Recent years have witnessed numerous systematic investigations on mobile-assisted language learning (MALL). However, very few research synthesis studies focused on the higher education context in mainland China. This paper provides a systematic review of the findings of 23 studies published between 2015 and 2020 in mainland China. The aim of this review is twofold: 1) to examine prevalent researched elements in extant MALL studies; and 2) to investigate ways in which the two original components of the Situated Learning Theory (SLT), including Legitimate Peripheral Participation and Communities of Practice (Lave & Wenger, 1991), have a bearing on MALL. This systematic review resulted in two major findings. First, five key researched elements were revealed, e.g., target language teaching areas, and adopted applications/software. Second, guided by the two original elements of SLT, four derived elements were identified, namely authenticity, social interactions and collaborations, apprenticeship learning, and beliefs and behaviours. The findings suggest the need to develop sound MALL pedagogies associated with sociocultural aspects of language learning in relevant contexts. This review study also provides insights into how Chinese language professionals and practitioners can improve curriculum design and resource development to adapt to future trends in MALL.

Item Type:	Refereed Article
Keywords:	mobile-assisted language learning, situated learning theory, higher education, mainland China
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Curriculum and pedagogy theory and development
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Pedagogy
UTAS Author:	Li, F (Mr Fan Li)
UTAS Author:	Fan, Si (Dr Frances Fan)
UTAS Author:	Wang, YanJun (Dr Isabel Wang)
ID Code:	150874
Year Published:	2022
Web of Science® Times Cited:	1
Deposited By:	Education
Deposited On:	2022-07-04
Last Modified:	2022-09-19
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