Abstract
The unprecedent prevalence of digitalization has an impact on learning modules, particularly with the shift from print modules to e-modules. Though there is amount of research dedicated to English learning modules, research on e-modules for EFL/ESL learning is still scarce. Hence, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines is used to guide the selection, screening, and reporting processes. The research objective is to synthesize the available literature, present the current stances of EFL/ESL learning e-modules, and identify gaps thoroughly scrutinizing documents from 2000 to February 2024. Three databased including Web of Science (WOB), Scopus and ERIC were reviewed, only with 15 articles meeting the inclusion criteria. The findings indicated that EFL/ESL learning e-modules were mostly related with two themes, namely English for specific purpose (ESP) and learner autonomy. Based on the findings, the review puts forward suggestions and gaps for future research.
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