Mobile Learning Platforms for EFL and ESL Students’ English Reading Skills and Practices: A Systematic Literature Review of Empirical Studies from 2018 to 2025
Keywords:
English reading; mobile platforms; EFL; ESL; systematic literature reviewAbstract
With the development of technology in language education, the proliferation of mobile learning has transformed reading habits in EFL (English as a Foreign Language) and ESL (English as a Second Language) contexts. While various mobile platforms are increasingly being integrated into English reading sessions, the understanding of their categorization and collective impacts remains fragmented. Thus, this study systematically reviewed mobile platforms aimed at supporting English reading skills and practices, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) review method. By searching three databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Center (ERIC), 16 articles were selected from 208 articles published between 2018 and 2025. Along with thematic analysis, a qualitative method was used to analyze data. The findings revealed eight categories of mobile platforms that are commonly used for EFL and ESL reading. These platforms were found to be beneficial for students as they provide cognitive and linguistic gains, affective and motivational affordances, and instructional and logistical flexibility. It was emphasized that each platform’s effectiveness depended on the integration of sound instructional design, cognitively demanding tasks, and user-friendly features. Challenges and problems that arose during the implementation process were also discussed. These findings indicate that more research is needed on the impacts of mobile learning platforms for English reading. Generally, this review offers valuable insights for students and educators to utilize mobile platforms more effectively, and for mobile platform designers and policymakers to modify and improve their products and policies.
https://doi.org/10.26803/ijlter.25.3.11
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