Education and Information Technologies (2022) 27:9665–9688

https://doi.org/10.1007/s10639-022-11025-4

Mobile‑assisted language learning in Chinese

higher education context: a systematic review
from the perspective of the situated learning theory

Fan Li1 · Si Fan1 · Yanjun Wang2

Received: 28 July 2021 / Accepted: 23 March 2022 / Published online: 4 April 2022
© The Author(s) 2022

Abstract
Recent years have witnessed numerous systematic investigations on mobile-assisted
language learning (MALL). However, very few research synthesis studies focused
on the higher education context in mainland China. This paper provides a systematic
review of the findings of 23 studies published between 2015 and 2020 in mainland
China. The aim of this review is twofold: 1) to examine prevalent researched ele-
ments in extant MALL studies; and 2) to investigate ways in which the two original
components of the Situated Learning Theory (SLT), including Legitimate Periph-
eral Participation and Communities of Practice (Lave & Wenger, 1991), have a bear-
ing on MALL. This systematic review resulted in two major findings. First, five key
researched elements were revealed, e.g., target language teaching areas, and adopted
applications/software. Second, guided by the two original elements of SLT, four
derived elements were identified, namely authenticity, social interactions and collab-
orations, apprenticeship learning, and beliefs and behaviours. The findings suggest
the need to develop sound MALL pedagogies associated with sociocultural aspects
of language learning in relevant contexts. This review study also provides insights
into how Chinese language professionals and practitioners can improve curriculum
design and resource development to adapt to future trends in MALL.

Keywords Mobile-assisted language learning (MALL) · Situated learning theory

(SLT) · Higher education (HE) · Mainland China

* Fan Li
[email protected]
1
School of Education, College of Arts, Law and Education, University of Tasmania, Locked Bag
1307, Launceston, TAS 7250, Australia
2
School of Humanities, College of Arts, Law and Education, University of Tasmania, Tasmania,
Newnham Campus, Australia

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 9666 Education and Information Technologies (2022) 27:9665–9688

1 Introduction

Regardless of recent advancements in English language education in China, Eng-

lish learning and teaching in Chinese Higher Education (HE) remains problem-
atic (C. Li, 2014). Enlightened by the “Internet+” policy (China’s State Council,
2010), modern information and communication technologies have been widely
adopted in English language education in Chinese universities (Ma et al., 2014).
Using these technologies could make language learning and teaching more eco-
nomical and effective (Hu & McGrath, 2011). Mobile technologies, which are
widely and easily accessible on university campuses, have been regarded as a
potentially viable way to alleviate issues in English language education in Chi-
nese HE (Wang & Cui, 2016). Mobile learning (m-learning) refers to the use of
mobile technologies for learning purposes (Kukulska-Hulme & Shield, 2007).
As the integration of m-learning and language learning, mobile-assisted lan-
guage learning (MALL) can enhance language learning in formal and/or informal
environments (Kukulska-Hulme & Shield, 2008). MALL has been increasingly
incorporated into the second language (L2) education in worldwide HE settings
(Adams Becker et al., 2017). It is considered conducive to language learning
because of the following four features. First, MALL eliminates the time and space
limitations of language learning, so that language learners can access learning
resources from anywhere at any time (Hoven & Palalas, 2011). Second, MALL
extends interactivity, collaboration, and real-context contact for language learn-
ing across educational settings (Jing, 2018). Third, it allows language learning to
occur in various ways and provides a platform for interpersonal learning practice,
thanks to the strengths of mobile devices equipped with multimedia (Kukulska-
Hulme & Shield, 2008). Fourth, it empowers language learners to learn individu-
ally or together (Sharples, 2013), and enables them to manage learning following
personal preferences and authentic needs. In general, mobile technologies have
made access to education more straightforward and provided bountiful learning
opportunities (Sharples, 2007), through portability, affordances, accessibility,
connection, and personalised experiences (Laurillard, 2007).
These mentioned advantages have made MALL broadly welcomed for educa-
tional practices (Gorjian, 2012). However, issues, including socioeconomic con-
ditions, learner experience, institutional supports, and technical affordances, have
left the adoption of MALL-based pedagogies in HE systems questionable (Li
et al., 2021). This is true, especially in developing countries, such as China (Khan
et al., 2015). Hence, the growing prevalence of MALL in the Chinese HE con-
text calls for a systematic review of relevant MALL studies in the chosen context
to identify major researched elements and find gaps. Considering particular user
groups, academic contexts, and adopted applications, delving into MALL prac-
tices could provide a deeper understanding of the explored topics and more valid
research findings (Chen et al., 2020). Also, it is timely to further synthesise find-
ings from the perspective of language learning theories to pinpoint directions for
future MALL research and practice. Grounded in the Situated Language Theory

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 Education and Information Technologies (2022) 27:9665–9688 9667

(SLT), this study examines a selection of empirical MALL studies in Chinese HE

contexts, published between the years 2015 and 2020.

2 Background

In the past decade, the increasing synthesis and systematic analyses pertaining to
MALL have indicated a growing interest in this research field (Zhou, 2020). A
wealth of review studies has identified the status quo and development trends of
MALL by synthesising and analysing MALL publications over different periods.
This section will elicit a few extant MALL synthesis studies worldwide, including
studies conducted in mainland China.

2.1 Previous worldwide synthesis studies of MALL

Previous MALL research syntheses have covered a wide range of topics. However,
most of them reported overlapping researched elements or were limited to certain
aspects. Some of these reviewed aspects include frequent research foci (Crompton
& Burke, 2018), theoretical frameworks (Su & Zou, 2020), effect sizes (Chen et al.,
2020), sample sizes (Kamasak et al., 2021), and research designs (Viberg & Grön-
lund, 2012). Additionally, other reviews examined learner levels (Sung et al., 2016),
intervention durations (Taj et al., 2016), educational levels (J. J. Lin & Lin, 2019),
types of mobile device-based tools/approaches (Burston, 2015), and target language
skills (C. C. Lin et al., 2020).
The literature introduced above contributes to understanding MALL from various
perspectives. For instance, MALL has been effective in HE practice (Crompton &
Burke, 2018). Effectiveness issues have often been investigated using experimental/
quasi-experimental research designs (Kamasak et al., 2021). MALL-based pedago-
gies have positively facilitated learning outcomes, particularly lexical and listening
skills (Lin & Lin, 2019), due to situated activities (Chen et al., 2020), collaborative
features (Zou et al., 2020), and social contacts (Kukulska-Hulme & Shield, 2008).
Different learning theories and instructional approaches have been applied to ana-
lyse MALL, including constructivism (Martin et al., 2020), sociocultural theory
(Su & Zou, 2020), and self-directed learning (Chen et al., 2020). Mobile phones/
smartphones have been the dominant MALL tools (Kaliisa & Picard, 2017). How-
ever, despite the high volume of international MALL synthesis literature, systematic
reviews on MALL in mainland China remain scanty.

2.2 Previous synthesis studies of MALL in mainland China

Previous MALL review studies were primarily narrative literature reviews or intro-
ductory analyses reiterating the status quo and research trends of MALL studies,
such as the study by Zhao (2019a). Only a few reviewed MALL studies conducted in
mainland China, and the majority of them synthesised similar researched topics, for
instance, research trends, methods, and foci (Chen & Jia, 2020; He, 2019). In addition,

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 9668 Education and Information Technologies (2022) 27:9665–9688

researched periods were largely overlapping, for example, 2004–2014 (Xu & Zhao,
2015). Although MALL studies in mainland China have been increasing (Lyu & Qi,
2020), systematic knowledge concerning MALL in this context has been overlooked
(Zhou, 2020).
The present collection of MALL literature has made tremendous contribu-
tions to leading the trends and filling in gaps of MALL practice in mainland China.
For instance, in alignment with the results regarding applied theoretical frameworks
adopted in language education worldwide (Zain & Bowles, 2021), the sociocultural the-
ory was frequently adopted to underpin MALL in mainland China (Xu & Zhao, 2015).
Most Chinese MALL studies measured MALL effects on general language proficiency
(Chen & Jia, 2020) rather than certain language skills (Hu & Shen, 2014). However,
this was different from international findings that vocabulary was the most researched
language skill (Persson & Nouri, 2018), followed by writing (Su & Zou, 2020). Similar
to the findings concerning target educational levels from a wider angle of MALL lit-
erature (Taj et al., 2016), HE levels have received the most attention in Chinese MALL
studies (He, 2019). Mobile phones/smartphones have outperformed other MALL tools
both internationally (Crompton & Burke, 2018) and in China (Wang & Cui, 2016).
However, most review studies in mainland China only used generic terms (e.g., mobile
devices) rather than specified device types. This review will clarify the target language
skills and identify device and application types in the selected MALL publications.

3 Theoretical framework

The theoretical framework underpinning this study is the Situated Learning Theory
(SLT) (see Fig. 1). Lave and Wenger (1991) first proposed the SLT subsumed under
the umbrella of sociocultural theory (Vygotsky, 1980). Lave and Wenger (1991) sug-
gested that learning production and development are embedded and situated in authen-
tic activities, contexts, and cultures through learners’ changing participation as novices
in a socially-constructed world of practice. The two most widely-recognised SLT com-
ponents are Legitimate Peripheral Participation (LPP) and Communities of Practice
(CoPs) (Lave & Wenger, 1991).
The SLT highlights that human activities are situated in contexts (Arnseth, 2008). It
emphasises social and cultural interactions and collaborative learning activities (Su &
Zou, 2020). The theory scaffolds language learning with social interactions and collab-
orations (Warschauer, 2005) and real-life situations (Kim & Kwon, 2012); it also holds
that human activities are mediated by tools (Lantolf, 2000). The SLT is frequently
and widely employed in MALL research (Hwang & Chen, 2011), because the media-
tion, assisted by tools used, is a common issue in MALL (Viberg & Grönlund, 2012).

Fig. 1  SLT as the theoretical

framework of this review (Lave
SLT

& Wenger, 1991)

Legitimate Peripheral Participation Communities of Practice

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 Education and Information Technologies (2022) 27:9665–9688 9669

MALL, echoing with the theory, situates learning in authentic practice and contextual-
ises learning in social communities with the assistance of mobile-based mediation/tools
(Binti Pengiran & Besar, 2018).
Different SLT constituents have been applied to the knowledge of MALL, espe-
cially in social interactions (Zhao, 2019b). For example, social activities have ben-
efited the development of language knowledge (Ibáñez et al., 2011). Likewise, inter-
active and collaborative traits of the SLT have exerted positive impacts particularly
on lexical proficiency (J. J. Lin & Lin, 2019) and reading abilities (Liu et al., 2018).
Situated activities and authentic environments can facilitate the development of
writing, listening, and speaking skills (Hwang et al., 2016). The SLT can also sup-
port learning by empowering learners to active participation (Palalas, 2011). Despite
the above mentioned reasons, the SLT has been overlooked and received less atten-
tion than other widely-used sociocultural concepts in Chinese MALL publications,
such as the zone of proximal development (Wang & Meng, 2014). Some Chinese
MALL synthesis studies, such as Chen and Jia (2020), briefly mentioned the con-
cept of the SLT as a whole instead of discussing its individual components. To fill in
the gap, this study will specifically unveil the two original SLT components underly-
ing MALL, namely LPP and CoPs.

4 Justification of this review study

This review will be the first MALL review study based on the SLT. This study syn-
thesised MALL publications focusing on the HE context in mainland China by the
different SLT components.
This study extends the reviewed time range to the most recent studies. Recent
review studies have synthesised international MALL publications up to May 2020
(Kamasak et al., 2021) and updated knowledge of Chinese context-related MALL
up to 2019 (Chen & Jia, 2020). Most syntheses in mainland China covered 2015
and earlier years, which reveals a big surge of MALL publications from 2015 (Chen
et al., 2020). This is due to the worldwide popularisation of mobile phones/smart-
phones, particularly in China (Atwal, 2017). As such, incorporating the period from
2015 to the present time reflects the new trends in MALL studies in mainland China.
It is worth noting that this review study integrates MALL publications concern-
ing Chinese HE contexts. HE is the most dominant educational level in Chinese
MALL research (Gu, 2015), and there has been a dramatic increase and proliferation
of MALL studies at this level (Zhao, 2019a). This review is timely as there has been
little systematic knowledge exclusively regarding MALL in the Chinese HE system.

5 Research aim and questions

The main purpose of this review is to provide a systematic synthesis of MALL stud-
ies published between 2015 and 2020 through the lens of SLT in the HE context in
mainland China. The study aims to address the following questions:

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 9670 Education and Information Technologies (2022) 27:9665–9688

(1) What are the research purposes, learning outcomes, target language teaching
areas, educational contexts, and tools used in current MALL studies?
(2) In what ways do the SLT components have a bearing on MALL in the Chinese
HE context?

6 Methodology

A systematic review involves identifying, selecting, and synthesising primary

research studies to provide a comprehensive and reliable picture of the topic being
investigated (Oakley, 2012). This review study used the Preferred Reporting Items
for Systematic Review and Meta-Analysis (PRISMA) principle to report target
researched items (Bowles & Brindle, 2017).

6.1 Search strategy

An extensive literature search was conducted in seven databases, including 1)

Educational Resources Information Centre (ERIC); 2) Arts & Humanities Cita-
tion Index (A&HCI) through Web of Science; 3) Social Sciences Citation Index
(SSCI) through Web of Science; 4) Social Sciences Citation Index Expanded (SCI-
EXPANDED) through Web of Science; 5) SCOPUS; 6) EBSCO Host; and 7) Chi-
nese Social Sciences Citation Index (CSSCI). A keyword search was performed in
the mentioned databases to accurately and quickly locate relevant literature (Bramer
et al., 2018).
Keeping the research aim and questions in mind, the researchers completed the
literature search focusing on paper titles, abstracts, and keywords. Such a strategy
empowered the researchers to access relevant studies with accurate detection and
extensive coverage. As a result, the keyword search was initially done in line with
the terms related to three key areas: m-learning, second language acquisition, and
HE. Each of the terms above was then searched again combined with higher edu-
cation, university, college. Quotation marks were used for phrase searches. In the
CSSCI, the search terms were in English, and the Chinese equivalents were adopted
for term search to ensure accurate results. Table 1 provides an overview of the search
terms used. These terms were chosen due to their common use in MALL.

6.2 Selection criteria and process

The initial search resulted in a total of 2717 studies. Of these initially identified
ones, 2569 studies were eliminated after removing duplicate and irrelevant studies
by title search. As a result, 148 potentially relevant studies were kept after this selec-
tion process. During this process, the following inclusion and exclusion criteria were
employed to guide the selection:

(1) Relevance of the study: The publications addressed issues concerning m-learning
in second language acquisition or L2 learning in HE settings.

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 Table 1  Overview of the search terms (in both English and Chinese)
M-learning Language learning Educational contexts

Mobile learning (移动学习) Second language acquisition (二语习得) Higher education (高等教育)
M-learning (移动学习) Second language learning University (大学)
Ubiquitous learning (泛在学习) (二语学习) College (大专)
Context-aware (情景感知) Second language (二语)
Education and Information Technologies (2022) 27:9665–9688

Mobile devices (移动设备) Foreign language learning

Handheld devices (手持设备) (外语学习)
Mobile phones (手机) Foreign language (外语)
Mobile-assisted language learning (移动辅助语言学习)

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 9672 Education and Information Technologies (2022) 27:9665–9688

(2) Time and location range: The research studies were conducted in mainland
China, and the publication timeframe was limited between 2015 and 2020.
(3) Empirical studies: The publications were empirical studies that contributed to
observed and measured experience or experiment, including specific research
questions to answer, populations to study, data to collect and analyse, results
to report, and findings to discuss (Goodwin, 2005). However, the publications
exclusively investigating user perceptions, attitudes, and beliefs were not con-
sidered.
(4) Requirements for peer review: The publications were peer-reviewed, as objective
and independent expert reviews help ensure the studies would have high quality
and impact (Zhou, 2020).
(5) Publication types and languages: Only journal articles written in English or
Chinese were included. Conference proceedings, books, and book chapters were
excluded.
(6) Full texts: Only literature with full texts available were included.

Consequently, a total of 148 potentially relevant studies were then analysed

through an abstract review. As illustrated in Figs. 2, 103 articles were removed, leav-
ing 45 eligible. The full texts were then scanned to determine whether these studies
met all the inclusion selection criteria. Of these 45 studies, 22 studies were elimi-
nated, and 23 studies were eligible for the systematic analysis. The detailed search
and selection processes were shown in Fig. 2.

6.3 Data analysis and coding

The selected publications were coded to answer the research questions. More spe-
cifically, the following elements were examined to answer Research Question One.

1) Research purposes: the research questions to be addressed;

2) Learning outcomes: impacts of m-learning on participants’ L2 learning;
3) Target language teaching areas: the most frequently researched language skill(s);
4) Educational contexts: classroom, non-classroom, and a mixed setting; and
5) Types of applications/software: the platforms where m-learning was conducted
on L2 learning.

With regard to Research Question Two, the selected studies were reviewed and
coded guided by the two original SLT components.

7 Results

This section draws detailed discussions of the analysis results to provide a thorough
picture of the reviewed studies.

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 Education and Information Technologies (2022) 27:9665–9688 9673

Identification
2,717 studies identified through
database searching

2,569 studies duplicate and

irrelevant studies removed by the
Screening

148 potentially relevant

studies screened

103 studies excluded

by the abstract review
Eligibility

45 assessed for the full- 22 full-text articles

text review for eligibility excluded
Included

23 studies included in the

systematic review

Fig. 2  The literature search and selection process

7.1 Findings to research question one

This section will give an account of the descriptive data generated from the 23
reviewed studies. Figure 3 indicates the trend of publication years between 2015
and 2020. As can be seen, 2019 witnessed the highest number of publications
(n = 10) relevant to the chosen topic, followed by 2020 (n = 5). This publica-
tion trend was also true in international contexts that there has been a growth
of MALL studies since 2015, owing to the popularisation and development of
mobile technologies (Elaish et al., 2017). In this section, each research ele-
ment mentioned in the first research question will be explained with references
to the specific reviewed studies. Most reviewed studies reported more than one
researched element. Table 2 provides an overview of several major researched
elements in the 23 reviewed studies from three aspects: target language teaching

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 9674 Education and Information Technologies (2022) 27:9665–9688

12
10

Number of Publicaons
10
8
6 5

4
2 3 2
2 1

0
2015 2016 2017 2018 2019 2020

Fig. 3  Publication years of the 23 eligible studies between 2015 and 2020

areas, educational contexts, and types of applications/software in use. These

studies were labelled with numbers and presented in chronological sequences.

7.1.1 Research purposes

In respect of the research purposes, 17 studies (studies No.1, 2, 4–6, 9, 12, 13,
15–23), assessed the effectiveness of MALL for specific learning and teach-
ing aims. Of these 17 studies, 15 studies investigated MALL effectiveness in
facilitating language learning outcomes (n = 14) (studies No.1, 2, 4–7, 12, 13,
15–19, and 21) and enhancing language retention (n = 2) (studies No.12 and 20).
Two studies (No.22 and 23) discovered MALL promoted students’ psychologi-
cal constructs, including conformity behaviour and self-esteem, through their
engagement in mobile English learning activities (No.22) and collaboration by
team-based MALL activities (No.23). Nine studies investigated how m-learn-
ing benefited various academic abilities regarding L2 learning (studies No.3,
5, 10, 13, 15, 19–21, and 23). For example, the studies probed into self-regu-
lated learning (No.21), self-directed and self-paced learning (No.19), learning
autonomy (No.3 and 13), and collaborative learning (No.15 and 23). Learning
motivation (No.5, 19, and 20) and target-culture adjustment (No.10) were also
discussed. Five studies (studies No.8, 9, 11, 14, and 22) investigated MALL-
based educational modes, e.g., a technology acceptance model (No.22), an inter-
active and blended learning approach (No.14), a problem-based learning method
(No.11), a SAMR (Substitution, Augmentation, Modification, and Redefinition)
model (No.9), and a flipped classroom model (No.8). MALL-based pedagogical
and educational models were also explored (n = 4), including a contribution-ori-
ented self-directed mobile learning ecology model (No.20), a WeChat-assisted
language learning model (No.22), a blended teaching model (No.14), and a col-
laborative learning platform (No.15).

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 Table 2  Overview of the 23 reviewed studies
No. Studies Target teaching areas Educational contexts Apps/software

1 Wu (2015a) English vocabulary Informal Self-designed application

2 Wu (2015b) English vocabulary Informal Not specified
3 Li and Li (2016) Not specified Mixed A recording program
4 Mason and Zhang (2017) Chinese characters Not given E-dictionary
5 Shi et al. (2017) English vocabulary, grammar, listening, speaking, Informal WeChat
and writing
6 Xu and Peng (2017) Chinese speaking Informal WeChat
7 Dai et al. (2018) Not specified Informal WeChat
8 Ye et al. (2018) English speaking Mixed WeChat
9 Chen (2019) English listening & speaking Formal Not specified
10 Dong, Cheng, Dong, and Wu (2019) Not specified Informal WeChat
11 Li (2019) Not specified Mixed Not specified
Education and Information Technologies (2022) 27:9665–9688

12 Ma and Butsakorn (2019) English vocabulary Mixed Self-designed application

13 Wang and Liu (2019) English vocabulary Informal Two educational applications
14 Wu (2019) English vocabulary, translation & grammar Mixed WeChat
15 Yan (2019) English writing Informal WeChat
16 Liu et al. (2019) English speaking Mixed An educational application
17 Yu et al. (2019) Overall (TOEFL test) Informal A self-designed application
18 Zhao (2019b) Not specified Informal WeChat & QQ
19 Wang (2020) English vocabulary Informal Baicizhan APP
20 Wang et al. (2020) English vocabulary Mixed WeChat
21 Xu (2020) English listening & speaking Informal Keke English learning APP
22 Yu (2020) Not specified Mixed WeChat
23 Zhu and Wang (2020) Not specified Mixed Moso Teach (mobile version)

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 9676 Education and Information Technologies (2022) 27:9665–9688

7.1.2 Learning outcomes

Nineteen studies presented positive student learning outcomes, except for stud-
ies No.8, 18, 22, and 23. In these studies, mobile devices successfully facilitated
students’ foreign language learning performances, except for one study reporting
effects in listening (No.21). However, this study also showed that MALL approaches
did not significantly impact speaking skills, although the other studies reported posi-
tive findings of mobile-assisted speaking learning outcomes (studies No.5, 6, 8, 9,
16, and 17). The results were congruent with the international evidence that MALL
generally yielded satisfactory learning outcomes (Su & Zou, 2020).

7.1.3 Teaching areas

The most researched target language teaching area was vocabulary (n = 9) (studies
No.1, 2, 5, 12–14, 17, 19, and 20), followed by speaking (n = 7) (studies No.5, 6,
8, 9, 16, 17, and 21). Similar to the findings in many other international MALL
publications, vocabulary has received the most emphasis (Persson & Nouri, 2018).
The review reveals that vocabulary learning can be more effectively facilitated using
technological advances (Hu, 2013), because this learning area relies on situated and
collaborative activities (Sharples, 2000). However, this result contradicts with Hu
and Shen (2014)‘s results that most Chinese MALL studies focused on overall lan-
guage proficiency. The present study yielded the same findings consistent with the
existing results that English is the most investigated MALL language (Shadiev &
Yang, 2020).

7.1.4 Educational contexts

As for educational contexts, 12 studies explored MALL implementations in a non-

classroom context (studies No.1, 2, 5–7, 10, 13, 15, 17–19, and 21), followed by nine
studies in a mixed setting. Examples were studies No.3, 8, 11, 12, 14, 16, 20, 22, and
23. Only one study was conducted in the classroom (No.9). The findings echoed
previous claims that MALL had more robust effects in informal and mixed settings
(Sung et al., 2015), because mobile technologies supported learning across different
learning contexts (Ozdamli & Cavus, 2011). However, some previous investigations
yielded different results that MALL studies in international contexts were primarily
concerned with MALL in formal HE environments (Persson & Nouri, 2018).

7.1.5 Types of applications

Mobile phones/smartphones were used in 22 studies to deliver learning content or

interventions. Only one study (No.11) did not specify the device types being used.
However, these 22 studies lacked of detailed account of the device types used.
Mobile phones/smartphones outperformed other handheld devices because they
effectively connected learners with learning, delivered learning content, and made
learning ubiquitous (Taj et al., 2016). Ten studies used social applications, espe-
cially WeChat (studies No.5–8, 10, 14, 15, 18, 20, and 22). WeChat has been the

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 Education and Information Technologies (2022) 27:9665–9688 9677

most popular mobile phone application in China, in both universities and colleges,
and among both teachers and students (Du, 2018). There has also been a boost in
WeChat-based English learning and teaching studies in Chinese universities (K. Y.
Sung & Poole, 2017). In addition, other types of applications/software were men-
tioned (n = 10), including educational applications (studies No.13, 16, 19, 21, and
23), self-developed/self-designed applications (studies No.1, 12, and 17), e-diction-
ary applications (No.4), and built-in recorders (No.3). Some international literature
evidenced that applications developed for educational purposes had better effects
because they met learner needs and achieved pedagogical goals (Chen et al., 2020).
Vocabulary learning applications and e-dictionaries were reviewed as the most com-
patible types of applications/software for vocabulary acquisition (Zhang & Pérez-
Paredes, 2021). However, only five reviewed studies (studies No.1, 4, 12, 13, and
19) applied applications/software purposively designed for vocabulary acquisition
(studies No.1, 4, 12, 13, and 19).

7.2 Findings to research question two

The second research question investigated how the two original SLT components,
that is, LPP and CoPs, had a bearing on MALL. The two elements will be addressed
in the following paragraphs with references to the 23 studies presented based on
denoted factors in LPP and CoPs in Table 3.

7.2.1 Legitimate peripheral participation (LPP)

By LLP, learners acquire knowledge, master skills, and construct identities in real-
world practice, and they will gradually develop from peripheral to full participants
through interacting with total participants (Lave & Wenger, 1991). In other words,
learning is constituted in a lived-in world that is socially constructed. Newcomers
achieve learning through learning from and with experienced members. The stud-
ies in this systematic review reveal that LPP supports MALL through three aspects:
authenticity, social interactions, and apprenticeship learning. These are unpacked in
the sections below.

Authenticity Ten of the reviewed studies connected to authenticity (studies No.3,

7, 8, 13, 15–17, 19, 21, and 23). It is believed that learning should be embedded in
authentic situations in which relevant activities take place (Kissinger, 2013). Mobile
online platforms and educational programs contextualised language learning and
students in place-based situations. For example, students engaged in audio, visual,
and verbal resources that simulated real-world language-related situations (such as
No.7). Some of the included studies provided actual language environments, such
as paired and group activities resembling real-life communicative events (such as
No.17), and learning communities virtualising natural language use and tasks (such
as No.19). Students involved in these studies thus acquired, developed, and used lan-
guage in the mould mirroring real-world contexts.

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 9678

Table 3  The 23 reviewed studies and denoted SLT elements

No. Studies Denoted elements in LLP Denoted elements in CoPs

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1 Wu (2015a) Apprenticeship learning Authenticity
2 Wu (2015b) Apprenticeship learning Authenticity
3 Li and Li (2016) Authenticity; Social interactions Interpersonal activities; Beliefs & behaviours
4 Mason and Zhang (2017) Not Applicable Authenticity
5 Shi et al. (2017) Not Applicable Interpersonal activities
6 Xu and Peng (2017) Social interactions Authenticity; Beliefs & behaviours
7 Dai et al. (2018) Authenticity; Social interactions Interpersonal activities
8 Ye et al. (2018) Social interactions; Apprenticeship learning Interpersonal activities; Beliefs & behaviours
9 Chen (2019) Social interactions; Apprenticeship learning Beliefs & behaviours
10 Dong et al. (2019) Social interactions; Apprenticeship learning Authenticity; Interpersonal activities; Beliefs
& behaviours
11 Li (2019) Social interactions Interpersonal activities
12 Ma and Butsakorn (2019) Apprenticeship learning; Not Applicable
13 Wang and Liu (2019) Authenticity; Social interactions; Apprenticeship learning Interpersonal activities
14 Wu (2019) Social interactions; Apprenticeship learning Interpersonal activities
15 Yan (2019) Authenticity; Social interactions; Apprenticeship learning Interpersonal activities; Beliefs & behaviours
16 Liu et al. (2019) Authenticity; Social interactions; Apprenticeship learning Authenticity; Interpersonal activities
17 Yu et al. (2019) Social interactions; Apprenticeship learning Not Applicable
18 Zhao (2019a) Social interactions; Apprenticeship learning Interpersonal activities; Beliefs & behaviours
19 Wang (2020) Authenticity; Social interactions; Apprenticeship learning Interpersonal activities
20 Wang et al. (2020) Social interactions; Apprenticeship learning Interpersonal activities; Beliefs & behaviours
21 Q. Xu (2020) Authenticity Interpersonal activities
22 Yu (2020) Social interactions; Apprenticeship learning Interpersonal activities; Beliefs & behaviours
23 Zhu and Wang (2020) Social interactions Interpersonal activities; Beliefs & behaviours
Education and Information Technologies (2022) 27:9665–9688

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 Education and Information Technologies (2022) 27:9665–9688 9679

Social interactions Seventeen of the reviewed studies created social interactions

(studies No.4, 6–11, 13–20, 22, and 23). As a social practice, learning is charac-
terised social, and it takes place in a socially-constructed world (Lave & Wenger,
1991). Mobile devices and social applications established socially-networked con-
texts in which students socialised with others. One example was that No.7 empow-
ered social encounters among students by inventing social-media platforms. Simi-
larly, students had more opportunities to get to know one another (such as No.11),
owing to the social contacts in virtualised communication-oriented groups (such as
No.14). Students could communicate with individual members in these studies and
complete social tasks and events in such socially-built settings.

Apprenticeship learning Fifteen of the reviewed studies arranged apprenticeship

learning (studies No.1, 2, 8–10, 12–20, and 22). Learning is advanced and realised
through a dynamic process of learners’ roles as novices (Gablinske, 2014). Mobile
technologies allowed for students’ increasing participation in language practice by
an active process of peripherality. For example, a series of English-learning events,
including successive learning loops, benign learning cycles, and student-organised
and peer-assisted learning groups, enabled low-achieving students or beginners
to learn with/from successful students or experts (such as No.8). They gradually
improved language proficiency through their ongoing immersion (such as No.9).
Once students achieved learning, they could gear towards helping others (such as
No.10).

7.2.2 Communities of practice (CoPs)

CoPs refer to contexts in which members participate jointly in ongoing activities

through interacting with community members regarding shared goals of practical
issues (Orgill, 2007). Due to the connections to groups, they acquire knowledge,
develop sociocultural abilities, and modify their characters and habits. That is, learn-
ers learn from and with other members for common problems or goals embedded in
real-life usage. Also, learners can learn cultures, values, and norms through engage-
ment in the community. This review identifies that CoPs support MALL from three
aspects: authenticity, interpersonal activities, and beliefs and behaviours.

Authenticity Six of the reviewed studies coupled with authenticity (studies No.1, 2,
4, 6, 10, and 16). The ultimate goal of acquiring knowledge is to use it for practical
purposes (Palalas, 2011). Social applications and mobile-based services integrated
students’ learning with their actual expectations. An example of this is international
Chinese learners embedded Chinese-character learning with specific topics, such as
personal career planning (such as No.4), daily social events, and interpersonal con-
tacts (such as No.10). Following practical English vocabulary skills, non-English
majors primarily focused on spelling, pronunciations, and Chinese definitions (such
as No.1 and 2). Students could gain practical language knowledge when learning
was contextualised within true-to-life purposes.

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 9680 Education and Information Technologies (2022) 27:9665–9688

Interpersonal activities Sixteen of the reviewed studies organised interpersonal

activities (studies No.3, 5, 7, 8, 10, 11, 13–16, 18–23). Students are interconnected
with other practitioners, as they have the same learning goal (Sharples et al., 2007).
For instance, No.5 designed synchronous and asynchronous peer-assisted interactiv-
ities for students to work on the same learning tasks. Similarly, No.16 delivered col-
laborative activities, such as group discussions and reports. Cooperating on assigned
tasks provided students ample encouragement and active help from teachers and
peers (such as No.10). Hence, students would possibly achieve better outcomes.

Beliefs and behaviours Ten of the reviewed studies mediated beliefs and behaviours
(studies No.3, 6, 8, 9, 10, 15, 18, 20, 22, and 23). Community-based activities had
impacts on learners’ mindsets and performances due to sociocultural immersion in
community activities (Kozulin et al., 2003). Students gained sociocultural knowl-
edge from group mobile-assisted language events. No.6 found that international stu-
dents improved sociocultural competencies by acquiring Chinese cultures and cus-
toms through contacts with native Chinese in networking activities. Additionally,
students cultivated positive personality traits including integrity and selflessness
(such as No.20), and developed positive behavioural patterns such as teamwork and
collectivism in online team activities (Ye et al., 2018).

8 Discussions

8.1 Major identified research issues

The year 2015 marked a tremendous boost in the volume of MALL publications
in mainland China’s HE contexts. Various established learning theories and models
were adopted in Chinese MALL studies, including constructivism (such as No.18),
the sociocultural theory (such as No.14), and the technology acceptance model
(such as No.22). Chinese researchers showed preferences to measure the impact of
MALL on language learning performances using quantitative approaches. Neverthe-
less, nearly all the reviewed studies reported positive effects, particularly on L2 lin-
guistic proficiency. However, variables contributing positive results were not iden-
tified. Meanwhile, different language skills involving pronunciations and grammar
are under-researched (as in No.5 and 14). Besides, MALL in informal and mixed
settings is prevalent among all reviewed studies. Yet, there is inadequate empirical
evidence regarding MALL practice implemented in formal classroom contexts (as
in No.9). Mobile phones or smartphones are the most used handheld devices and
WeChat is the most adopted application/software in the selected publications.

8.2 Four derived elements from the SLT

Four derived elements were identified from the two original SLT components:
authenticity, social interactions and collaborations, apprenticeship learning, and

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 Education and Information Technologies (2022) 27:9665–9688 9681

beliefs and behaviours. Figure 4 presents the intertwined relationships between

these elements.
The first derived element in the central position in Fig. 4 is “Authenticity”. It
has the highest complexity among the four. As discussed earlier, the two original
components both lead to “Authenticity”, because learning in authentic situations
involves learners’ growing participation. It occurs in contexts in which members
work jointly on shared practical goals. Also, “Authenticity” is interconnected
with the other three derived elements, as they are all characterised authentic.
The second derived element at the middle of the bottom row is “Social Inter-
actions and Collaborations”. It is generated from the two original components.
Learners perform and achieve learning through changing participation in socially-
constructed settings (Lave & Wenger, 1991). It shares a reciprocal relationship
with “Authenticity”. Learning in socially-connective contexts is characterised as
authentic. This element also connects to the other three derived ones because they
all involve social and interactive processes.
The third element “Apprenticeship Learning” is on the bottom left, originated
from LPP and “Social Interactions and Collaborations”. It also interrelates with
“Authenticity”. Real-world learning scenarios involve changing practice in which
beginners or disadvantaged learners gradually turn advanced/successful by con-
stant engagement in learning with and from advanced/successful learners (Li
et al., 2018).
The fourth element is “Beliefs and Behaviours” situated on the bottom right,
arisen from CoPs and “Social Interactions and Collaborations”. The same as
Apprenticeship Learning, this element also correlates with “Authenticity”. Learn-
ers acquire sociocultural knowledge, develop personality traits, and shape habits
in community-based interactivities which mould authentic situations (Arnseth,
2008).

Fig. 4  Relationships of all the six SLT elements adapted from Lave and Wenger (1991)

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 9682 Education and Information Technologies (2022) 27:9665–9688

8.3 Implications for MALL‑based pedagogical practices

From a pedagogical perspective, implications resulting from this systematic review

are anticipated to inform language instructors on improving teaching practice and, by
extension, enhancing their students’ learning. MALL-based language learning must
be situated in real-world contexts and must be linked to its true-to-life usage. Mobile
technologies empower learners to conduct and achieve language learning in real life-
simulating activities and settings. Additionally, language learning should remain con-
textualised in place-based issues centred on language, because it serves real-life pur-
poses regarding language use (Palalas, 2011). Accessing practical situations and events
allows learners to be better prepared for actual language-related matters in broader
settings.
This review shows that MALL-based language learning relies on socially-con-
structed settings and interpersonal activities. Mobile technologies bridge individual
learners in networked communities to engage jointly in shared language-related activi-
ties through social contacts. Meanwhile, learners, correlated with such socially-built
environments, gain sociocultural knowledge by complete immersion. In addition, learn-
ers master and achieve language learning in joint learning events. They get stimulated
to interact and participate in learning due to the raised motivation and enjoyment and
mitigated embarrassment and stress (Kukulska-Hulme & Viberg, 2018).
The findings suggest that MALL-based language learning can be accomplished in
the dynamic engagement and sociocultural immersion. Learners gradually develop
learning by increasing participation (Ibáñez et al., 2011). Mobile technologies allow
beginning level learners to learn with and from advanced learners as apprentices. They
will eventually become accomplished learners themselves. Moreover, learners can cul-
tivate personality traits and shape behavioural patterns within ongoing language-related
practices and by interpersonal contacts. Communicating closely with partners and stay-
ing connected to groups can foster their metacognitive abilities and cultural qualities.

8.4 Suggestions for future MALL research

Given the purpose of the study, the following four points should be taken into account
in the future. Firstly, future reviews can further examine and validate the four derived
elements proposed in this study. Secondly, it would be paramount to synthesise MALL
in two or more regions comparatively. For example, Taiwan, highly active and inter-
ested in MALL (Su & Zou, 2020), has similarities with and differences from mainland
China’s educational systems/modes. Finally, future research should systematically syn-
thesise WeChat pedagogical functions in MALL, given the growing adoption in using
this tool.

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 Education and Information Technologies (2022) 27:9665–9688 9683

9 Limitations

This review study has certain limitations. First, the number of eligibly reviewed
studies was small (n = 23). This study primarily investigated the MALL studies in
mainland China’s HE contexts between 2015 and 2020. Broader review time and
location ranges could potentially lead to more representative results. Some seem-
ingly eligible studies had been removed because of the inconsistency in their validity
and reliability (Wang & Cui, 2016). Second, this review study only screened journal
articles. Wider publication types, such as conference proceedings, books, and book
chapters, and dissertations, may provide in-depth insights into the constructs of
interest. Third, the search process involved seven large databases which had a wide
coverage on the chosen topic. However, other research databases may engender rich
outcomes on relevant articles. Also, additional search terms and term combinations
may produce additional search findings. Last, the five coded researched elements
were relatively subjective. They were considered based on the authors’ selection and
preferences. Studies regarding different researched aspects could be performed to
tackle a larger scope of MALL research aims.

10 Conclusion

The present systematic review synthesised 23 MALL studies in the Chinese HE

context published from 2015 to 2020. The research synthesis first identified several
common themes shared by these studies. More specifically, the results illustrated
that MALL effectiveness for L2 learning was the most researched question. Most
reviewed studies reported that mobile devices successfully facilitated students’ lan-
guage learning outcomes. In particular, vocabulary acquisition was the most investi-
gated language teaching area. An informal context was the most popular educational
setting for MALL practice. Mobile phones/smartphones were the most used devices,
and social applications/software, particularly WeChat, were the most used tool.
This study endeavoured to probe into how the two original SLT components (LPP
and CoPs) had a bearing on MALL in Chinese HE settings. Four elements were
further derived from the two, namely authenticity, social interactions and collabora-
tions, apprenticeship learning, and beliefs and behaviours. In sum, this study sig-
nalled the need to further understand MALL in the chosen context, especially related
synthesis studies. More importantly, several significant findings of this review are
expected to shed light on the implementation of MALL-based pedagogies at tertiary
education levels in mainland China and beyond.

Authors contributors Fan Li is a doctoral student in the School of Education at the University of Tas-
mania (UTAS). His research interests are in the fields of mobile-assisted language learning and second
language acquisition.
Si Fan is a senior lecturer in Early Childhood Education at UTAS, Newnham Campus. She completed
her PhD at the same university in 2011. She has been involved in a number of research projects, and has a
broad research interest in online learning and teaching, internationalisation of higher education, learning
analytics, early childhood education, and online education.

13
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 9684 Education and Information Technologies (2022) 27:9665–9688

Yanjun Wang is a lecturer in Global Cultures & Languages at UTAS. She completed her PhD at
UTAS in 2014. Her research area encompasses applied linguistics including language and culture; lan-
guage use in the workplace, and ICT in language learning. In particular, she has a strong interest in the
area of culture and communication in tertiary education. She has conducted a range of research activities
that demonstrate a direct nexus between her research and teaching.

Funding Open Access funding enabled and organized by CAUL and its Member Institutions

Declarations

Conflict of interest No potential conflict of interest was reported by the author(s).

Human participants and/or animals No human participants and/or animals were involved in this research.

Consent informed No informed consent was needed for this research.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License,
which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as
you give appropriate credit to the original author(s) and the source, provide a link to the Creative Com-
mons licence, and indicate if changes were made. The images or other third party material in this article
are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the
material. If material is not included in the article’s Creative Commons licence and your intended use is
not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission
directly from the copyright holder. To view a copy of this licence, visit http://​creat​iveco​mmons.​org/​licen​
ses/​by/4.​0/.

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