Google Meet in English Language Teaching: A Systematic Literature Review

Abstract

The rapid advancement of digital technologies has significantly transformed English language teaching (ELT), particularly with the widespread adoption of synchronous video conferencing platforms. This paper presents a systematic literature review examining the use of Google Meet in English as a Foreign Language (EFL) instruction. The review synthesizes findings from published empirical studies and academic literature, focusing on four key dimensions: (1) patterns of Google Meet usage in ELT, (2) reported educational benefits, (3) its role in facilitating interaction and learner engagement, and (4) the challenges and limitations associated with its implementation. The findings indicate that Google Meet is a powerful tool for supporting communicative language teaching, providing real-time speaking practice, enhancing learner autonomy, and offering flexible access to instruction. However, its effectiveness is significantly constrained by technological issues such as unstable internet connectivity, limited digital literacy, reduced non-verbal communication cues, learner anxiety, and distractions. The paper concludes that Google Meet should not be viewed as a simple replacement for face-to-face teaching, but rather as a pedagogical tool whose value depends on thoughtful instructional design, teacher facilitation, and supportive learning environments. Pedagogical implications and recommendations for future research, particularly in the Libyan and similar EFL contexts, are also discussed.