Aug 2026· International Journal of Mobile and Blended Learning· 0 citations
TL;DR
The review proposes an integrated framework centred on learning environment expansion, learner autonomy, and social interaction, and calls for more longitudinal, and diverse research.
Abstract
Mobile technologies have become important in English language learning in higher education, yet existing research remains fragmented across topics, tools, and contexts. This scoping review mapped recent empirical studies in this field. Guided by the Arksey and O'Malley framework and the Population–Concept–Context (PCC) approach, the review searched the Web of Science Core Collection (WoSCC) and identified 20 SSCI-indexed studies published between 2021 and 2025. The analysis examined study characteristics, research aims, key variables, and major findings. Results showed geographically uneven research, with China contributing the most studies, while mixed-methods designs were most common. The reviewed studies addressed vocabulary, speaking, listening, reading, motivation, engagement, anxiety, and interaction. Mobile technologies were associated with positive learning and affective outcomes. The review proposes an integrated framework centred on learning environment expansion, learner autonomy, and social interaction, and calls for more longitudinal, and diverse research.
The findings showed that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction in language learning, and indicate that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction.
Fajar Nurjaman, Bagaskara Nur, Rochmansyah Politeknik Siber et al.· Journal of social research· 0 citations
Findings show that platforms like WeChat enhance reading engagement and comprehension through authentic texts, peer interaction, and multimodal input, and that learner motivation emerges as a cross-cutting outcome, driven by autonomy, social presence, and interactive environments.
Xuelian Wan, Megat Aman Zahiri bin Megat Zakaria· SN Social Sciences· 0 citations
The Systematic Literature Review (SLR) investigates English Language Learning Strategies (LLS) employed by ESL students within the Malaysian educational context, particularly focusing the period of 2018 to 2024 after the implementation of the Common European Framework of Reference (CEFR). Guided by PRISMA protocols, seven empirical studies were selected from Scopus and Web of Sciences databases based on meticulous inclusion and exclusion criteria. It was found that metacognitive strategies such as planning, monitoring and evaluating were the most widely used and effective across various education levels, followed by cognitive and socio-affective strategies. It had also revealed that university students were the most frequently studied population, leaving a research gap in primary, secondary and vocational education settings. The review underscored the need for more diversified research to inform pedagogical innovation and enhance teacher training programs to fit the students’ strategic learning needs. The review contributed to a clearer understanding of how LLS facilitate English proficiency among Malaysian ESL learners.
Nurul Jannah Ahmad Ghulamuddin, Mohamad Iqbal Afham Mohamad Afandi, Nurhazwani Abd Halim· Gading Journal for the Socia...· 0 citations
This study investigated the learning media preferences and cognitive learning strategies used by high-achieving English learners in informal English learning outside the classroom. Employing a qualitative case study design, the study involved three participants from the English Education Study Program, batch 2022, at Universitas Tanjungpura, selected through purposive sampling based on a grade point average of at least 3.70, a TOEFL score of at least 520, and verified English-related achievements. Data were collected through semi-structured interviews and documentation, then analyzed using thematic analysis. The findings reveal three themes. First, participants preferred video-, audio-, and text-based media, with video being the most dominant due to its multimodal nature. Second, participants applied four cognitive strategies, namely inferencing, translation, resourcing, and note-taking, flexibly based on content difficulty and individual habits. Third, learning media and cognitive strategies were interconnected, with media providing language input and strategies enabling meaningful processing of that input. These findings suggest that informal English learning among high-achieving learners is an active, self-directed, and cognitively engaged process that also contributes to their academic development.
Tiara Amalia Putri, Luwandi Suhartono, E. Rahmani· Journal Corner of Education...· 0 citations
The findings indicate that collaborative and project-based learning significantly enhance language proficiency, learner autonomy, and communicative competence through active participation and peer interaction.
Zaiton Md Isa, Nadiah Zubbir, G. G et al.· International journal of res...· 0 citations
Technology-enhanced language learning (TELL) has become increasingly prominent in higher education, with artificial intelligence (AI), mobile-assisted language learning, virtual and augmented reality (VR/AR), gamification, digital flashcards, learning management systems (LMS), and blended learning reshaping language education. However, evidence concerning technological effectiveness, learner engagement, and the conditions required for sustainable digital learning remains fragmented. This systematic literature review synthesizes empirical evidence on the pedagogical effectiveness, learner perceptions and engagement, and digital learning conditions influencing technology-enhanced foreign and second-language learning in higher education. Following the PRISMA framework, a systematic search of Scopus and Web of Science identified 706 records. After screening and eligibility assessment, 28 peer-reviewed studies published between 2022 and 2026 were included and subjected to integrative thematic analysis. The findings revealed three major themes. First, technology-enhanced language learning and pedagogical effectiveness constituted the largest theme (46.4%), demonstrating improvements in vocabulary, speaking, communication, motivation, autonomy, and other learning outcomes when technologies were purposefully integrated with pedagogy. Second, learner perceptions, acceptance, readiness, and engagement accounted for 39.3%, with perceived usefulness, ease of use, confidence, digital competence, trust, and motivation shaping technology adoption and participation. Third, digital learning conditions, challenges, and learner wellbeing represented only 14.3%, highlighting network instability, limited interaction and feedback, inadequate personalization, technostress, and burnout. Overall, the review demonstrates that technological availability alone does not ensure effective language learning. Sustainable TELL requires pedagogically aligned technology, meaningful interaction, learner readiness, institutional support, reliable infrastructure, personalization, and attention to wellbeing.
Unknown authors· International journal of res...· 0 citations
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