The Role of CALL, MALL, and Assistive Technology in Supporting Dyslexic Learners: A Review and Analysis

Abstract

In recent years, computer-assisted language learning (CALL), mobile-assisted language learning (MALL), and assistive technologies (AT) have emerged as promising tools for supporting dyslexic learners in their educational journey, along with the traditional teaching methods. This systematic literature review explores the range of CALL, MALL, and AT’s available to enhance the learning process of students with dyslexia. Also, the review examines recommendations for improving the learning experience through mobile applications and provides an overview of dyslexia’s cognitive and neurological impact on language learning. The methodology involved reviewing ten journal articles and one thesis focused on interventions for dyslexic students. Findings (n = 11) indicate that CALL, MALL, and AT significantly improve reading, spelling, pronunciation, and engagement by offering personalized, multisensory, and accessible learning experiences. The effectiveness of these tools is maximized when they are interactive, teacher-supported, and continually optimized for individual and diverse needs. The review concludes that CALL, MALL, and AT offer effective, inclusive solutions that enhance literacy skills and learning engagement among students with dyslexia when appropriately designed and implemented.