Mobile-assisted language learning in Chinese higher education context: a systematic review from the perspective of the situated learning theory

Abstract Recent years have witnessed numerous systematic investigations on mobile-assisted language learning (MALL). However, very few research synthesis studies focused the higher education context in mainland China. This paper provides a review of findings 23 published between 2015 and 2020 The aim this is twofold: 1) to examine prevalent researched elements extant MALL studies; 2) investigate ways which two original components Situated Learning Theory (SLT), including Legitimate Peripheral Participation Communities Practice (Lave & Wenger, 1991), bearing MALL. resulted major findings. First, five key were revealed, e.g., target teaching areas, adopted applications/software. Second, guided by SLT, four derived identified, namely authenticity, social interactions collaborations, apprenticeship learning, beliefs behaviours. suggest need develop sound pedagogies associated with sociocultural aspects relevant contexts. study also insights into how Chinese professionals practitioners can improve curriculum design resource development adapt future trends