Educational Microblogging for Language Learning: A Systematised Review of Research Publications between 2010 and 2018

In language teaching and learning, some types of communication, such as microblogging, are becoming more important - especially since the Council of Europe (2018) introduced scales to measure and evaluate online interaction. This article presents a systematised review of microblogging in language teaching and learning. Following the SALSA Framework stages (Grent & Booth, 2009), 18 articles were selected with the objective of exploring the research on microblogging carried out between 2010 and 2018, and the impact that this tool has on both the learners' linguistic competence and the teaching-learning process. The results obtained inform about the usefulness of microblogging in the development of linguistic competence. Yet, these results should be taken with caution, as 11 out of the 18 revised articles are based on the learners' self-perceived acquisition. The conclusions indicate the benefits of microblogging for linguistic competence and, more specifically, for three of its components - lexical, semantic and grammatical competences. The use of microblogging favours contextualised, authentic and informal learning and the overcoming of space and time constraints.