The effect of mobile‐assisted learning in real language attainment: A systematic review

Abstract Background As more people around the globe become immigrants or refugees, an increasingly popular subsection of research has aimed to investigate how these populations use mobile‐assisted language learning (MALL) to learn the language(s) of the host country. Objectives This study examines how the language learning, inclusion and self‐regulation are moderated by MALL different methods in immigrants and foreigners (with different backgrounds) regarding two settings (foreign language and second language). Materials and methods We desired to explore whether MALL results in better language learning for foreigners, refugees and immigrants compared to traditional methods (physical tools) and how various factors affect MALL, such as whether MALL is utilized in a formal versus informal context. Hence, this article conducts a systematic review through a meta‐analysis and thematic analysis of 17 total quantitative and qualitative studies regarding MALL research on immigrants and refugees. Results and Conclusions Our results suggested that the MALL method is in general beneficial for second or foreign language learning, but with limitations based on the individual learner (motivations, demographics, etc.) and sociocultural factors, especially within informal contexts (e.g. fear of being seen as an immigrant when using a mobile learning app). Considering the variables that affect MALL that we observed and discussed in our review, we suggest more attention to the specific needs and potential issues refugees and immigrants may encounter when using MALL in order to create mobile applications that best aid this population in learning the host country's language(s), thus making resettlement an easier process.