Abstract
Mobile Assisted Language Learning (MALL) is an innovative approach to language learning that utilizes mobile devices, such as smartphones and tablets, to support language learning. MALL has become increasingly popular in recent years due to the widespread availability of mobile devices and the flexibility they offer for language learning. The aim of this research is to interpret and discuss the findings of qualitative research to understand how Mobile Assisted Language Learning (MALL) in English affects language learning through a systematic research method called meta-synthesis. As a result of this meta-synthesis research, academic, convenience, social, or cultural functions, and pedagogical functions codes were reached as the functions of using MALL in the classes from the teachers' perspectives. The advantages of MALL were identified as being portable and convenient, encouraging immediate feedback and self-feedback, improving language skills, increasing learner autonomy, providing a faster way of learning, releasing the pressure associated with traditional learning, increasing motivation, boosting self-confidence, and encouraging collaboration with other learners. The disadvantages were classified as leading to being easily distracted, being prone to disruptions due to technical problems such as internet connection problems, having challenges due to poor technology literacy and insufficient functions of mobile devices such as small screen size, being unable to study without an imposed structure or schedule, involving inauthentic feedback and self-assessment, having difficulty finding a satisfactory app, and having difficulty choosing the appropriate learning content.
Keywords:
- EFL Learning
- Mobile Assisted Language Learning
- University Students
- Meta-Synthesis
Introduction
Language is one of the major means of communication among humans. It facilitates a successful exchange of ideas and concepts between people from different backgrounds and cultures. Thus, learning is considered essential from an early age and preserves its significance with the learning of additional languages until later stages of life. English is the most widely spoken foreign language and is taught and learned in many countries around the world.
Technology is an indispensable tool for global communication and learning. As a prerequisite of the modern era, it is possible to acquire knowledge and find interactive ways of learning almost anything with a single click. Mobile devices and computers with an internet connection play a significant role in online learning. People tend to use mobile devices in all aspects of their lives, from homes to the streets, and it is no surprise to see them glued to their phones during the day (Blair, 2021).
Technological advancements, such as context modeling applications, computer systems, and wireless and satellite systems, have become increasingly popular, providing users with new possibilities and leading to the emergence of new learning perspectives. This has made learning not only easier but also more engaging (O'Malley et al., 2005; Sharifi & Shahreza, 2021). Language learning is one of the areas where technology can be utilized due to the wide range of online teaching materials and interactive language learning techniques that can easily be found on the internet. Therefore, Mobile Assisted Language Learning (MALL), which involves learning a language through mobile devices, has become increasingly popular worldwide as a unique tool to catch up with the rapid changes in language learning and teaching approaches, methods, and techniques of the 21st century. MALL is defined as a portable language learning method that provides the opportunity to be adaptable to learners' needs, making it highly personalized (Kukulska & Traxler, 2005).
Teachers tend to feel compelled to get out of their comfort zones to discover the technological possibilities that mobile phones offer for a more learner-centered, interactive way of teaching that expedites the learning process (Al-Shehab, 2020). In this vein, MALL emphasizes student autonomy and personalizes the learning process, thus making it learner-centered (Klimova, 2021).
According to O'Malley, when considering mobility from the learners' point of view rather than the technology's, it can be argued that mobile learning occurs everywhere. For example, pupils may revise for exams on the bus to school, doctors may update their medical knowledge while on hospital grounds, and language students may improve their language skills while traveling abroad (O'Malley et al., 2005). Therefore, MALL occurs without boundaries of time and place, enabling learners to gain access to targeted knowledge almost anytime they want, making it exempt from excuses such as lack of opportunities. Mobile apps are conveniently used as an ancillary tool to conventional face-to-face learning environments in terms of their interactive and communicative features (Klimova & Prazak, 2018; Miangah & Nezarat, 2012).
According to Wu et al. (2012) in conventional learning environments, which tend to be more individualistic, it is not always possible for learners to communicate with others and support each other. In contrast, mobile learning is easier to create a more collaborative atmosphere through interactive games and authentic materials, such as interactive group games, songs, and texts. In their meta-analysis study, it was found that mobile learning is most commonly used in university settings, followed by elementary education, and most studies on mobile learning revealed positive attitudes and agreement on the effectiveness of its application in classrooms (Wu et al., 2012). Similarly, Vogel et al. (2006) claimed that learners tend to prefer learner-directed online games and interactive simulations, and game based mobile learning was proven to be effective for their cognitive gains (Vogel et al., 2006).
Along with its advantages, MALL has various disadvantages. According to Alm, the interfaces designed for mobile learning change rapidly, thus making them overly reliant on contextual changes, and soon they are bound to become outdated (Alm, 2003). Furthermore, it is not easy to generalize them through a theory, making it a challenge to find detailed explanations for the application of mobile apps, which may lead to problems with generalizability. As it is usually difficult to ascertain definite guidelines for designing online tasks, it is nearly impossible for designers to consciously control and check the interconnections between many variables, such as elegance and simplicity, perceptual organization, semiotics in image and representation, and the modules of the program. Besides, most mobile apps are designed by people who are not experts in English Language Teaching (ELT). Hence, they lack concrete pedagogical bases, so it might be beneficial to include ELT experts in the design process of these apps (Klimova, 2021).
According to Al-Shehab, using MALL in crowded EFL classes might create some challenges in classroom management when learners are too engaged with their phones and not listening to instructions from their teachers (Al-Shehab, 2020). In these situations, EFL teachers tend to find it hard to manage discipline in their classes due to their inability to monitor each student's learning progress individually. Screen size, unreliable data sources, limited data storage, internet connection problems, insufficient software tools, students' insufficient knowledge of utilizing mobile technologies for academic learning, and the high costs of mobile devices and apps are also major disadvantages of MALL (Dashtestani, 2013; Miangah & Nezarat, 2012).
Mobile devices are used for several purposes, most of which are non-academic. It is not common for learners to utilize them for learning a new language. Moreover, most mobile learning apps require a continuous and strong internet connection, which may not always be available during real-life learning experiences. Language learning might be negatively affected when there are disruptions in internet connections, limitations in data storage, and problems with software updates. In addition to these factors, conducting and completing a learning task on a phone sometimes take much longer than it does on a computer, causing learners to prefer using their computers instead of their phones in such cases. Table 1 shows the themes and sub-themes from the teachers' perspective.
Table 1. Themes and Sub-Themes from the Teachers' Perspective
1. Research Gap
There are different challenges faced by learners of mobile language learning. Learners sometimes face various difficulties while using mobile devices for learning English. This study aims to reveal the difficulties experienced by learners in this process. Additionally, there has been an ongoing debate as to whether MALL has more advantages than disadvantages in the classroom or not. This study aims to determine the perspectives of university students on the use of MALL in learning English as a foreign language. Moreover, no meta-synthesis study has been found that aims to explain the reasons and results of using MALL in classes. Therefore, this research is believed to fill this gap in the literature. In conclusion, the aim of this study is to synthesize the qualitative data derived from studies focused on MALL in classes. The main research problem is constructed as "How does the use of MALL affect language learning from the perspectives of university students?"
2. Research Methodology
Although meta-synthesis research has been effectively used in medicine and nursing, it has only recently become a preferred method in the education sciences (Barroso & Powell-Cope, 2000; Brown, 2017; Cubis et al., 2018; Holland, 2019). There has been an imperative to conduct further qualitative studies into meta-synthesis due to gaps in studies. The qualitative meta-synthesis is an interpretive integration of qualitative findings, and it goes beyond summary by offering novel interpretations of findings (Sandelowski & Barroso, 2007).
The Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) statement was used to guide the research. This statement was developed to promote explicit and comprehensive reporting of the synthesis of qualitative studies (Bondas & Hall, 2007; Tong et al., 2012). The qualitative meta-synthesis research process can be summarized into six steps (Erwin et al., 2011).
- Formulate a clear research problem and question.
- Conduct a comprehensive search of the literature.
- Conduct careful appraisal of research studies for possible inclusion.
- Select and conduct meta-synthesis techniques to integrate and analyze qualitative research findings.
- Present synthesis of findings across studies.
- Reflect on the process.
3. Meta-Synthesis Research Process
3.1 Formulate a Clear Research Problem and Question
The research problem should be structured in a clear and understandable way. Otherwise, the synthesis may not contribute to a deeper understanding of the problem. Therefore, this research problem focuses on using MALL in the EFL process from the learner's perspective. Students' views on this issue are not clear, and there is a conflict. This conflict also contributes to the study and highlights the importance of research. The problem of the research is to contribute to the literature by synthesizing the findings of different qualitative studies on this problem, which is a need in the field.
3.2 Conduct a Comprehensive Search of the Literature
In this research, an exhaustive search method was used because the aim of the study was not to generate a theory (Booth, 2006; Booth, 2010; Finfgeld Connett & Johnson, 2013). While exhaustive searches are recommended when conducting summative and aggregative systematic reviews, expansive searches are recommended when conducting knowledge-building and theory-generating systematic reviews (Hannes & Lockwood, 2012).
The aim was to conduct a summative and aggregative review of studies in the literature to define the advantages and disadvantages of MALL according to university students' perspectives and their views on MALL. Publish or Perish, Google Scholar, ResearchGate, Elsevier, Web of Science, Scopus, ERIC, Tandfonline, WileyOnline, and ProQuest are the databases searched to identify relevant qualitative research. The timeframe for the search procedure was 2003–2021. The reason for selecting 2003 as the starting point of the research was to find the first research in the literature search. "MALL+EFL learners," "Mobile-assisted language learning+ EFL learners,""Mobile-assisted language learning+EFL students," and "Mobile learning+EFL learners" were among the key search terms.
3.3 Conduct Careful Appraisal of Research Studies for Possible Inclusion
After applying the inclusion and exclusion criteria for this qualitative meta-analysis study, 20 studies were selected for meta-synthesis. The inclusion and exclusion criteria were based on the principles of the meta-synthesis method and the characteristics of this research topic. Studies that met the following criteria were selected for the meta-synthesis analysis, they provided qualitative or mixed-method-based data on the implementation of MALL in EFL classes, they included direct expressions of participants or narration and they were published in prestigious and scientific indexes or databases between 2003 and 2021. Studies that provided only quantitative data, literature reviews, dissertations, and non-English studies were excluded. Table 2 shows the inclusion and exclusion criteria of the selected studies.
Table 2. The Inclusion and Exclusion Criteria of the Selected Studies
A total of 140 studies were identified based on the inclusion criteria. However, 157 studies were excluded from the process due to duplication of publications, unavailability of full-text access, and other reasons. Consequently, 13 studies were included for metasynthesis analysis following the phases of the systematic review developed by the PRISMA group (Moher et al., 2009). Figure 1 shows the flow of information through the different phases of a systematic review.
Figure 1. Flow of Information through the Different Phases of a Systematic Review
Evaluating the quality of the articles, discussing their results, and evaluating the studies' findings are important parts of the process. To assess the quality of the qualitative articles, the Critical Appraisal Skills Program (CASP) can be used (Sibeoni et al., 2017). The CASP tool contains 10 questions designed to help readers appraise qualitative research reports broadly in terms of rigor, credibility, and relevance. The studies were analyzed using the CASP criteria. The two expert researchers considered the aims, methods, research design, sampling, data collection, reflexivity, ethical issues, data analysis, findings, and value of the research. Table 3 shows the distribution of scores within the scope of the 10 CASP criteria.
Table 3. Distribution of Scores within the Scope of the 10 CASP Criteria
The characteristics of the 13 studies included in the metasynthesis were analyzed based on author or year, method, data collection tools, sample size, data analysis, and study type. Table 4 shows the characteristics of the studies used in the meta-synthesis.
Table 4. The Characteristics of the Studies Used in the Meta-Synthesis
3.4 Select and Conduct Meta-Synthesis Techniques to Integrate and Analyse Qualitative Research Findings
A constant comparison method was used in this research, which involved analyzing subsequent articles in comparison with other studies. This synthesis approach was modified by Tong et al. (2012) based on the techniques described by Noblit & Hare and Campbell et al. Erwin et al. (2011) recommend reading each article repeatedly to ensure that all concepts and relationships are thoroughly explored. Additionally, using the first, second, and third-order constructs to analyze and reinterpret the studies can enhance the accuracy and depth of the meta-synthesis research (Campbell et al., 2003; Erwin et al., 2011;Noblit & Hare, 1988;Tong et al., 2012).
3.5 Present Synthesis of Findings across Studies
The most important step of meta-synthesis research is the synthesis of qualitative data. Table 5 shows the first and second order data of each study regarding the positive aspects of using MALL in learning English. Table 6 shows the first and second order data of each study regarding the challenges of using MALL in learning English.
Table 5. First and Second Order Data of Each Study Regarding the Positive Aspects of Using MALL in Learning English
Table 6. First and Second Order Data of Each Study Regarding the Challenges of Using MALL in Learning English
The suggestions to use MALL in the light of its advantages by tackling the various disadvantages associated with its implementation in classes were discussed as a result of qualitative data synthesis in this step.
Considering the situation of university students in the educational environment, the use of MALL has the potential to greatly vary in relation to the codes that have been found in the study, such as increasing motivation, improving language skills, providing convenience, etc. A detailed and refined way of implementation needs to be put into effect, which is highly crucial for utilizing mobile technologies in the EFL learning process, considering the inevitable role of technology in all aspects of the learning journey. It is widely accepted that the use of technology has several advantages in providing effective foreign language learning the four basic skill areas. Therefore, it is recommended to be utilized in EFL classrooms (Alsied & Pathan, 2013; Sole et al., 2010).
Considering the fact that language learning consists of mastering the four language skills such as listening, reading, speaking, and writing, using technological tools such as phones can accelerate learning by engaging learners effectively. According to this study, learners are found to have increased motivation and are more eager to improve their language skills when they learn English with their mobile phones. MALL is claimed to boost learners' motivation due to the audio-visual support that phones provide, along with creating the opportunity to interact with other English learners around the world Hazaea & Alzubi, 2018). When learners engage with people from other countries who are also learning English, they tend to become much more motivated to improve their English compared to learning it alone. Individual language learning is a personal process that gains momentum when backed by interaction with people who are on the same path. Additionally, seeing other people's performance and communicating with them pushes learners to go even further with their own learning to match the others. In this vein, it can improve learning performance through positive competitiveness.
Despite its advantages, there are some disadvantages of using MALL in EFL classes. According to Alm (2003), various obstacles have been observed to exist in the implementation of these new technologies, some of them being the complexity and unfamiliarity of interactive interfaces. It tends to be a challenge to make use of technology in the learning process for teachers and students with little to no expertise in how these systems work. In order to tackle this problem, users need to release their expectations for controlling these systems and learn to accept the way they work, as well as opting for less complex interfaces.
Disruptions due to technical problems were identified as another disadvantage of MALL in the EFL learning process as a result of a meta-synthesis study. Some major setbacks, such as student's lack of knowledge of using mobile devices and their lack of motivation to use mobile phones for learning English, were found to exist in terms of this barrier (Dashtestani, 2013).The connection problems can be minimized by using some features of phones that do not require a good internet connection, such as SMS. According to Alemi et al. (2012), learners can use SMS on their phones for vocabulary retention in long-term memory instead of apps, which require having a good internet connection and consistently working software downloaded on their phone. Using SMS for reviewing vocabulary might encourage learners to transfer their vocabulary knowledge into long-term memory. This is especially recommended considering the fact that phones play a huge role in the daily lives of most language learners.
According to this research, a loss of concentration is found to be another major disadvantage of MALL in EFL classes. The learners stated that they could get easily distracted by their phones during MALL activities due to the versatility of their phones. Phones not only provide valuable language learning apps and tools, but also include the means of communication and entertainment. For this reason, it is not uncommon for learners to find themselves texting their friends or browsing e-commerce websites to buy their favorite shoes. Due to these various opportunities that phones offer users, they might find it too hard to concentrate on their task at hand, interrupting the English learning process.
According to Baleghizadeh and Oladrostam (2010), this issue can be tackled by implementing strict self-discipline and exerting boundaries on oneself regarding the time they use their phone for non-English learning purposes. Learners who have more self-control over their time and have a structure for time management tend to get less distracted by the colorful, stimulating features of their phone and can focus more on their language learning process. In order to gain mastery over their time management skills, it might be a good idea to recommend students watch various coaching videos on time management and increase concentration in an extended period of time. This can be done in repeated sessions through consistent practice until it becomes second nature for the learners.
Another drawback that sabotages the MALL process is the difficulty of finding a satisfactory language learning app. Even though phones have become an inseparable component of our daily lives and have made many tasks easier, they tend to fail in providing us with a wide variety of language learning apps (Sole et al., 2010). The most common ones are Duolingo and Babbel, but they do not offer everything an English learner needs. The English learning process requires various activities that provide learners with different drills and teach the four basic language skills effectively. In such cases, learners tend to seek traditional ways of learning English, such as getting assistance from coursebooks and books or even taking private lessons from an instructor. In conclusion, it can be said that MALL is not the sole and most important way of learning English. Students would rather be supported by the old language learning props and materials and seek the help of an instructor in cases where mobile language learning props and apps are unsatisfactory.
The present study presents a review of studies conducted on the advantages and disadvantages of MALL in EFL classes and aims to present comprehensive solutions to the identified disadvantages. It can be claimed that the implementation of MALL practices can run much more smoothly if improvements are made in terms of various learner and technological qualities.
Conclusion
The qualitative meta-synthesis reviewed the advantages and disadvantages of Mobile Assisted Language Learning (MALL) in English as a Foreign Language (EFL) classes. The study found that MALL can enhance motivation, provide audio-visual support, and offer opportunities for interaction with other English learners. However, there are also challenges such as the complexity and unfamiliarity of interactive interfaces, technical disruptions, loss of concentration, and difficulty finding satisfactory language learning apps.
To address these challenges, the study suggests implementing self-discipline and time management skills, using SMS for vocabulary retention, seeking traditional learning materials and private instruction when necessary. Additionally, the study recommends improving MALL technology to be more user-friendly and diverse in its language learning activities.
Overall, this study highlights the importance of balancing the advantages and disadvantages of MALL in EFL classes and emphasizes the need for learners to actively manage their use of mobile devices for language learning. By doing so, MALL can be an effective tool for language learning and improve the overall learning experience.