Mobile Technologies in English Language Learning in Higher Education

Abstract

Mobile technologies have become important in English language learning in higher education, yet existing research remains fragmented across topics, tools, and contexts. This scoping review mapped recent empirical studies in this field. Guided by the Arksey and O'Malley framework and the Population–Concept–Context (PCC) approach, the review searched the Web of Science Core Collection (WoSCC) and identified 20 SSCI-indexed studies published between 2021 and 2025. The analysis examined study characteristics, research aims, key variables, and major findings. Results showed geographically uneven research, with China contributing the most studies, while mixed-methods designs were most common. The reviewed studies addressed vocabulary, speaking, listening, reading, motivation, engagement, anxiety, and interaction. Mobile technologies were associated with positive learning and affective outcomes. The review proposes an integrated framework centred on learning environment expansion, learner autonomy, and social interaction, and calls for more longitudinal, and diverse research.