Empirical Insights into Mobile-Assisted ESL Learning: A Systematic Review

Abstract

This review synthesizes empirical research from 2008 to 2025 on mobile-assisted ESL/EFL learning in higher education. Analyzing 65 studies across Asia, the Middle East, Southeast Asia, Europe, and North America, it highlights the impact of app-based interventions on vocabulary, speaking, reading, writing, and learner engagement. Features such as gamification, personalized learning, multimodal input, and immediate feedback were found to enhance learning outcomes. Despite overall positive effects, many studies relied on short-term interventions with small samples, and moderating factors like learner proficiency or app design remain underexplored. The findings underscore the potential of mobile applications for learner-centered language education and call for rigorous, theory-driven research on long-term and adaptive learning strategies.