The effects of the Mobile-Assisted Language Learning Method in the EFL/ESL Context

Abstract

This research synthesis was developed to identify the effects and perceptions of MALL- based activities in the EFL/ESL teaching-learning process. Twenty-two studies from different databases were considered for the analysis. The inclusion criteria of this study included (1) Empirical studies published in the last ten years, (2) quantitative, qualitative, and mixed-methodstudies, (3) the studies performed in EFL/ESL classrooms, (4) and, the studies applied at different levels of education. In respect to the exclusion criteria, it was considered the following: (1) the studies published in non-academic sources, (2) the studies that used a design different from quantitative, qualitative, and mixed-method approach, (3) the studies whose participants did not belong to EFL/ESL classrooms. Findings exposed that, in relation to the linguistic effects as well as the non-linguistic effects, m-learning represents an excellent opportunity for students to develop their learning skills, as well as their motivation and autonomy. This study also revealed that teachers and students strongly support the use of MALL. However, it also revealed a few barriers to its effects and perceptions. Therefore, it is recommended for teachers to include mlearning to help students gain success in the development of each of the language learning skills. Finally, due to the lack of studies of Mobile Learning in Latin America, further research on the efficacy of MALL is suggested.