A Self-Systematic Review of Mobile Apps for Developing Multiple Language Skills in EFL

Abstract

This study fills a gap in the Mobile Assisted Language Learning (MALL) literature by conducting a self systematic review of the author’s research program published between 2009 and 2023. The review synthesizes empirical studies on the use of mobile apps to support the development of listening and speaking, reading, vocabulary, test preparation, dictionary use, and grammar skills among freshman students at the College of Languages and Translation, King Saud University, Riyadh. It also includes studies in which mobile learning was partially integrated through blogs, podcasts, and text to speech applications. The corpus was organized into seven clusters: general mobile app use in EFL, listening and speaking apps, reading apps, vocabulary learning, test preparation apps, dictionary apps, and grammar podcasts. Across all studies, a consistent pattern emerges: mobile based tools—whether reading apps, fiction apps, e books, audiobooks, vocabulary trainers, flashcards, news and grammar podcasts, or specialized dictionaries—significantly enhanced students’ language skills when used as structured, supervised supplements to classroom instruction. Despite variation in skill focus and app type, the studies collectively show that mobile learning environments increase accessibility, flexibility, personalization, and learner autonomy, enabling students to practice language skills anytime and anywhere, at their own pace and proficiency level. A meta level synthesis reveals that the effectiveness of mobile apps lies not in the technology itself but in the pedagogical framework guiding their use. Successful studies consistently employed a three phase instructional model: a pre task phase involving app selection, orientation, and pre questions; a task phase involving guided practice, individual or collaborative work, and online interaction; and a post task phase involving feedback, discussion, evaluation, and follow up. This structured approach led to measurable improvements in reading comprehension, listening comprehension, vocabulary development, literary appreciation, test taking skills, and ESP terminology acquisition. Students also reported increased motivation, confidence, engagement, and enjoyment, particularly when apps provided multimodal input aligned with their proficiency levels. Overall, the review demonstrates that mobile learning is most effective when purposeful, scaffolded, interactive, and aligned with clear learning outcomes. Mobile apps do not replace instructors; rather, they extend instructional time, diversify input, and create new opportunities for practice and feedback.