Arab World English Journal (AWEJ) Volume 17. Number 1, March 2026 Pp.413-436

Enriched eBooks in English Learning: A Systematic Review of Multimedia Features, Patterns, and Language Skill Development

Faculty of Social Sciences and Humanities Universiti Teknologi Malaysia, Malaysia

Faculty of Social Sciences and Humanities Universiti Teknologi Malaysia, Malaysia

*Corresponding Author: snkew@utm.my

Faculty of Economics and Management, Universiti Kebangsaan Malaysia (The National University of Malaysia), Malaysia

Faculty of Economics and Management, Universiti Kebangsaan Malaysia (The National University of Malaysia), Malaysia.

Abstract:

The use of enriched eBooks in English language education has received increasing attention over the past decade, particularly in higher education and technology-mediated learning contexts. This study presents a systematic literature review of empirical research on enriched eBooks in English as a Foreign Language and English as a Second Language learning published between 2015 and 2025. The review aims to identify trends in participant profiles and language skill focus and to examine how eBook design types and embedded features are associated with language skill coverage. Guided by the PRISMA framework, 37 empirical studies were selected from six academic databases and analysed using descriptive and comparative approaches. Findings show that research has predominantly focused on tertiary-level learners, with reading as the most frequently examined skill. Interactive and enriched eBooks demonstrate broader skill coverage than static designs, although support for speaking and writing remains less consistent. Feature-level analysis indicates that multimedia input and comprehension supports are widely implemented, while feedback mechanisms and production-oriented tools are less frequently integrated. These findings highlight the need for clearer differentiation of eBook design types and stronger alignment between enriched features and language skill development.

Cite as:

Mogammad, M., Na, K. S., Tee, L. T. & Kew, S. R. (2026). Enriched eBooks in English Learning: A Systematic Review of Multimedia Features, Patterns, and Language Skill Development. Arab World English Journal, 17(1): 413-436

References:

Al-Ahdal, A. A. M. H. (2020). EBook interaction logs as a tool in predicting learner performance in reading. Asiatic: IIUM Journal of English Language and Literature, 14(1), 174–188. https://journals.iium.edu.my/asiatic/index.php/ajell/article/view/1843

Alazemi, A. F. T. (2024). Formative assessment in artificial integrated instruction. Language Testing in Asia, 14, Article 44. https://doi.org/10.1186/s40468-024-00319-8

Aldawsari, H. A. (2024). Evaluating translation tools: Google Translate, Bing Translator, and Bing AI on Arabic colloquialisms. Arab World English Journal, Special Issue on ChatGPT, 237–251. https://doi.org/10.24093/awej/ChatGPT.16

Alhamam, A. A. (2025). Investigating the role of AI tool interactions in enhancing English language acquisition among Saudi college students. Arab World English Journal, 16(3), 426–440. https://doi.org/10.24093/awej/vol16no3.26

Ali, M. M., Fazal, S., Ubaid, U. U., Saeed, M. A., & Shah, S. R. A. (2025). Integrating AI-powered digital English textbook at Grade 12: Pakistani students and teachers’ perceptions. International Journal of Adult Education and Technology, 16(1), 1–20. https://doi.org/10.4018/IJAET.376488

Al-Jarf, R. (2021). Collaborative mobile ebook reading for struggling EFL college readers. Online Submission, 11(6), 32–42. https://eric.ed.gov/?id=ED618023

Al-Jarf, R. (2023). Digital reading among children in Saudi Arabia. Online Submission, 5(3), 35–44. https://eric.ed.gov/?id=ED630952

Aljuaid, H. (2024). The impact of artificial intelligence tools on academic writing instruction in higher education: A systematic review. Arab World English Journal, Special Issue on ChatGPT, 26–55. https://doi.org/10.24093/awej/ChatGPT.2

Almadhi, M. A., & Alanazi, M. Z. (2024). The effect of e-book reading on EFL Saudi learners’ reading comprehension and reading attitudes. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2416356

Alobaid, A. (2020). Smart multimedia learning of ICT. Smart Learning Environments, 7, Article 24. https://doi.org/10.1186/s40561-020-00134-7

Al Rawahi, A. K. (2020). Building the bridge of affordances: Exploring teacher research support in a university language centre (Doctoral dissertation, University of Warwick). https://wrap.warwick.ac.uk/id/eprint/161157/

Alsalami, A. I., & Mohammed, A. (2025). Enhancing reading fluency in Saudi EFL undergraduates with the Microsoft Teams Reading Progress tool: A mixed-methods approach. Arab World English Journal, Special Issue on CALL (11), 252–270. https://doi.org/10.24093/awej/call11.16

Andreyeva, Y. A., Fakhrutdinova, A. V., Korneva, I. G., & Chugunov, A. (2019). The effectiveness of the use of computer technology compared to traditional methods in foreign language teaching. Universal Journal of Educational Research, 7(10B), 21–26. https://doi.org/10.13189/ujer.2019.071805

Assylzhanova, D., Uzakbaeva, S., Rakhimbekova, G., & Ramashov, N. (2024). Investigating the effects of ICT-based interactive foreign language teaching on primary school students. Journal of Social Studies Education Research, 15(5), 26–58. https://jsser.org/index.php/jsser/article/view/6085

Azi, Y. (2023). Use of mobile apps for enhanced vocabulary acquisition: A comparative study among Saudi EFL students. Arab World English Journal, 14(4), 94–110. https://doi.org/10.24093/awej/vol14no4.6

Bikowski, D., & Casal, E. (2018). Interactive digital textbooks and engagement: A learning strategies framework. Language Learning & Technology. https://www.lltjournal.org/item/10125-44584/

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented reality in education: Cases, places and potentials. Educational Media International, 51(1), 1–15. https://doi.org/10.1080/09523987.2014.889400

Charbonneau-Gowdy, P. (2015). Telling tales: Towards a new model of literacy development using e-readers in teacher education in Chile. Electronic Journal of e-Learning, 13(2), 84–96. https://academic-publishing.org/index.php/ejel/article/view/1717

Charbonneau-Gowdy, P., Capredoni, R., Gonzalez, S., Jayo, M. J., & Raby, P. (2016). Brave forms of mentoring supported by technology in teacher education. Electronic Journal of e-Learning, 14(1), 3–14. https://academic-publishing.org/index.php/ejel/article/view/1739

Chuang, C., & Jamiat, N. (2023). A systematic review on the effectiveness of children’s interactive reading applications for promoting their emergent literacy in the multimedia context. Contemporary Educational Technology, 15(2), Article ep412. https://doi.org/10.30935/cedtech/12941

Connor, C. M., Day, S. L., Phillips, B. M., Sparapani, N., Ingebrand, S. W., McLean, L., & Wood, T. S. (2019). Using technology to individualize literacy instruction: The effects of e-books and adaptive scaffolding on reading outcomes. Computers & Education, 130, 68–83. https://doi.org/10.1016/j.compedu.2018.11.010

Diningrat, S. W. M., Setyosari, P., Ulfa, S., & Widiati, U. (2023). The effect of an extended flipped classroom model for fully online learning and its interaction with working memory capacity on students’ reading comprehension. Journal of New Approaches in Educational Research, 12(1), 77–99. https://doi.org/10.7821/naer.2023.1.1073

Elmotri, B., Harizi, R., Boujlida, A., Elyasa, Y. M., Garrouri, S., Amri, F., Malik, F. H., & Al-humari, M. A. (2025). The impact of AI-generated feedback explicitness on EFL students’ automated written corrective feedback use. Arab World English Journal, 16(1). https://doi.org/10.24093/awej/vol16no1.10

Fang, S. W., Hsu, H. T., & Chen, K. T. C. (2025). The effects of an e-book app on reading motivation and proficiency in young EFL learners. TechTrends. https://doi.org/10.1007/s11528-025-01091-z

Hidayat, D. N., et al. (2022). Digital technology supporting English learning. Research and Practice in Technology Enhanced Learning, 17, Article 23. https://doi.org/10.1186/s41039-022-00198-8

Hsieh, Y., & Huang, S. (2020). Using an e-book in the secondary English classroom: Effects on EFL reading and listening. Education and Information Technologies, 25(2), 1285–1301. https://doi.org/10.1007/s10639-019-10036-y

Huang, B., Dong, Z., & Dou, J. (2025). Exploring the acceptance of large language models as an integrated reading tool: A UTAUT-based analysis. SAGE Open, 15(4). https://doi.org/10.1177/21582440251392110

Jansen, A. (2019). Increasing leisure reading among university students using e-readers with audio. College & Research Libraries, 80(3), 356–372. https://doi.org/10.5860/crl.80.3.356

Johar, N. A., Kew, S. N., Tasir, Z., & Koh, E. (2023). Learning analytics on student engagement to enhance students’ learning performance: A systematic review. Sustainability, 15, 7849. https://doi.org/10.3390/su15107849

Kasch, H. (2019). Experimental studies of the affordances of assistive multimodal learning designs: Universal Design for Learning in modern language classrooms. Journal of the International Society for Teacher Education, 23(2), 93–107. https://files.eric.ed.gov/fulltext/EJ1241992.pdf

Katsarou, E., Wild, F., Sougari, A.-M., & Chatzipanagiotou, P. (2023). A systematic review of voice-based intelligent virtual agents in EFL education. International Journal of Emerging Technologies in Learning (iJET), 18(10), 65–85. https://doi.org/10.3991/ijet.v18i10.37723

Kim, N. Y. (2021). E-book, audio-book, or e-audio-book: The effects of multiple modalities on EFL comprehension. English Teaching, 76(4), 33–52. https://doi.org/10.15858/engtea.76.4.202112.33

Kucuk, T. (2024). ChatGPT integrated grammar teaching and learning in EFL classes: A study on Tishk International University students in Erbil, Iraq. Arab World English Journal, Special Issue on ChatGPT, 100–111. https://doi.org/10.24093/awej/ChatGPT.6

Lee, J. S., & Lee, K. (2021). The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment. British Journal of Educational Technology, 52(1), 358–373. https://doi.org/10.1111/bjet.12955

Liew, T. W., Tan, S. M., & Kew, S. N. (2022). Can an angry pedagogical agent enhance mental effort and learning performance in a multimedia learning environment?. Information and Learning Sciences, 123(9/10), 555-576.

Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). (Remove — this is part of Page et al., 2021 and should not be separate.)

Luo, Q., & Chen, F. (2025). Scientific mapping of GenAI in English as a foreign language (EFL) context: Trends, gaps, and implications. International Journal of Technology and Human Interaction, 21(1), 1–23. https://doi.org/10.4018/IJTHI.384377

Mohd Zainol, S. N., Yaacob, A., Shaik Abdullah, S., Ab Rahim, I. S., & Alsaraireh, M. Y. (2025). Connecting the dots: Bibliometric trends in vocabulary teaching and technology. Discover Education, 4, Article 497. https://doi.org/10.1007/s44217-025-00853-4

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. BMJ, 339, b2535. https://doi.org/10.1136/bmj.b2535

Okumuş Dağdeler, K. (2023). A systematic review of mobile-assisted vocabulary learning research. Smart Learning Environments, 10, Article 19. https://doi.org/10.1186/s40561-023-00235-z

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71

Rahimi, A. R., & Sevilla-Pavón, A. (2025). The role of interactive, constructive, active, and passive learning activities (ICAPCALL) in shaping students’ online engagement, and learning approaches to virtual exchange (SAVE): A bisymmetric approach. Smart Learning Environments, 12, Article 61. https://doi.org/10.1186/s40561-024-00363-0

Santos, D., Rueda, U., & Gonzalez, A. (2014). Experience of reading eBooks with eReaders in classes. Journal of Educational Computing Research, 50(2), 143–168. https://doi.org/10.2190/EC.50.2.c

Shikun, S., Grigoryan, G., Huichun, N., & Harutyunyan, H. (2024). AI chatbots: Developing English language proficiency in EFL classroom. Arab World English Journal, Special Issue on ChatGPT, 292–305. https://doi.org/10.24093/awej/ChatGPT.20

Shoozan, A., Mohamad, M., & Mohamad Zahidi, A. (2025). Expert and learner evaluation of a mobile-assisted ESP speaking module: A formative study. International Journal of Academic Research in Business and Social Sciences, 15(7), 2609–2623. https://doi.org/10.6007/IJARBSS/v15-i7/25758

Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008

Takii, K., Flanagan, B., Li, H., Yang, Y., Koike, K., & Ogata, H. (2025). Explainable eBook recommendation for extensive reading in K–12 EFL learning. Research and Practice in Technology Enhanced Learning, 20, Article 27. https://doi.org/10.58459/rptel.2025.20027

Union, C. D., Union, L. W., & Green, T. D. (2015). The use of eReaders in the classroom and at home to help third-grade students improve reading scores. TechTrends, 59(5), 71–84. https://doi.org/10.1007/s11528-015-0893-3

Wang, Y., & Na, K. S. (2022). Innovative research on English teaching model based on artificial intelligence and wireless communication. International journal of reliability, quality and safety engineering, 29(05), 2240007.

Xu, X., Qiao, L., Cheng, N., Liu, H., & Zhao, W. (2025). Enhancing self-regulated learning and learning experience in generative AI environments: The critical role of metacognitive support. British Journal of Educational Technology, 56(5), 1842–1863. https://doi.org/10.1111/bjet.13599

Yen, A. C. (2024). Enhancing English comprehension: A UbD mind walker intervention for remote upper-grade elementary students. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 43. https://doi.org/10.1186/s40862-024-00267-z

Yow, W. Q., & Priyashri, S. (2019). Computerized electronic features direct children’s attention to print in e-books. AERA Open, 5(3). https://doi.org/10.1177/2332858419878126

Zhang, R., Zou, D., Xie, H., Au, O. T. S., & Wang, F. L. (2020). A systematic review of research on e-book-based language learning. Knowledge Management & E-Learning, 12(1), 106–128. https://doi.org/10.34105/j.kmel.2020.12.006

Zou, D., Luo, S., Xie, H., & Hwang, G. J. (2023). Effects of artificial intelligence-assisted language learning: A systematic review. Sustainability, 15(8), 6789. https://doi.org/10.3390/su15086789

 

Facebook
Twitter
LinkedIn
Tumblr
Reddit
Email
StumbleUpon
Digg

Marene Mohammad is a PhD postgraduate student at the Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia. Her research interests include digital technology in language education, enriched eBooks, multimedia learning, and language learning. She has contributed to various studies on technology-enhanced learning and innovative teaching strategies. She actively participates in academic activities. Affiliation: Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia.
Email: marene@graduate.utm.my; ORCID: https://orcid.org/0009-0006-7634-5736

 Kew Si Na is an Associate Professor at the Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia. Her research focuses on technology-enhanced language learning (TELL), learning analytics, and online teaching and learning. She has published extensively on English language education and digital pedagogical strategies. She won the Young Scholar Award in 2024.
Affiliation: Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia. Email: snkew@utm.my;
ORCID: https://orcid.org/0000-0001-6648-6806

Lain-Tze Tee serves as a senior lecturer at the Faculty of Economics and Management, The National University of Malaysia. His academic research interests include asset pricing, climate finance, international finance, governance and financial market development. Affiliation: Faculty of Economics and Management, Universiti Kebangsaan Malaysia (The National University of Malaysia), Malaysia. Email: jrtee@ukm.edu.my; ORCID: https://orcid.org/0009-0006-1468-6332

Si-Roei Kew serves as a senior lecturer at the Faculty of Economics and Management, The National University of Malaysia. Her academic research interests include market efficiency, climate finance, governance, financial market development and international finance. Affiliation: Faculty of Economics and Management, Universiti Kebangsaan Malaysia (The National University of Malaysia), Malaysia. Email: srkew@ukm.edu.my; ORCID: https://orcid.org/0009-0007-1342-9374