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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...

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Main Authors: Ibna Seraj, Prodhan Mahbub, Klimova, Blanka, Habil, Hadina
Format: Article
Language:English
Published: MDPI 2021
Subjects:
L Education (General)
PE English
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
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spelling my.utm.945142022-03-31T15:46:52Z http://eprints.utm.my/id/eprint/94514/ Use of mobile phones in teaching English in Bangladesh: a systematic review (2010-2020) Ibna Seraj, Prodhan Mahbub Klimova, Blanka Habil, Hadina L Education (General) PE English 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. MDPI 2021-05-02 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/94514/1/HadinaHabil2021_UseofMobilePhonesinTeaching.pdf Ibna Seraj, Prodhan Mahbub and Klimova, Blanka and Habil, Hadina (2021) Use of mobile phones in teaching English in Bangladesh: a systematic review (2010-2020). Sustainability (Switzerland), 13 (10). pp. 1-13. ISSN 2071-1050 http://dx.doi.org/10.3390/su13105674 DOI:10.3390/su13105674
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
PE English
spellingShingle L Education (General)
PE English
Ibna Seraj, Prodhan Mahbub
Klimova, Blanka
Habil, Hadina
Use of mobile phones in teaching English in Bangladesh: a systematic review (2010-2020)
description 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.
format Article
author Ibna Seraj, Prodhan Mahbub
Klimova, Blanka
Habil, Hadina
author_facet Ibna Seraj, Prodhan Mahbub
Klimova, Blanka
Habil, Hadina
author_sort Ibna Seraj, Prodhan Mahbub
title Use of mobile phones in teaching English in Bangladesh: a systematic review (2010-2020)
title_short Use of mobile phones in teaching English in Bangladesh: a systematic review (2010-2020)
title_full Use of mobile phones in teaching English in Bangladesh: a systematic review (2010-2020)
title_fullStr Use of mobile phones in teaching English in Bangladesh: a systematic review (2010-2020)
title_full_unstemmed Use of mobile phones in teaching English in Bangladesh: a systematic review (2010-2020)
title_sort use of mobile phones in teaching english in bangladesh: a systematic review (2010-2020)
publisher MDPI
publishDate 2021
url 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
_version_ 1729703182964097024
score 13.211869

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