Critical research trends of mobile technology-supported English language learning: A review of the top 100 highly cited articles

Monther M Elaish; Mahmood H Hussein; Gwo-Jen Hwang

doi:10.1007/s10639-022-11352-6

Critical research trends of mobile technology-supported English language learning: A review of the top 100 highly cited articles

Educ Inf Technol (Dordr). 2023;28(5):4849-4874. doi: 10.1007/s10639-022-11352-6. Epub 2022 Oct 11.

Authors

Monther M Elaish¹, Mahmood H Hussein², Gwo-Jen Hwang^{3

4}

Affiliations

¹ Benghazi, Libya Department of Computer Science, Faculty of Information Technology, University of Benghazi.
² Kuala Lumpur, Malaysia Department of Software Engineering, Faculty of Computer Science and Information Technology, University of Malaya.
³ Taipei, Taiwan Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology.
⁴ Taoyuan, Taiwan Yuan Ze University.

Abstract

Around the world, the number of English speakers and the significance of the English language are constantly increasing. Among various technology-supported instructional styles, Mobile Learning (M-Learning) has been recognized as a promising approach to enhance students' competencies and skills in the English language. By examining previous literature, a number of reviews have been performed to investigate the role of M-learning in the English language. However, none of these studies has highlighted the trends, opportunities, and challenges identified in the most cited articles that focused solely on the English language. Therefore, to address these limitations, this study performed a review of the top 100 most cited articles, published between 2007 and 2020, indexed by the Web of Science, and addressing the English language only. The results revealed that most research in Mobile English Language Learning (M-ELL) followed an experimental design and employed a single mobile learning implementation. Additionally, the current study identified a number of research areas that require additional research attention. For example, further research is needed among students learning from home, more qualitative research is needed, and additional research is required to improve students' higher-order thinking skills. The outcomes of this study provide a reference to researchers and educators who intend to use mobile technologies in the area of language education, especially in the context of the English language.

Keywords: Applications in subject areas; M-ELL; Mobile learning; Pedagogical issues; Teaching/learning strategies.

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