A Systematic Review of Mobile-Assisted Language Learning in Saudi EFL Education: Trends, Outcomes, and Future Directions (2015-2025)
DOI:
https://doi.org/10.53286/5y1ja616Keywords:
Mobile-Assisted Language Learning (MALL), Motivation and Autonomy, PRISMA Systematic Review, Reading ComprehensionAbstract
This systematic review based on PRISMA integrates research on Mobile-Assisted Language Learning (MALL) in Saudi English as a Foreign Language education from 2015 to 2025. Searching Scopus, Web of Science, ERIC, ProQuest, and Google Scholar found empirical research in both secondary and tertiary settings. Following screening, studies were categorized by participants, skills, tools/apps, design, outcomes, and restrictions. Narrative synthesis demonstrates a focused emphasis on vocabulary and reading, alongside an increasing although constrained effort in speaking and writing; grammar and English for Specific Purposes (ESP) remain little investigated. WhatsApp, Quizizz, Telegram, ELSA Speak, and Duolingo are the most used tools. Mobile interventions frequently improve outcomes across designs; notably vocabulary growth and reading comprehension. They also reliably boost motivation, learner, autonomy and, when emphasized, collaboration. The reported limitations encompass small, single institution samples, brief durations, inconsistent infrastructure, and restricted teacher-led research. This review suggests a plan for the future: use multi-site, teacher-led trials to scale up retrieval-based vocabulary practice and mobile-scaffolded reading; use design collaboration as the treatment; combine mobile practice with feedback to improve writing accuracy and advanced speaking skills; and make sure that investments in capacity-building and infrastructure are in line with the Saudi 2030 Vision. In general, evidence shows that well-designed MALL can provide Saudi EFL learners with important, scalable benefits. There are various perspectives on how this can influence the curriculum, tests, and teacher training.Downloads
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