Students’ Digital Trajectories in Improving Communicative Competence through Mobile-Assisted Language Learning: A Meta-Synthesis

Abstract

Mobile-Assisted Language Learning (MALL) has emerged as a transformative pathway in developing learners’ communicative competence, particularly in digitally-mediated learning environments. This meta-synthesis explores students’ digital learning trajectories by integrating evidence from thirteen peer-reviewed studies published between 2020 and 2025. Anchored on sociocultural and interactionist perspectives, the review examines how mobile applications such as Duolingo, HelloTalk, WhatsApp, WeChat, Busuu, and custom MALL platforms shape linguistic, pragmatic, intercultural, and strategic competence. Findings reveal three overarching themes: (1) Digital Interaction as Communicative Accelerator, showing that authentic, real-time exchanges through chat, voice, and video tools enhance fluency, lexical richness, and pragmatic appropriateness; (2) Mobile-Mediated Feedback as Adaptive Scaffolding, where multimodal feedback (text, emojis, audio corrections) supports self-monitoring and reduces language anxiety; and (3) Learner Agency and Mobility, demonstrating that flexible, on-the-go learning promotes autonomy and sustained engagement across varied sociolinguistic contexts. Across studies, MALL is shown to strengthen intercultural competence by enabling cross-cultural interactions and to improve pragmatic awareness through exposure to authentic discourse patterns. However, challenges remain, including digital distractions, uneven access, and the need for teacher guidance in curating meaningful mobile tasks. Overall, this meta-synthesis concludes that students’ digital trajectories within MALL environments significantly contribute to communicative competence, provided that mobile tools are pedagogically aligned and used within socially interactive learning ecosystems.