A Systematic Review of Vocabulary Learning with Mobile-Assisted Learning Platforms

Abstract

This paper presents a systematic review of relevant published studies on the use of mobile-assisted learning platforms in vocabulary learning. This systematic review aims to explore the effectiveness of the mobile-assisted learning platforms on the vocabulary learning of ESL/EFL learners and the perceptions of students in the learning of vocabulary using mobile-assisted learning platforms. Following a systematic search and application of inclusion and exclusion criteria, twenty studies were retained and subjected to data analysis and synthesis for the systematic review. Google Scholar, ScienceDirect, Educational Resources Information Centre (ERIC), SAGE, Scopus, Springer e-journals, Web of Science and JSTOR databases were searched to identify relevant studies. Results indicate that the mobile-assisted learning platforms aid ESL/EFL learners in vocabulary acquisition, enhance vocabulary retention, increase motivation and provide rich and supplemental language learning materials and experience. The findings of the past related studies also highlight that students perceived vocabulary learning using mobile-assisted learning platforms as efficient, easy to use, flexible and accessible, satisfying, entertaining and interesting. However, there are also some negative perceptions of students towards the use of mobile-assisted learning platforms in the learning of vocabulary. As mobile-assisted learning platforms bring more advantages than disadvantages, educators and teachers shall explore and implement them in language classrooms to engage and motivate students in vocabulary learning.