Acquiring a new language remains a significant challenge, particularly for slow learners who struggle with retention, comprehension, and motivation. With English recognized as a global lingua franca, there is an increasing demand for innovative pedagogical strategies that foster linguistic proficiency. This systematic review synthesizes evidence from 69 studies on Mobile-Assisted Language Learning (MALL), examining the effectiveness of mobile and gamified applications in supporting English language acquisition among slow learners. Drawing on the widespread accessibility of smartphones and the growing use of gamification, MALL applications employ adaptive content, interactive features, and varied theoretical frameworks to create personalized learning environments. These approaches address both cognitive limitations and motivational barriers by incorporating personalized pacing, iterative reinforcement, and real-time feedback. Contextual factors, including educational levels and learning settings, were found to play a critical role in shaping MALL outcomes. A novel taxonomy is proposed to classify existing MALL methodologies and technologies, providing a structured lens for future research and practical applications. Findings highlight the transformative potential of adaptive visuals and gamified strategies in enhancing learner engagement and language proficiency, while also acknowledging persistent challenges, including limited inclusivity, inconsistent design standards, and inadequate evaluation metrics. This review concludes that MALL, when designed with context-specific and learner-centered principles, has the potential to redefine English language education for slow learners. By leveraging mobile technologies and gamification, educators can create equitable, effective, and motivating pathways for learners who traditionally face barriers in language acquisition.
Ahmad et al. (Tue,) studied this question.