1 Ghent University (BELGIUM)
2 Beijing Normal University (CHINA)
About this paper:
Appears in: EDULEARN22 Proceedings
Publication year: 2022
Pages: 4842-4850
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.1152
Conference name: 14th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2022
Location: Palma, Spain
Computational thinking (CT) is valued as a thinking skill or thinking process that is required to adapt to the future. CT can affect discipline curriculum, students' learning and teachers’ teaching in K-12 education. English as the language subject emphasizes learning and teaching mode changes in the information technology context. It is necessary to summarize integrating CT into English language courses in educational contexts. However, there is a lack of an up-to-date and systematic overview of CT integrated into English courses learning and teaching in K-12 education. Therefore, this study conducted a systematic literature review to analyze which papers published from 2011 to 2021 about topics, participants, courses formats, educational contexts, influencing factors, functions and values of CT integrated into English courses learning and teaching to fill the research gaps. The purpose of this review is to systematically examine CT can be integrated into English language courses teaching and learning in the digital environment at stages K-12 based on empirical evidence.

The following research questions:
Q1 What are the educational contexts for integrating CT into English language courses teaching and learning in K-12 education?
Q2 What factors influence the integration of CT with English language courses in K-12 education?
Q3 What are the functions and values of integrating CT into English language courses in K-12 education?

The coding scheme of the review was based on theories including Content and Language Integrated Learning (CLIL) and TPACK. The review was conducted based on the PRISMA 2020 statement. The following inclusion criteria were including full papers published in journals and conferences written in English and Chinese; papers belonging to empirical study; papers conducted in K-12 education; papers involved in teaching and learning CT integrated into English courses content knowledge in the digital environment. The following exclusion criteria were including which papers were outside the period from 2011 to 2021 and studies without abstracts or other papers’ forms (such as posters, presentations, idea papers, etc.). This review presented a synthesis of 51 articles in 7 databases to meet the criteria that selected works were of a quality to answer research questions. It was found that the relationship between CT, English language learning and teaching in the digital environment is highlighted. The selected articles were still unclear in terms of how teachers use CT to support content learning, teachers' knowledge and attitudes. The current state of education, educational goals and shared vision plays an important role in the integration of CT into English language arts. The national policies, local policies, and English language arts standards can motivate teachers to teach and motivate the provision of high-quality CT and subject learning for students. Most of the researches focused on the personal value that the integration of CT into English courses for students' learning and teachers' teaching, followed by community and social functions and values. Furthermore, influencing factors can be considered at the student, teacher, school and classroom levels. This review identifies current research findings, research gaps, future research trends in the integration of CT into English language courses in K-12, and the findings are expected to be beneficial for researchers, policymakers, curriculum designers and instructors.
Computational thinking, English language courses, learning/teaching strategies, systematic literature review.