Mobile-Assisted Language Learning (MALL) in English language acquisition: a critical literature review

Abstract

The objective of this study is ‘how effective mobile apps in learning English?’ by exploring the use of mobile apps in English as a Second Language (ESL)/English as a Foreign Language (EFL) acquisition. It examines how employing MALL in learning English can improve students’ receptive skills, productive skills, and other skills by conducting critical literature review to answer the research question. The results showed that employing mobile applications in learning English is effective to develop L2 learners’ English skills and also Mobile apps help L2 learners in learning English both as the second and foreign language. Interestingly, in the situation of the global pandemic which many schools are closed, mobile technology has helped students in learning English skills. It can be suggested that by employing Mobile Assisted Language Learning (MALL) in learning English skills plays a crucial role in the situation of the global pandemic of COVID 19 where teachers and students can use mobile apps both in and outside the classroom because it is convenient and user friendly.

Incorporating mobile learning and the CAP(E) framework in improving the receptive skills of students

“…Besides, when MALL was applied through social networking, students' perceptions varied (Puangrimaggalatung et al, 2022). Some authors obtained similar results when MALL was integrated with virtual learning (Sa'idah, 2021;Gael and Elmiana, 2021). Careful exergy of the above literature reveals the novel contributions of technology-enhanced learning to positive learning outcomes.…”

“…However, issues like the bring your own device concept and quality of instruction were challenges presented by this enhanced-mobile learning instruction. Some studies confirm that m-learning is not without challenges owing to teacher digital literacy levels, implementation and so on (Cheng, 2022; Alturki and Aldraiweesh, 2022; Hafour, 2022; Alnujaidi, 2021; Gael and Elmiana, 2021). Above all, our findings present novel results on the effectiveness of incorporating mobile learning with CAPE lesson planning frameworks toward improving the receptive skills of students.…”

Design and Implementation of an Educational App as a Methodology to Improve Speaking Skills in EFL Students at B1 Level: A Case Study

“…Nevertheless, the posttest results evidenced that the implementation of technology through apps can positively affect the improvement of oral skills. Studies like the one conducted by Deng and Trainin (2015) support that mobile apps can be used to achieve learning outcomes, especially in the field of language, as they increase students' motivation to produce extended written and spoken texts, especially in circumstances with limited interaction, like the worldwide pandemic of COVID-19 (Gael & Elmiana, 2021). In this sense, implementing the mobile app 4SkillsWeb during the intervention stage allowed students to practice the required skills to achieve the linguistic competence required for all the criteria during the study (Berns et al, 2016).…”

Promoting listening skills with an educational tool: VoScreen

“…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). In summary, technology integration in language learning offers a diverse range of benefits, empowering learners to develop their language skills comprehensively and effectively.…”