PurposeThis study examines the importance of English Mobile Learning research as a foundation for lifelong and sustainable education from different points of view, including those of technology innovation experts, psychologists and educators. It aims to explore the current status and relevant research trends through the application of bibliometric mapping and bibliometric analysis.Design/methodology/approachFor this study, all Web of Science records (in total 5,343) from 2000 to 2020 in the field of English Mobile Learning were analyzed using the VOSviewer and CiteSpace software tools. The WoS built-in functions, including “Refine” and “Analyze,” were employed to perform the bibliometric analysis. The study further analyzed a sample of the five most-cited articles to identify the previous studies with the highest quality or impact.FindingsThe results showed that research in English Mobile Learning is growing quickly and steadily with a noticeable emphasis on various device-based technologies and applications. The study also discusses the key implications for research institutions, education policymakers and academicians, and identifies the most prominent avenues for future research on English Mobile Learning. Moreover, the results shared in this review highlight the most important and emerging areas of research in the field.Originality/valueThis article is the most recent bibliographic review of literature that particularly addresses the English Mobile Learning research during the past two decades.

Background: Psychological factors are among the most influential parameters in education. Among these effective traits, personal features centering around the self, have been of utmost importance specially in one's future of education and psychological wellbeing. Due to their critical period of life in terms of cognitive development, teenagers are subject to considerable academic and mental transformation at school. Objectives: The aim of the present study was to predict life satisfaction and academic performance based on locus of control and self-esteem among school students. Patients and Methods: Overall, 315 high school first-grade students (143 girls and 172 boys) were chosen from an Iranian city using random cluster sampling and responded to three scales of self-esteem (RSES; Rosenberg, 1965), locus of control (SCS; Ingels et al. 1992) and brief multi-dimensional students Life satisfaction scale (BMSLSS; Seligson, Huebner et al. 2003). Moreover, academic performance was measured via the students' total score average in the second semester of 2014 -2015 academic year. Results: Using Pearson's correlation coefficients and multi-variate analysis (stepwise regression method), the data analysis indicated that locus of control and self-esteem have a positive relationship with life satisfaction and predict twenty-five percent of variance changes of the variable. In addition, the results showed that the variables of locus of control and self-esteem have a positive and significant relationship with academic achievement and these two variables characterize eleven percent of the academic achievement variance changes. Conclusions: In conclusion, the findings of this study revealed that locus of control and self-esteem play crucial roles in developing students' life satisfaction and academic performance.

Public spaces are key elements in making a just city. These spaces are important due to the potential roles they can have in the individual and social life of the citizens, and as a result, by redefining them, we can take a big step toward more just cities. In this study, by an extensive literature review on the right to the city discourse, we designed a conceptual model that includes components and variables that affect the construction of a just city. In order to refine this model, according to 15 experts with research experience on the right to the city and public spaces, we used the Fuzzy-Delphi technique. The DEMATEL method has also been used to understand how the main components of the conceptual model interact with each other. Our findings show that the movement toward just cities through public space requires an increase in democracy, equity, participation, diversity and appropriation, and among the mentioned components, diversity has the highest impact, while appropriation is of the lowest impact.