A Review on Vocabulary Learning-Designed MALL Applications in the EFL Context

Abstract

This review synthesizes the role of applications designed for vocabulary learning in Mobile-Assisted Language Learning (MALL) in previous studies in the EFL (English as a Foreign Language) context from 2010-2022, according to a set of criteria: (quasi) experimental studies, open access peer-reviewed articles and book chapters, types of applications installed on smartphones, vocabulary learning in the EFL context, students, and publication period (2010-2022). Specifically, the paper emphasizes the role that vocabulary learning-tailored applications have played in impacting learners’ EFL vocabulary learning (henceforth EFLVL) process. The papers that have met the criteria (51 out of 146) were examined using a set of categories: context of the study, level of education, types of applications, learning impact, major, and gender. The analysis showed that specifically designed mobile applications play an important role in boosting learners’ EFL vocabulary knowledge, motivation, attitudes, and perceptions. Research gaps and future recommendations are suggested based on the findings.

Promoting listening skills with an educational tool: VoScreen

“…To illustrate, with the use of multimedia resources, learners can engage with authentic language content, which aids in improving their listening and speaking abilities (Islam & Hasan, 2020;Hadi, 2020;Kassaie et al, 2021;Lutfi, 2020;Rajendran & Yunus, 2021). Digital platforms provide opportunities for extensive practice, enabling learners to reinforce vocabulary and grammar structures in real-life contexts (Alhuwaydi, 2022;Ekinci, 2020;Paris et al, 2021;Shi & Tsai, 2022;Yang et al, 2021). Technology also facilitates communication and collaboration among learners, helping them interact with native speakers and peers worldwide, thus enhancing their proficiency in writing and speaking (Al-Shehab, 2020;Gael & Elmiana, 2021;Kessler et al, 2023).…”