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The Evolution of Online Extensive Reading and Web-Based Platforms in EFL/ESL: A Narrative Review of Impacts, Challenges, and Future Directions

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Title: The Evolution of Online Extensive Reading and Web-Based Platforms in EFL/ESL: A Narrative Review of Impacts, Challenges, and Future Directions
Language: English
Authors: Amine Ounissi (ORCID 0000-0002-7318-1880), Raihana Romly (ORCID 0000-0002-3019-7030), Azza Jauhar Ahmad Tajuddin (ORCID 0000-0003-3261-0877), Md. Kamrul Hasan (ORCID 0000-0003-2353-4673)
Source: Australian Journal of Applied Linguistics. 2025 8(1).
Availability: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Intended Audience: Policymakers
Document Type: Journal Articles
Information Analyses
Descriptors: Reading Processes, Learning Management Systems, English (Second Language), Second Language Learning, Second Language Instruction, Databases, Vocabulary Development, Learning Motivation, Reading Habits, Internet, Open Educational Resources, Reading Skills, Research Reports, Reading Research, Teaching Methods, Personal Autonomy, Learner Engagement, Barriers, Outcomes of Education, Constructivism (Learning), Digital Literacy, Instructional Effectiveness, Faculty Development
ISSN: 2209-0959
Abstract: Engagement in extensive reading (ER) on the internet provides learners with unparalleled access to diverse digital resources, positioning online extensive reading (OER) as a transformative extension of traditional ER practices. OER combines the principles of ER with the affordances of modern technology, offering interactivity, multimedia features, and adaptive tools that foster reading proficiency, vocabulary growth, and motivation. This paper thoroughly reviews OER's development and its impact on English as a foreign language/English as a second language (EFL/ESL) education over the past decade (2014-2024), analysing 43 peer-reviewed studies from Scopus and Web of Science. Adopting a narrative review methodology, this study utilises a structured literature matrix to synthesise the findings, critically analyse, and evaluate the key data from diverse research studies, offering a comprehensive understanding of OER's pedagogical implications. The findings demonstrate that OER significantly enhances learners' engagement and autonomy, particularly when integrated with interactive platforms. However, challenges such as inadequate technical support, progress tracking difficulties, and digital literacy disparities hinder its full potential. To address these barriers, this paper advises policymakers to strengthen digital infrastructure, invest in digital literacy programmes, and provide ongoing professional development for educators. Expanding access to graded online reading materials and overcoming these challenges will enable OER to integrate effortlessly into modern educational ecosystems, enhancing language-learning outcomes, fostering engagement, and promoting autonomy in digital environments.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472849
Database: ERIC
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  Data: The Evolution of Online Extensive Reading and Web-Based Platforms in EFL/ESL: A Narrative Review of Impacts, Challenges, and Future Directions
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  Data: <searchLink fieldCode="AR" term="%22Amine+Ounissi%22">Amine Ounissi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7318-1880">0000-0002-7318-1880</externalLink>)<br /><searchLink fieldCode="AR" term="%22Raihana+Romly%22">Raihana Romly</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3019-7030">0000-0002-3019-7030</externalLink>)<br /><searchLink fieldCode="AR" term="%22Azza+Jauhar+Ahmad+Tajuddin%22">Azza Jauhar Ahmad Tajuddin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3261-0877">0000-0003-3261-0877</externalLink>)<br /><searchLink fieldCode="AR" term="%22Md%2E+Kamrul+Hasan%22">Md. Kamrul Hasan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2353-4673">0000-0003-2353-4673</externalLink>)
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  Data: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/
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  Data: Engagement in extensive reading (ER) on the internet provides learners with unparalleled access to diverse digital resources, positioning online extensive reading (OER) as a transformative extension of traditional ER practices. OER combines the principles of ER with the affordances of modern technology, offering interactivity, multimedia features, and adaptive tools that foster reading proficiency, vocabulary growth, and motivation. This paper thoroughly reviews OER's development and its impact on English as a foreign language/English as a second language (EFL/ESL) education over the past decade (2014-2024), analysing 43 peer-reviewed studies from Scopus and Web of Science. Adopting a narrative review methodology, this study utilises a structured literature matrix to synthesise the findings, critically analyse, and evaluate the key data from diverse research studies, offering a comprehensive understanding of OER's pedagogical implications. The findings demonstrate that OER significantly enhances learners' engagement and autonomy, particularly when integrated with interactive platforms. However, challenges such as inadequate technical support, progress tracking difficulties, and digital literacy disparities hinder its full potential. To address these barriers, this paper advises policymakers to strengthen digital infrastructure, invest in digital literacy programmes, and provide ongoing professional development for educators. Expanding access to graded online reading materials and overcoming these challenges will enable OER to integrate effortlessly into modern educational ecosystems, enhancing language-learning outcomes, fostering engagement, and promoting autonomy in digital environments.
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      – Text: English
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      – SubjectFull: Reading Processes
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      – SubjectFull: Learning Management Systems
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Open Educational Resources
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      – SubjectFull: Reading Skills
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