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Year 2024, Volume: 13 Issue: 1, 71 - 84, 16.07.2024

Abstract

References

  • Botero, G., Restrepo, M., Zhu, C., Questier, F. (2021). Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference?, Computer Assisted Language Learning, 34:8, 1013-1039, DOI: 10.1080/09588221.2019.1650780
  • Burston, J., & Arispe, K. (2022). Experimental MALL research in SLA: Past, present, and future. In N. Ziegler & M. González-Lloret (Eds.), The Routledge handbook of technology & SLA. Oxford, UK and New York, NY: Routledge Retrieved from https://www. routledge.com/The-Routledge-Handbook-of-Second-Language-Acquisition-andTechnology/Ziegler-Gonzalez-Lloret/p/book/9780815360773
  • Chen, C., Chen, L., Yang, S.(2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation, Computer Assisted Language Learning, 32:3, 237-260, DOI: 10.1080/09588221.2018.148570
  • Chen, C.M., Liu, H. & Huang, H.B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL 31(2): 170–188, doi:10.1017/S0958344018000228
  • Chen, Y. (2022). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety, Computer Assisted Language Learning, doi: 10.1080/09588221.2022.2055083
  • Chen, Y., Carger, C. L., & Smith, T. J. (2017). Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning & Technology, 21(1), 28–41. Retrieved from http://llt.msu.edu/issues/february2017/chencargersmith.pdf
  • Eubanks, J., Yeh, H., Tseng, H. (2018). Learning Chinese through a twenty-first century writing workshop with the integration of mobile technology in a language immersion elementary school, Computer Assisted Language Learning, 31:4, 346-366, DOI: 10.1080/09588221.2017.1399911
  • Fang, W.-C., Yeh, H.-C., Luo, B.-R. & Chen, N.-S. (2021). Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL 33(1): 71–87. https://doi.org/ 10.1017/S0958344020000208
  • Fouz-González, J. (2020). Using apps for pronunciation training: An empirical evaluation of the English File Pronunciation app. Language Learning & Technology, 24(1), 62–85. https://doi.org/10125/44709
  • Hanson, A., Brown, C. (2020). Enhancing L2 learning through a mobile assisted spaced-repetition tool: an effective but bitter pill?, Computer Assisted Language Learning, 33:1-2, 133-155, DOI: 10.1080/09588221.2018.1552975
  • Hwang, W., Guo, B., Hoang, A., Chang, C & Wu, N. (2022). Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2095406
  • Jao, C., Yeh, H., Huang, W., & Chen, N. (2022). Using video dubbing to foster college students’ English-speaking ability, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2049824
  • Kartal, G. (2020). An analysis of using technology in language learning in three flagship journals. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 53, 515-532, DOI: 10.21764/maeuefd.645551
  • Khan, K. S., Kunz, R., Kleijnen, J., & Antes, G. (2003). Five steps to conducting a systematic review. Journal of the Royal Society of Medicine. doi: 10.1258/jrsm.96.3.118
  • Lee, S., Park, M. (2020). Reconceptualization of the context in language learning with a location-based AR app, Computer Assisted Language Learning, 33:8, 936-959, DOI: 10.1080/09588221.2019.1602545
  • Li, R., Meng, Z., Tian, M., Zhang, Z., Xiao, W. (2021.) Modelling Chinese EFL learners’ flow experiences in digital game-based vocabulary learning: the roles of learner and contextual factors, Computer Assisted Language Learning, 34:4, 483-505, DOI: 10.1080/09588221.2019.1619585
  • Li, Y. & Hafner, C.A. (2021). Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners. ReCALL FirstView, 1–15. https://doi.org/10.1017/S0958344021000161
  • Liakin, L., Cardoso, W.,& Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): focus on French liaison, Computer Assisted Language Learning, 30:3-4, 325-342, DOI: 10.1080/09588221.2017.1312463
  • Lin, J., Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis, Computer Assisted Language Learning, 32:8, 878-919, DOI: 10.1080/09588221.2018.1541359
  • Loewen, S., Crowther, D., Isbell, D.R., Kim, K.M., Maloney, J., Miller, Z.F. & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL FirstView, 1–19. https://doi.org/10.1017/S0958344019000065
  • Ma, Q. (2017). A multi-case study of university students’ language-learning experience mediated by mobile technologies: a socio-cultural perspective, Computer Assisted Language Learning, 30:3-4, 183-203, DOI: 10.1080/09588221.2017.1301957
  • Quan, Z., Grant, L., Hocking, D. (2022). Comparing concordances of language patterns and words by ESL intermediate learners: a preliminary experiment with two mobile concordancers, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2081581
  • Rachels, J.,Rockinson-Szapkiw, A. (2018). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy, Computer Assisted Language Learning, 31:1-2, 72-89, DOI: 10.1080/09588221.2017.1382536
  • Rajendran, T., & Yunus, M. M. (2021). A Systematic Literature Review on the use of Mobileassisted Language Learning (MALL) for Enhancing Speaking Skills among ESL and EFL Learners. International Journal of Academic Research in Progressive Education and Development, 10(1), 586–609.
  • Shi, Y., Tsai, C. (2022). Fostering vocabulary learning: mind mapping app enhances performances of EFL learners, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2052905
  • Sun, Z., Lin, C., You, J., Shen, H., Qi, S. & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking, Computer Assisted Language Learning, 30:3-4, 304-324, DOI: 10.1080/09588221.2017.1308384
  • Tai, T.-Y. (2022). Impact of mobile virtual reality on EFL learners’ listening comprehension. Language Learning & Technology, 26(1), 1–23. https://hdl.handle.net/10125/73491
  • Yeh, H.-C. & Tseng, S.-S., (2020). Enhancing multimodal literacy using augmented reality. Language Learning & Technology, 24 (1), 27–37. https://doi.org/10125/44706
  • Zhonggen, Y., Ying, Z., Zhichun Y., Wentao, C., (2019). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform, Computer Assisted Language Learning, 32:4, 323-341, DOI: 10.1080/09588221.2018.1517093
  • Zhu, J., Zhang, X., & Li, J., (2022). Using AR filters in L2 pronunciation training: practice, perfection, and willingness to share, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2080716
  • Zou, B., Li, H. Li, J. (2018). Exploring a curriculum app and a social communication app for EFL learning, Computer Assisted Language Learning, 31:7, 694-713, DOI: 10.1080/09588221.2018.1438474

A SYSTEMATIC LITERATURE REVIEW OF THE USE OF LANGUAGE LEARNING APPS IN LANGUAGE EDUCATION IN THREE JOURNALS

Year 2024, Volume: 13 Issue: 1, 71 - 84, 16.07.2024

Abstract

This study aims at reviewing the literature based on the recent studies related to the use of mobile language learning applications from the year 2017 to 2022. The journals which have been selected to conduct the review are CALL Journal, Language Learning and Technology Journal, and ReCALL journal. The journals have been preferred in reference to their nature which aims at publishing articles only related to technology and language teaching. This study covers MALL studies based on the use of a mobile application to teach or learn English. Based on the inclusion criteria, 26 studies have been included in this study from three different journals. The purpose of this systematic analysis is to synthesize findings from quasi-experimental studies carried out between 2017 and 2022 to examine whether there is a connection between the use of mobile applications and L2 learning.

References

  • Botero, G., Restrepo, M., Zhu, C., Questier, F. (2021). Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference?, Computer Assisted Language Learning, 34:8, 1013-1039, DOI: 10.1080/09588221.2019.1650780
  • Burston, J., & Arispe, K. (2022). Experimental MALL research in SLA: Past, present, and future. In N. Ziegler & M. González-Lloret (Eds.), The Routledge handbook of technology & SLA. Oxford, UK and New York, NY: Routledge Retrieved from https://www. routledge.com/The-Routledge-Handbook-of-Second-Language-Acquisition-andTechnology/Ziegler-Gonzalez-Lloret/p/book/9780815360773
  • Chen, C., Chen, L., Yang, S.(2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation, Computer Assisted Language Learning, 32:3, 237-260, DOI: 10.1080/09588221.2018.148570
  • Chen, C.M., Liu, H. & Huang, H.B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL 31(2): 170–188, doi:10.1017/S0958344018000228
  • Chen, Y. (2022). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety, Computer Assisted Language Learning, doi: 10.1080/09588221.2022.2055083
  • Chen, Y., Carger, C. L., & Smith, T. J. (2017). Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning & Technology, 21(1), 28–41. Retrieved from http://llt.msu.edu/issues/february2017/chencargersmith.pdf
  • Eubanks, J., Yeh, H., Tseng, H. (2018). Learning Chinese through a twenty-first century writing workshop with the integration of mobile technology in a language immersion elementary school, Computer Assisted Language Learning, 31:4, 346-366, DOI: 10.1080/09588221.2017.1399911
  • Fang, W.-C., Yeh, H.-C., Luo, B.-R. & Chen, N.-S. (2021). Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL 33(1): 71–87. https://doi.org/ 10.1017/S0958344020000208
  • Fouz-González, J. (2020). Using apps for pronunciation training: An empirical evaluation of the English File Pronunciation app. Language Learning & Technology, 24(1), 62–85. https://doi.org/10125/44709
  • Hanson, A., Brown, C. (2020). Enhancing L2 learning through a mobile assisted spaced-repetition tool: an effective but bitter pill?, Computer Assisted Language Learning, 33:1-2, 133-155, DOI: 10.1080/09588221.2018.1552975
  • Hwang, W., Guo, B., Hoang, A., Chang, C & Wu, N. (2022). Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2095406
  • Jao, C., Yeh, H., Huang, W., & Chen, N. (2022). Using video dubbing to foster college students’ English-speaking ability, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2049824
  • Kartal, G. (2020). An analysis of using technology in language learning in three flagship journals. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 53, 515-532, DOI: 10.21764/maeuefd.645551
  • Khan, K. S., Kunz, R., Kleijnen, J., & Antes, G. (2003). Five steps to conducting a systematic review. Journal of the Royal Society of Medicine. doi: 10.1258/jrsm.96.3.118
  • Lee, S., Park, M. (2020). Reconceptualization of the context in language learning with a location-based AR app, Computer Assisted Language Learning, 33:8, 936-959, DOI: 10.1080/09588221.2019.1602545
  • Li, R., Meng, Z., Tian, M., Zhang, Z., Xiao, W. (2021.) Modelling Chinese EFL learners’ flow experiences in digital game-based vocabulary learning: the roles of learner and contextual factors, Computer Assisted Language Learning, 34:4, 483-505, DOI: 10.1080/09588221.2019.1619585
  • Li, Y. & Hafner, C.A. (2021). Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners. ReCALL FirstView, 1–15. https://doi.org/10.1017/S0958344021000161
  • Liakin, L., Cardoso, W.,& Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): focus on French liaison, Computer Assisted Language Learning, 30:3-4, 325-342, DOI: 10.1080/09588221.2017.1312463
  • Lin, J., Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis, Computer Assisted Language Learning, 32:8, 878-919, DOI: 10.1080/09588221.2018.1541359
  • Loewen, S., Crowther, D., Isbell, D.R., Kim, K.M., Maloney, J., Miller, Z.F. & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL FirstView, 1–19. https://doi.org/10.1017/S0958344019000065
  • Ma, Q. (2017). A multi-case study of university students’ language-learning experience mediated by mobile technologies: a socio-cultural perspective, Computer Assisted Language Learning, 30:3-4, 183-203, DOI: 10.1080/09588221.2017.1301957
  • Quan, Z., Grant, L., Hocking, D. (2022). Comparing concordances of language patterns and words by ESL intermediate learners: a preliminary experiment with two mobile concordancers, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2081581
  • Rachels, J.,Rockinson-Szapkiw, A. (2018). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy, Computer Assisted Language Learning, 31:1-2, 72-89, DOI: 10.1080/09588221.2017.1382536
  • Rajendran, T., & Yunus, M. M. (2021). A Systematic Literature Review on the use of Mobileassisted Language Learning (MALL) for Enhancing Speaking Skills among ESL and EFL Learners. International Journal of Academic Research in Progressive Education and Development, 10(1), 586–609.
  • Shi, Y., Tsai, C. (2022). Fostering vocabulary learning: mind mapping app enhances performances of EFL learners, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2052905
  • Sun, Z., Lin, C., You, J., Shen, H., Qi, S. & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking, Computer Assisted Language Learning, 30:3-4, 304-324, DOI: 10.1080/09588221.2017.1308384
  • Tai, T.-Y. (2022). Impact of mobile virtual reality on EFL learners’ listening comprehension. Language Learning & Technology, 26(1), 1–23. https://hdl.handle.net/10125/73491
  • Yeh, H.-C. & Tseng, S.-S., (2020). Enhancing multimodal literacy using augmented reality. Language Learning & Technology, 24 (1), 27–37. https://doi.org/10125/44706
  • Zhonggen, Y., Ying, Z., Zhichun Y., Wentao, C., (2019). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform, Computer Assisted Language Learning, 32:4, 323-341, DOI: 10.1080/09588221.2018.1517093
  • Zhu, J., Zhang, X., & Li, J., (2022). Using AR filters in L2 pronunciation training: practice, perfection, and willingness to share, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2080716
  • Zou, B., Li, H. Li, J. (2018). Exploring a curriculum app and a social communication app for EFL learning, Computer Assisted Language Learning, 31:7, 694-713, DOI: 10.1080/09588221.2018.1438474
There are 31 citations in total.

Details

Primary Language English
Subjects Language Studies, Other Fields of Education
Journal Section Articles
Authors

Özlem Sarı 0000-0002-9718-9211

Ceylan Ersanlı 0000-0002-4180-4027

Publication Date July 16, 2024
Submission Date May 24, 2023
Published in Issue Year 2024 Volume: 13 Issue: 1

Cite

APA Sarı, Ö., & Ersanlı, C. (2024). A SYSTEMATIC LITERATURE REVIEW OF THE USE OF LANGUAGE LEARNING APPS IN LANGUAGE EDUCATION IN THREE JOURNALS. ELT Research Journal, 13(1), 71-84.