Abstract
In this comparative study, we investigated different influential factors of mobile-assisted language learning (MALL) for improving productive and receptive language learning skills. To do this, 100 scientific research papers were selected from the top and high-quality journals based on the implications of MALL in higher education language learning. Eight papers were selected according to the specific criteria to categorize the results based on language skills interpretation and technological concepts. Therefore, after thoroughly understanding proposed methodologies and comparing them properly, underlying assumptions about this phenomenon are elaborated, and holistic and sustainable solutions are provided to address this idea. The results of this analysis indicated that Mobile devices are being utilized extensively in developing countries, with vocabulary being the primary language learning area assisted by technology and yielding satisfactory results. According to the findings of this comparative study, LINE and WhatsApp would be of interest among university students to improve receptively (listening and reading) and productivity (writing and speaking), respectively. Moreover, the technology acceptance model (TAM) would be a prominent option for teachers to adapt their current and future educational programs instead of only in-person teaching to improve students’ learning quality.
Highlights
Introduction iationsLanguage education requires efficient foreign language practices due to individuals’urgent need in their travels to other countries
We aimed to investigate different influential factors of mobile-assisted language learning in foreign language learning among university students
The present study aimed to investigate mobile-assisted Language learning on foreign language learning skills for higher educational purposes
Summary
Introduction iationsLanguage education requires efficient foreign language practices due to individuals’urgent need in their travels to other countries. Language education is categorized into four principal steps. These steps are described briefly as communicative competence, linguistic proficiencies, cross-cultural experiences, and multiple literacies [1,2,3,4,5,6]. Communicative competence is defined as the keen competition among individuals with divergent views and accents to communicate in their relations. It is described as the fluency of other languages [7,8]. Jeong proposed a qualitative study on the profound impact of multimediaassisted language instruction on improving the communicative competence property of foreign language learners.
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