Use of mobile phones in teaching English in Bangladesh: a systematic review (2010-2020)
The use of mobile devices for English language teaching (ELT) is increasing rapidly all over the world. This review study surveys the empirical research on using mobile phones in ELT published in Scopus and Web of Science indexing journals from 2010 to 2020 in Bangladesh. Out of 103 studies, 11 stud...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI
2021
|
| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/94514/1/HadinaHabil2021_UseofMobilePhonesinTeaching.pdf http://eprints.utm.my/id/eprint/94514/ http://dx.doi.org/10.3390/su13105674 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The use of mobile devices for English language teaching (ELT) is increasing rapidly all over the world. This review study surveys the empirical research on using mobile phones in ELT published in Scopus and Web of Science indexing journals from 2010 to 2020 in Bangladesh. Out of 103 studies, 11 studies met the criteria of this study to analyze the effects of mobile phones on ELT. The findings show that the major research trends of these studies aim at teachers’ professional development using mobile phones for teaching language. The findings also reveal that the use of mobile phones is effective in ELT through facilitating feasible, ubiquitous, and effective learning environments with some limitations, i.e., an issue with charging, a small screen, affection, and a lack of teacher confidence. Of the studies conducted, 83% have employed a qualitative research design for investigating learners’ readiness and concepts on the use of this device. In addition, there is a lack of empirical studies with the intention to observe and justify the effect of mobile phones on developing learners’ language skills. There is also a lack of evidence describing which mobile applications are effective for developing relevant language skills. Overall, the results of this systematic review might be applicable in the context of similarly developing countries, as well as triggering empirical research in the field of technology-enhanced ELT in these countries. |
|---|