Small Private Online Courses (SPOCs) in English Language Education: A Systematic Review

Authors

  • Aixiang Mi

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

    School of Foreign Languages and Cultures, Xichang University, Xichang 615000, China
  • Supyan Hussin

    Institute of Ethnic Studies, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Harwati Hashim

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i6.9987
Received: 12 May 2025 | Revised: 20 May 2025 | Accepted: 22 May 2025 | Published Online: 5 June 2025

Abstract

Small Private Online Courses (SPOCs) have emerged as a promising instructional model in English language education, offering structured, flexible, and scalable learning opportunities within blended or hybrid contexts. This systematic review synthesises 36 empirical studies published between 2015 and 2025 to examine how SPOCs have been pedagogically designed, methodologically investigated, and evaluated in diverse educational settings. The studies were identified through a comprehensive search of Scopus and Web of Science and analysed thematically in terms of methodological approaches, instructional strategies, and reported learning outcomes. Findings reveal considerable methodological variation, including qualitative case studies, quasi-experimental designs, mixed-methods inquiries, and design-based research. Pedagogically, SPOCs were most frequently implemented in flipped classroom models and integrated with skill-specific scaffolding, adaptive technologies, gamified features, and collaborative or reflective tasks. These designs were aligned with communicative and learner-centred approaches to language teaching. Reported outcomes spanned linguistic, cognitive, affective, and behavioural domains, with most studies indicating gains in grammar, vocabulary, writing, and speaking, as well as enhanced learner autonomy, motivation, and metacognitive awareness. The review underscores the pedagogical value of SPOCs when thoughtfully integrated into language curricula and supported by appropriate technological and instructional design. It highlights the potential of SPOCs to personalise learning, support skill-specific development, and promote active, reflective, and autonomous learning. These findings offer timely guidance for educators, instructional designers, and policymakers aiming to enhance English language education in increasingly hybrid and digital environments.

Keywords:

SPOC; English Language Education; English Teaching; L2; Digital Learning Environments

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How to Cite

Mi, A., Hussin, S., & Hashim, H. (2025). Small Private Online Courses (SPOCs) in English Language Education: A Systematic Review. Forum for Linguistic Studies, 7(6), 389–403. https://doi.org/10.30564/fls.v7i6.9987

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Vol. 7 , Iss. 6 (June 2025): In progress

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Review

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Copyright © 2025 Aixiang Mi, Supyan Hussin, Harwati Hashim

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.