Mobile-assisted language learning (MALL) for improving English language teaching and learning in higher education: A systematic literature review

Abstract

The aim of this review is to provide a synthesis of empirical evidence regarding the utilization and influence of Mobile-Assisted Language Learning (MALL) in teaching and learning of English as a Foreign Language (EFL) within higher education establishments. The results show the considerable potential of MALL in enhancing various facets of language acquisition, such as vocabulary growth, grammatical aptitude, listening and speaking proficiency, and writing competence. Notably, the review highlights MALL’s capacity to promote learner’s motivation, engagement, and autonomy, enabling personalized and interactive learning experiences that transcend traditional classroom limitations. Nonetheless, the review also reveals the intricate challenges entailed in integrating MALL, including technical barriers, pedagogical concerns, the imperative for comprehensive teacher training, student readiness, and the need for institutional support. It is essential to address these complex challenges through a balanced and collaborative approach to fully leverage the transformative potential of mobile technologies in EFL education. The findings emphasize the necessity for ongoing research, innovation, and interdisciplinary collaboration to further investigate the developing domain of MALL. Through the utilization of these discoveries, stakeholders can develop customized MALL interventions that address the distinct requirements and circumstances of higher education institutions, ultimately promoting language proficiency, digital literacy, and lifelong learning among students in the digital era.

https://doi.org/10.34105/j.kmel.2025.17.012