A systematic review and meta-analysis of the evidence for mobile learning as developer of skills in a second language

In our contemporary and multicultural society, the acquisition of a second language has evolved from being merely a practical means for employment to becoming an essential fundamental skill for personal development. This linguistic competence is a dynamic asset that not only unlocks professional opportunities but also significantly contributes to overall individual growth. Recognizing the inherent differences among language learners, innovative methodologies such as gamification and the flipped classroom have been proposed to diversify language teaching approaches. The integration of Information and Communication Technologies (ICT) in language education, specifically mobile learning (m-learning), has transformed the landscape of second language acquisition. Applications like Duolingo and Mobile-Assisted Language Learning (MALL) platforms are examples of this innovation. This research aims to evaluate the influence of m-learning on second language education. Through a systematic review and meta-analysis of various studies, a convincing positive impact of m-learning on second language acquisition is revealed. Despite potential publication bias, the findings highlight the effectiveness of m-learning, especially in English learning contexts prevalent in Asian countries. The study acknowledges possible drawbacks and emphasizes the widespread influence of English as a second language. The limitations include the theoretical nature of the study and potential publication bias.