Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)

Abstract

Mobile learning for English Language Teaching (ELT) has become an emerging trend to sustain education, providing the option to learn English for Specific Purposes (ESP). However, the review of mobile learning in ESP is scarce, despite its importance in sustaining education. Thus, this review systematically identifies the trends of mobile learning concerning ESP. Using three databases, namely Web of Science (WoS), Scopus, and Educational Resources Information Centre (ERIC), 28 articles were extracted out of 139, from 2012 to 2021, with exclusion and inclusion criteria taken into consideration. First, the significant findings portrayed that mobile apps are the most commonly used means of mobile learning. Second, vocabulary and language competency is more emphasised in mobile learning for ESP. Third, mobile learning in ESP mostly dominated the business field of studies. These three findings implied that there are still gaps in research on mobile learning and ESP. Generally, this review is valuable for practitioners to know which mobile learning tool is ready to be used and in identifying gaps for research in mobile learning and ESP, to sustain education for the future.

Re-envisioning Technological Pedagogical Content Knowledge and Online Teaching Readiness of English for Foreign Language Pre-service Teachers in Language Teacher Education

“…Online learning has become a norm, which education globally should embrace (Rafiq et al, 2021). However, the United Nations Educational Scientific and Cultural Organisation (UNESCO) reported that online education lacks quality because teachers are unprepared for online pedagogical knowledge.…”

New Qualitative Perspective in Human–Computer Interaction: Designing Mobile English for STEM

“…In enhancement, app development via HCI could embed the social constructivism theory by Vygotsky ( 1997 ) to include a teacher's role to scaffold language learning. Regardless, technological elements, such as audio–visual materials are preferred by learners as supported by other studies as well (Hashim, 2018 ; Rafiq et al, 2021 ). However, media or tools should not replace teachers' role as teachers who scaffold learning will give a better outcome for learners (Nasr et al, 2020 ).…”

“…Therefore, it needs a novel solution from the perspective of HCI. Almost everyone owns a mobile device, which means a mobile application can create supplementary lessons for STEM learners as a new advanced platform for learning (Klimova and Pikhart, 2021 ; Rafiq et al, 2021 ). Hence, this study aims to explore the needs of STEM learners in creating the English language competency mobile module.…”

Revisiting Education for Sustainable Development: Methods to Inspire Secondary School Students toward Renewable Energy

“…Mobile learning also ensures quality education for all by availing opportunities for everyone to learn about new concepts and acquire knowledge about ESD [46]. Since this generation is more accustomed to mobile technologies, as evidenced in their everyday life [47], involving technologies, such as mobile learning or flipped classroom or interactive game-based learning [48] employing mobile technologies to facilitate RE-centered ESD would much more efficiently and effectively encourage this generation of students to pursue the curricula. Apart from the traditional formal learning approach, another educational strategy that could be proposed for RE-targeted ESD from this analysis is the non-formal learning approach in which external sources, such as the media, society, and external personnel links, can be employed to help the students acquire knowledge and awareness regarding RE and ESD [36].…”