Una revisión sistemática y metaanálisis de la evidencia para el aprendizaje móvil como desarrollador de habilidades en un segundo idioma

Juan Ramón Soler Santaliestra; Rebeca Soler Costa; Juan José Victoria Maldonado; José Antonio Martínez-Domingo

doi:10.30827/portalin.viXI.30143

Authors

Juan Ramón Soler Santaliestra Universidad de Zaragoza
Rebeca Soler Costa Universidad de Zaragoza
Juan José Victoria Maldonado Universidad de Granada
José Antonio Martínez-Domingo Universidad de Granada

DOI:

https://doi.org/10.30827/portalin.viXI.30143

Keywords:

Mobile Learning, Second Language Acquisition, Multicultural Education, Language Teaching Methodologies, Information and Communication Technologies in Education

Abstract

In our contemporary, multicultural society, the acquisition of a second language is no longer merely a practical means for employment but has evolved into a fundamental skill essential for personal development. This linguistic proficiency is a dynamic asset, not only unlocking professional opportunities but also significantly contributing to overall individual growth. Recognizing the inherent differences among language learners, innovative methodologies such as gamification and the flipped classroom have been proposed to diversify language teaching approaches. The integration of Information and Communication Technologies (ICT) into language education, specifically mobile learning (m-learning), has reshaped the landscape of second language acquisition. Applications like Duolingo and Mobile-assisted Language Learning (MALL) platforms. This research endeavors to evaluate the influence of m-learning on second language education. Through a systematic review and meta-analysis of differents studies, a compelling positive impact of m-learning on second language acquisition is revealed. Despite potential publication bias, the findings underscore the efficacy of m-learning, particularly in English language contexts prevalent in Asian countries. The study acknowledges potential drawbacks and emphasizes the pervasive influence of English as a second language. Limitations include the study's theoretical nature and potential publication.

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Author Biography

Rebeca Soler Costa, Universidad de Zaragoza

: Associate Professor in the Department of Educational

Sciences in the University of Zaragoza (Spain). My field of expertise is Didactics and

School Organization. I have participated in international and national scientific

conferences, highlighting teaching development and research in my approach to

training; also, I completed various postdoctoral research stays in foreign universities. My

research lines focus on assessment, discourse analysis in the didactic interaction, the

study of ICT applied to teaching-learning processes as powerful didactic tools

incorporating a new Pedagogy language.

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