Mobile-Assisted Language Learning in Tertiary EFL Education: A Decade of Systematic Evidence (2015–2025)

The rapid advancement of mobile technologies has reshaped global education, particularly language learning in higher education. The systematic literature review of mobile-assisted language learning in tertiary EFL contexts from 2015 to 2025 aims to synthesise empirical evidence on how mobile technologies have been implemented and examined in English learning, focusing on key trends, pedagogical strategies, and theoretical frameworks. The significance of this study lies in consolidating fragmented research to provide evidence-based insights for educators, researchers, and policymakers seeking to integrate mobile tools effectively into tertiary English education. Following the PRISMA guidelines, 42 empirical studies were analysed from major academic databases. Results show a clear shift from technology-focused studies to pedagogically and theoretically integrated approaches, indicating that MALL has become a learner-centred and context-sensitive practice that supports both language acquisition and instructional design in tertiary EFL education. Overall, the findings highlight the growing pedagogical potential of MALL in fostering active and autonomous learning, underscoring its impact on modernising tertiary EFL instruction and shaping future research and policy directions.