Asian Journal of Education and Social Studies

Although many studies have examined different facets of smart phone usage in language acquisition, a thorough synthesis of the findings pertaining to EFL learners is still insufficient, particularly in light of recent research conducted from 2020 to 2024. Therefore, this review aims to synthesize the existing research in the past five years on smart phone usage for EFL learning, summarize the key results obtained, and cast more light on the benefits, challenges, and influencing factors of smart phone usage. Additionally, it seeks to assist educators, policymakers, and stakeholders in optimizing smart phone-based language learning tools and strategies to effectively meet the needs of EFL learners. This review concludes that smart phone usage is effective in EFL learning in terms of accessing various language learning resources, promoting vocabulary acquisition, improving speaking skills and communication abilities, encouraging collaborative learning and developing digital literacy skills. Moreover, it can also provide real-time feedback and assessment to learners and boost learning motivation and engagement. There also exist some challenges related to smart phone applications, such as technical problems, platforms/apps design and choice problems, distraction, physical problems, addiction, cost problems and small screen size. Additionally, personal perception and attitude, instructor support, technical factors as well as the practicality and quality of smart phone apps/platforms, influence EFL learning engagement via smart phones. With the evolution of technology, smart phone usage for EFL learning will become increasingly prevalent and influential in the future.