Table 5 Themes of reviewed articles
From: A systematic review of Mobile-Assisted Vocabulary Learning research
Number | Article | Technological focus | Pedagogical focus | Sampling | ||
|---|---|---|---|---|---|---|
Application | Feature (if specified) | Level | Country | |||
A1 | Li & Hafner (2022) | Zhimi | Mobile-based word cards | Achievement and attitudes | Higher education | China |
A2 | Shi & Tsai (2022) | Simple Mind | Mind-mapping | Achievement and learners perspectives | High school | Taiwan |
A3 | Wu (2015) | Word Learning-CET6 (developed by the researcher) | Achievement | Higher education | China | |
A4 | Chen, Liu & Huang (2019) | Phone words | Gamification | Achievement and perceptions | Higher education | Taiwan |
A5 | Li & Cummins (2019) | Word Matters | Texting (direct and transfer effect) | Achievement | Higher education | Canada |
A6 | Chen & Chung (2008) | System developed by researchers | Personalization through Item response Theory | Self-assessment of vocabulary abilities and learners’ satisfaction | Higher education | Taiwan |
A7 | Wu & Huang (2017) | System developed by the researchers | Gamification | Achievement and learners’ behaviors | Higher education | Taiwan |
A8 | Wang et al. (2020) | System developed by the researchers | Contribution-oriented self-directed mobile learning Ecology model | Achievement, motivation, learner perceptions and satisfaction | Higher education | China |
A9 | Liu (2016) | Instant messaging | Concept mapping and text only | Achievement | Higher education | Taiwan |
A10 | Tai, Chen & Todd (2022) | Mondly VR | Mobile-rendered HMD | Achievement and perception | Secondary school | Taiwan |
A11 | Huang et al. (2016) | System developed by the researchers | Situational | Achievement and motivation | Elementary school | Taiwan |
A12 | Li, Ji, & Deng (2021) | Text messages | Achievement | Higher education | Canada | |
A13 | Wu (2021) | Pokemon Go | Augmented reality | Attitudes, satisfaction, achievements | Higher education | Taiwan |
A14 | Chen, Chen & Yang (2019) | English vocabulary learning app with a self-regulated learning mechanism (EVLAPP-SRLM)-developed by the researchers | Self-regulation | Achievement and motivation | Elementary school | Taiwan |
A15 | Shadiev, Wu & Huang (2020) | System developed by the researchers | Image-to-text recognition | Achievement, perceptions, affordances | Elementary school | Not specified |
A16 | Hanson & Brown (2020) | Anki | Spaced repetition | Achievement, self-efficacy, motivation, quick learning belief, study strategy | Higher education | USA |
A17 | Sandberg, Maris &Hoogendoorn (2014) | Mobile English Learning (developed by the researcher) | Artificial intelligence and gamification | Achievement | Elementary school | Netherlands |
A18 | Rachels&Rockinson-Szapkiw (2018) | Duolingo | Gamification | Achievement and self-efficacy | Elementary school | USA |
A19 | Sandberg, Maris &Geus (2011) | Mobile English Learning (developed by the researcher)- | Achievement | Elementary school | Netherlands | |