Exploring EFL Blended Mobile Learning: A Systematic Literature Review

The growth of mobile learning significantly portrays flexibility and accessibility. It increased the approach to education for both learners and teachers globally. Although numerous studies have examined the state of mobile learning (M-learning), there remains a need for more focused research, particularly within the context of the English as a Foreign Language (EFL) blended learning environment. This study identifies a comprehensive analysis of blended mobile learning research conducted from 2020 to 2024. A search across databases yielded 1096 articles from Scopus and Google Scholar, which were subsequently filtered down to 41 relevant studies for in-depth analysis, following a Systematic Literature Review (SLR) protocol. All 41 screened articles focus on the EFL context. The use of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) design provided structured and valid data for the findings. The study identified key applications, regional perspectives, the implementation of blended learning, and factors that contributed to blended mobile learning experiences. The analysis also explored the benefits, challenges, and potential opportunities associated with this learning modality. The study underscores the importance of addressing challenges such as technological limitations and unequal access to ensure that blended mobile learning benefits are equitable and inclusive in the EFL context. This SLR aims to contribute to a deeper understanding of the foundational principles necessary to inform policymakers, course designers, and blended learning facilitators in optimizing M-learning.