Virtual learning environments for English language education in higher education: a systematic review
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Abstract
Introduction. Virtual learning environments (VLEs) have become a highly prominent feature of English language teaching in higher education. Beyond the traditional learning management system, VLEs offer more immersive, mobile-assisted, gamified, and AI-supported learning spaces. However, evidence of their pedagogical contribution is still scattered across different research traditions and technological modalities. Objectives. Systematic review of empirical studies on EVA-mediated English language teaching in higher education, with special emphasis on publication trends, language learning, methodological approaches, educational outcomes, and challenges in implementation. Methodology. A systematic search was conducted in Scopus under the PRISMA 2020 guidelines with the expression ("virtual learning environment" or VAS) and English in titles, abstracts, and keywords. The search found 43 records, of which 21 were excluded in the title and abstract selection stage. 22 full-text reports were assessed for eligibility. Epilogue. Following the PRISMA 2020 guidelines, a systematic search for titles, abstracts and keywords was conducted in Scopus using the expression ("virtual learning environment" or VLE) and "English". The search identified 43 records. After reviewing titles and abstracts, 21 records were excluded and 22 reports were assessed for eligibility for full-text publication. One non-empirical publication was excluded from qualitative synthesis, with seventeen studies included. Results. Evidence points to a gradual shift from traditional platforms such as Moodle and Blackboard to three-dimensional, mobile-assistive, gamified, collaborative, and AI-supported environments. Integrated language skills, English for specific purposes, student autonomy, participation, interaction, and metacognitive development were addressed in the VLEs. Conclusions. The results highlighted the importance of pedagogical-technological alignment in higher education. General area of study: education. Specific area of study: English language education. Type of article: systematic bibliographic review.
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