Research trends in mobile assisted language learning: Implications for curriculum development

This study aims to review the publications reporting mobile assisted language learning (MALL) studies over the years 2000-2012 in order to reveal general trends and methodological dimensions within these studies and examine their implications for curriculum development. Based on the overarching research aim, an exhaustive MALL-related literature was reviewed. Considering the time frame and study characteristics, 69 studies in 21 international journals were obtained and examined through content analysis using a classification form. The findings of the study were presented using descriptive statistics. The results showed that the research in the field increased at a fast pace from 2008 and reached its peak in 2012. Taiwan ranked number one among other countries contributing to the field. Teaching vocabulary skill through cellular phones and PDAs has kept its popularity across the years. Learning theories were mostly addressed in the studies. Applied and design-based research dominated the field and these studies generally adopted quantitative research methods. Data were mainly collected through questionnaires from undergraduate students chosen via convenient sampling methods. Most of the MALL studies produced positive outcomes and presented their findings generally using descriptives. Keywords: Mobile Learning, Technology Enhanced Language Learning, MALL, Research Trends, Content Analysis, Curriculum Development, Instruction