Mobile learning technologies and social media tools have not been studied to an exhaustive extent in terms of student engagement and learning outcomes. Using a quasi-experimental research method, the authors randomly selected 101 participants who were divided into three groups. Each group received English teaching assisted by mobile learning technology (Rain Classroom), a social media tool (WeChat) and the traditional multimedia projecting system for one semester. The authors concluded that mobile learning technologies could significantly improve behavioural, social, cognitive and emotional engagements and English learning outcomes compared with social media tools. The traditional teaching tools did not improve behavioural, social, cognitive and emotional engagements and learning outcomes as much as Rain Classroom and WeChat did. Future research could focus on development of serious games to improve student engagement and learning outcomes.

The sudden outbreak of COVID-19 has made blended learning widely accepted, followed by many studies committed to blended learning outcomes and student attitudes. Few studies have, however, focused on the summarized effect of blended learning. To complement this missing link, this study meta-analytically reviews blended learning outcomes and student attitudes by including 30 peer-reviewed journal articles and 70 effect sizes. It concludes that blended learning outcomes are significantly higher than the traditional learning outcomes with a medium effect size, and learners hold significantly more positive attitudes toward blended learning than traditional learning with a medium effect size. Blended learning may be promising, and information technology scientists may focus on the development of more advanced and effective devices to improve blended learning effectiveness.

The impact of motivation, anxiety and learning strategies on the achievement of foreign language proficiency has been widely acknowledged in the context of traditional offline classroom settings. However, this issue has not been extensively documented in relation to online learning, which has become the predominant form of language learning during the period of the COVID-19 pandemic. The current study was conducted to investigate the relative prediction of motivation, anxiety and learning strategies for second language achievement among 90 Thai adult learners of Chinese as a foreign language (CFL) who took online Chinese courses. The participants completed a questionnaire dealing with motivation, anxiety, learning strategies, and their Chinese proficiency was measured by self-report and a Chinese vocabulary size test. A series of hierarchical regression analyses revealed two major findings. First, anxiety emerged as the most stable factor for the participants' CFL achievement, followed by learning strategies and motivation. Second, motivation, anxiety and learning strategies only significantly predicted the participants' self-rated Chinese language proficiency, but not their performance on the Chinese vocabulary size test. The overall results indicate the relative importance of motivation, anxiety and learning strategies to Chinese language learning in the online environment and suggest different measures of CFL achievement may lead to different research findings. The general findings were of theoretical and pedagogical significance for understanding and addressing individual differences factors in online language learning.

The outbreak of COVID-19 forced billions of learners to stay at home in order to receive online education. The aim of the study is to construct an online sustainable educational model to facilitate this learning approach. This study included 53 peer-reviewed articles for the review study following the selection process of the Preferred Reporting Items for Systematic Review and Meta-analysis Protocol (PRISMA-P) and the clustering techniques of VOSviewer. It is concluded that the model consists of online educational platforms, online assessment systems, social media, and digital literacy. With these features, online education could be sustained. However, challenges should also be addressed to sustain online education during the pandemic. Designers, scientists, and teachers should make every effort to increase learning engagement, enhance learning supervision, formulate adequate emergency programs, minimize educational inequalities, solve technical issues, and formulate systematic learning management and organization. The sustainable online educational model may be updated and perfected by including more practical features in the future.