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A review examines studies across multiple national contexts, drawing sources from major databases such as ScienceDirect, Wiley, Scopus, and Oxford. Thirty studies were selected purposively, and their key features are synthesized in the discussion to clarify patterns and design choices. Pedagogical implications are provided for future researchers and language teachers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mobile-assisted-vocabulary-learning-a-review-study/589697/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mobile-assisted-vocabulary-learning-a-review-study/589697.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study reviews research on how mobile-assisted language learning (MALL) affects vocabulary learning in different contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which databases were used to locate the reviewed studies?",{"text":117,"@type":113},"The review selected studies from prominent databases including ScienceDirect, Wiley, Scopus, and Oxford.",{"name":119,"@type":110,"acceptedAnswer":120},"How were the studies chosen for the review?",{"text":121,"@type":113},"Thirty studies were selected purposively using valid databases, aiming to cover different contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589697,1792760601,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 8 No. 2; April 2017  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Flourishing Creativity & Literacy |  |  |\n\nMobile-Assisted Vocabulary Learning: AReview Study  \nParichehr Afzali  \nLinköping University, Sweden  \n[E-mail: Pari.Afzali@gmail.com](E-mail: Pari.Afzali@gmail.com)  \nSomayeh Shabani  \nTabriz Azad University, Iran  \n[E-mail: Mahsashabani@gmail.com](E-mail: Mahsashabani@gmail.com)  \nZohreh Basir  \nPayame Noor University, Department of English language, I.R. of Iran  \n[E-mail: Doona_zb@yahoo.com](E-mail: Doona_zb@yahoo.com)  \nMohammad Ramazani  \nPayame Noor University, Department of English Language, I.R. of Iran  \n[E-mail:Mramazani@yahoo.com](E-mail:Mramazani@yahoo.com)  \nDoi:10 .7575/aiac.alls.v. 8n.2p.190  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.190](http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.190)  \nReceived: 16/03/2017  \nAccepted: 22/04/2017  \nAbstract  \nMobile phones are becoming more acceptable toolkits to learn languages. One aspect of English language which has been subject to investigation in mobile-assisted language learning (MALL) is vocabulary. This study reviewed some of the studies conducted in various contexts on the effect of MALL on vocabulary learning. We investigated some of the most prominent databases such as Science Direct, Wiley, Scopus and Oxford to find these studies; believing that this study can have pedagogical implications for future researchers and language teachers. We attempted to select studies from different contexts, i.e., Malaysia, Taiwan, Korea, China, Japan, Iran, Saudi Arabia, Turkey, etc. Thirty studies were selected purposively in this way. Some of the main features of these studies are elaborated on in the discussion section. Pedagogical implications are discussed.  \nKeywords: mobile phones, mobile-assisted language learning (MALL), mobile applications, vocabulary learning (VL), 1. Introduction  \nThe compatibility of mobile devices brings along numerous learning opportunities for language learners. Mobile technology is fast; therefore it provides the language learners with instant feedback. It can also situate learning in a meaningful context by giving the learners the opportunity to interact and share ideas (Brown, 2000) . In this way mobile phones also foster collaborative learning (Kukulska-Hulme, 2010) . Kukulska-Hulme (2006) believed that the role of mobile phones in learning language is a mediating one, as language learners, teachers and even content can all interact by using mobile phones. This justifies the growing trend in using mobile phones in ESL/EFL settings.  \nThe use of mobile phones in vocabulary learning (here and after referred to as VL) and teaching processes has had a rapid growth, and many scholars hold the same opinion about the role of mobile phones in VL. Isazadeh, Makui, and Ansarian (2016) believed that technology in general has had a positive effect on VL. Geddes (2004) defined mobile learning in very simple words. In his opinion mobile learning meant learning anywhere or anytime with the technology of mobile phones. Sharples (2006) viewed this mobile learning as a personalized learning activity which is flexible and compatible with one's needs. Laurillard (2007) argued that in order to make the best of mobile devices in learning environments the activities (tasks) to use these devices should be clarified; meaning that attention should be accorded to the pedagogical aspects of the process rather than the technological parts. This was a reaction to the focus on technology rather than pedagogy in education. Therefore, the terms mobile-assisted language learning (MALL) was coined. As stated by Sharples (2006) \"Mobile assisted language learning characterizes the use of personal, portable devices that enable new ways of learning, emphasizing continuity or spontaneity of access and interaction across different contexts of use\" (p","cbCailTvlienaEpx","https://ap.wps.com/l/cbCailTvlienaEpx","pdf",174492,"English","# Abstract\n# Introduction\n# Vocabulary Learning Through MALL\n# Review Scope and Study Selection\n# Pedagogical Implications","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study reviews research on how mobile-assisted language learning (MALL) affects vocabulary learning in different contexts.\"},{\"question\":\"Which databases were used to locate the reviewed studies?\",\"answer\":\"The review selected studies from prominent databases including ScienceDirect, Wiley, Scopus, and Oxford.\"},{\"question\":\"How were the studies chosen for the review?\",\"answer\":\"Thirty studies were selected purposively using valid databases, aiming to cover different contexts.\"}]","Mobile-Assisted Vocabulary Learning: A Review Study | PDF",1792067947,15]