Abstract
Mobile technology integration in Malaysia’s English language education has a bright future, owing to the many advantages offered by mobile devices. However, there are inadequate studies that systematically review existing work in Malaysia to uncover gaps in the use of mobile technologies for English teaching and learning. Thus, a systematic review was conducted to offer an up-to-date synthesis of Mobile-Assisted Language Learning (MALL) integration in Malaysia from January 2019 to January 2021. The review followed the PRISMA Statement's guidelines which resulted in the identification of eleven articles that met all the inclusion criteria. Following that, the eleven articles were analysed and synthesised quantitatively and qualitatively using seven codes derived from two earlier systematic reviews of the literature. The codes were: (1) research objectives, (2) research methodologies, (3) educational level, (4) learning context, (5) device types, (6) theories, and (7) research outcomes. The systematic review discovered several significant findings, including the fact that the majority of the studies examined the effect of MALL integration on students' English acquisition and performance, and that MALL was more prevalent in Malaysian higher education institutions than other levels of education, with the lowest prevalence in primary schools. In light of this information, recommendations for future research were proposed. Malaysian academics are encouraged to broaden the scope of their future research and engage students from all levels of education in future MALL practices in order to better understand MALL's usability in English language instruction in Malaysia.
Highlights
The advancement of the latest technologies has paved the way for multi-functional mobile devices such as smartphones, tablet PCs, pocket computers and e-readers, that make working and communicating facile and learning a second language simpler, iJIM ‒ Vol 16, No 05, 2022quicker, easier, and more enjoyable
Evidence indicates that Malaysia only started adopting mobile-assisted language learning (MALL) in 2003 [3], even though developed countries had begun exploiting mobile technology in language learning since 1994 [4]
The present systematic literature review has addressed the study’s overarching research question concerning current MALL research trends and practices in Malaysia by reviewing eleven articles published between January 2019 and January 2021
Summary
The advancement of the latest technologies has paved the way for multi-functional mobile devices such as smartphones, tablet PCs, pocket computers and e-readers, that make working and communicating facile and learning a second language simpler, iJIM ‒ Vol 16, No 05, 2022quicker, easier, and more enjoyable. Even though the spread of new technology, especially mobile phones, has evolved rapidly in both developed and developing countries, the differences in practices are staggering. Like all other technical advances, the affordability and availability of mobile learning are generally more successfully integrated into practices in developed countries, which have a different state of technology and social system than developing countries [1], [2]. Looking at the integration of mobile technology in teaching and learning a second language, it is evident that Malaysia is trailing a decade behind the advancements made in developed countries such as Australia, America, and China. Evidence indicates that Malaysia only started adopting mobile-assisted language learning (MALL) in 2003 [3], even though developed countries had begun exploiting mobile technology in language learning since 1994 [4].
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