This study presents a systematic review of previous research on e-book-based language learning. E-book-based language learning has been increasingly investigated in the field of language education, whereas previous review studies of relevant literature were relatively low in volume and incomprehensive from aspects of research participants and research perspectives. In the present study, we identified 52 relevant journal articles on e-book-based language learning published in the recent decade, coding them from three dimensions: methodology, e-book devices and features, and research issues and findings. The results indicated that: (a) most studies on e-book-based language learning were of a large sample size and one-session investigation; (b) pre-school children and university students were the most frequently investigated sample groups; (c) computers and tablets were the most frequently used devices; (d) multimedia, feedback giving, gamification and personalisation were the four features most frequently applied in enhancing the efficiency of e-book-based language learning; (e) researchers collected and processed data mainly through pre- and post-tests and group comparisons; (f) learning outcomes, learning behaviours and learners’ psychological states were investigated in most studies, whereby the findings indicated overall positive effects of e-book on language learning.
|Number of pages||23|
|Journal||Knowledge Management and E-Learning|
|Publication status||Published - Mar 2020|
Bibliographical noteThis research received grants from the Standing Committee on Language Education and Research (EDB(LE)/P&R/EL/175/2), the Education Bureau of the Hong Kong Special Administrative Region, and the Internal Research Fund (RG 1/2019-2020R) and Internal Research Grant (RG93/2018-2019R), The Education University of Hong Kong.
- Language learning
- Mobile learning
- Technology-assisted learning