A systematic review examining the efficacy of commercially available foreign language learning mobile apps

Abstract

A systematic review examining the efficacy of commercially available foreign language-learning apps (FLL) was completed. A database search of ERIC, PsychINFO, and LearnTechLib produced 1,786 journal articles. After applying specific inclusion and exclusion criteria based on Burston’s seminal study (2015) requiring a minimum number of 10 participants, quantitative learning outcome data and rigorous research design, eight studies remained. These studies were categorized in terms of the app studied, year of publication, language taught, age group of participants, setting, length of study, and device(s) used. Descriptive statistics demonstrate there is a dearth of studies examining app efficacy, that English was the most commonly taught language, and that vocabulary was the most commonly tested area. Although commercial apps were found to successfully support FLL, the included studies’ methods varied in ways that made direct comparison difficult.

Keywords:

• Mobile apps
• technology
• foreign language-learning
• mobile assisted language learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Jodi M. Tommerdahl

Dr. Jodi M. Tommerdahl is an Associate Professor in the College of Education at the University of Texas at Arlington and specializes in language acquisition.

Chrystal Sapphire Dragonflame

Chrystal Sapphire Dragonflame is a graduate student in the Department of Psychology at Western Washington University.

Amanda A. Olsen

Dr. Amanda A. Olsen is an Assistant Professor in the College of Education at the University of Texas at Arlington and specializes in educational measurement.