., & Valencia Chacón, R. F. (2023). Comunidad virtual educativa y competencias de aprendizaje del inglés en la I. E. Libertador Simón Bolívar. Ciencia Latina Revista Científica Multidisciplinar, 7(5). https://doi.org/10.37811/cl_rcm.v7i5.8194
Ruiz, C., & Valenzuela, M. (2022). Metodología de la investigación. Fondo Editorial UNAT. https://fondoeditorial.unat.edu.pe/index.php/EdiUnat/catalog/book/4
Suyo-Vega, J. A., et al. (2023). Beyond traditional teaching: A systematic review of innovative pedagogical practices in higher education. Journal of Higher Education Theory and Practice, 23(9), 52–79. https://f1000research.com/articles/13-22/v1
Tan, S. Y., & Yunus, M. M. (2023). Sustaining English language education with social networking sites (SNSs): A systematic review. Sustainability, 15(7), 5710. https://doi.org/10.3390/su15075710
UNESCO. (2022). Global education monitoring report 2022: Non-state actors in education. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000382498
UNESCO. (2023). Global education monitoring report 2023: Technology in education a tool on whose terms? UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000388894_spa
UNICEF. (2022). Learning loss and education recovery in low-income countries. UNICEF. https://www.unicef.org/media/117626/file/Where%20are%20we%20in%20Education%20Recovery?.pdf
Valera-Yataco, P., Torres-Castro, M. Y., Valdivia-Vidal, M. I., & Lescano-López, G. S. (2023). Aprendizaje del idioma inglés a través de herramientas digitales en educación superior: Revisión sistemática. Horizontes. Revista de Investigación en Ciencias de la Educación, 7(27), 200–211. https://revistahorizontes.org/index.php/revistahorizontes/article/view/826/1531
Vizcaíno, P., Cedeño, R., & Maldonado, I. (2023). Metodología de la investigación científica: Guía práctica. Ciencia Latina Revista Científica Multidisciplinar, 7(4), 9723–9762. https://doi.org/10.37811/cl_rcm.v7i4.7658
Yingxin, X., Singh, C. K. S., Judge, S. K., & Arivayagan, K. (2024). The digital classroom: Systematic review of use of English as a foreign language in collaborative online settings. International Journal of Learning, Teaching and Educational Research. https://www.ijlter.org/index.php/ijlter/article/view/11076
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13, 1030790. https://doi.org/10.3389/fpsyg.2022.1030790
Zheng, C. (2022). Exploring a task-based English learning and teaching practice: An integrated approach. Language and Intercultural Communication, 14(1). https://doi.org/10.1177/17577438211049131
Zhou, T., & Zhang, W. (2022). Effectiveness study on online or blended language learning based on student achievement: A systematic review of empirical studies. Sustainability, 14(12), 7303. https://doi.org/10.3390/su14127303
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
