Skip to main content

Advertisement

SpringerLink
Log in

Computational thinking integrated into the English language curriculum in primary education: A systematic review

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Computational thinking (CT) is valued as a thinking process that is required to adapt to the development of curriculum in primary education. In the context of modern information technology, English as a language subject emphasizes the necessity for changes in both learning and teaching modes. However, there is a lack of up-to-date synthesis research and a comprehensive overview surrounding CT integrated into English language curriculum learning and teaching in primary education. To address this research gap, this study conducted a systematic literature review on CT in the primary English curriculum, based on papers published from 2011 to 2021. The purpose of this review is to systematically examine and present empirical evidence on how CT can be integrated into the teaching and learning of the primary English language curriculum in educational contexts. The review was conducted based on the PRISMA 2020 statement and presents a synthesis of 32 articles. The CT-TPACK model was adopted as a lens and framework to analyze these articles. The results indicate that the relationship among CT, content knowledge of English language curriculum, pedagogy and learning knowledge, technology and resources is highlighted. Research on the integration of CT into English courses using unplugged activities is still insufficient. The research about how teachers and students use CT to support content knowledge of the English language curriculum in various educational contexts is still in its infancy.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1 
Fig. 2
Fig. 3

Similar content being viewed by others

Data availability

Not applicable.

References

  • Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 computational thinking curriculum framework: Implications for teacher knowledge. Journal of Educational Technology & Society, 19(3), 47–57.

    Google Scholar 

  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers and Education, 55(4), 1656–1662. https://doi.org/10.1016/j.compedu.2010.07.009

    Article  Google Scholar 

  • Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54.

    Article  Google Scholar 

  • Bell, T., Alexander, J., Freeman, I., & Grimley, M. (2009). Computer science unplugged: School students doing real computing without computers. The New Zealand Journal of Applied Computing and Information Technology, 13(1), 20–29. https://doi.org/10.1145/2670473.2670512

    Article  Google Scholar 

  • Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., & Engelhardt, K. (2016). Developing computational thinking in compulsory education: Implications for policy and practice. Resource document (EUR 28295 EN). https://doi.org/10.2791/792158

  • Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. AERA, 1, 1–25.

    Google Scholar 

  • Bundy, A. (2007). Computational Thinking is Pervasive. Journal of Scientific and Practical Computing, 1(2), 67–69.

    Google Scholar 

  • Burke, Q., & Kafai, Y. B. (2012). The writers’ workshop for youth programmers: Digital storytelling with Scratch in middle school classrooms. In Proceedings of the 43rd ACM Technical Symposium on Computer Science Education (pp. 433–438). New York, NY: ACM. https://doi.org/10.1145/2157136.2157264

  • Century, J., Ferris, K. A., & Zuo, H. (2020). Finding time for computer science in the elementary school day: A quasi-experimental study of a transdisciplinary problem-based learning approach. International Journal of STEM Education, 7(1), 1–16. https://doi.org/10.1186/s40594-020-00218-3

    Article  Google Scholar 

  • Computer Sience Teachers Association (CSTA), & International Society for Technology Education (ISTE). (2011). Operational definition of computational thinking for K-12 education. http://www.iste.org/docs/ct-documents/computational-thinking-operational-definition-flyer.pdf. Accessed 20 January 2023

  • Costa, S., & Pessoa, T. (2016). Using Scratch to teach and learn English as a foreign language in elementary school. International Journal of Education and Learning Systems, 1, 207–212.

    Google Scholar 

  • Domenach, F., Araki, N., & Agnello, M. F. (2021). Disrupting discipline based learning: Integrating English and programming education. Critical Inquiry in Language Studies, 18(1), 26–40. https://doi.org/10.1080/15427587.2020.1807986

    Article  Google Scholar 

  • Dong, Y., Cateté, V., Jocius, R., Lytle, N., Barnes, T., Albert, J., Joshi, D., Robinson, R., & Andrews, A. (2019). PRADA: A practical model for integrating computational thinking in K-12 education. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 906–912). https://doi.org/10.1145/3287324.3287431

  • Duncan, C., Bell, T., & Atlas, J. (2017). What do the teachers think? Introducing computational thinking in the primary school curriculum. In Proceedings of the Nineteenth Australasian Computing Education Conference (pp. 65–74). New York: ACM. https://doi.org/10.1145/3013499.3013506

  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x

    Article  PubMed  Google Scholar 

  • Falkner, K., Vivian, R., & Falkner, N. (2018). Supporting computational thinking development in K-6. In Proceedings - 2018 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) (pp. 126–133). IEEE. https://doi.org/10.1109/LaTICE.2018.00031

  • Federici, S., Sergi, E., & Gola, E. (2019). Easy prototyping of multimedia interactive educational tools for language learning based on block programming. In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019) (pp. 140–153). https://doi.org/10.5220/0007766201400153

  • Garvin, M., Killen, H., Plane, J., & Weintrop, D. (2019). Primary school teachers’ conceptions of computational thinking. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 899–905). ACM. https://doi.org/10.1145/3287324.3287376

  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge ( TPACK ). Computers & Education, 57(3), 1953–1960. https://doi.org/10.1016/j.compedu.2011.04.010

    Article  Google Scholar 

  • Grover, S., & Pea, R. (2018). Computational thinking: A competency whose time has come. In Computer science education: Perspectives on teaching and learning in school. London: Bloomsbury Academic. https://doi.org/10.5040/9781350057142.ch-003

  • Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051

    Article  Google Scholar 

  • Hladik, S., Behjat, L., & Nygren, A. (2017). Modified CDIO framework for elementary teacher training in computational thinking. In Proceedings of the 13th International CDIO Conference. Calgary, Canada.

  • Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(3), 559–562. https://doi.org/10.2307/3586302

    Article  Google Scholar 

  • Houchins, J., Cully, K., Boulden, D.C., Oliver, K., Smith, A., Minogue, J., Mott, B., Elsayed, R., Cheuoua, A.H. & Ringstaff, C. (2021). Teacher perspectives on a narrative-centered learning environment to promote computationally-rich science learning through digital storytelling. In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 35–40). Association for the Advancement of Computing in Education (AACE).

  • Hsu, T. C., & Liang, Y. S. (2021). Simultaneously improving computational thinking and foreign language learning: Interdisciplinary media with plugged and unplugged approaches. Journal of Educational Computing Research, 59(6), 1184–1207. https://doi.org/10.1177/0735633121992480

    Article  Google Scholar 

  • Hsu, T. C., Chang, C., & Liang, Y. S. (2023). Sequential Behaviour Analysis of Interdisciplinary Activities in Computational Thinking and EFL Language Learning with Game-Based Learning. IEEE Transactions on Learning Technologies, 16(2), 256–265. https://doi.org/10.1109/TLT.2023.3249749

    Article  Google Scholar 

  • Israel, M., Liu, R., Yan, W., Sherwood, H., Martin, W., Fancseli, C., Rivera-Cash, E., & Adair, A. (2022). Understanding barriers to school-wide computational thinking integration at the elementary grades: Lessons from three schools. In Computational thinking in PreK-5: Empirical evidence for integration and future directions (pp. 64–71). ACM. https://doi.org/10.1145/3507951.3519289

  • Jacob, S. R., & Warschauer, M. (2018). Computational thinking and literacy. Journal of Computer Science Integration, 1(1), 1–19. https://doi.org/10.26716/jcsi.2018.01.1.1

    Article  CAS  Google Scholar 

  • Jacob, S., Nguyen, H., Tofel-Grehl, C., Richardson, D., & Warschauer, M. (2018). Teaching computational thinking to English learners. NYS TESOL Journal, 5(2), 12–24.

    Google Scholar 

  • Jacob, S., Nguyen, H., Garcia, L., Richardson, D., & Warschauer, M. (2020). Teaching computational thinking to multilingual students through inquiry-based learning. In 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 1–8). IEEE. https://doi.org/10.1109/RESPECT49803.2020.9272487

  • Jenkins, C. (2015). Poem Generator: A comparative quantitative evaluation of a microworlds- based learning approach for teaching English. International Journal of Education and Development Using Information and Communication Technology, 11(2), 153–167.

    Google Scholar 

  • Jocius, R., Joshi, D., Dong, Y., Robinson, R., Catete, V., Barnes, T., Albert, J., Andrews, A., & Lytle, N. (2020). Code, connect, create: The 3C professional development model to support computational thinking infusion. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (pp. 971–977). ACM. https://doi.org/10.1145/3328778.3366797

  • Jong, M. S. Y., Geng, J., Chai, C. S., & Lin, P. Y. (2020). Development and predictive validity of the computational thinking disposition questionnaire. Sustainability, 12(11), 4459. https://doi.org/10.3390/su12114459

    Article  Google Scholar 

  • Kakavas, P., Ugolini, F. C., Marconi, U. G., & Marconi, U. G. (2019). Computational thinking in primary education : A systematic literature review. Research on Education and Media, 11(2), 64–94. https://doi.org/10.2478/rem-2019-0023

    Article  Google Scholar 

  • Kale, U., Akcaoglu, M., Cullen, T., Goh, D., Devine, L., Calvert, N., & Grise, K. (2018). Computational What? Relating Computational Thinking to Teaching. TechTrends, 62, 574–584.

    Article  Google Scholar 

  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303

    Article  Google Scholar 

  • Kong, S. C., & Lai, M. (2021). A proposed computational thinking teacher development framework for K-12 guided by the TPACK model. Journal of Computers in Education, 9(3), 379–402. https://doi.org/10.1007/s40692-021-00207-7

    Article  Google Scholar 

  • Liu, C. C., Chen, W. C., Lin, H. M., & Huang, Y. Y. (2017). A remix-oriented approach to promoting student engagement in a long-term participatory learning program. Computers and Education, 110(300), 1–15. https://doi.org/10.1016/j.compedu.2017.03.002

    Article  ADS  CAS  Google Scholar 

  • Lodi, M., & Martini, S. (2021). Computational Thinking, Between Papert and Wing. Science and Education, 30(4), 883–908. https://doi.org/10.1007/s11191-021-00202-5

    Article  ADS  Google Scholar 

  • Lu, J. J., & Fletcher, G. H. L. (2009). Thinking about computational thinking. In Proceedings of the 40th ACM Technical Symposium on Computer Science Education (pp. 260–264). New York, NY: ACM. https://doi.org/10.1145/1508865.1508959

  • Mannila, L., Dagiene, V., Demo, B., Grgurina, N., Mirolo, C., Rolandsson, L., & Settle, A. (2014). Computational Thinking in K-9 Education. In Proceedings of the Working Group Reports of the 2014 on Innovation & Technology in Computer Science Education Conference (pp. 1–29). ACM. https://doi.org/10.1145/2713609.2713610

  • Mensing, K., Mak, J., Bird, M., & Billings, J. (2013). Computational, model thinking and computer coding for U.S. Common Core Standards with 6- to 12-year-old students. In IEEE 11th International Conference on Emerging eLearning Technologies and Applications (ICETA) (pp. 17–22). IEEE. https://doi.org/10.1109/ICETA.2013.6674397

  • Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

    Article  Google Scholar 

  • Moreno-León, J., & Robles, G. (2015). Computer programming as an educational tool in the English classroom a preliminary study. In 2015 IEEE Global Engineering Education Conference (EDUCON) (pp. 961–966). Tallin, Estonia: IEEE. https://doi.org/10.1109/EDUCON.2015.7096089

  • Moudgalya, S. K., Yadav, A., Sands, P., Vogel, S., & Zamansky, M. (2021). Teacher views on computational thinking as a pathway to computer science. In Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education (pp. 262–268). https://doi.org/10.1145/3430665.3456334

  • Mouza, C., Yang, H., Pan, Y. C., Ozden, S. Y., & Pollock, L. (2017). Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK). Australasian Journal of Educational Technology, 33(3). https://doi.org/10.14742/ajet.3521

  • Mueller, J., Beckett, D., Hennessey, E., & Shodiev, H. (2017). Assessing computational thinking across the curriculum. In P. J. Rich & C. B. Hodges (Eds.), Emerging research, practice, and policy on computational thinking (pp. 251–267). Springer. https://doi.org/10.1007/978-3-319-52691-1_16

  • Nesiba, N., Pontelli, E., & Staley, T. (2015). DISSECT: Exploring the relationship between computational thinking and English literature in K-12 curricula. In Proceedings of Frontiers in Education Conference (FIE) (pp. 249–256). El Paso, Texas: IEEE. https://doi.org/10.1109/FIE.2015.7344063

  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71), 1–8. https://doi.org/10.1136/bmj.n71

    Article  Google Scholar 

  • Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.

    Google Scholar 

  • Papert, S. (1991). Situating constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. 1–11). Ablex Publishing Corporation.

    Google Scholar 

  • Papert, S. (1996). An exploration in the space of mathematics educations. International Journal of Computers for Mathematical Learning, 1(1), 95–123.

    Article  Google Scholar 

  • Parsazadeh, N., Cheng, P. Y., Wu, T. T., & Huang, Y. M. (2021). Integrating Computational Thinking Concept Into Digital Storytelling to Improve Learners’ Motivation and Performance. Journal of Educational Computing Research, 59(3), 470–495. https://doi.org/10.1177/0735633120967315

    Article  Google Scholar 

  • Pektas, E., & Sullivan, F. R. (2021). Storytelling through programming in Scratch: Interdisciplinary integration in the elementary English language arts classroom. In Proceedings of the Fifth Asia Pacific Society for Computers in Education International Conference on Computational Thinking and STEM Education (pp. 1–5).

  • Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024

    Article  Google Scholar 

  • Poh, L. G., Adnan, A., & Hassan, H. (2020). Computational thinking in storytelling projects in an English language classroom. In Proceedings of International Conference on The Future of Education IConFEd 2020 (pp. 341–350).

  • Porras-Hernández, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: A Broader notion of context and the use of teacher’s narratives to reveal knowledge construction. Journal of Educational Computing Research, 48(2), 223–244. https://doi.org/10.2190/EC.48.2.f

    Article  Google Scholar 

  • Román-González, M., Pérez-González, J. C., & Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test. Computers in Human Behavior, 72, 678–691. https://doi.org/10.1016/j.chb.2016.08.047

    Article  Google Scholar 

  • Sabitzer, B., Demarle-Meusel, H., & Jarnig, M. (2018). Computational thinking through modeling in language lessons. In Proceedings of the IEEE Global Engineering Education Conference (EDUCON) (pp. 1913–1919). Santa Cruz de Tenerife, Spain: IEEE. https://doi.org/10.1109/EDUCON.2018.8363469

  • Saito-Stehberger, D., Garcia, L., & Warschauer, M. (2021). Modifying curriculum for novice computational thinking elementary teachers and English language learners. In Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 1 (pp. 136–142). New York: Association for Computing Machinery. https://doi.org/10.1145/3430665.3456355

  • Sherwood, H., Yan, W., Liu, R., Martin, W., Adair, A., Fancsali, C., Rivera-Cash, E., Pierce, M., & Israel, M. (2021). Diverse approaches to school-wide computational thinking integration at the elementary grades: A Cross-case analysis. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 253–259). Association for Computing Machinery. https://doi.org/10.1145/3408877.3432379

  • Simmonds, J., Gutierrez, F. J., Casanova, C., Sotomayor, C., & Hitschfeld, N. (2019). A teacher workshop for introducing computational thinking in rural and vulnerable environments. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 1143–1149). ACM. https://doi.org/10.1145/3287324.3287456

  • Smith, S., & Burrow, L. (2016). Programming multimedia stories in Scratch to integrate computational thinking and writing with elementary students. Journal of Mathematics Education., 9(2), 119–131.

    Google Scholar 

  • So, H. J., Jong, M. S. Y., & Liu, C. C. (2020). Computational Thinking Education in the Asian Pacific Region. Asia-Pacific Education Researcher, 29(1), 1–8. https://doi.org/10.1007/s40299-019-00494-w

    Article  Google Scholar 

  • Strachman, A., Shochet, J., & Hosford, G. (2020). StoryMode: An exploratory test of teaching coding within ELA projects. In Proceedings of the 2020 Connected Learning Summit (pp. 169–176). https://doi.org/10.1184/R1/13530038.v2

  • Tatar, C., & Eseryel, D. (2019). A literature review: Fostering computational thinking through game-based learning in K-12. In Proceedings of the 42nd Annual Convention of the Association for Educational Communications and Technology (pp. 288–297).

  • Vogel, S., Hoadley, C., Ascenzi-Moreno, L., & Menken, K. (2019). The role of translanguaging in computational literacies: Documenting middle school bilinguals’ practices in computer science integrated units. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 1164–1170). https://doi.org/10.1145/3287324.3287368

  • Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge - A review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x

    Article  Google Scholar 

  • Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education : Towards an agenda for research and practice. Education and Information Technologies, 20(4), 715–728. https://doi.org/10.1007/s10639-015-9412-6

    Article  Google Scholar 

  • Weng, X., Xie, H., & Wong, G. K. W. (2018). Guiding principles of visual-based programming for children’s language learning. International Journal of Services and Standards, 12(3/4), 275–292. https://doi.org/10.1504/IJSS.2018.100223

    Article  Google Scholar 

  • Weng, X., & Wong, G. K. (2017). Integrating computational thinking into English dialogue learning through graphical programming tool. In Proceedings of the 6th international conference on teaching, assessment, and learning for engineering (TALE) (pp. 320–325). Hong Kong, China: IEEE. https://doi.org/10.1109/TALE.2017.8252356

  • Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3), 33–35.

    Article  Google Scholar 

  • Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society a: Mathematical, Physical and Engineering Sciences, 366(1881), 3717–3725. https://doi.org/10.1098/rsta.2008.0118

    Article  ADS  MathSciNet  Google Scholar 

  • Wolz, U., Stone, M., Pearson, K., Pulimood, S. M., & Switzer, M. (2011). Computational thinking and expository writing in the middle school. ACM Transactions on Computing Education, 11(2), 1–22. https://doi.org/10.1145/1993069.1993073

    Article  Google Scholar 

  • Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. T. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education (TOCE), 14(1), 1–16.

    Article  Google Scholar 

  • Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: Pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends, 60(6), 565–568. https://doi.org/10.1007/s11528-016-0087-7

    Article  Google Scholar 

  • Yadav, A., Stephenson, C., & Hong, H. (2017). Computational thinking for teacher education. Communications of the ACM, 60(4), 55–62. https://doi.org/10.1145/2994591

    Article  Google Scholar 

  • Yadav, A., Zhou, N., Mayfield, C., Hambrusch, S., & Korb, J. T. (2011). Introducing computational thinking in education courses. In Proceedings of the 42nd ACM Technical Symposium on Computer Science Education (pp. 465–470). Dallas, TX: ACM. https://doi.org/10.1145/1953163.1953297

  • Yeni, S., Nijenhuis-Voogt, J., Hermans, F., & Barendsen, E. (2022). An integration of computational thinking and language arts: The contribution of digital storytelling to students’ learning. In Proceedings of the 17th Workshop in Primary and Secondary Computing Education (pp. 1–10). https://doi.org/10.1145/3556787.3556858

  • Zaman, H. B., Ahmad, A., Nordin, A., Aliza, A., Ang, M. C., Shaiza, N. A., et al. (2019). Computational thinking (CT) problem solving orientation based on logic-decomposition-abstraction (LDA) by rural elementary school children using visual-based presentations. In Advances in Visual Informatics - Proceedings of the 6th International Visual Informatics Conference, IVIC 2019 (pp. 713–728). Bangi, Malaysia. https://doi.org/10.1007/978-3-030-34032-2_64

Download references

Acknowledgements

This study was funded by the China Scholarship Council (CSC), grant number CSC201906040214.

Author information

Authors and Affiliations

  1. Department of Educational Studies, Ghent University, Campus Dunant, Henri Dunantlaan 2, 9000, Ghent, Belgium

    Xinlei Li, Martin Valcke & Johan van Braak

  2. Faculty of Education, Beijing Normal University, Beijing, 100875, China

    Guoyuan Sang

Authors
  1. Xinlei Li
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Guoyuan Sang
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Martin Valcke
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Johan van Braak
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

Conceptualization: Xinlei Li and Johan van Braak; Methodology: Xinlei Li; Formal analysis and investigation: Xinlei Li and Johan van Braak; Writing—original draft preparation: Xinlei Li; Writing—review and editing: Xinlei Li, Guoyuan Sang, Martin Valcke and Johan van Braak; Resources: Xinlei Li, Guoyuan Sang, Martin Valcke and Johan van Braak; Supervision: Johan van Braak.

All authors have read and agreed to the published version of the manuscript.

Corresponding author

Correspondence to Xinlei Li.

Ethics declarations

Informed of consent

Not applicable.

Institutional review board

Not applicable.

Conflict of interest

The authors declare that they have no conflict of interest.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix

Appendix

Table 1 Summary of the studies included in the systematic review
Full size table

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Li, X., Sang, G., Valcke, M. et al. Computational thinking integrated into the English language curriculum in primary education: A systematic review. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12522-4

Download citation

  • Received:

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s10639-024-12522-4

Keywords

Search

Navigation