Author(s)

Xianxin Hui¹, Zhifang Liu², Yongmei Chi³

¹Aviation & Automobile School, Chongqing Youth Vocational & Technical College, Chongqing, China.
²Educational Studies, Universiti Sains Malaysia, Penang, Malaysia.
³General Education School, Chongqing Youth Vocational & Technical College, Chongqing, China.

With the higher requirement of learner autonomy for EFL learners at the tertiary level, mobile-assisted language learning (MALL) is raising more and more attention for autonomous language learning. It is not easy to find appropriate mobile applications in this modern era with constant technology development and application updating. EFL learners also need more time and chance to be accustomed to mobile use in learner autonomy. Given this, the purpose of this study is to analyze the effect of mobile applications on autonomous learning and language skill improvement. It also explores what aspects of learner autonomy have been developed for EFL learners at the tertiary level with the guidance of two autonomous versions which are psychological and technical perspectives by performing a literature review of 12 articles from 2018 to 2023. Through synthesizing features of mobile applications, aspects of learner autonomy, and developed language skills of these articles, it is shown that mobile applications, especially social media and educational applications have played a beneficial role in autonomous learning for EFL learners at the tertiary level. Finally, multiple mobile application usage, digital literacy cultivation, and balanced language skills development are emphasized for future autonomous learning for EFL learners at the tertiary level.

EFL Learners, Learner Autonomy, MALL, Mobile Applications, Tertiary Level

Hui, X.X., Liu, Z.F. and Chi, Y.M. (2023) A Review on Learner Autonomy with Mobile-Assisted Language Learning for EFL Learners at the Tertiary Level. Open Access Library Journal, 10, 1-16. doi: 10.4236/oalib.1110606.