Research on Voscreen in English language education: A systematic literature review and content analysis

Abstract

Recently, there has been a surge in adopting mobile-assisted learning technologies, particularly mobile language learning apps (e.g., Duolingo, Babbel, and Memrise). Despite being a promising mobile tool, Voscreen has yet to receive due recognition from academics worldwide. Regional studies have not investigated this mobile app, leaving manifold gaps in the literature regarding its pedagogical affordances and drawbacks. To this end, combining systematic literature review and content analysis, this study intends to fill this literature gap. It aims to systematically review all publications (e.g., research articles, reviews, conference papers) on Voscreen in English until 2023. Adopting the PRISMA 2020 guidelines, the study examined 12 publications systematically and content-wise. The study’s motivation is twofold: (i) to document the research on Voscreen in English language education contexts and identify its advantages and disadvantages and (ii) to guide future research by revealing the research gaps. The results indicate a regional concentration on the app’s impact on language learning, the prevalence of specific skills (e.g., listening and vocabulary), less methodological diversity, and several technical limitations. However, positive user attitudes and efficiency in aural and lexical improvement are also cited, underscoring the app’s importance. The article concludes the limitations of the review studies and directions for future research, highlighting the need for ongoing exploration and development in this field.