Mobile technology has emerged to facilitate effective learning in English as a second language education, especially in higher education. The integration of mobile technology stems from the advancement of the digital age, the fourth industrial revolution, which subsequently led to educational changes. Despite the growing interest in mobile technology, research exploration on mobile technology in English as a second language writing classrooms remains limited. This study aims to systematically review recent empirical research to answer the central question: What are the benefits and pedagogical innovations associated with mobile technology in ESL writing education? In this study, the researchers referred to the reliable framework named Preferred Reporting Items for Systematic Reviews and Meta-Analysis 2020 to conduct a rigorous review of peer-reviewed articles published between 2020 and 2024 from two of the largest academic databases: SCOPUS and ERIC. After a comprehensive and systematic inclusion and exclusion process, 11 studies were included in this review. Mobile technology demonstrated advantages in fostering a student-centered interactive environment that motivates English as a second language students through familiar technology and enables flexible learning inside and outside the classroom. Furthermore, mobile technology promotes student autonomy and peer collaboration, allowing students to control their learning and interact constructively with their peers. This study’s findings contribute to the fourth goal of Sustainable Development Goal 4, which is to ensure access to equitable and quality education for all. The review concludes with recommendations for integrating mobile technology into teaching and learning to achieve sustainable learning experiences in global education.
Zakaria et al. (Wed,) studied this question.