USING MOBILE APPLICATIONS FOR LANGUAGE LEARNING AS PART OF LANGUAGE CLASSES: A LITERATURE REVIEW OF RECENT PRACTICES

Over the last decade, language learning with digital technology in general, and mobile technology in particular, has received significant attention in both research and practice. This is mostly attributed to the learning-enabling aspects of mobile-assisted language learning (MALL) on the one hand, and the rapid development of hardware (mobile devices) and software (mobile applications) on the other. MALL offers the opportunity to use mobile devices for learning not only within the confines of the language classroom, but also outside it, making it particularly relevant for the implementation of distance learning. This paper examines latest practices concerning the implementation of MALL into the teaching and learning process by reviewing relevant literature from the field, with particular focus on designated mobile applications for language learning. The literature review, which identified 17 relevant publications over the period of roughly two and a half years (between January 2020 and April 2022), codes educational interventions described therein in terms of the context of language learning and the effects of introducing mobile technology into language classes. The results of the review reveal significant diversity in mobile applications employed for language learning, pedagogical approaches that underlie educational interventions, teacher roles, and positive effects for language learners, which may prove useful to language practitioners when organising language classes that include mobile technology.