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Arab World English Journal (AWEJ) Volume 16. Number 4, December 2025 Pp.165-184
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
English e-learning is taking center stage with accelerating technologies and mounting global demand for English skills. In this study, a systematic ten-year literature review (2014–2024) of 337 Web of Science-indexed publications is conducted. It applies bibliometric mapping and qualitative content analysis and examines the major themes, theory underpinnings, learning models, and technologies used. The dominance of blended learning and flipped learning models is seen. These models are marked by flexibility and interaction with the activation of the learners. Learning as autonomy and practice are the characteristics of the task-based designs and mobile learning. Several theories underlie these practices. Self-Determination Theory and Technology Acceptance Theory are concerned with the use of technology and learning motivation. Cognitive Diagnosis Theory and Item Response Theory underlie adaptive assessment generation. MOOCs remain the software platform utilized the most widely. SPOCs and newer tools such as MyEnglishLab, SymbalooEDU, artificial intelligence, and gamification are also gaining recognition. The review contributes through an interdisciplinary coming together and a demonstration of an evolution of the special domain. It proposes both pedagogic and technical changes characterizing English e-learning nowadays. It informs teachers and learning developers interested in interfacing pedagogy with technology. It also informs policymaking with frameworks supporting innovation and access. It concludes that English e-learning constitutes a tech breakthrough and a pedagogic shift. Future research should explore the interconnection of ideas across disciplines and an assessment of long-term learning outcomes.
Wu, M., Norman, H., Adnan, N. H., & Hu, Y. (2025). A Ten-Year Systematic Literature Review of English E-Learning Education (2014–2024). Arab World English Journal, 16(4):165-184
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Wu Mengyao is a PhD student in the Faculty of Education, Universiti Kebangsaan Malaysia (UKM), majoring in Learning Technology and Innovation. Her research focuses on English online learning and corpus linguistics, including the study of Automatic Question Generation, textbook analysis, and curriculum research. ORCID: https://orcid.org/0009-0005-2916-2008
Associate Professor. Ts. Dr. Helmi Norman is currently the Deputy Director of Instructional Technologies for the Center of Teaching and Curriculum Development, Universiti Kebangsaan Malaysia (UKM). He is also an Associate Professor at the Department of Teaching and Learning Innovations, Faculty of Education, UKM. His expertise is in the field of digital and futuristic education. ORCID: https://orcid.org/0000-0002-4717-3166
Dr. Nor Hafizah Adnan is a senior lecturer of Educational Technology at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). Her areas of concentration are design and development of technology-enhanced learning environments, augmented reality in education, and teaching practices in technology-oriented curricula. ORCID: https://orcid.org/0000-0001-9368-7646
Yuanling Hu is a PhD student in the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). Her research focuses on English teaching methods and vocational education. ORCID: https://orcid.org/0009-0007-7476-4854