JOLSE Ae JOURNAL OF LANGUAGE SECTOR Vol.
1 No.
| 154-165
DIGITAL ENGLISH LEARNING ASSESSMENT: A SYSTEMATIC
LITERATURE REVIEW
Hosnie Mubaraq1.
Nurtsania Gita2.
Atika Humaira3.
Atika Humaira4.
Sri Wiyajayanti5 UIN Sulthan Thaha Saifuddin Jambi.
Muaro Jambi.
Jambi.
Indonesia UIN Sulthan Thaha Saifuddin Jambi.
Muaro Jambi.
Jambi.
Indonesia UIN Sulthan Thaha Saifuddin Jambi.
Muaro Jambi.
Jambi.
Indonesia UIN Sulthan Thaha Saifuddin Jambi.
Muaro Jambi.
Jambi.
Indonesia UIN Sulthan Thaha Saifuddin Jambi.
Muaro Jambi.
Jambi.
Indonesia Correspondent Email : hosniemabaraq9@gmail.
ABSTRACT.
Digital technology is rapidly evolving and has transformed the way English language proficiency is assessed in the ASEAN region.
Legacy paper-based systems are increasingly being replaced by digital platforms that are more engaging, adaptable to students' needs, and provide immediate feedback.
This shift opens up new opportunities for improving language skills, but also demands digital literacy from teachers and students.
The primary objective of this study was to conduct a systematic literature review (SLR) of scholarly articles published in 2025 on the implementation of digital English language learning assessments in ASEAN.
We sought to understand the latest trends, benefits, and challenges arising from the use of this technology, in order to provide concise recommendations for education in the region.
We selected and analyzed five relevant articles based on their objectives, research methods, and key findings.
The results indicate that digital assessments help improve student motivation, learning independence, and learning effectiveness across a variety of settings.
However, challenges remain, such as lack of infrastructure, teacher preparedness, and unequal access to technology.
This study emphasizes the need for policy support, teacher training, and further research to ensure the sustainable implementation of digital assessments in English language education in ASEAN.
This will ensure all students can equitably benefit from technological advancements.
Keyword: ASEAN.
Autonomous Learning.
Blended Learning.
Digital English Learning Assessment.
Systematic Literature Review ABSTRAK.
Teknologi digital berkembang pesat dan telah mengubah cara penilaian kemahiran berbahasa Inggris di kawasan ASEAN.
Sistem berbasis kertas yang lama semakin tergantikan oleh platform digital yang lebih menarik, adaptif terhadap kebutuhan siswa, dan memberikan umpan balik langsung.
Pergeseran ini membuka peluang baru untuk meningkatkan keterampilan berbahasa, tetapi juga menuntut literasi digital dari guru dan siswa.
Tujuan utama penelitian ini adalah melakukan tinjauan pustaka sistematis (SLR) terhadap artikel ilmiah yang diterbitkan pada tahun 2025 tentang implementasi penilaian pembelajaran bahasa Inggris digital di ASEAN.
Kami berupaya memahami tren, manfaat, dan tantangan terkini yang muncul dari penggunaan teknologi ini, untuk memberikan rekomendasi ringkas bagi pendidikan di kawasan ini.
Kami memilih dan menganalisis lima artikel relevan berdasarkan tujuan, metode penelitian, dan temuan utamanya.
Hasilnya menunjukkan bahwa asesmen digital membantu meningkatkan motivasi siswa, kemandirian belajar, dan efektivitas pembelajaran di berbagai lingkungan.
Namun, masih terdapat tantangan, seperti kurangnya infrastruktur, kesiapan guru, dan akses teknologi yang tidak merata.
Studi ini menekankan perlunya dukungan kebijakan, pelatihan guru, dan penelitian lebih lanjut untuk memastikan implementasi asesmen digital yang berkelanjutan dalam pendidikan bahasa Inggris di ASEAN.
Hal ini akan memastikan semua siswa dapat memperoleh manfaat yang setara dari kemajuan teknologi.
Kata Kunci: ASEAN.
Pembelajaran Autonomus.
Pembelajaran Campuran.
Digital Asesmen Pembelajaran Bahasa Inggris berbasis.
Studi Literatur Sistematis Article History Submission: 5 Oktober 2025 Revised: 6 Oktober 2025 Accepted: 28 November 2025 Published: 28
November 2025
INTRODUCTION
The rapid development of digital technology has transformed the landscape of English language education globally, particularly in the ASEAN region.
The use of digital platforms in English language learning assessments is increasingly widespread, replacing traditional paperbased systems with more interactive, adaptive, and responsive features(Nining et al.
, n.
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shift offers new opportunities to improve language competency while also demanding adequate digital literacy from educators and students.
Socially, the integration of technology into English language education in ASEAN is influenced by several factors.
First, gaps in infrastructure and access to technology remain major challenges, particularly in rural and remote areas.
(Kusnanto et al.
, 2.
Second, varying levels of digital literacy among teachers and students influence the effectiveness of technology use in learning.
(Judijanto, 2.
Third, education policies in each ASEAN country have different approaches to technology integration, which impacts implementation on the ground.
Furthermore, the COVID-19 pandemic has accelerated the adoption of technology in education, but it has also widened the digital divide and highlighted the need for more comprehensive support.
(Juhro et al.
, 2.
Various studies have highlighted the benefits of using technology in English learning, such as increased motivation, independence, and learning experiences.
Blended learning (BL) has also been shown to be effective in improving students' English language skills and positive attitudes toward learning.
However, several research gaps remain to be filled.
(Annisa Marpaung & Ezir.
First, research on the long-term impact of technology integration in English language learning in ASEAN is still limited(Hambali et al.
, 2.
Second, research on the effectiveness of various digital models and platforms in different socio-cultural contexts in ASEAN is still lacking(Rizky et al.
, n.
Third, research on the development of valid and reliable digital assessment instruments to comprehensively measure English language competency is still This study aims to analyze the trends, benefits, and challenges of implementing Digital English Learning Assessment in ASEAN countries.
Specifically, this study will answer the following questions: How does Digital English Learning Assessment contribute to improving English language learning in ASEAN? What factors facilitate or hinder the successful implementation of Digital English Learning Assessment? How can education policies and infrastructure support be improved to maximize the benefits of Digital English Learning Assessment? METHOD This study employed a systematic literature review (SLR) approach, focusing on scholarly articles related to Digital English Learning Assessment in the ASEAN region published in JOLSE A 2025 by Jolse is licensed under CC BY-SA 4.
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The SLR method was chosen because it enables a comprehensive overview of existing research trends while mapping the benefits and challenges of digital assessment in English language education (Reimagining English Education: NEP 2020 and Its Impact on Higher Secondary Pedagogy in India, n.
This approach emphasizes procedural transparency and data reliability, ensuring that the findings are academically rigorous and verifiable.
The primary source of data collection was the ERIC (Education Resources Information Cente.
ERIC was selected due to its curated and reputable collection of peer-reviewed educational journals, along with its filtering features for publication year and full-text Keywords used in the search included AuDigital English Learning Assessment,Ay AuASEAN,Ay and combinations with specific country names such as Indonesia.
Thailand.
Malaysia, and Vietnam.
Only articles published in 2025 with full-text availability were considered for inclusion (Reimagining English Education: NEP 2020 and Its Impact on Higher Secondary Pedagogy in India, n.
Phase 1: Identification Phases At this stage, relevant journal articles were identified using specific search strategies.
Searches were conducted through ERIC database and supporting indexed journals listed in the reference The following keywords were applied in different combinations: Digital Assessment.
English Learning.
E-Assessment.
Online Testing.
Language Evaluation.
Journal Source ERIC Table 1.
Source of Journals Quantity 44 Article Keywords Digital English Learning Assesment Phase 2: Screening Phase During the screening phase, duplicates were removed, and titles/abstracts were examined to ensure relevance to the topic of digital assessment in English learning.
After this process, the total articles were reduced from 19 to 10.
Phase 3: Eligibility Phase The gathered papers were reviewed for eligibility in the third phase, where they had to match the criteria outlined in the table aAos inclusion section.
This is a critical step in ensuring that the data collected in this study were of high quality and dependability.
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Table 2.
Inclusion Criteria Inclusion Focus on digital assessment in English language learning Journal Articles published in 2025 ASEAN as subject country Published in journal articles Journal publisher in ERIC The papers chosen focus on researchers who Digital English Learning Assesment.
The papers were vetted in accordance with the criteria outlined in figure 1.
Figure 1.
Assessment criterion in choosing articles Phase 4: Exclusion Phase After checking the articles who eligibility in the third phase, the remaining articles were excluded from this systematic literature review.
The criteria of the exclude articles are stated in Table 3.
The exclusion step, like the eligibility step, was crucial in ensuring that the researchers collected high-quality data.
Table 3.
Exclusion Criteria Exclusion Digitalizations not use in english learning The studies did not access and evaluate digitalizations Teaching and learning which did not used technology Articles not published in 2025 ASEAN is not a country subject There were 19 articles provided information about the digital english learning assesment.
Most of the analyzed articles showed the combination of quantitative, mixed-method, and SLR type studies as depicted in Table 4.
The respondents from all of the studies included all levels of education from primary until university level.
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Table 4.
Quantity of Journals based on Research Design Research Design Quantity Quantitative Design Qualitative Design Mixed-Method Design Review of Literature Figure 2 depicts the full procedure from Phase 1 through Phase 4 in clearer detail based on The Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 checklist in conducting this systematic literature review.
Figure 2.
PRISMA Flow chart
RESULT
This review identified several articles published in 2025 that explored the implementation of Digital English Learning Assessment across ASEAN countries.
The search results from ERIC revealed a diverse range of research focuses, including studies on teacher and student perceptions, the effectiveness of blended learning, and international collaboration through digital platforms.
These findings suggest that research in ASEAN consistently emphasizes the JOLSE A 2025 by Jolse is licensed under CC BY-SA 4.
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role of digital assessment as an integral component of English language learning transformation, although the focal points of the studies vary depending on the country context.
Table 5.
Main Characteristics.
Perspectives and perception of using Technology Integration and Digital Innovation in enhancing students' English language learning skills Authors Territory Study Purpose Participants Discussion EJ1464027 Indonesia To explore the impact of ICT competency and m-learning acceptance among Indonesian university students in ESP programs 275 ESP students .
The study reveals over 60% competency in m-learning platforms, highlighting extensive use of digital However, significantly challenge m-learning adoption.
EJ1470552 Indonesia To examine how gamified MOOC platforms impact learning in ESP courses using SDL English for IT Professionals Findings reveal both challenges, showcasing improvements in certain aspects of SDL while highlighting obstacles gamified environments.
EJ1470876 Thailand To investigate the blended learning in EFL students' English .
completed pre- and posttest.
from 13 Results demonstrated significant improvement in students' English towards BL, citing flexibility, accessibility, engagement as key EJ1475905 Thailand To explore the 90 extent to which students enrolled learner autonomy in ESP course can be cultivated The DST significantly enhanced students' autonomous JOLSE A 2025 by Jolse is licensed under CC BY-SA 4.
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through a digital storytelling (DST) awareness of learning predominantly positive EJ1478002 Thailand
infused with active learning and smart
EFL
various faculties Findings primarily rooted in its ability to confer control over learning pace.
EJ1479003 Indonesia current levels of digital innovation resilience among 120 fifth-grade schools across Bali Results show students' resilience in digital contexts remain low.
The study proposes SSAML gamification and Tri Kaya Parisudha philosophy for effective EJ1479825 Thailand/Japan To investigate the impact of internetbased international small-group (Thai Japanes.
SMILE 24 students .
Thai.
Japanes.
from upper secondary The had strong positive environment for English communication, raising cultural awareness and JOLSE A 2025 by Jolse is licensed under CC BY-SA 4.
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EJ1479998 Multiple Countries emerging trends in EAP research from 2020-2024 using literature review papers from Q1Q2 Analysis dominance with focus instructors, and learner Highlights investigation needs in multimodalities, digital tools, and technological EJ1482916 Indonesia interplay between factors driving L2 grit in gamified language learning contexts in online EAP courses EFL students enrolled in online EAP Findings academic self-efficacy as strongest predictor of L2 grit, with PEoU and influencing academic self-efficacy, thinking, and learning EJ1482928 Thailand secondary school integration during and after COVID19 pandemic school students and 10 English Analysis revealed three main success elements:
technology-oriented development, suitable value-oriented incentives, highlighting discrepancies between student and teacher
DISCUSSION
This collection of research explored various aspects of digital learning and the implementation of educational technology.
One study involving 275 English for Specific Purposes (ESP) students from math and health disciplines assessed ICT skills and the adoption of mobile Findings indicated that while over 60% demonstrated proficiency in mobile learning platforms and engaged in digital communication and content creation, instructional challenges JOLSE A 2025 by Jolse is licensed under CC BY-SA 4.
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hindered broader application.
This suggests that technological skills alone are not enough without effective educational design (De Vega et al.
, 2.
Another research focused on the effects of gamified MOOC platforms on self-directed learning in an English course for IT professionals with 27 participants.
The results were mixed.
aspects of autonomous learning improved, but students struggled with motivation and time management in gamified settings.
This underscores the need for thoughtfully designed gamification strategies that encourage engagement and ongoing learning (Slamet, n.
An evaluation of blended learning with 269 EFL undergraduate students across 13 majors revealed significant enhancements in English language skills post-intervention, with students expressing favorable attitudes towards blended learning.
Benefits included greater flexibility, accessibility, and increased engagement, affirming blended learning as an effective instructional method when adequately supported (Nusong & Watanapokakul, 2.
The development of student independence was studied through a digital storytelling project with 90 nursing students in an ESP program.
The collaborative element greatly improved students' self-directed learning skills and metacognitive awareness, with mostly positive feedback indicating that collaborative digital initiatives can promote autonomy when backed by appropriate support (Jitpaisarnwattana, n.
) .
A study of hybrid learning attitudes among 207 EFL undergraduates revealed generally positive perceptions of this educational model, attributed to its ability to allow control over pacing, enhance understanding, and blend online with in-person components.
This reinforces the importance of adaptable learning frameworks that cater to various student preferences and learning styles (Rofiah et al.
, 2.
Research on digital innovation and adaptability with 120 fifth-grade students and teachers in Bali found that exposure to technology did not significantly boost students' innovation and The study recommended the creation of a Smart System Adaptive Mobile Learning (SSAML) model that incorporates gamification and Tri Kaya Parisudha principles for effective feedback and increased motivation in English learning (Jayanta et al.
, 2.
The SMILE initiative investigated web-based international collaborative activities involving 24 students from Thailand and Japan.
This partnership yielded positive outcomes, creating authentic contexts for English communication, enhancing cultural understanding, and fostering JOLSE A 2025 by Jolse is licensed under CC BY-SA 4.
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intrinsic motivation, demonstrating technology's potential to facilitate meaningful language learning experiences (Mayuroh et al.
, 2.
A thorough literature review of 71 studies from notable journals published between 2020 and 2024 revealed a predominance of qualitative research centered on teaching methods, educators, and student experiences.
The review identified emerging themes in research related to social equity, various modalities, digital resources, and technology integration, guiding future studies in English for Academic Purposes contexts (Pomat, 2.
Another study examined factors influencing L2 persistence in gamified online English for Academic Purposes (EAP) programs among 300 EFL undergraduates.
Academic selfconfidence was identified as a significant predictor of L2 persistence, with perceptions of gamification's ease and usefulness positively impacting academic confidence, analytical thinking, and learning satisfaction.
This highlights the necessity for creating accessible and educationally valuable gamified systems (Prihandoko et al.
, 2.
Lastly, research investigated technology integration attitudes and needs among 73 secondary students and 10 English teachers during and after the COVID-19 pandemic, identifying three crucial components for effective implementation: technology-focused professional training, appropriate classroom environments, and meaningful incentives.
Additionally, it uncovered discrepancies between student and teacher preferences regarding learning environments and technological support, emphasizing the need for alignment among stakeholdersAo expectations (Panyasi et al.
, n.
In conclusion, these studies reveal that a comprehensive approach is essential for effective digital learning evaluation in ASEAN nations, taking into account technological infrastructure, educational design, learner characteristics, and contextual factors.
While technology has significant potential to enhance language education, its success hinges on thoughtful implementation that addresses user attitudes, cultural contexts, and sustained institutional Future research should focus on balanced methodologies that merge technological advancement with effective teaching practices, reflecting local educational settings and student
CONCLUSION
This review confirms that the implementation of Digital English Learning Assessment in ASEAN in 2025 has taken a positive and progressive direction.
The studies analyzed emphasize JOLSE A 2025 by Jolse is licensed under CC BY-SA 4.
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that digital assessment not only enhances the effectiveness of evaluation but also enriches English language learning experiences.
By providing faster feedback, fostering learner motivation, and expanding opportunities for collaborative learning across contexts, digital assessment emerges as a key driver of pedagogical transformation.
At the same time, the review also reveals persisting challenges that need to be addressed.
Issues such as limited infrastructure, teacher preparedness, and uneven digital literacy continue to hinder the optimal adoption of digital assessment.
Moreover, variations across ASEAN countries indicate that strategic adaptations are necessary to ensure that digital assessment can deliver meaningful and sustainable impacts on English language education.
Overall, digital assessment holds strong potential as a strategic instrument for advancing English language education in the digital era.
Moving forward, stronger policy support, enhanced teacher capacity building, and broader research initiatives will be crucial.
These measures will help ensure that digital assessment is not merely a technological trend but a sustainable solution for improving the quality of English language learning across the ASEAN
REFERENCES