Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis

Lin, Jen-Jiun; Lin, Huifen

doi:10.1080/09588221.2018.1541359

Cited by 165 publications

(146 citation statements)

References 68 publications

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“…Nowadays, there has been a tendency to investigate MALL mainly in the area of vocabulary [22,23], but most recently, it has extended to listening and the implementation of podcasts [24,25]. However, when it comes to reading, research is limited, as identified by very few research studies for the years of 2012-2017 [5].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

Klímová

Zamborová

2020

Education Sciences

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Reading is a fundamental skill for academic success because university students need to comprehend an extensive amount of information in a short time to achieve their academic goals. However, the influx of new technologies into education has challenged the teaching of reading skills in a foreign language. The purpose of this study was to explore the effect of emerging technologies, especially mobile applications, on second language reading comprehension in the period between 1 January and 30 September 2020. Therefore, the authors of this article conducted a search of available studies on the topic, i.e., the use of mobile applications in developing reading comprehension in second language acquisition, in two databases: Web of Science and Scopus. Despite the methodological differences, the findings of all of the identified studies showed that there was an improvement in reading comprehension after the treatment with mobile applications. In addition, a positive attitude and enhanced learner motivation when using mobile apps was found in several studies. Overall, there is potential for developing research on MALL and reading comprehension for randomized control studies with larger populations and longer intervention periods.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

Klímová

Zamborová

2020

Education Sciences

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“…There are also other studies on using MALL for collaborative learning in general and in English in particular, including vocabulary learning (Al- Burston, 2014;Al-Ghamdi et al, 2019;Alnajjar, 2020;C. K. Chang & Hsu, 2011;Li et al, 2017;Lin & Lin, 2019;Liu & Chen, 2015;Magulod, 2018).…”

Section: Introductionmentioning

confidence: 99%

MALL in Collaborative Learning as a Vocabulary-Enhancing Tool for EFL Learners: A Study Across Two Universities in Saudi Arabia

Al-Ahdal

Alharbi

2021

Sage Open

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Vocabulary, as important as it is, is largely relegated to the domain of memorization in the English as a foreign language (EFL) situations in the Kingdom of Saudi Arabia (KSA). Assessment and achievement tests have proven time and again that this strategy is not doing any good for the learners’ proficiency. This study was conceived to suggest means of improving critical knowledge application. In pilot studies with intermediate EFL learners at Majmaah University and Qassim University, preliminary findings after using mobile-assisted language learning (MALL) as a tool of collaborative learning indicated improved vocabulary retention. The study employed a mixed-method approach by comparing pre- and posttest results across genders and obtaining direct teacher–learner feedback using questionnaires, with 80 participants from two Universities over a period of 3 months. The questions were centered around seeking their opinion on collaborative learning and using smart devices as study tools on the campuses. Results showed that, the experimental group’s use of mobile devices for collaboration helped them for better retention of vocabulary, postintervention, and group performance was improved drastically with more learners scoring closer to the mean value, while the control group showed no remarkable difference in performance.

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“…Limitations of the existing literature are discussed, and a strong case is made for further research in the area, particularly that which builds on learning theory and existing qualitative research.New technologies can provide new opportunities for gaining language and literacy skills for adults and children. The field of Mobile Assisted Language Learning (MALL) has generated promising insights on language learning using digital technologies for adult learners (Lin & Lin, 2019;Sung, Chang, & Yang, 2015), and emerging research on mobile, touchscreen devices such as tablets and smartphones with adults and children suggests that these now ubiquitous tools can support language skills too (Godwin-Jones, 2017;Neumann & Neumann, 2017). Looking beyond questions of whether such technologies can support learning, new empirical research is exploring how, by examining which specific features of mobile touchscreen devices have an impact on language learning (Jin,…”

mentioning

confidence: 99%

The impact of mobile application features on children’s language and literacy learning: a systematic review

Booton

Hodgkiss

Murphy

2021

Computer Assisted Language Learning

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Mobile touchscreen applications present new opportunities for children's language learning. This systematic review synthesizes the evidence on the impact of features of mobile applications on children's language learning. Experimental studies published from 2010 onwards with children aged 3 to 11 years old were included. Of the 1,081 studies screened, 11 studies were identified, which examined four features of mobile touchscreen applications: inbuilt narration, real-time conversation prompts, augmented reality (AR), and hotspots. Inbuilt narration had a positive impact on story comprehension and word learning compared to reading alone but not shared reading with an adult. Real-time conversation prompts improved the quality and quantity of adult-child talk, and AR supported language learning ostensibly via increased motivation. No evidence was found for an impact of text-relevant hotspots. Limitations of the existing literature are discussed, and a strong case is made for further research in the area, particularly that which builds on learning theory and existing qualitative research.New technologies can provide new opportunities for gaining language and literacy skills for adults and children. The field of Mobile Assisted Language Learning (MALL) has generated promising insights on language learning using digital technologies for adult learners (Lin & Lin, 2019;Sung, Chang, & Yang, 2015), and emerging research on mobile, touchscreen devices such as tablets and smartphones with adults and children suggests that these now ubiquitous tools can support language skills too (Godwin-Jones, 2017;Neumann & Neumann, 2017). Looking beyond questions of whether such technologies can support learning, new empirical research is exploring how, by examining which specific features of mobile touchscreen devices have an impact on language learning (Jin,

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Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis

Cited by 165 publications

References 68 publications

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

MALL in Collaborative Learning as a Vocabulary-Enhancing Tool for EFL Learners: A Study Across Two Universities in Saudi Arabia

The impact of mobile application features on children’s language and literacy learning: a systematic review

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