The Impact of the COVID-19 on Digital Technology-based Teaching and Learning in English Language Education: A Systematic Review

Abstract

In the time of the COVID, with more frequent usage of digital technologies, it is expected that new concepts of digital literacy and new findings and research trends of digital technology-based language teaching and learning will appear during COVID. With such understanding, this paper presents a systematic review of studies where digital literacy and digital technology-based pedagogy are discussed in the field of English language education during the pandemic. Through the qualitative synthesis of 32 studies included in this review, it is found that the classroom roles of digital technology have shifted from complementary to necessary, and factors such as teachers and students engagement in online learning mode are newly developed areas of interest after the COVID. However, this review demonstrates that the conceptualisations of digital literacy remain somewhat unchanged, and the focused age group is still largely concentrated in secondary and tertiary settings. It is hoped that future research can focus more on the primary school context, and to discover new perspectives of digital literacy to help our students to make better use of digital technologies to assist their language learning. abstract should summarize the contents of the paper and should contain at least 100 and at most 300 words.

Using Digital Technologies in Teaching and Learning of Literature in ESL Classrooms: A Systematic Literature Review

“…As stated by O'Connor et al ( 2023), the absence of face-to-face interactions with students is one of the main challenges of this transition. This issue has also been addressed by several scholars, namely Niu (2020) and Du (2023), in their respective studies. Du (2023) mentioned that the lack of in-person interactions presents with a number of challenges for teachers and students in the context of the teaching and learning of literature in ESL classrooms.…”

“…This issue has also been addressed by several scholars, namely Niu (2020) and Du (2023), in their respective studies. Du (2023) mentioned that the lack of in-person interactions presents with a number of challenges for teachers and students in the context of the teaching and learning of literature in ESL classrooms. Although digital technologies provide an extensive range of tools and platforms for virtual communication, the lack of physical presence impedes organic interactions, including nonverbal clues and instant student feedback (O'Connor et al, 2023).…”

“…Nonetheless, some contend that by utilising online learning platforms and resources, educators and other stakeholders may overcome these difficulties (Rahiem, 2020;Mehrpouyan, 2022;Du, 2023).…”