Mobile Learning Implementation In EFL/ESL: Qualitative Systematic Review

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Haef Hussain Alotaibi , Ashraf Abdulaziz Zeidan


This qualitative systematic review investigates the implementation and impact of mobile learning in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. The study addresses three research questions: (1) How does mobile learning impact EFL/ESL? (2) How appropriate is the implementation of mobile learning in EFL/ESL? (3) In which ways is mobile learning implemented in EFL/ESL? Drawing on a diverse range of studies published between 2011 and 2020, the review synthesizes findings on the effectiveness, challenges, and strategies for successful implementation of mobile learning in EFL/ESL settings.

The results indicate a significantly positive impact of mobile learning on student engagement, performance, and motivation. Additionally, mobile learning enhances access to educational materials, supports collaborative and self-directed learning, and provides novel assessment methods. However, the review also identifies potential barriers to mobile learning, such as digital literacy, content diversity, infrastructure costs, and student and content monitoring. To ensure the effectiveness of mobile learning in EFL/ESL, the study highlights the need for appropriate teacher training, support, and the development of digital citizenship and data privacy strategies. Furthermore, culturally, socially, intellectually, and religiously relevant mobile learning environments are essential for maximizing the potential of this instructional approach.

In conclusion, while mobile learning offers a unique and powerful educational experience for EFL/ESL learners, it is vital to consider the various challenges and considerations that must be addressed for successful implementation. This systematic review provides valuable insights for researchers, educators, and policymakers seeking to harness the potential of mobile learning in EFL/ESL education.

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