This is guided by the central research question: To what

The gap

Evidence profile

Stated in the limitations and recommendations and abstract sections of the source papers, classified as general, drawn from work published between 2025 and 2026, spanning 7 journals. Those papers have been cited 2 times in total.

Supporting evidence — 8 representative gaps

• The effects of informal digital learning, intrinsic motivation, and grit on online learning effort regulation and English achievement (2026) · Scientific Reports · doi

  Despite providing important insights, this study has several limitations that should be acknowledged when interpreting the findings. First, the study employed a cross-sectional design, which was chosen for feasibility and to examine associations among multiple constructs within a single time frame. However, cross-sectional data do not allow for causal interpretations. Future longitudinal and experimental studies are needed to track changes in motivation, grit, and online learning behaviors over time. Second, self-reports of the data were employed, which could be vulnerable to social desirability bias and biases derived from the participants’ own assessments of their behaviors. Third, because the sample was drawn from a single university, the findings may not generalize to all Saudi EFL learners. Future studies should include multi-institutional samples to enhance external validity. Fourth, the study focuses on a select set of psychological and digital learning variables, ARTICLE IN PRESSARTICLE IN PRESS ACCEPTED MANUSCRIPT which, while theoretically justified, do not fully capture the multifaceted nature of online language learning. Factors such as self-efficacy, teaching presence, digital literacy, L2 anxiety, and foreign language enjoyment may also significantly influence learners’ effort regulation and achievement. A broad model that incorporates these constructs could yield a holistic understanding of how affective, cognitive, and contextual variables interact. Future research should therefore employ multi-factor or mixed-method designs to examine these broader dynamics. Fifth, the main emphasis of the investigation was the use of SEM in the quantitative analysis, which provides important statistical insight but a limited semi-qualitative understanding of the students’ learning process. Future qualitative studies (e.g., interviews or reflective diaries) could provide deep insights into how students experience digital learning environments and how these environments can be optimized to support intrinsic motivation and grit. Lastly, these findings should be understood within the sociocultural context of Saudi Arabia, where norms of society, expectations of families, and religious values play an important role in influencing learners’ motivation, perseverance, and digital learning behaviors. As a result, the findings may not fully apply to other contexts, and therefore more cross-cultural research is needed to examine how these relationships might differ across educational settings.

  generalstated in limitationsevidence 5/5
  Keywords: learning future digital important cross examine motivation behaviors learners insights employed sectional constructs within single
• Technology-Assisted Self-Autonomous Listening: Improving Vocabulary Skills (2026) · Studies in Self-Access Learning Journal · doi

  The present study is considered exploratory with some limitations that should be noted when interpreting the results. Firstly, while only one group pre- and post-tests were used to measure vocabulary development, other language skills, such as speaking, reading, and writing, were not considered. Secondly, only 19 Saudi learners from a single class section were used for the study. The results cannot be generalized to a larger population; future 143 studies must consider including a control group and an experimental group. Thirdly, while six to eight weeks were allowed for the intervention, only twelve audio files from LearnEnglish Teens were used. The autonomous listening intervention might have been limited. Fourthly, while a survey was used to collect data, only closed-ended questions were used on a Likert scale, and Google Forms were used for data collection rather than interviews. Fifthly, a control group was not used for comparison, which might have been definitive evidence. Sixthly, other factors, such as learners’ digital skills, motivation, and familiarity with autonomous learning, were not considered, which could have influenced their performance and perceptions.

  generalstated in limitationsevidence 5/5
  Keywords: used group considered skills learners control intervention autonomous present exploratory limitations noted interpreting firstly post
• Effectiveness of E-Learning in Analyzing Difficulties in Object-Oriented Programming (2026) · International Journal of Creative and Open Research in Engineering and Management · doi

  While this research endeavours to provide a comprehensive analysis, the following limitations are acknowledged: • Self-Reporting Errors: Data collected through surveys and questionnaires may be subject to recall bias or social desirability bias, affecting the accuracy of responses. • Rapidly Evolving Technology: The e-learning landscape and AI-powered educational tools evolve quickly, meaning findings may become outdated as platforms adopt new features. • Platform Diversity: The sheer variety of e-learning platforms, each with different pedagogical approaches, makes it challenging to draw universal conclusions about e-learning effectiveness. • Measurement of Learning Outcomes: Assessing genuine understanding of OOP concepts is complex, and traditional assessments such as quizzes may not fully capture a learner’s depth of conceptual understanding. • Cultural and Linguistic Factors: Differences in language proficiency and cultural learning styles among participants may influence the findings in ways that are difficult to control. • Instructor Variability: The quality of instructor engagement varies widely across platforms and courses, making it difficult to standardize this variable in the comparative analysis.

  generalstated in limitationsevidence 5/5
  Keywords: learning platforms bias understanding cultural difficult instructor endeavours provide comprehensive following limitations acknowledged self reporting
• Effects of Captioned Video-Based Instruction on Receptive and Productive Vocabulary Acquisition and Self-Perception among Vietnamese EFL Undergraduates: A Quasi-Experimental Study (2026) · European Journal of English Language Studies · doi

  In this empirical study, data were collected and analysed using two research instruments: two vocabulary tests and a questionnaire. These research instruments are used to investigate the effects of captioned videos on vocabulary acquisition and on self-perception of vocabulary learning. Nevertheless, the study still had two limitations that need to be deliberated: The first limitation is the population of the study. Because the two groups have unequal numbers of participants, 29 students are in the experimental group and 24 in the control group. Although the research group intended to maintain a balance in the number of participants between the two groups, the student population enrolled in the intermediate- level class differs. As a result, the research group had no means to ensure equal numbers of students in both groups. The second limitation is the time of the experiment phase. The experiment was implemented over 7 weeks: 1 week for the orientation meeting, 4 weeks for the interventions, and 2 weeks for the pre-and post-vocabulary tests and the pre- and post-questionnaire tests. The duration was inadequate for students to significantly improve their vocabulary acquisition and become more acquainted with captioned video-based instruction. Therefore, the post-questionnaire and post-vocabulary test scores are not particularly high.

  generalstated in limitationsevidence 5/5
  Keywords: vocabulary group post tests questionnaire groups students weeks instruments captioned acquisition limitation population numbers participants
• Effects of Captioned Video-Based Instruction on Receptive and Productive Vocabulary Acquisition and Self-Perception among Vietnamese EFL Undergraduates: A Quasi-Experimental Study (2026) · European Journal of English Language Studies · doi

  The literature and findings facilitate the following recommendations for further research in Vietnamese and East Asian contexts. First, given that this study was the first examination of captioned video-based instruction for receptive vocabulary acquisition and productive vocabulary use in the EFL classroom at the intermediate level, further studies with homogeneous groups of higher English language proficiency are warranted. Therefore, the vocabulary level of captioned videos is also considered when selecting relevant interventions. Second, it is considered that the interventions should be extended in time, as this can help researchers achieve an objective evaluation of students’ vocabulary acquisition. Third, further research might prioritise developing and making available seminars and training programs to equip instructors with the appropriate skills and techniques to implement captioned video-based instruction effectively in their classrooms. By providing instructors with adequate guidance and designing diverse activities from the sources of captioned videos that contribute to enhancing the quality of teaching vocabulary for EFL students.

  generalstated in recommendationsevidence 5/5
  Keywords: vocabulary captioned further first video based instruction acquisition level videos considered interventions students instructors literature
• The Impact of Watching English Shows on Enhancing English Language Acquisition Among Undergraduate Students (2025) · Arab World English Journal · cited 2× · doi

  This is guided by the central research question: To what extent does exposure to English-language shows influence undergraduate students’ acquisition of English, particularly in listening comprehension, vocabulary development, and communication skills? While previous research highlights the role of audiovisual media in language learning, limited studies focus on its direct influence on undergraduate learners’ proficiency and confidence.

  generalstated in abstractevidence 5/5
  Keywords: english language influence undergraduate guided central question extent exposure shows students acquisition particularly listening comprehension
• IMPACT OF YOUTUBE VIDEOS UPON LEARNING VOCABULARY FOR NON- NATIVE SPEAKERS OF ENGLISH: A COMPARATIVE ANALYSIS (2026) · Journal of Social Sciences Development · doi

  This study concludes that the students from non-English departments in particular can learn from using YouTube to study the vocabulary effectively with the teachers and other students more effectively. 2. Providing students with playlists, level-based video lessons and vocabulary logs would keep them from getting lost and distracted; to take effective notes and lead discussions they can improve vocabulary recall. 3. Creating department-specific materials and having students practice recall of new words in activities within classroom can improve YouTube's value as an instructive and trustworthy tool for all students. REFERENCES Ali, M., & Shah, S. (2024). The impact of digital media on vocabulary acquisition among EFL learners. Journal of Language and Education, 10 (1), 45–59. Fiorella, L., & Mayer, R. E. (2022). Learning as a generative activity: Eight learning strategies that promote understanding (2nd ed.). Cambridge University Press. Harris, A., & Graham, D. S. (2021). Evaluating the online learning resources: Challenges and opportunities for language learners. Computers & Education, 168, 104204. Hussein, E. T. (2021). Effectiveness of YouTube videos in developing EFL learners’ communication skills. International Journal of Instruction, 14 (3), 123–138. Jati, P., Saukah, A., & Suryati, S. (2019). Teaching using YouTube tutorial video to enhance learning. Jurnal Pendidik Humaniora, 7(3), 101–116. Khan, R. M. I. (2022). The role of vocabulary knowledge in second language acquisition: A review study. Arab World English Journal, 13 (2), 123–135. Khan, S. (2023). The effect of subtitles on vocabulary learning in multimedia environments. Journal of Educational Multimedia and Hypermedia, 32 (1), 67–82. Khan, S., Ali, N., & Ullah, H. (2023). Multimedia input and vocabulary acquisition: A study on subtitle-assisted learning. Language Teaching Research Quarterly, 34, 88–102. Journal of Social Sciences Development, Volume 05, Issue 01, MARCH, 2026 85 Nawaz, Khan & Saeed … Impact Of YouTube Khan, T., Ahmad, M., & Rehman, A. (2021). Digital distractions and learning outcomes: A study of YouTube use among university students. Education and Information Technologies, 26 (6), 7311–7325. Kristiani, P. E., & Pradnyadewi, D. A. M. (2021). Effectiveness of YouTube as learning media in improving learners’ speaking skills. The Art of Teaching English as a Foreign Language, 1 (2), 8–12. Liu, Y., Chen, C., & Hwang, G. J. (2023). Effects of multimedia design principles on cognitive load and learning outcomes: A meta-analysis. Educational Psychology Review, 35 (2), 567–589. Mayer, R. E. E. G. (2021). The Multimedia learning (3rd edition). The Cambridge University Press. Putri, N. S., Wahyuni, S., & Fitriani, S. (2021). The use of YouTube videos in improving students’ vocabulary mastery.

  generalstated in recommendationsevidence 5/5
  Keywords: learning youtube vocabulary students journal language khan multimedia english learners teaching acquisition education university using
• Online Videos and Podcasts for Language learning in the Saudi Context: A Systematic Review (2010-2025) (2026) · Journal of English Language Teaching and Applied Linguistics · doi

  Based on the synthesis of findings across the eight thematic clusters, the following recommendations can be offered to enhance the integration of instructional videos and podcasts into language and ESP education. The findings highlight the value of allowing qualified instructors to make informed pedagogical decisions regarding materials, platforms, and instructional strategies. Flexibility in adapting textbooks, selecting digital resources, and modifying course delivery enables teachers to respond effectively to learners’ needs. • • The studies demonstrate that meaningful integration of videos and podcasts often emerges from individual initiative rather than institutional directives. Instructors should be encouraged to experiment with new modalities, curate their own digital resources, and design tasks that reflect their expertise and pedagogical judgment. The corpus shows that effective digital instruction can be achieved even in low-resource environments. Teachers should be supported in adopting pragmatic, context-sensitive solutions—such as downloadable materials, offline access, or simplified platforms—when connectivity or equipment is limited. • • Across the studies, the success of videos and podcasts depended not on advanced technology but on their alignment with linguistic objectives. Instructors should select materials based on clarity, linguistic accuracy, and instructional value rather than production quality or novelty. Repeated listening, self-paced viewing, and reflective tasks were central to students’ progress. Teachers should design activities that cultivate autonomy, such as listening logs, pronunciation imitation tasks, and self-evaluation routines. ESP animations, cultural videos, and grammar podcasts were most effective when directly tied to course content. Instructors should curate or create materials that reflect the linguistic and disciplinary demands of their specific programs. The longitudinal nature of the corpus illustrates the importance of ongoing reflection, iterative refinement, and evidence-based decision-making. Teachers should document their practices, evaluate learner responses, and adjust their approaches over time. • • • When using AI‑generated narration or AI‑based audiovisual materials, instructors should pay particular attention to linguistic accuracy, naturalness of pronunciation, stress patterns, and phoneme realization, accurate pronunciation of Page | 102 homophones according to context, especially in languages with complex orthographic systems such as Arabic. Supplementary materials or corrective feedback may be necessary to address limitations in AI‑generated content.

  generalstated in recommendationsevidence 5/5
  Keywords: materials videos podcasts instructors based instructional teachers linguistic digital tasks corpus pronunciation across integration value

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