Mobile technology's advent and booming development have unlocked promising possibilities for EFL learners to learn vocabulary supported by mobile devices. Thus, mobile-assisted vocabulary learning has attracted researchers attention and interest recently. This growing attention and interest have led to a demand for review studies. This research aims to examine research foci and major findings on mobile-assisted English vocabulary learning using a content analysis method based on combining literature. Most empirical research focused on exploring the effect of mobile applications on learners English vocabulary learning via mixed methods, while only a few studies tried to examine factors influencing learners performance of English vocabulary learning in a mobile context. Research confirmed the positive effect of mobile applications on learners English vocabulary learning; however, research related to influencing factors reported mixed findings. Theory-oriented research mainly included theorising various modes of mobile-assisted English vocabulary learning and explaining the ideas of how to design user-friendly and efficient mobile vocabulary learning applications. Diverse modes were explained by researchers, such as to send messages, to build a multimodal English vocabulary database, to reasonably using portable devices and to build an online interactive community. Four types of applications are occupying a dominant position, which are online dictionary applications, vocabulary learning applications matching paper textbooks, and word memorizing applications. Research also implied that mobile English vocabulary applications tend to be easy to use, personalizing, and gamifying. This study also provides some implications for researchers, teachers, and learners.
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