Exploring the Differential Effects of Face-to-Face and E-Learning Approaches on Learning Outcomes, Retention, and Student Engagement in English Language Education

This paper examines the comparative effectiveness of face-to-face (FTF) and E-learning approaches in English language education, focusing on learning outcomes, retention, and student engagement. A library research methodology was employed, systematically reviewing peer-reviewed literature published between 2010 and 2023. The study utilized thematic analysis to identify common patterns across the reviewed research, including flexibility; engagement, real-time interaction, and retention. Findings indicate that while E-learning offers greater flexibility and enhanced resource accessibility, FTF methods facilitate superior engagement and communication, which are crucial for language learning. Additionally, the study explores the potential of blended learning models, which combine the strengths of both FTF and E-learning approaches, leading to improved educational outcomes. Potential biases in the reviewed literature, such as publication bias and researcher perspective, are acknowledged. To enhance the accessibility of the results, a table summarizes the databases and number of papers retrieved, while a graph illustrates the percentage of papers included in the analysis compared to those rejected based on keyword criteria.