Mobile Technologies in English Language Education: A PRISMA-Guided Bibliometric Mapping of WoS-Indexed Research
TL;DR
A bibliometric-based conceptual synthesis of interaction-oriented MALL is proposed, showing how literature brings together technological affordances, learner-internal processes, and interactional dynamics in mobile language learning contexts.
Abstract
Mobile technologies are reshaping English language education, transforming traditional language teaching and learning through greater flexibility, accessibility, and interactivity. In this study, we conducted a bibliometric analysis of 264 peer-reviewed articles published between 2016 and 2025 in the Web of Science (WoS) Core Collection, following PRISMA guidelines. By examining publication trends, citation impact, keyword networks, and thematic evolution, our research maps the intellectual structure and developmental trajectory of mobile-assisted language learning (MALL) research in English language education. The findings reveal a steady increase in research output and influence, although scholarly contributions are concentrated within a limited number of journals, institutions, and countries. Four major thematic clusters are identified: learning performance; technology acceptance and instructional design; mobilemediated interaction and feedback; and speaking and pronunciation development. Over time, the literature shows an increasing movement from application-oriented studies toward theorydriven adoption frameworks, alongside growing attention to intelligent support systems. Building on these insights, this study proposes a bibliometric-based conceptual synthesis of interaction-oriented MALL, showing how literature brings together technological affordances, learner-internal processes, and interactional dynamics in mobile language learning contexts.