Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance - AReview

Oct 15, 2026

Uploaded by Cipher

The article reviews 31 empirical studies on web-based language learning (WBLL) aimed at improving EFL learners’ L2 speaking performance. Findings group WBLL into five types: general linguistic-input websites, blogging platforms, communication tools, project-based learning tools, and learning management systems. Online input supports language and background knowledge, while chat and peer tools promote interaction, collaboration, and shared practice. WBLL can reduce speaking anxiety and increase motivation, with instructor monitoring and feedback remaining crucial. Further research is needed to address prior methodological limitations through larger samples and longer designs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

Web 2.0 and technology-assisted language teaching

Growth of Web-Based Language Learning (WBLL)

Theoretical foundations for speaking development

Advances in Language and Literary Studies ISSN: 2203-4714 [www.alls.aiac.org.au](www.alls.aiac.org.au) | Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: AReview
Ngo Cong-Lem*
Department of Applied Foreign Languages, National Taiwan University of Science and Technology, 43, Section 4, Keelung Road, Da’an District, Taipei City 10607, Taiwan
Corresponding Author: Ngo Cong-Lem, [E-mail: ngoconglem@gmail.com](E-mail: ngoconglem@gmail.com) | | | --- | --- | | ARTICLE INFO | ABSTRACT
The advent of Web 2.0 technology has afforded language educators more useful technology for English as a foreign language (EFL) teaching. This article reviewed 31 empirical studies investigating the employment of web-based technology to enhance EFL learners’ speaking performance. The findings indicated that overall, web-based language learning (WBLL) could be classified into five major groups: general websites providing linguistic inputs, blogging platforms, communication tools, project-based learning tools and learning management systems. While the available linguistic input online, e.g. web articles and videos, helped to enhance learners’ linguistic and background knowledge, other communication/chat tools facilitated peer interactions and collaborative learning. Audio-and video-based blogging provided convenient platforms for learners to practice their speaking through sharing their personal experiences. Moreover, Web 2.0 technology as a learning management system helped to create a ubiquitous learning environment, where L2 learners could engage in the language learning process without time and space constraints. WBLL was also found to reduce L2 learners’ learning anxiety while making them become more active, motivated language learners. In addition, the role of language instructor in web-based technology implementation was also found to be crucial, e.g. monitoring L2 learners’learning progress and providing feedback. Further research, however, is warranted to address existing methodological drawbacks of previous studies by recruiting larger sample size, conducting long-term research and controlling for confounding factors, e.g. prior L2 speaking ability and technology usage experience. | | Article history
Received: March 11, 2018
Accepted: June 27, 2018
Published: August 31, 2018
Volume: 9 Issue: 4
Advance access: July 2018 | | | Conflicts of interest: None
Funding: None | | | Key words:
Web-Based language learning, L2 Speaking,
Web 2.0 tools,
Blogging,
Communication Tools, Learning Management System, Educational Technology | | INTRODUCTION Nowadays, technology plays an increasingly important role in language classrooms and it is commonplace for teachers, to a certain extent, to apply technology-assisted language teaching (Sun & Yang, 2015) . The advent of the Internet has allowed people around the world to stay connected, sharing and contributing to the world knowledge. If in the age of web 1.0 technology, people surfon the internet mainly as readers, today, Web 2.0 enables the Internet users to be part of the world knowledge contributors (Faizi, 2018) . Instead of passively reading web content as in the former, online readers today can comment, provide feedback and contribute their knowledge, e.g. blogging. Web 2.0 also revolutionizes the way people contact and communicate with each (Qarajeh & Abdolmanafi-Rokni, 2015). For instance, instead of reaching friends via their phone or email, nowadays people can keep in touch by making friends on Facebook, a popular social networking site, and message or call each other via this free platform. The rapid development of information technology, particularly web 2.0, has merited language education in a sig- nificant and innovative manner (Luo, 2013). In recent years, Web-Based Language Learning (WBLL) has been emerging as a popular term in language education field. There has been an increasing number of studies that address th

FAQs

What does the review investigate about web-based language learning?

It reviews 31 empirical studies examining how web-based technology is used to enhance EFL learners’ speaking performance.

What five major categories of WBLL are identified in the review?

General linguistic-input websites, blogging platforms, communication tools, project-based learning tools, and learning management systems.

How does WBLL influence learners’ speaking motivation and anxiety?

The review reports that WBLL can reduce L2 learners’ learning anxiety while making them more active and motivated.

Oct 15, 2026

Uploaded by Cipher