Web-based English Language Learning: A Review from Web 1.0 to Web 3.0

Abstract

Since the internet network's establishment, the World Wide Web is considered as the most important tool used by billions of people across the world. It allows people to share the media, read, write, publish and interact with others via the internet. Since its advent, the World Wide Web has evolved from a read-only medium technological network to the collaborative one where learners are interlinked in various ways. Through its various stages of evolution, English language learning was transformed from simple to an interactive, collaborative, and learner-centered environment. This paper will present the conceptual review of the literature, in chronological order, on how English language learning has evolved over the past years, particularly from web 1.0 to web 3.0. It also aims to present the analysis of the evolution of the World Wide Web (www) technologies from a learner perspective; therefore, it will elucidate various web-based tools, technologies, trends, and applications used by learners in their education.

A systematic review on the metaverse-based blended English learning

“…Virtual worlds in the metaverse empower learners' learning outcomes and increase the overall personal learning experience (Mughal et al, 2022;Niaz et al, 2022). In the context of English education, the metaverse enables learners to construct English knowledge and discourses with peers in virtual worlds, which makes it easy for learners to produce English academic achievement (Henderson et al, 2018).…”

“…It is necessary to improve instructors' and learners' digital literacy according to context-appropriated frameworks for language learning (Lim et al, 2022). The perceptive satisfaction degree of digital literacy can be gauged, ranging from instructor to learner based on their attitude toward English courses (Niaz et al, 2022).…”

Measuring the Spatial Similarities in Volunteered Geographic Information

“…So that users can add, modify, or remove complications and can change, manipulate, and share data. Everybody may now develop and share geographic data, making it possible for everyone to be both a producer and a user of spatial data (Gosztonyi, 2022;Niaz et al, 2022;Jelokhani-Niaraki, 2021;Kollmann et al, 2016). With the advent of Volunteered Geographic Information (VGI) in 2007, it became clear that anybody, regardless of their level of education or experience, could contribute to the creation and exchange of geographical data on a variety of subjects (Goodchild, 2007).…”

Unveiling The Efficacy of Digital Pedagogy: Evaluating Online English Learning at High School Level

“…The internet has been incorporated as a resource to enhance language learning exercises (Martins, 2015). These tools and technologies are making language learning more interactive, collaborative, and learner-centered (Kanellopoulou & Giannakoulopoulos, 2021;Lekawael, 2017;Lin, 2022;Niaz & Soomro, 2022;Samur, Dannenberg, & Evans, 2011).Currently, students are able to learn English anywhere, everywhere, and at the same time at any time with the existing electronic learning system facilities. Teacher can conduct teaching process with the use of technology and internet connection.…”