A Systematic Review of Mobile Applications in Enhancing English Foreign Learners' Speaking Skills

Abstract

This systematic review investigates the effects of mobile applications on improving the speaking skills of learners studying English as a foreign language. It emphasizes how technologies like DuoLingo and Spotify deliver instant feedback on grammar, punctuation, and style, which aids in effective revisions and encourages creativity through brainstorming and vocabulary suggestions. The review focuses on personalized learning experiences by examining speaking style patterns, enabling tailored resources that enhance student engagement and motivation. Utilizing the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 checklist, the study analyzes 22 peer-reviewed articles published in 2024, demonstrating that mobile application tools foster collaboration among students through peer feedback and collaborative projects, thereby strengthening critical thinking and communication skills. Moreover, mobile applications enhance accessibility for learners with disabilities by incorporating features like text-to-speech and speech recognition. The findings indicate that as mobile application technology advances, its integration into language education will significantly improve teaching methods and learning outcomes. This research highlights the necessity of adjusting pedagogical practices to fully harness the potential of mobile applications in facilitating effective language acquisition, particularly in speaking, and provides valuable insights for future investigations into the role of mobile applications in educational contexts.