Online informal language learning (OILL): a systematic review of studies (2014–2023)

Abstract

ABSTRACT The rise of informal language learning, especially learning conducted online outside the classroom context, has received considerable scholarly attention in recent years. To date, however, there has been limited evidence-based systematic analysis of the prevalence of online informal language learning (OILL). Accordingly, we conducted a systematic review of empirical studies on OILL published over the past decade (2014-2023) to identify gaps in the current research and suggest potential directions for future research on this topic. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach was followed, and 123 studies met the selection criteria. The studies included in this review highlight the following three themes: (1) focusing on ICT affordances and constraints to identify the potential of online technologies for OILL; (2) focusing on learners in OILL to explore the nature and learners’ cognition of learning; and (3) the roles of various stakeholders in OILL. Building upon this review, a conceptual framework for understanding and supporting learners’ OILL is proposed, followed by detailed recommendations for future research and practice.