With its various potentials and affordances, mobile-assisted language learning (MALL) has recently increased in popularity. Researchers have conducted synthesis studies regarding MALL over the years in light of the vast number of MALL studies. However, synthesis studies aiming at particular skills still need to be explored. Recognizing the importance of foreign language listening, the current study collected mobile-assisted listening studies and investigated the effect of mobile device implementation on listening in foreign language learning. There were 30 studies with 41 effect sizes included based on the inclusion and exclusion criteria. To account for the variation in the observed effect, a moderator analysis was conducted to explore the variables that impact the effect of mobile-assisted listening. The potential variables investigated include publication, population, and treatment data. The publication data consists of the publication year and publication type. The population data covers the learners' educational context and the learner proficiency level. Last, the treatment data includes the target language, target language domain, treatment duration, mobile device, listening context, listening materials, and listening test materials.
The result showed a large effect size (g = 0.902, p < .0001) on the overall effect size, indicating the significant effect of implementing mobile technology in listening learning and practice in foreign language learning. Moreover, the moderator analysis provided some insights regarding the moderating factors on the effect of mobile-assisted listening. Pedagogical implications derived from the findings were also discussed.

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