Abstract
AbstractThis study employed a narrative review and a meta-analysis to synthesize the literature on mobile-assisted language learning (MALL). Following a systematic retrieval of literature from 2008 to 2017, 17 studies with 22 effect sizes were included based on predetermined inclusion and exclusion criteria. By categorizing the characteristics of the studies retrieved, the narrative review revealed a detailed picture of MALL research in terms of the language aspects targeted, theoretical frameworks addressed, mobile technologies adopted, and multimedia components used. The qualitative review helped to contextualize and interpret the results found in the meta-analysis, which revealed a large effect for mobile technologies in language learning, identified three variables (i.e. type of activities, modality of delivery, and duration of treatment) that might influence the effectiveness of mobile technologies, and confirmed the existence of a redundancy effect and a novelty effect in MALL practice. Implications for future research and pedagogy are discussed.
Highlights
The advancement and sophistication of mobile technologies have created new opportunities for language learning, both inside and outside the classroom
The other three skills have frequently been investigated in the last decade, which may imply that mobile-assisted language learning (MALL) researchers constantly endeavor to innovate ways to enhance learners’ language skills by integrating emerging mobile technologies and resources (Chapelle & Sauro, 2017)
The meta-analysis provided an empirically based answer confirming that pedagogy supported by mobile technology can be effective in enhancing second language learning relative to pedagogy implemented in more traditional ways
Summary
The advancement and sophistication of mobile technologies have created new opportunities for language learning, both inside and outside the classroom. The affordances of mobile technologies could boost learners’ interest and motivation in language learning, leading to their deeper engagement with learning resources and increased language proficiency (Golonka, Bowles, Frank, Richardson & Freynik, 2014). New technologies might expose learners to incomprehensible input and inaccurate feedback, or distract them with innovative software or hardware, leading to an emphasis on technological means over pedagogical goals. In the past 20 years, a large amount of research has been conducted to examine the use of mobile technologies in language learning, and a synthetic analysis of mobile-assisted language learning (MALL) is possible
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