Online second language learner engagement: A systematic review of conceptual frameworks, research methods, and key findings

Abstract

This systematic review examines existing empirical second language studies on the approaches to conceptualizing and measuring online second language learner engagement in technology-mediated second-language learning/teaching settings, identifying strengths and limitations of current measures and outlining potential improvements. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure, we conducted a systematic review of empirical studies on online second language learner engagement. The review focused on several key areas, including the characteristics of second language research investigating online learner engagement, the ways in which the concept of online learner engagement is conceptualized, the indicators used to operationalize it, and the primary areas of focus and key findings emerging from this body of research. Our intent with this systematic review is to provide a comprehensive evaluation of existing empirical studies on online second language learner engagement and to offer suggestions not only for future research directions in this important area but also for implications regarding online teaching and learning practices in technology-mediated second language learning and teaching settings.