A systematic review of mobile-assisted oral communication development from selected papers published between 2010 and 2019

ABSTRACT

With the advancement of mobile technology, mobile-assisted language learning (MALL) has significant potential regarding its practical applications and benefits in foreign language learning. Nevertheless, little research was conducted to examine factors regarding the facilitation of oral communication through MALL based on established theories or models. The purpose of this review is to investigate the main constituents conducive to the intended outcomes based on an adapted model from Beatty (2010) and further provide guidelines for enthusiastic stakeholders in the field. Twenty-eight empirical studies were collected and categorized according to four key variables of the design model and analyzed qualitatively, with the key findings identified as follows. Due to the technical affordance of mobile technology, it is found that a student-centered self-regulated learning context is created, where students construct knowledge through self-instruction, self-evaluation, and self-correction. Furthermore, a speaking strategy-driven collaborative-based learning design enhances students’ oral proficiency through strong social connections, interactions, and communication. Finally, given the pedagogical design and practices, high-level cognitive thinking is thereby promoted, with promising affective learning outcomes. In light of the findings, guidelines for educational practitioners, learners, and system designers are provided for pedagogical and practical application in the future.

KEYWORDS:

• Mobile-assisted language learning
• oral communication
• speaking proficiency
• self-regulation
• collaborative learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Ministry of Science and Technology [grant number: MOST 106-2511-S-006-002-MY2 and MOST 108-2511-S-006-005-MY3], the Research Institute for the Humanities and Social Sciences, MOST in Taiwan, and the Teaching Practice Research Program of the Ministry of Education [project number: PGE 1090751] in Taiwan.

Notes on contributors

Keng-Chih Hsu

Keng-Chih Hsu is currently a lecturer at the language center in National Pingtung University of Science and Technology in Pingtung, Taiwan. His major research areas include context-aware ubiquitous learning, computer-mediated Communication, and mobile learning.

Gi-Zen Liu

Gi-Zen Liu is a Distinguished Professor in the Department of Foreign Languages & Literature at NCKU in Tainan, Taiwan. Prof. Liu received his Ph.D. degree in Instructional Systems Technology from Indiana University Bloomington in the U.S. in 2003. His major research areas include digital language learning, mobile and context-aware ubiquitous learning, design & evaluation of English Language Teaching, plagiarism avoidance, online writing tutorials. In addition, Prof. Liu has been serving on the Editorial Board of several academic journals, including Journal of Computer Assisted Learning, International Journal of Mobile Learning and Organization, and JALTCALL Journal.