Abstract: As the demand for the implementation of mobile-assisted learning (MALL) in education is increasing, various research and studies have been conducted to examine the effectiveness of MALL on Second Language Acquisition (SLA) within different university settings. In various higher education contexts, MALL has proved its effectiveness in enhancing various linguistic skills, including grammar and vocabulary, while showing an increase in students’ motivation, autonomy, and engagement. However, research on MALL’s effectiveness and implementation in Egypt is limited. The main objective of this annotative bibliography is to explore how MALL effectively enhances university students’ vocabulary and grammar skills and fills the gap regarding its implementation in Egypt by examining studies from different countries, such as Saudi Arabia, Iran, Vietnam, and other international contexts. These studies used various methods to collect quantitative and qualitative data, including ANOVA, quasi-experimental design, semi-structured interviews, surveys, etc. Studies revealed that MALL is a highly significant tool as it helps students build richer vocabulary, enhance grammar skills, and retain language forms more effectively over time. In addition, they feel more motivated, engaged, and autonomous while learning. The findings also suggested that the digital literacy gap and insufficient teacher training remain challenges; further research should explore practical solutions to enhance MALL integration to maximise its educational impact.
Metwally et al. (2026) studied this question.
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