近年來，行動科技輔助外語學習 (Mobile-assisted Language Learning) 由於被認為能夠提供學習者一種更貼近外語學習的真實語境、加強社交連結、偵測學習者的外在情境，提供符合情境的學習內容，並且提供具個人化的行動輔助語言學習環境，因此在第二外語習得的領域中，引起廣泛的討論與關注。研究者們使用不同的學習策略來檢視行動學習對第二外語字彙記憶的效果，並且提出一些在學習上的優勢以及可能的限制。在目前的行動科技輔助第二外語字彙習得的研究上，根據情境學習理論、外語字彙記憶的認知機制、行為主義和社會建構等理論所支持的簡訊服務(Short Message Service)、多媒體訊息服務(Multimedia Message Service)、和行動學習應用軟體(mobile applications)成為被運用來促進行動輔助學習第二外語字彙的主要方式。儘管行動輔助字彙學習吸引許多教育者關注，然而，對於行動科技輔助第二外語字彙習得的效益，在實證的研究結果上，仍然未能獲得一致性的共識。並且，目前尚未發現針對第二外語字彙學習效果量，進行系統性檢視的量化後設分析研究。
因此，本研究欲藉由量化的後設分析研究，系統性檢視從2005到2015間，29篇符合篩選條件的研究，以瞭解是否行動科技學習與第二外語字彙習得兩者之間有所關聯。後設分析結果發現，行動學習對於輔助第二外語字彙習得的影響上，整體呈現出具有正向並且效果量大的顯著效果，證實行動學習確實能提升第二外語字彙的學習成效。此外，簡訊服務(SMS)與多媒體訊息服務(MMS)模式比起行動應用軟體模式(APPs)在提升第二外語字彙學習的成效上，有更為顯著的幫助。然而，這樣的發現應該被視為一種暫時性的結果，因為賦予SMS與MMS兩種學習模式的單字量和記憶時間並不相等。研究進行的場域，研究實施時間，學習者的自主控制性，以及測驗方式經比較分析後發現，對於行動輔助第二外語字彙的成效上，皆有顯著性的影響。此外，由於本研究中發現一些研究有設計不良之處以及部分類別的變項之研究數量偏少，故上述的研究結果，僅為具有建議性而非決定性的研究發現。

Recently, Mobile-Assisted Language Learning (MALL) has been popular in SLA field since it has been considered able to facilitate language learning in a more authentic, socially connective, contextually sensitive and personalized mobile mediated language learning environments. Researchers have employed various strategies to examine the advantages and possible limitations of mobile L2 word retention. Among the current mobile L2 vocabulary learning research, Short Message Services (SMS), Multimedia Message Service (MMS) and mobile applications (APPs) are predominant approaches supported by Situated learning theory (Brown et al, 1989), cognitive mechanisms to L2 word retention (Sweller et al, 1998; Nation, 2001; Schmidt, 1990; Paivio, 1991), Behaviorism (Skinner, 1968) and Social Constructivism (Lev Vygotsky, 1978). Despite its seeming appeal to language educators, literature on the effectiveness of mobile L2 vocabulary learning still remained inconclusive. Besides, to date, little research synthesis has been conducted to investigate the effect of mobile-assisted L2 vocabulary learning.
Thus, this meta-analysis aims to systematically synthesize findings from (quasi-) experimental studies conducted between 2005 and 2015 to examine whether there was a connection between the use of mobile technologies and L2 word retention. Results from 29 primary eligible studies showed a positive and large effect from mobile-assisted L2 word learning interventions. Additionally, SMS/MMS mode was found to be more beneficial for L2 word retention than mobile applications (APPs) modes; however, this result should be interpreted as tentative since the number of target words and time were unequal between two modes. Moreover, research settings, treatment durations, learner autonomy, and outcome measurements were found to be variables that would significantly moderate the effectiveness of mobile-assisted L2 word retention. The above results, however, should be viewed as suggestive but definitive due to research flaws found in the primary studies and the small sample size of some categories of moderators under comparison.

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