Document Type : Original Article
Authors
1
The Public Authority for Applied Education and Training
2
PhD Candidate - University of South Florida
Abstract
Technology has recently permeated every aspect of life. Technology, if integrated effectively, has the potential to facilitate the process of language education. Technology has already been widely employed in education. Furthermore, in recent decades, technology has plagued the field of language education. However, the use of cutting-edge technologies in language education has only recently come to fruition: literacy and augmented reality (Park & Khoshnevisan,2019); augmented reality and teacher education (Khoshnevisan, 2019); animated pedagogical agents (Khoshnevisan, 2018); augmented reality (Khoshnevisan & Le, 2018). Researchers have employed an array of technologies in the language learning process (Cheng & amp; Tsai, 2014; Wu, Lee, Chang, & amp; Liang, 2013). To deepen our understanding of the role of technology in language education, multiple researchers have explored the perceptions of language educators and learners: Wojciechowski & amp; Cellary, 2013; Di Serio, Ibáñez & Kloos, 2013; Wu, Chang, & Liang, 2013; Reinders & amp; Lakarnchua, 2014; Küçük, Yýlmaz, & amp; Göktaþ, 2014; Cheng & amp; Tsai, 2016. Mobile game apps have been recently recognized as useful technological tools to motivate language learners and increase their vocabulary levels in different contexts (EFL & ESL). To gain insight into the studies conducted concerning mobile game apps and their use in language education, the author intends to conduct a systematic literature review to analyze the related studies. This analysis will amount to discovering the impact of these apps on language learners’ motivation and learning gains. Beginning with the advantages and limitations of these apps, this article will present helpful pedagogical implications and future research ideas for emerging researchers.
Keywords
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