A systematic review and meta-analysis of the evidence for mobile learning as developer of skills in a second language

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.