Mobile-Assisted Language Learning (MALL) for Higher Education Instructional Practices in EFL/ESL Contexts: A Recent Review of Literature

Abstract

Mobile technology has steadily gained popularity in EFL/ESL classrooms as instructional media over the last decade. As an effort to present a review of the current empirical studies and propose the potential areas for future studies on Mobile-Assisted Language Learning (MALL), this review paper reports on the pedagogical benefits and issues on MALL application within ESL/EFL contexts with the major focus on higher education. Searching on several more-referred technology-based language instruction journals comprising CALL-EJ, RECALL, and LLT coupled with databases such as ERIC, ProQuest, EBSCO, and Google Scholar, 25 empirical research articles were collected from 2016-2020 based on selected criteria. This paper summarizes the employed frameworks, objectives, methodology, and MALL tools. The results showed that previous studies employed various theoretical and conceptual frameworks such as Zone of Proximal Development (ZPD), Technology Acceptance Model (TAM), and The Community of Inquiry (CoI). The majority of the studies focused on the effectiveness of MALL on students’ language proficiency development, which further revealed their pedagogical benefits and perceptions, as well as emerging issues for learning implementation. This review further discussed pedagogical implications that were formulated based on the findings of the previous studies along with the indications of the potential areas in MALL implementation for EFL/ESL contexts.