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MOBILE-ASSISTED LANGUAGE LEARNING: A SELECTED ANNOTATED BIBLIOGRAPHY OF IMPLEMENTATION STUDIES 1994-2020
MOBILE-ASSISTED LANGUAGE LEARNING: A SELECTED ANNOTATED BIBLIOGRAPHY OF IMPLEMENTATION STUDIES 1994-2020
Jack Burston2021, CALL Journal
Over the past thirty years, nearly 3,900 Mobile-Assisted Language Learning (MALL) studies have been published. Of these, some 1280 have described experimental MALL implementations, studies which involve the application of mobile-based or mobile-accessible apps and/or mobile device affordances (e.g., audio/video recording, picture/note taking) for the teaching and learning of languages in a defined learning environment with specified participants and learning conditions. MALL researchers and practitioners interested in this field thus need to read widely to acquire an adequate perspective of MALL applications. The intent of this bibliography is to facilitate this task by providing a comprehensive historical background of experimental MALL implementations from the first published work in 1994 to the end of 2020. References are organized alphabetically. To enhance the information contained in them, each entry is accompanied by a brief (~90 word) synopsis. To the extent that the publication provides such information, the summary includes essential details relating to the country in which the experimental implementation took place, the institutional environment, mobile device used, native language, target language, language proficiency level, targeted skill(s) area, treatment details, sample size, intervention duration and outcomes. The great majority of experimental MALL implementation studies appear outside of journals and associated conference proceedings dedicated to language learning and instructional technology. Some are published in academic dissertations, but most are to be found rather in a great variety of professional journals and conferences having nothing in particular to do with language instruction. Locating copies of these publications can be a real challenge in itself. For this reason, where possible, hyperlinks are included to online sources of the works cited. These are indicated by the underlining of the name of the author(s) and are activated by CTRL clicking them. While many of these may be downloaded without cost, the majority require an institutional subscription or have to be individually purchased. Hyperlinks are also used to indicate cross referenced studies in the bibliography.
Related Papers
Language Learning & Technology
Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–20122013 •
To enhance the information contained in these references, over 90% of the entries are complemented by a brief (~80 word) summary. To the extent that the publication provides such information, each annotation identifies the country of origin of the study, native language (L1) and/or the second or foreign language (L2) involved, the mobile technology used, the learning area(s) targeted, the type of learners, their numbers, the duration of the study, and a summary of the results (i.e., learning outcomes and survey opinions). Since nearly 60% of MALL implementation studies appear outside of professional journals, in conference proceedings, project reports, academic dissertations, and so forth, locating copies of these publications poses a major challenge in itself. For this reason, where possible, links are included to copies of the works cited.
Digital Scholarship in the Humanities
Towards the construction of a field: The developments and implications of mobile assisted language learning (MALL)There has been little review research with regard to the latest developments of mobile assisted language learning (MALL) research and its implications for professionals in this emerging field of information technology applied to language teaching and research. Hence, this work aimed to review a number of studies that investigated the effectiveness of using such mobile devices to facilitate language learning, teaching and research. As well as providing an overview of previous research related to MALL, this review paper also presents some practical implications for both educators and researchers who intend to use mobile devices in their classrooms and studies. The investigators of this review study searched the available literature published in the ISI Web of Science using keywords and reviews of titles and abstracts, and obtained a total of 24 mobile learning articles. After the data collection process, the researchers used text mining techniques and adopted the mobile learning task model (Taylor et al., 2006) to categorize and analyze these 24 journal articles in order to examine developments and trends in MALL. Results show that the majority of researchers aim to identify the effectiveness and efficiency of MALL by using newly developed mobile devices, such as smart phones and iPads, and while these approaches are generally considered beneficial, they also present some challenges to users, academics and teachers. To conclude, more research is needed to further investigate the communication that occurs among learners with the use of various mobile devices, and their developments of various cognitive learning domains.
Mobile learning suggests and supports the new concepts of learning such as ubiquitous-, augmented-, personalized-, online-, mixed reality-, context-sensitive-, informal-, and ambient learning and teaching. This paper aims to introduce Mobile Assisted Language Learning (MALL) and its potentials in language learning and teaching. MALL is a merging language teaching methodology which can effectively integrate listening, reading and speaking activities. It can also develop academic study, critical thinking and research skills. MALL is ideal for language learners who travel or commute very often and for those who want to have fun by learning English. Mobile phone is superior to a computer in portability – a very much valued feature by most young English language learners. Professionally developed materials can be delivered through mobile phones to improve English language learners' vocabulary acquisition and critical thinking skills. Students can read the definitions of words, sentences, improve pronunciation skills, and develop their thinking skills through quizzes. Useful MALL software as well as references are readily available and updatable online. This review paper will explore the theoretical foundations and applications of mobile learning in the literature and discuss the feasibility of employing this ubiquitous technology in language learning in Iranian EFL context.
Mobile is a significant tool that supports and integrates effectively in enhancing the language skills due to its features such as accessibility, interactivity, immediacy, permanency, situating of instructional activities. This paper investigates the phenomenon and the impact of Mobile Assisted Language Learning on English language skills. It also explores the salient features and drawbacks of Mobile Assisted Language Learning. In addition, it tries to shed light on the current perspectives and the future of Mobile Assisted Language Learning. The study found that mobile devices are finding their way into classrooms in children’s pockets, and we must ensure that educational practice can include these technologies in productive ways. The study recommends that studies on the impact of Mobile on English language skills and get its maximum benefits for English language learning and teaching.
2008 •
As in other areas of education where the possibilities offered by mobile learning are being increasingly investigated, there is a growing body of research in the field of Mobile Assisted Language Learning (MALL). The collection of papers in this volume addresses secondary and tertiary education, mobile devices and mobility of learners. The authors describe both the successes and challenges they faced, and consider some of the barriers to the adoption of MALL. Sufficient research has been carried out for MALL to have been identified as separate from computer assisted language learning (CALL). Within this special issue, Kukulska-Hulme and Shield provide an overview of studies that have been carried out in the last six years or so, and the move from content delivery to supported collaboration and interaction
Rapid urbanisation generates risks and opportunities for sustainable development. Urban policy- and decision-makers are challenged by the complexity of cities as social-ecological-technical systems. Consequently there is an increasing need for collaborative knowledge development that supports a whole-of-system view, and transformational change at multiple scales. Such holistic urban approaches are rare in practice. A co-design process involving researchers, practitioners and other stakeholders, has progressed such an approach in the Australian context, aiming to also contribute to international knowledge development and sharing. This process has generated three outputs: (1) a shared framework to support more systematic knowledge development and use (2) identification of barriers that create a gap between stated urban goals and actual practice, and (3) identification of strategic focal areas to address this gap. Developing integrated strategies at broader urban scales is seen as the most pressing need. The knowledge framework adopts a systems perspective that incorporates the many urban trade-offs and synergies revealed by a systems view. Broader implications are drawn for policy- and decision-makers, for researchers and for a shared forward agenda.
Definiţii Formarea capitalului social este operaţia financiară, contabilă şi juridică constând, pe de o parte, în stabilirea cifrei care va figura, cu titlu de capital social, în actul constitutiv al unei societăţi comerciale determinate şi , ulterior, în pasivul bilanţului contabil, iar pe de altă parte, în efectuarea de către asociaţi a unor aporturi în numerar şi natură, de o valoare egală cu acea cifră. Una dintre primele operaţiuni pe care trebuie să le întreprindă asociaţii care au căzut de comun acord să demareze în constituirea unei societăţi comerciale este stabilirea capitalului social necesar pentru începerea şi desfăşurarea activităţii acesteia. În sens larg, aportul reprezintă bunul pe care fiecare asociat se obligă să-l transmită societăţii, în condiţiile şi la termenele stipulate în actul constitutiv, în vederea formării sau majorării capitalului social în schimbul unor acţiuni sau părţi sociale. Atunci când un asociat se gândeşte la aport, acesta trebuie să ia în consideraţie atât obligaţia de aport – punerea în comun a unor bunuri şi afectarea acestora în scopul realizării obiectului de activitate – cât şi bunul aportat. Aşadar, aportul este o manifestare de voinţă constând în asumarea obligaţiei de a contribui la formarea capitalului social al unei societăţi comerciale determinate, prin transmiterea proprietăţii sau folosinţei unui bun în patrimoniul acelei societăţi, în schimbul unor acţiuni sau părţi sociale, precum şi executarea acestei obligaţii prin predarea efectivă a bunului constituit aport. Asumarea obligaţiei poartă denumirea de subscriere, iar executarea ei poartă numele de vărsarea sau liberarea capitalului social. Obligaţia de aport la formarea capitalului social este prevăzută în actul constitutiv, iar la majorarea capitalului social este prevăzută în hotărârea asociaţilor şi în actul modificator al actului constitutiv. Când capitalul social se formează prin subscripţie publică, obligaţia de aport este asumată prin prospectul de emisiune. Atât actul constitutiv cât şi prospectul de emisiune trebuie să conţină, printre altele, următoarele date prevăzute de art.8 lit. d, e şi f privind capitalul social şi aporturile: capitalul social subscris şi vărsat; valoarea bunurilor constituite ca aport în natură în societate, modul de evaluare şi numărul de acţiuni acordate pentru acestea; numărul şi valoarea nominală a acţiunilor, cu specificarea dacă sunt nominative sau la purtător, iar dacă sunt de mai multe categorii de acţiuni, se vor arăta numărul, valoarea nominală şi drepturile conferite fiecărei categorii de acţiuni. Potrivit art.15 aporturile sunt de 3 feluri: în numerar, în natură şi în muncă (mai poartă denumirea de aporturi în industrie). Sunt reglementate aici şi aporturile în creanţe, dar asemenea aporturi nu formează o categorie distinctă, ele fiind calificate fie aporturi în nautră, fie aporturi în numerar.
Historical insight into the evolution of Ethics movement would help us frame polices on ethics keeping in mind the past and its failures.
MOBILE-ASSISTED LANGUAGE LEARNING:
A SELECTED ANNOTATED BIBLIOGRAPHY
OF IMPLEMENTATION STUDIES 1994-2020
Jack Burston, Cyprus University of Technology
jack.burston@cut.ac.cy
Over the past thirty years, nearly 3,900 Mobile-Assisted Language Learning
(MALL) studies have been published. Of these, some 1280 have described
experimental MALL implementations, studies which involve the application of
mobile-based or mobile-accessible apps and/or mobile device affordances
(e.g., audio/video recording, picture/note taking) for the teaching and learning
of languages in a defined learning environment with specified participants and
learning conditions. MALL researchers and practitioners interested in this field
thus need to read widely to acquire an adequate perspective of MALL
applications. The intent of this bibliography is to facilitate this task by
providing a comprehensive historical background of experimental MALL
implementations from the first published work in 1994 to the end of 2020.
References are organized alphabetically. To enhance the information contained
in them, each entry is accompanied by a brief (~90 word) synopsis. To the
extent that the publication provides such information, the summary includes
essential details relating to the country in which the experimental
implementation took place, the institutional environment, mobile device used,
native language, target language, language proficiency level, targeted skill(s)
area, treatment details, sample size, intervention duration and outcomes.
The great majority of experimental MALL implementation studies appear
outside of journals and associated conference proceedings dedicated to
language learning and instructional technology. Some are published in
academic dissertations, but most are to be found rather in a great variety of
professional journals and conferences having nothing in particular to do with
language instruction. Locating copies of these publications can be a real
challenge in itself. For this reason, where possible, hyperlinks are included to
online sources of the works cited. These are indicated by the underlining of the
name of the author(s) and are activated by CTRL clicking them. While many of
these may be downloaded without cost, the majority require an institutional
subscription or have to be individually purchased. Hyperlinks are also used to
indicate cross referenced studies in the bibliography.
Users of this bibliography are encouraged to advise the author of any errors
that might be encountered (including broken links) and also to send along
references not already included (along with download hyperlinks, and an ecopy, if possible).
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MOBILE-ASSISTED LANGUAGE LEARNING:
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OF IMPLEMENTATION STUDIES 1994-2020
Abarca Bahamondes, N. (2017). Kahooting with Teach-nology: The Mobile-Assisted
Language Learning (MALL) and Vocabulary Intake in Action. Research Report PEI029 Seminario y Práctica Adult Education.
This Chilean study evaluated the effect of using a mobile-based polling
platform (Kahoot) to reinforce the L2 English vocabulary acquisition of
eight A1-level university students. Using smartphones, participants
accessed Kahoot for vocabulary drill during the last 15 minutes of class
for three lessons. Each Kahoot module contained eighteen questions, nine
were random words from the pre-test, the rest were related to the lesson
of the day. A pre-/post-treatment vocabulary test comparison
demonstrated a significant improvement in the mean score of the group,
though the scores of two students retrograded.
Abba, M., Mustapha, M., & Bukar, M. (2019). Influence of mobile learning on
students’ essay writing in English language. International Journal of English
Language Teaching, 7(4), 30-35.
This Nigerian study evaluated the effect of mobile phone-supported
instruction upon the advanced-level L2 English writing of 20 college
students. Over four months, participants received audio and video lesson
materials and related SMS-based essay questions on their mobile phones,
which they subsequently discussed via WhatsApp. A matched control
group of 20 received writing instruction without MALL activities. On a
pre-/post-treatment comparison, the experimental group significantly
outperformed the control on descriptive, narrative and expository essay
writings.
Abbasi, M., & Hashemi, M. (2013). The impact/s of using mobile phone on English
language vocabulary retention. International Research Journal of Applied and Basic
Sciences, 4(3), 541-547.
This Iranian paper investigated vocabulary retention of 111 intermediatelevel L2 English third-year high school students who all received the same
in-class vocabulary instruction for two weeks. The cohort was then divided
into two experimental groups that used their own mobile phones for two
weeks to complete via SMS vocabulary exercises involving definitions and
multiple-choice questions and two control groups that did the same exercises
using paper and pencil. The experimental group significantly outperformed
the control on both an immediate and a one month-delayed post-test
comparison of vocabulary retention.
Abdollapour, Z., & Maleki, N. (2012). Second language vocabulary acquisition in
CALL and MALL environments and their effect on L2 vocabulary retention: A
comparative study. Australian Journal of Basic and Applied Sciences, 6(9), 109-118.
This Iranian study compared the effectiveness of three types of
technological support for the vocabulary learning of 64 pre-intermediatelevel L2 English language institute learners. Divided into four equal
groups, over eleven one-hour in-class sessions, a control received no
computer-based support whereas two experimental groups practiced
learning via a PC-based program, with either still-picture or animated
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OF IMPLEMENTATION STUDIES 1994-2020
illustrative images. The third used their mobile phones to access a
dictionary (Sara) with no visual support. Participants who used a mobile
phone-based dictionary significantly out-performed the other groups in a
22-item multiple-choice vocabulary post-test.
Abdou, A. (2014). Teaching English language vocabulary to ESL learners via mobile
phone applications short message service (SMS): An investigation based on Arabicspeaking learners. MA thesis, The British University in Dubai.
This Emirati MA thesis investigates the use of mobile phone-based SMS
to teach academic vocabulary to 25 L2 English senior high school L1
Arabic students. Over two weeks, participants received via SMS a total of
60 words. They replied with an original sentence and a synonym or
antonym. A matched control group of 25 studied the same vocabulary on
paper and wrote illustrative sentences for their instructor for correction.
The experimental group showed no significant difference on an
immediate pre-/post-treatment vocabulary test, but significantly outscored
the control on a two-week-delayed-post-test.
Abdous, M., Camarena, M., & Facer, B. (2009). MALL technology: Use of academic
podcasting in the foreign language classroom. RECALL Journal, 21(1), 76-95.
This American study evaluated the benefits of integrating podcasts into
the L2 curriculum compared to using them as a supplemental/review tool
in eight university courses over a semester. Based on responses from 113
students, the study’s findings indicate that when instructors integrated
podcasts into the curriculum for instructional purposes (e.g., for student
video presentations, for student paired interviews, in roundtable
discussions), students were more likely to use this technology and to
report academic benefits.
Abdous, M., Facer, B., & Yen, C-J. (2012). Academic effectiveness of podcasting: A
comparative study of integrated versus supplemental use of podcasting in second
language classes. Computers & Education, 58, 43-52.
This American paper extends a study of the effects of integrated (PIC)
versus supplemental (PSM) podcast usage in university L2 courses first
reported in Abdous, Camarena and Facer (2009). Based on final grades
over four years with 337 students of Chinese, French, German, Italian,
Japanese, and Spanish, the learning outcomes of PIC students were
inconclusive. However, a strong effect was found with the results of PSM
students, particularly in upper level courses. Only about 28% of students
used MP3 players to listen to course materials.
Abduh, M. (2019). The effect of implementing MALL applications on learning
pronunciation of English by EFL learners at Najran University. International Journal
of Linguistics, 11(6), 29-40.
This Saudi Arabian study evaluated the pedagogical effectiveness of
teaching L2 English pronunciation using mobile phone-based apps
compared to traditional class instruction. Over a semester, a group of 48
female L1 Arabic university students received the same instruction, half
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MOBILE-ASSISTED LANGUAGE LEARNING:
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OF IMPLEMENTATION STUDIES 1994-2020
the group using the first approach and the other half the second. Each
group was taught to pronounce the same polysyllabic words with
consonant clusters, and words consisting of difficult sounds for Arab
learners. The mobile-based leaners significantly outperformed the
traditional group on a pre-/post-test comparison.
Abdul Fattah, S. (2015). The effectiveness of using WhatsApp messenger as one of
mobile learning techniques to develop students’ writing skills. Journal of Education
and Practice, 6(32), 115-127.
This Saudi Arabian paper evaluated the use of a social networking
messaging app (WhatsApp) in the writing of 15 L2 English university
students compared to a matched control group of 15 that studied writing
through a prescribed textbook. For 45 days, the experimental group
students were assigned a weekly essay topic. Using their personal
smartphones, they accessed WhatsApp in small groups to brainstorm
ideas and peer-edit drafts and the final version of their individual essays.
The WhatsAp group significantly outperformed the control on a pre-/posttest comparison of writing ability.
Abdulrahman, T., Basalama, N., & Widodo, M. (2018). The impact of podcasts on
EFL students’ listening comprehension. International Journal of English Linguistics,
8(6), 122-130.
This Indonesian paper evaluated the effect of using mobile-based
podcasts on the L2 English listening comprehension of 30 high school
students who accessed the podcasts on their smartphones during 16 inclass sessions. Compared to a control group of 30 students who did not
listen to podcasts, the experimental class obtained significantly higher
mean and median scores on a 30-item multiple-choice post-test.
According to a post-treatment questionnaire, the majority of students felt
their listening skill improved after listening to podcasts and perceived
that the activities presented in podcasts were interesting.
Acheson, P., Cason Barratt C., &, Balthazor, R. (2013). Kindle in the writing
classroom. Computers and Composition, 30(4), 283-296.
This American paper describes the effect of Kindle e-readers on the
reading experiences of 18 university students in an L1 English literature
course. Participants used the mobile devices in and out of class for all
their reading assignments over the semester. In-class observations,
student surveys and interviews showed that most students preferred to
read news stories online, but favored reading books and essays in printed
format. The most problematic aspect of the Kindle was the lack of
physical cues to location in the text, and a resultant feeling of
disorientation.
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MOBILE-ASSISTED LANGUAGE LEARNING:
A SELECTED ANNOTATED BIBLIOGRAPHY
OF IMPLEMENTATION STUDIES 1994-2020
Adams, A. (2017). Predictors of Performance on an iPad-Based Reading
Comprehension Intervention Among Spanish-Speaking Dual Language Learners at
Risk for Reading Comprehension Delays. PhD dissertation, Arizona State University.
ProQuest Dissertations Publishing.
This American PhD dissertation describes two studies relating to the
effect of an iPad-based reading comprehension app (EMBRACE) upon the
English reading comprehension of dual language learner
(Spanish/English) 2nd-5th-grade students with low language and reading
skills. The children read eight stories in 30-minute sessions, four days
week for three weeks. The app included support in Spanish as well as
English. With an experimental group of 37, usage of the app required
participants to physically drag on-screen images related to the story that
was being read. A control group of 19 read the same stories on the iPad
without manipulating any images. The first study examined oral language
and reading characteristics and the second study investigated motor
characteristics (tapping rapidly on a keyboard) in predicting the children's
outcomes in reading comprehension. Overall, the EMBRACE intervention
with physical manipulation helped improve reading comprehension for
some types of texts and for some subgroups of children, however not to a
statistically significant level. So, too, manual fine motor performance on
tapping tasks proved not to be related to language or reading
performance.
Adelore, O., & Akintolu, M. (2016). Effects of mobile technology on adult learners’
achievement in literacy programmes in Ibadan, Oyo state, Nigeria. 1-15.
This Nigerian paper appears to present results from the same study
described in Adelore & Ojedeji (2016). It involved 20 advanced-level
adult L2 English literacy learners, half of whom used an undefined
Mobile Learning Platform via their phones and half which did not.
Experimental group participants actively used mobile phones to improve
their literacy and were more highly motivated than their control
counterparts. The experimental group significantly outperformed the
control on a course-based pre-post-test comparison. The results of a posttreatment questionnaire indicated that students regarded the mobile
intervention highly favorably.
Adelore, O., & Ojedeji, S. (2016). Effects of WhatsApp mobile application as tutorial
delivery tool on the achievement of advanced level learners in adult literacy
programmes: A case study of University of Ibadan model literacy programme.
Journal of Clinical and Counselling Psychology, xx, 1-24.
This appears to be the same study reported in Adelore & Akintolu (2016).
Agbatogun, A. (2014). Developing learners’ second language communicative
competence through active learning: Clickers or communicative approach?
Educational Technology & Society, 17(2), 257-269.
This paper reports the effect upon L2 English communicative competence
of three teaching treatments: student response (N=41), communicative
approach (N=32) and lecture (N=26). The treatments were implemented
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MOBILE-ASSISTED LANGUAGE LEARNING:
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OF IMPLEMENTATION STUDIES 1994-2020
with sixth-grade Nigerian school children over a period of eleven weeks.
Participants were pre-/post-tested for speaking and listening ability. The
results indicated that, compared to the lecture group that made no
significant progress, both the group that used in-class clickers daily and
the one that engaged in communicative activities demonstrated
significant gains, but the clicker-group significantly more so than the
communicative approach learners.
Ağca, R., & Özdemir, S. (2013). Foreign language vocabulary learning with mobile
technologies. Procedia- Social and Behavioral Sciences, 83, 781-785.
This Turkish paper describes the effects of embedded 2D barcodes in
textbooks to enhance the learning of L2 English vocabulary. During 14
hours over one week of classes, 40 university students had to learn 84
words from their textbook. Half of the students did so with the help of
embedded Microsoft tags that provided definitions and images while the
other half read textbooks without barcodes. There was a significant
difference between pre-/post-test results in favor of the barcode group.
Students also expressed favorable opinions about the use of this
technology.
Aghajani, M., & Adloo, M. (2018). The effect of online cooperative learning on
students’ writing skills and attitudes through Telegram application. International
Journal of Instruction, 11(3), 433-448.
This Iranian study investigated the use of a mobile phone-accessible
social networking app (Telegram) to support the peer discussion of the
writing of 35 post-intermediate-level L2 English university students. For
eight weeks, participants used Telegram out of class to comment on their
compositions. During the same time, a control group of 35 just studied
their course textbook in class with the other students. Although there was
no significant difference between the two groups on a pre-/post writing
test, within each group significant improvement was noted in overall
writing performance,
Aghajani, M., & Zoghipour, M. (2018). The comparative effect of online selfcorrection, peer-correction, and teacher correction in descriptive writing tasks on
intermediate EFL learners' grammar knowledge: The prospect of Mobile-Assisted
Language Learning (MALL). International Journal of Applied Linguistics & English
Literature, 7(3), 14-22.
This Iranian study investigated the effect of three types of correction upon
the grammatical proficiency of intermediate-level L2 English learners.
Using a social networking app (Telegram) as a communication platform,
over sixteen weeks, three groups of twenty students (plus the instructor)
wrote weekly paragraphs of 50-70 words using the grammar taught in
class. One group engaged in peer-correction, the second in self-correction
and the writing in the third was teacher-corrected. On a pre-/posttreatment grammar test, the students in both the self-correction and peercorrection groups significantly outperformed the teacher-correction
group.
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Ahmad, J. (2013). Effectiveness of internet capable mobile-phones in learning
vocabulary with special reference to working class Saudi EFL learners. Archives Des
Sciences, 66(1), 533-543.
This Saudi Arabian study compared the effectiveness of MALL-based
instruction to traditional methods for the learning of L2 English
vocabulary by elementary-level adult university students enrolled in
professional training courses. An experimental group of 50 participants
used their mobile phones to complete assigned vocabulary exercises
while a control group of 50 did the same exercises in paper/pen format.
No details are is given either about the vocabulary studied nor the
treatment duration. The scores of the MALL group were much higher
than those of the control on a vocabulary post-test.
Ahmad, K. (2019). Integrating Mobile Assisted Language Learning (MALL) into a
Non-formal Learning Environment to Support Migrant Women Learners’ Vocabulary
Acquisition. PhD dissertation, Murdoch University, Queensland, Australia.
This Australian PhD reports the results of three case studies involving the
L2 English vocabulary acquisition of migrant women of various L1
backgrounds in an informal community center learning environment. All
three studies covered 4-5 sessions which targeted basic conversational
practice. In the first, ten participants followed a course of instruction
without MALL. In the second, five of the original cohort were instructed
using resources from ESL websites and a mobile app (Think English!)
accessed in class on loaned tablets. The third case study involved five
new participants who only had access to the MALL resources. It was
found that the introduction of MALL changed the dynamics of learning
from teacher-centered to student-centered, created extended scaffolding,
and encouraged self-regulated/personalized learning. Based on informal
instructor observations and participant self-evaluations, the hybrid
condition (case study 2) was found to provide the most effective learning
environment.
Ahmad, K., Armarego, J., & Sudweeks, K. (2017). The impact of utilising mobile
assisted language learning (MALL) on vocabulary acquisition among migrant women
English learners. Interdisciplinary Journal of E-Skills and Life Long Learning, 13, 3757.
This Australian paper investigated the effect of MALL-enhanced L2
English vocabulary learning with six low proficiency L2 English adult
migrant women attending informal two-hour weekly classes in a
community center. Each participant first attended at least five non-MALL
sessions, followed by at least another five tablet-based MALL-enhanced
sessions. The MALL activities included matching exercises, flashcards,
watching videos and listening to the audio of
words/phrases/statements/conversations, and repeating the activities.
Vocabulary acquisition occurred in women from both non-MALL and
MALL environment; however, the MALL environment provided a
significantly enriched vocabulary learning experience.
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Ahmad, K., Sudweeks, F., & Armarego, J. (2015). Learning English vocabulary in a
Mobile Assisted Language Learning (MALL) environment: A sociocultural study of
migrant women. Interdisciplinary Journal of e-Skills and Life Long Learning, 11, 2545.
This Australian study describes the use of a tablet-based L2 English app
(ThinkEnglish!) designed for adult migrant learners. The app provided
vocabulary practice matching words with pictures while listening to word
pronunciations, and audio-recorded speaking. The contents of the app
were designed to give examples of Australian culture and language
through learning vocabulary. Six migrant women, all literate in their L1,
used the app in class during informal weekly two-hour conversational
sessions in a community center. Use of the app was revealed to have
positive effects on participants’ vocabulary learning.
Ahmad, W., Shaarani, A., & Afrizal, S. (2012). Mobile language translation game.
Computer & Information Science (ICCIS), International Conference, 2, 1099-1104.
IEEE.
This conference presentation describes the design and trialing of an
Android mobile phone-based L2 English flashcard translation game
(SPELL IT!) for children. In was used in Malaysia by 15 5-7-year-olds, 15
parents and 10 teachers in a single session. The study showed that the app
could engage children, who were eager to play again in order to compete
with their peers to obtain better scores. Nearly two-thirds of the parents
and teachers agreed SPELL IT! was useful and agreed to install it on their
phones in the future.
Ahmadpour, L., & Yousef, M. (2016). The role of mobile-assisted language learning
on EFL learners' development of writing accuracy, fluency, and complexity. English
Language Teaching, 105-118.
This Iranian study investigated the effectiveness of a social networking
app (Telegram) in supporting the intermediate-level L2 English writing of
19 L1 Kurdish language school volunteers. Using their mobile phones in
class, participants collaboratively completed six 30-minute descriptive
writing tasks requiring only general knowledge. A control group of 20
undertook the same tasks individually without the use of Telegram. In a
pre-/post-treatment comparison, the writing fluency and complexity of the
experimental group was significantly better than that of the control.
However, the opposite was true with regard to writing accuracy.
Ahmed, M. (2015). Can smartphones pave the path towards EFL competence for
Saudi college students? Education and Linguistics Research, 1(2), 120-144.
This Saudi Arabian study reports the results of a semester-long
experiment in which 25 university students used their smartphones to
learn L2 English. While a control group of 25 received all course
information in class, the experimental group in addition received learning
content and feedback through their smartphones. They did all required
tasks inside and outside classrooms using their smartphones. In a pre/post-test comparison, the scores of both groups improved significantly,
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but the experimental group more so than the control. Students in the
experimental group were also more enthusiastic learners.
Ahmed, S. (2019). Chat and learn: Effectiveness of using WhatsApp as a pedagogical
tool to enhance EFL learners’ reading and writing skills. International Journal of
English Language and Literature Studies, 8(2), 61-68.
This Yemeni study assessed the effects of using a mobile phone-based
social networking messaging app (WhatsApp) to foster the reading and
writing skills of 20 L2 English university students. Over two months,
participants used WhatsApp on a daily basis for informal chatting as well
as the discussion of issues related to education, social and political topics.
A post-treatment reading comprehension and composition writing test,
similar to the pre-test, demonstrated considerable development in student
performance grammatically, lexically, in the length of their writing and in
their reading comprehension.
Ajisoko, P. (2020). The use of Duolingo Apps to improve English vocabulary
learning. International Journal of Emerging Technologies in Learning, 15(7), 149155.
This study investigated the effect of a mobile-accessible L2 English app
(Duolingo) upon the vocabulary acquisition of ten Indonesian university
students. Daily for thirty days, participants were asked to use their
smartphones to access Duolingo and score twenty experience points, the
equivalent of completing two lessons. The students significantly
improved their results on a pre-/post-treatment vocabulary test
comparison. They also expressed very positive views about the usefulness
of the app for learning vocabulary.
Aker, J., Ksoll, C., & Lybbert, T. (2010). ABC, 123: Can you text me now? The
impact of a mobile phone literacy program on educational outcomes. Oxford: Centre
for the Study of African Economies (CSAC), University of Oxford.
This report studies the effectiveness of mobile phone-based SMS usage
upon the acquisition of basic Zarma and Hausa literacy skills in 59 rural
villages in Niger. For 4 months, 4,700 illiterates attended literacy
classes. Half were enrolled in Project ABC, which during the last six
weeks of the course included instruction in the use of simple mobile
phones and SMS. The other half of the cohort studied without the benefit
of mobile-phone/SMS usage. Immediate testing and a delayed test seven
months later showed no significant difference between the two groups.
Akkara, S., Mallampalli, M., & Anumula, V. (2020). Improving second language
speaking and pronunciation through smartphones. International Journal of Interactive
Mobile Technologies, 14(11), 280-287.
This study evaluated the effectiveness of mobile-based voice recording
and a social networking messaging app (WhatsApp) upon the L2 English
speaking ability and pronunciation of 25 Indian university students. Daily
over 15 weeks, at home and during lab hours, participants used their
smartphones to listen to, read aloud, and record model native speaker
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utterances. The final recorded version was shared with other participants
and the teachers in a WhatsApp group for review. A pre-/post-test
demonstrated significant improvement in speaking confidently and
intelligibly, and an overall improvement in all suprasegmental features.
Akkara, S., & Supriya, M. (2020). Promoting vocabulary learning through MALL: A
comparative study. International Journal of Advanced Research in Engineering and
Technology, 11(2), 223-230.
This study examines the effect of a mobile-based program upon the L2
English vocabulary acquisition of 15 Indian university students. For two
weeks, participants accessed via their smartphones a suite of apps
(Collins Online, Google Forms, Kahoo, Whatsapp, Letterpress) to learn
the meanings and usage of general and legal words and phrases
introduced in class. A control group of 15 studied the same vocabulary
without MALL support. They learned the vocabulary in class and did
written homework exercises. The experimental group significantly
outscored the control on a post-treatment vocabulary test.
Akkuzu, M. (2015). A Game-Based Application on English Vocabulary Acquisition: A
Case Study in the EFL Context. MA thesis, The Graduate School of Informatics of
Middle East Technical University.
This MA thesis describes the design and pilot testing of a locally designed
game-based Android vocabulary app. It was trialed in one session with 64
beginner/pre-intermediate L2 English school children in Turkey. Seven
classes were involved, one each from grades 2-8, with each grade learning
twelve words (four nouns, verbs, adjectives) at its own difficulty level.
Participants demonstrated significant improvement in scores between a
pre-test and immediate post-test. Playing the game for learning English
vocabulary also had a positive impact on students in terms of their interest
and motivation.
Alabbadi, M. (2007). Learner’s acceptance based on Shackell’s usability model for
supplementary mobile learning of an English course. Science and Technology, 121128.
This Saudi Arabian paper studied the student acceptance of a mobile
phone-based instructional program for English (MobiEnglish) used to
supplement classroom instruction in a language institute. Over a sevenweek period, twice per week, nine students used the program in both
offline and hybrid (offline + online) mode to learn definitions of words,
practice reading and listening comprehension based on audio and video
sources, and take related quizzes. Learner acceptance, measured via a
twenty-item questionnaire according to Shackel’s usability model in
terms of effectiveness, learnability, flexibility, and attitude, was very
high.
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Al-Ahdal, M., & Shariq, M. (2019). MALL: Resorting to mobiles in the EFL
classroom. The Journal of Social Sciences Research, Special Issue. 1, 90-96.
This Saudi Arabian study describes the effect of three mobile-based apps
upon the L2 English vocabulary learning of 60 university students. Daily
for six weeks, participants spent 10 minutes in class using MyWordBook2
and Johnny Grammar’s Word Challenge to learn new words, which they
then discussed via a WhatsApp group. A pre-/post-treatment student
questionnaire indicated that participants felt motivated towards the
learning process and found the use of MALL was effective in gaining
new vocabulary in English. Their English vocabulary retention and usage
was also objectively shown to have benefitted.
Alakawi, K. (2016). Mobile learning and enhancing ELT learners’ vocabulary.
International Journal of Bilingual & Multilingual Teachers of English, 4(1), 1-5.
This paper describes the in-class use of a mobile-based game app (Bingo) and its
effect upon the L2 English vocabulary acquisition of 79 Saudi Arabian university
students. Over four months, 30 minutes once per week, participants accessed the app
via their smartphones to practice vocabulary learned in their course. Apparently, a
control group of 80 received the same instruction without the use of the app. Nearly
all of the experimental participants thought that playing the game had enhanced their
vocabulary learning. They also significantly outperformed the control in vocabulary
acquisition.
Al-Ali, S. (2014). Embracing the selfie craze: Exploring the possible use of Instagram
as a language mLearning tool. Issues and Trends in Educational Technology, 2(2), 116.
This study describes the semester-long experiences of a language teacher
from the United Arab Emirates who had two classes (N=~40) of preintermediate/intermediate-level L2 English college students use a
multimedia messaging app (Instagram) to create out-of-class picture
prompts for three course assignments. The first was an individually
preparetwo-minute oral presentation and the two others were
collaboratively written stories. Using Instagram helped redefine the
language classroom as it allowed students to use their smartphones/tablets
to generate ideas for their activities with personally relevant content and
offered them an enjoyable learning experience.
Alavinia, P., & Qoitassi, K. (2013). On the viability of vocabulary learning
enhancement through the implementation of MALL: The case of Iranian EFL
learners. Journal of Language Teaching and Research, 4(2), 412-426.
This Iranian paper evaluates the use of mobile phone SMS to foster L2
English vocabulary learning. A group of 40 elementary level learners at a
language institute was divided into two subgroups. For three months,
while given the same in-class instruction, one subgroup received targeted
vocabulary via SMS while the other did not. The experimental group
significantly outscored the control in a pre/post-test comparison on a 60
item vocabulary assessment. Student questionnaires and semi-structured
interviews revealed improved attitudes towards using mobile phone SMS,
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which participants found both effective and entertaining.
Aladry, H. (2015). The effect of iPad assisted language learning on developing EFL
students’ autonomous language learning. In F. Helm, L. Bradley, M. Guarda, & S.
Thouësny (Eds), Critical CALL. Proceedings of the 2015 EUROCALL Conference
(pp. 1-8), Padova, Italy. Dublin: Research-publishing.net.
This Saudi Arabian conference presentation investigated the effect of
iPad usage upon the learning behavior of 21 beginning-level L2 English
university students. The study lasted 12 weeks and used the iBook version
of the course textbook. The course aimed at teaching students to work
together by using a wide range of activities supported by the use of
loaned iPads. Data were gathered through a questionnaire, focus group
interviews and weekly learners’ diaries. The findings indicate that the use
of the iPad can have positive effects on students’ motivation and learning.
Albadry, H. (2017). An investigation into the role of tablet devices in facilitating
collaborative learning in EFL language course. International Journal of Emerging
Technologies in Learning, 12(4), 39-52.
This is the published version of Albadry (2015). It explains in greater
detail that the study included 10 weeks/2 hours per week formal
instruction. Participants used a variety of MALL resources (iBook, Ask3,
Fuze box, Voice Thread, Keynote) to support out-of-class collaborative
activities. The results suggest that tablet devices aid learning by providing
meaningful opportunities to use the target language in context and by
encouraging collaborative interaction. In particular, feedback became a
part of the interactive process of learning. However, interaction with the
teacher remained necessary alongside tablet-assisted language learning.
Al-Bogami, B., & Elyas, T. (2020). Promoting middle school students’ engagement
through incorporating iPad apps in EFL/ESL classes. SAGE Open, 10(2), 1-18.
This study investigated the psychological effect of using iPads and mobile
apps upon the L2 English reading and vocabulary learning of twenty
Saudi Arabian middle school children. In ten class sessions over five
weeks, participants used five apps (Quizlet, iBook, Popplet Lite,
Polleverywhere, Pixton Comic Maker) to individually and collaboratively
complete tutorial exercises and create a comic strip. The study concluded
that learners exhibited highly positive attitudes toward the use of the apps
and that they bolstered the level of active learning in the classroom
compared to traditional teaching paradigms.
Alemi, M., & Lari, Z. (2012). SMS vocabulary learning: A tool to promote reading
comprehension in L2. International Journal of Linguistics, 4(4), 275-287.
This Iranian study appears to be the same as that described in Alemi et al.
(2012). It examined the effect of learning vocabulary via mobile phonebased SMS on the reading comprehension of upper-intermediate-level L2
English university students. Over 16 weeks, 28 participants received 320
words via SMS compared to a control group of 17 who studied the same
words using a dictionary. Unlike Alemi, Reza, Sarab & Lari (2012), the
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results reported here show that the experimental group outperformed the
control group in the immediate post-test.
Alemi, M., Reza, M., Sarab, M., & Lari, Z. (2012). Successful learning of academic
word list via MALL: Mobile Assisted Language Learning. International Education
Studies, 5(6), 99-109.
This Iranian study evaluated the mobile-phone-based delivery of lexicon
upon the L2 English vocabulary acquisition of 28 upper-intermediatelevel university students. Over 16 weeks, this group received via SMS
twice a week ten words with example sentences and English/Persian
definitions. A control group of 17 was asked to look up and learn the
same 10 words twice a week in class using a dictionary. Although there
was not any significant difference between the groups on an immediate
post-test, the SMS group significantly outperformed the control on a fourweek delayed post-test.
Alghamdi, E., & Shah, S. (2018). Exploring the effects of mobile-based audience
response system on EFL students' learning and engagement in a fully synchronous
online course. International Journal of English Linguistics, 8(3), 92-100.
This Saudi Arabian study investigated perceptions of 72 L2 English
university students regarding their voluntary use of a mobile phone-based
audience response system (M-ARS) during a 12-week online English
language course that met for 80 minutes/once per week. M-ARS
consisted of true-false/multiple-choice questions taken as formative
assessments of the lesson content accompanied by instructor feedback
and explanations. In student questionnaires and interviews, participants
found using M-ARS helpful in understanding course content.
Notwithstanding, use of the system decreased from 84% at the beginning
to 12% at the end of the course.
Alhafeez, A. (2017). The effect of using WhatsApp Messenger in learning English
language among university students. International Journal of Humanities and Applied
Social Science, 2(2), 15-22.
This study assesses the effect of using a mobile-accessible social
networking communication app (WhatsApp) upon the L2 English reading
and writing skills of 19 Saudi Arabian university students. Compared to a
control group of 21 that only received traditional instruction, for four
weeks the experimental group in addition to traditional instruction also
used their mobile phones to complete related drill exercises via
WhatsApp. The experimental group significantly outscored the control on
a post-treatment test of reading and writing.
Al-Hamdani, D., & Al Breiki, M. (2018). The effect of flipped vocabulary learning on
achievements and attitudes of ninth-graders in Oman. IMPACT: International Journal
of Research in Applied, Natural and Social Sciences, 6(10), 35-44.
This paper from Oman evaluates the effectiveness of using a social
networking app (WhatsApp) to support a flipped-classroom approach to
vocabulary learning with 25 L2 English ninth-graders. Students viewed
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out of class via WhatsApp short video clips containing 7-12 targeted
words, which were then studied in class. The same vocabulary items were
explained at the beginning of each lesson to a matched control group of
25. On a post-test, the experimental group significantly outperformed the
control in vocabulary learning and, moreover, had a positive attitude
toward the flipped learning approach.
Alhawiti, M. (2015). The effect of mobile language learning on ESP students’
achievement. Journal of Modern Education Review, 5(3), 272-282.
This Saudi Arabian paper evaluated the effectiveness of a mobileaccessible instant messaging app (WhatsApp) for the learning of L2
English vocabulary. Over 25 days, 36 university students learned 50
words. Half of the group did so via mobile phones to which two words
per day were sent by the instructor. The other half, which served as a
control, received a printed handout of the same words which students
studied at their convenience. The WhatsApp group significantly outscored
the control on a post-treatment vocabulary test.
Ali, M., Gulzar, A., & Anwar, M. (2018). Impact of MALL on grammar of EFL
learners in Pakistan. ELF Annual Research Journal, 20, 39-55.
This Pakistani study evaluated the use of a mobile-based social
networking app (WhatsApp) as a platform for providing L2 English
grammar practice. For a month, an hour per day via WhatsApp, 100 fifth
graders were taught grammar related to verbal tense. A control group of
100 students did not receive any mobile phone-based instruction. The
experimental group significantly outscored the control on a post-treatment
thirty-item grammar test.
Ali, M., Segaran, K., & Hoe, T-W. (2015). Effects of verbal components in 3D
talking-head on pronunciation learning among non-native speakers. Educational
Technology & Society, 18(2), 313-322.
This Malaysian study describes an experiment that used a tablet-based
app to improve the L2 English pronunciation of college students with low
pronunciation skills. Participants had 15 minutes to learn the
pronunciation of ten words in isolation. Two groups of 20 did so using a
3D talking-head with spoken text, one group with on-screen text, the
other without. Another group of 20 heard spoken text with on-screen text
without the 3D talking-head. In a pre-/post-test comparison, the best
results were obtained using a 3D talking-head with spoken and on-screen
text.
Al-Jarf, R. (2012). Mobile technology and student autonomy in oral skill acquisition.
In J. Díaz-Vera (Ed.), Left to My Own Devices: Learner Autonomy and MobileAssisted Language Learning Innovation and Leadership in English Language
Teaching (pp. 103-130). Bingley, UK: Emerald Group.
This Saudi Arabian study describes the effects of using self-study MP3based L2 English lessons (TalkEnglish) on oral skill development.
Compared to a control group of 44 L1 Arabic university students who
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received only classroom instruction, an experimental group of 46 used
TalkEnglish for 12 weeks as a course supplement. The program was
accessible via mobile phone, MP3 player, or computer, but actual device
usage was not tracked. Students in the experimental group outperformed
the controls in listening and speaking, which was attributed to the extra
practice they received through TalkEnglish.
Al-Kathiri, F. (2015). Beyond the classroom walls: Edmodo in Saudi secondary
school EFL instruction, attitudes and challenges. English Language Teaching, 8(1),
189-204.
This Saudi Arabian paper examined the effect of a micro-blogging
service (Edmodo) upon the learning attitudes of L2 English high school
students. For six weeks, an experimental group of 21 received traditional
teaching plus a daily interaction between students and their teacher
through Edmodo. This involved posting assignments, feedback and class
materials, conducting polls and quizzes, chatting in small groups.
Compared to a matched control group of 21 that received only classroom
instruction, the Edmodo participants scored significantly higher on a pre/-post assessment of learning attitudes towards L2 English.
Alkhezzi, F, & Al-Dousari, W. (2016). The impact of mobile learning on ESP
learners’ performance. The Journal of Educators Online-JEO, 13(2), 73-101.
This Kuwaiti study examined the use of a mobile phone-based
communication app (Telegram Messenger) upon the vocabulary learning,
grammar and writing of 40 L2 English university students. During one
six-week period, students independently learned vocabulary (including
part of speech, pronunciation, Arabic translation), one word per day, via
the app. During another six-week period, they learned a second
vocabulary set in class under teacher instruction. The results of posttreatment tests demonstrated significantly greater vocabulary gains and
grammar improvement when using the app, but this had no significant
impact on writing performance.
Allagui, B. (2014). Writing through WhatsApp: An evaluation of students writing
performance. International Journal of Mobile Learning and Organisation, 8(3-4),
216-231.
This paper from the United Arab Emirates describes an in-class trial
involving the use of an instant messaging system (WhatsApp) on student
smartphones to support basic L2 English writing skills. Fifty university
students were given a writing assignment which they completed by
sending text messages to each other. Although scores on the assignment
remained low, improvement was noted in spelling and vocabulary thanks
to the use of the app’s spell checker. In a post-treatment questionnaire,
students indicated that the use of WhatsApp in the classroom increased
their motivation to write.
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Allan, S. (2007). Podcasts and embedded audio to support language learning. Warwick
Interactions Journal, 30(2), n.p.
This British report describes a pilot project that investigated the use of
MP3 players to enhance the study of L2 German written texts with 95
first and second year university students. This involved creating for the
course website downloadable podcasts of vocabulary lists for rote
memorization and pronunciation practice as well as 28 poems by Goethe.
The poetry resource in particular was very positively received and
extensively used, though the majority of students did so directly from PCs
rather than downloading to MP3 players.
Ally, M., Schafer, S., Cheung, B., …, & Tin, T. (2007). Use of mobile learning
technology to train ESL adults. mlearn Melbourne 2007, Making the Connection:
Conference Proceedings (pp. 7-12).
This Canadian paper describes the use of a tutorial program accessible via
web-enabled mobile devices to teach L2 English remedial grammar to
adult education learners. The content of the program included 86 lessons
and related exercises (true/false, multiple choice drop downs, changing
the order of sentences, matching). The system was tested via mobile
phones by about 100 adult learners, who demonstrated slight
improvements and expressed positive attitudes about using a mobile
phone to learn English grammar.
Ally, M., Tin, T., & Woodburn, T. (2011). Mobile learning: Delivering French using
mobile devices. Proceedings 10th World Conference on Mobile and Contextual
Learning (mLearn) (p. 448). Beijing, China: Beijing Normal University.
This Canadian paper investigated the use of iPhones to access web-based
grammar and vocabulary lessons for elementary-level L2 French. The
content consisted of five workplace related lessons, which were trialed by
22 university volunteers during one three-hour session. Participants took
an 8-item, pre and post, multiple-choice test to measure learning gains.
Overall, students who participated in this study found the format and
content of the lessons useful and wanted to take more lessons with this
device.
Almekhlafy, S., & Alzu'bi, A. (2016). Mobile-mediated communication a tool for
language exposure in EFL informal learning settings. Arab World English Journal,
7(1), 388-407.
This study from Saudi Arabia examines the extent to which the voluntary
use of an instant multimedia messaging system (WhatsApp) via
smartphones provided effective language practice for 40 intermediatelevel L2 English university students. The students communicated among
themselves and four native speakers of English for four months on a
variety of self-selected topics. Active participation was 85%, which
generated 96 postings that included 2460 comments totaling some 20,000
words of text. Analysis of this database revealed that Whatapp provided
an effective informal virtual learning environment for language practice.
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Alobaydi, E., Mustaffa, N., Alkhayat, R., & Arshad, M. (2017). U-Arabic: Design
perspective of context-aware ubiquitous Arabic vocabularies learning system.
Proceedings - 6th IEEE International Conference on Control System, Computing and
Engineering (pp. 1-6), ICCSCE 2016.
This Malaysian experiment trialed a prototype Android smartphone-based
L2 Arabic vocabulary learning app (UArabic) with 20 Islamic elementary
school children. The application, which used an English interface,
operated in four stages: formal lesson, QR code search, learning game,
rewards. The QR codes were affixed to physical objects corresponding to
the targeted vocabulary. When scanned, they displayed the word followed
by the audio, synonym, several different sentences and translation. An
immediate pre-/post-test comparison demonstrated an increase in
vocabulary knowledge and a positive attitude towards use of the app to
learn Arabic.
Aloraini, N. (2018). Investigating Instagram as an EFL learning tool. Arab World
English Journal, Special Issue on CALL, (4), 174-184.
This Saudi Arabian paper analyses comments made by 15 L1 Arabic
students in response to L2 English grammar and vocabulary posts
conveyed via a mobile-based social media messaging app (Instagram). In
total, 55 language learning posts were made, 27 regarding vocabulary and
28 for grammar. For each type of posting, 70 student comments were
selected at random and analyzed. Vocabulary posts solicited a
significantly greater number of student comments than did grammar
posts. However, posting type did not have any influence on the amount of
feedback or learners’ output accuracy.
Alqahtani, S. (2016). The Effect of Using a Tablet and a Meta-Cognitive Strategy to
Improve Reading Comprehension Skills for Students with SLD. PhD dissertation, The
University of Iowa. ProQuest Dissertations Publishing.
This American PhD dissertation compared the effectiveness of two
approaches to L1 English reading instruction with three struggling 3rd-4thgraders. Three times per week for eight weeks, 20 minutes per session,
the children either read short printed passages aloud three times or used
an iPad to view short passages and listen to them read aloud once via a
text-to-speech algorithm. In a pre-/post-test comparison, two participants
showed improvement in reading comprehension skills, however, there
was no significant difference between the two treatments for any of the
children.
Al Qasim, N., & Al Fadda, H. (2013). From Call to Mall: The effectiveness of podcast
on EFL higher education students’ listening comprehension. English Language
Teaching, 6(9), 30-41.
This study examines the effectiveness of mobile-based podcasting on the
L2 English listening comprehension of 25 Saudi university students. For
six weeks these third-level English majors worked collaboratively in
small groups with the assistance of their instructor to produce 9 podcasts
of 2-5 minutes duration. These were distributed to classmates as RSS
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feeds accessible on Blackberry, iPhone, iPad, iPod and Galaxy devices.
This experimental group outperformed a non-podcast control group of 21
on a listening comprehension post-test. Survey results demonstrated a
positive student attitude towards using podcasts for listening
comprehension.
Al-Razgan, M., & Alotaibi. H. (2019). Personalized mobile learning system to
enhance language learning outcomes. Indian Journal of Science and Technology,
12(1), 1-9.
This Saudi Arabian study describes the design and proto-type testing of a
mobile Android-based spelling app (Afaneen). The app consists of two
components. The first presents spelling rules to users and the second tests
spelling through a game-based activity. Although implemented in Arabic,
the system in principle can be applied to any language. It was pilot tested
in one session with six third-grade children. Participants were highly
motivated and engaged, and commented positively on the system’s ease
of use and their enjoyment.
al Saidi F., & al Shezawi, R. (2020). Smartphones fostering English language learners'
vocabulary. Conference presentation: Methods and Means in ELT.
This conference presentation investigated incidental L1 English
vocabulary learning with 80 intermediate-level college students in Oman.
Playing a vocabulary Bingo game, working in groups of four, participants
were asked during each of two 10-15-minute class sessions to recall eight
sets of four English words they had encountered while using their
smartphones. The first time, they did so according to the initial letters of
the words and the second time according to parts of speech. Overall,
students collectively recalled 75 English words the first time and 86 the
second time.
Alsaleem, B. (2013). The effect of “WhatsApp” electronic dialogue journaling on
improving writing vocabulary word choice and voice of EFL undergraduate Saudi
students. Arab World English Journal, 4(3), 213-225.
This paper from Saudi Arabia is the published version of the conference
presentation given in Alsaleem (2014). It describes a six-week study of
the use of WhatsApp for dialogue journaling by 30 L2 English university
students. A pre-/post-test comparison of student writing, demonstrated a
significant difference in vocabulary word choice and voice between the
overall writing scores of the pre-test and post-test of the students that
journaled.
Alsaleem, B. (2014). The Effect of “WhatsApp” electronic dialogue journaling on
improving writing vocabulary word choice and voice of EFL undergraduate Saudi
students. 21st Century Academic Forum Conference at Harvard. Boston, MA U.S.A.
Official Conference Proceedings.
This Saudi Arabian paper investigated the effect of using WhatsApp
upon word choice and voice in the written dialogue journals of 30
university L2 English students. Journaling lasted six weeks and
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constituted an ongoing conversation with the instructor in response to
daily prompts relating to a writing topic. The instructor answered
questions, responded to comments and introduced new topics. A pre/post-test comparison of student writing, demonstrated a significant
difference in vocabulary word choice and voice between the overall
writing scores of the pre-test and post-test of the students that journaled.
Alshamsi, A., Al-Mekhlafi, A., ALbusaidi, S., & Hilal, M. (2020). The effects of
mobile learning on listening comprehension skills and attitudes of Omani EFL adult
learners. International Journal of Learning, Teaching and Educational Research,
19(8), 16-39.
This Omani study investigates the effect of a mobile-accessible learning
platform (Google Classroom) upon the L2 English listening
comprehension of 15 military institute students. The eight-week treatment
consisted of transferring the listening exercise contents of a course book
CD to Google Classroom. A control group of 16 continued to use the CD
as normal. The experimental group significantly outscored the control on
a post-treatment listening comprehension test. Participants generally had
a positive perception of the usefulness of using mobile learning for
listening comprehension exercises and thought it more motivating.
AlShehab, M. (2017). The effect of using mobiles in students' ability in translation
from English into Arabic at Jadara University in Jordan. International Journal of
Applied Linguistics and Translation, 3(3), 32-39.
This Jordanian study compared the L2 English to L1 Arabic translation
accuracy of 40 university students over the course of a semester. Using
applications such as WhatsApp and Messenger on their smartphones, the
experimental half of the group sought synonyms for English expressions,
which they then translated into Arabic. They also translated sentences
into Arabic by sending text messages among themselves. On a pre-/posttest of translation accuracy, the experimental group significantly
outperformed the control group, which did not use mobile devices during
the course.
Al-Shehri, S. (2011a). Context in our pockets: Mobile phones and social networking
as tools of contextualising language learning. Proceedings 10th World Conference on
Mobile and Contextual Learning (mLearn) (pp. 278-286). Beijing, China: Beijing
Normal University.
This conference paper describes a 16-week Saudi Arabian study that used
mobile phones linked to Facebook to create an L2 English community of
learners. A group of 33 university students uploaded photos, video clips,
or texts from their personal out-of-class contexts to Facebook using their
own mobile phones and reflected on each other’s uploaded materials
using their mobile phones as well. Overall, students appreciated the
implementation of mobile phones and Facebook to connect in-class
activities with their outside world.
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Al-Shehri, S. (2011b). Mobile social networking in language learning: A
transformational tool. International Journal of Mobile Learning and Organisation,
5(3-4), 345-359.
This article is the published version of Al-Shehri (2011a). It describes a
Saudi Arabian project that investigated the potential of mobile phonebased social networking to create an effective L2 English learning
environment that promoted student-centeredness and collaborative
language learning. The study concluded that mobile social networking
played a major transformational role and fostered the shift from
traditional teacher-directed instruction to more collaborative, enjoyable,
and student-centered learning.
Al-Shehri, S. (2012). Contextual Language Learning: The Educational Potential of
Mobile Technologies and Social Media. PhD dissertation. The University of
Queensland, Australia.
This Australian PhD dissertation describes in detail the study first
presented in Al-Shehri (2011a) and Al-Shehri (2011b). Over 14 weeks,
participants engaged in weekly out-of-class Facebook discussion sessions
related to local real-life culturally-oriented situations represented in
multimedia files uploaded and shared with the group. Mobile Facebook
discussion activities enabled the students to transition from being passive
to engaged learners who were more involved in their learning task. They
found the activities a transformative and positive addition to their learning
experience.
Alsulami, J. (2016). Effects of Using iPad on First Grade Students' Achievements in
Arabic Language Classes in Saudi Arabia. MSci thesis, Rochester Institute of
Technology, NY.
This American Masters thesis investigated the effect of iPad usage upon
the cognitive abilities and L1 Arabic reading/writing performance of 15
Saudi Arabian first-graders. For a semester, in and out of class, the
children accessed a number of apps (notably Abjad and The Alphabet
Letters with Naan & Lily) and a PDF version of their Arabic textbook. On
a pre-/post-test comparison with a control group of 15 non-iPad using
children, the experimental group performed significantly better on
cognitive tasks, but the same on reading and less well on writing.
Al-Wasy, B., & Mahdi, H. (2016). The effect of mobile phone applications on
improving EFL learners' self-editing. Journal of Education and Human Development,
5(3), 149-157.
This Saudi Arabian study examined the effect of a mobile phone-based
self-editing app (White Smoke) upon the writing of 18 upperintermediate L2 English university students. For a month, in four twohour weekly classes, participants used the app to successively correct
grammar, spelling, punctuation, and capitalization. The results of a pre/post-test demonstrated statistically significant improvements in selfediting in the areas of grammar and punctuation but no statistically
significant differences were revealed in spelling or capitalization.
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Al Yafei, O., & Osman, M. (2016). Mobile phone apps: An emerging e-platform for
vocabulary learning and retention. Journal of Applied Linguistics and Language
Research, 3(7), 286-308.
This eight-week study from the Sultanate of Oman investigated the
effectiveness of a mobile-based learning platform (Ko-Su) in providing
exercises and feedback for the acquisition of L2 English vocabulary to 22
grade-11 students who used Ko-Su to learn 92 words. A matched control
group of 24 did the same exercises in a printed format. Vocabulary
knowledge was assessed via a 25-item multiple-choice/completion test
administered as a pre-/post-test and one-month-delayed-post-test. There
was no significant difference between the groups on the post-test.
However, the experimental group outperformed the control in the
delayed-post-test.
Al-Zahrani, A. (2015). Smartphones Wandering at the Mall: A Case Study
Investigating the Use of Smartphones on English Oral Learning Skills in a
Collaborative Mobile-Assisted Language Learning Environment. PhD dissertation,
Northern Illinois University. ProQuest Dissertations Publishing.
This American PhD dissertation describes how nine intermediate-/highlevel L2 English university students exploited a social networking
messaging app (WhatsApp) to foster their language skills. For three
months, participants used their smartphones to access a WhatsApp group
to exchange listening and speaking experiences outside the classroom,
share knowledge and ask questions related to their language learning.
Most activities were documents written as chat logs and audio-based
activities. Listening and speaking stood out in frequency among the major
skills practiced. Participants primarily used their smartphones to translate
from and into English.
Alzieni, H. (2020). The impact of Mobile-Assisted Language Learning (MALL) in
developing the listening skill: A case of students at Dubai Men's College, the United
Arab Emirates. In K. Al-Zubaidi & S. Naqvi (Eds.), Proceedings Arab World English
Journal 2nd MEC TESOL Conference (pp. 84-95).
This conference presentation describes the effect of MALL upon the B1level L2 English listening proficiency of 30 college students in the UAE.
Although no information is provided about treatment materials, processes
or duration, it is claimed that on a pre-/post-test comparison this
experimental group significantly outscored a control group of 33 that
studied following undefined traditional methods without the benefit of
MALL. The majority of teachers involved in the project favored the use
of MALL and concluded that it had a positive impact.
Alzubi, A., Kaur A., & Singh, M. (2018). The impact of social strategies through
smartphones on the Saudi learners' socio-cultural autonomy in EFL reading context.
International Electronic Journal of Elementary Education, 11(1), 31-40.
This Saudi Arabian study describes the effect of teaching social strategies
using smartphones upon the socio-cultural autonomy in reading of 30 L2
English university students, all L1 Arabic speakers. Over twelve weeks,
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participants applied explicit social strategies using smartphone features
and applications of dictionaries, WhatsApp, Internet search engines,
camera, notes, and recorders inside and outside the classroom. The
experimental group outscored a traditionally instructed control group of
29 on a pre-/post-treatment measurement of socio-cultural autonomy in
terms of interaction, interdependence, self-regulation, self-worth, mutual
support, and understanding in EFL reading contexts.
Alzubi, A., Singh, M., & Hazaea, A. (2019). Investigating reading learning strategies
through smartphones on Saudi learners' psychological autonomy in reading context.
International Journal of Instruction, 12(2), 99-114.
This Saudi Arabian study describes the effect of teaching reading
learning strategies using smartphones upon the psychological autonomy
of 30 L2 English university students, all L1 Arabic speakers. Over twelve
weeks, participants apply explicit learning strategies using smartphone
features and applications of dictionaries, WhatsApp, Internet search
engines, camera, notes, and recorders inside and outside the classroom.
The experimental group outscored a traditionally instructed control group
of 29 on a pre-/post-treatment measurement of psychological autonomy
in terms of motivation, self-efficacy, agency, positive attitudes, desire to
seek information, and need to achieve.
Alzu’bi, M., & Sabha, M. (2013). Using mobile-based email for English foreign
language learners. The Turkish Online Journal of Educational Technology, 12(1),
178-186.
This Jordanian study investigated the effect of mobile phone-based e-mail
exchanges upon the writing skills and vocabulary acquisition of 20 L2
English majors at two universities. The results were determined by a 20
question survey completed by the participants following three months of
email correspondence. According to the participants’ self-evaluations,
students made improvements on syntactic complexity, spelling,
punctuation, and grammatical accuracy, and a significant difference was
found in writing sentences and short paragraphs. Likewise, the use of
mobile-based e-mail was felt to have a positive influence on improving
vocabulary.
Amemiya, S., Hasegawa, K-I., Kaneko, K., …, & Tsukahara, W. (2007). Long-term
memory of foreign-word learning by short movies for iPods. Proceedings of the 7th
IEEE International conference on advanced learning technologies (pp. 561-563). Los
Alamitos, CA: IEEE Computer Society.
This Japanese conference presentation describes the use of iPod-based
vodcasts to support the rote learning of L2/L1 word pairs. Each vodcast
consisted of a 5-second still or moving image that includes the
pronunciation of the L2 word, its spelling and L1 equivalent displayed as
subtitles. In one testing session, the meaning of 20 English words was
memorized by ten participants, five using the vodcasts and five with pen
and paper. Three post-tests were administered: immediate, two-weekdelayed and two-month-delayed. The vodcast results were significantly
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better only for the two-month-delayed post-test.
Amer, M. (2010). Idiomobile for learners of English: A study of learners’ usage of a
mobile learning application for learning idioms and collocations. PhD dissertation,
Indiana University of Pennsylvania.
This American PhD dissertation explored how 45 university and language
center students, in the US and Jordan, with mixed L2 English levels used
a mobile-based app (Idiomobile) containing a game and quizzes. These
could be customized to learn idiomatic expressions and collocations.
Participants trialed Idiomobile on mobile phones for a period of one
week, on average for 7-14 hours. The more learners used the program, the
higher they scored on the quizzes in the app. All learners praised
Idiomobile for allowing them to learn idiomatic expressions and
collocations.
Anaraki, F. (2008). A Flash-based mobile learning system for learning English as a
second language. Proceedings International Conference on Computer Engineering
and Technology. Singapore (pp. 400-404).
This Thai paper describes the design and development of a suite of 12
mobile flash-based multimedia lessons for the learning of L2 English. The
system was tested for four weeks by 76 university students, who
downloaded to their phones or PDAs three lessons a week for
independent study. Post-testing confirmed significant improvement by all
students. Participants felt the most significant impact of mobile English
learning had been on their pronunciation followed by listening skills and
conversation.
Anderson, T. (2012). Examining Elementary Students’ Use of Electronic Readers for
Independent Reading. PhD dissertation, University of Tennessee.
This American PhD dissertation describes the behavioral effects of ereader usage with L1 English children. For six weeks, 30 minutes per day,
15 third-graders in a suburban US public primary school used a Kindle to
read e-stories of their choosing during free reading time in class. Five
major findings emerged from the study. Compared to their reading of
regular books: a) the children were more motivated and b) engaged, c)
expressed more positive attitudes toward reading, d) read more and e)
read more easily.
Andreani, W., & Ying, Y. (2019). "PowPow" interactive game in supporting English
vocabulary learning for elementary students. Procedia Computer Science, 157, 473478.
This Indonesian paper describes a single trial session of an L2 English
Android mobile game-base vocabulary app (PowPow) with 35 elementary
school children. The game involves answering available questions,
picture matching and coloring. The children viewed the app very
favorably, so it was considered to have succeeded in increasing students'
interest and motivation in learning English.
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Andújar, A. (2018). Assessing mobile instant messaging in a foreign language
classroom. Proceedings of the 14th International Conference on Mobile Learning,
(pp. 97-104).
This conference presentation describes two studies, conducted over two
separate years, that assessed the effect of a mobile-accessible instant
messaging app (WhatsApp) upon the writing and speaking ability of B1level L2 English university students in Spain. Both studies lasted four
months and involved 30 WhatsApp users and a control group of 30 nonusers. The first study restricted student use of WhatsApp to daily written
personal question/answer messages and targeted grammatical, lexical and
mechanical accuracy as well as syntactic complexity together with lexical
diversity. The second study restricted participants to daily oral personal
question/answer exchanges and targeted pronunciation, grammar,
vocabulary, fluency and comprehension. Pre-/post-test comparisons of
writing ability demonstrated positive results in terms of accuracy in the
experimental group whereas syntactic complexity yielded no significant
differences with the control group. With regard to speaking ability,
students in the experimental group outperformed those in the control in
each of the aspects analyzed. It was concluded that the autonomy and
social interaction fostered by regular online chatting, written and oral, led
to negotiation of meaning, creating a motivating and effective learning
environment.
Andujar, A. (2020). Mobile-mediated dynamic assessment: A new perspective for
second language development. RECALL, 32(2), 178-194.
This Spanish study evaluated the use of a mobile instant messaging app
(WhatsApp) as a platform for the delivery of peer-reviewed dynamic
assessment. Daily for five months, thirty A2-level L2 English university
students used their smartphones to access a WhatsApp chat group in order
to discuss topics introduced in class and correct each other’s language
production. A matched control group of thirty received the same
instruction and covered the same topics without the WhatsApp peer group
interaction. The experimental group significantly outscored the control on
a post-treatment B1-level grammar/vocabulary test.
Andújar-Vaca, A. (2016). Benefits of mobile instant messaging to develop ESL
writing. System, 62, 63-76.
This Spanish exploratory research study investigated the effect of the
compulsory use of WhatsApp upon the A2+ level L2 English writing of
40 third-year university students. For six months, seven days per week, a
different student had to formulate a freely chosen question to which each
student had to provide at least one answer. A control group of 40 students
received no treatment at all. The results of a pre-/post-test comparison
indicated significant differences between the experimental and control
group in writing accuracy, but not syntactic complexity or lexical
diversity.
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Andújar-Vaca, A. (2019). Evaluating mobile instant messaging for L2 development:
A longitudinal investigation. In M. Kruk (Ed.), Assessing the Effectiveness of Virtual
Technologies in Foreign and Second Language Instruction. IGI Global.
This book chapter describes the results of three studies involving the use
of a mobile-accessible social networking messaging system (WhatsApp)
over three years as a learning platform for B1-level L2 English courses in
a Spanish University. All studies lasted several months and involved
experimental and control groups of thirty or more participants each. Two
of the studies, one focusing on writing and the other on speaking skills,
were previously reported in Andújar-Vaca (2016) and Andújar-Vaca &
Cruz-Martínez (2017), respectively. Pre-/post-test results of both
demonstrated significant improvements for the experimental groups
compared to the controls. The third study targeted listening
comprehension and focused on learner perceptions rather than learning
outcomes. Although these were generally positive, actual participation
was very low with students preferring face-to-face conversation to online
chat-based interaction.
Andújar-Vaca, A., Cruz-Martínez, M. (2017). Mobile instant messaging: WhatsApp
and its potential to develop oral skills. COMUNICAR, 50(1), 43-52. [in Spanish]
This Spanish paper studied the writing development of A2+ level L2
English university students through an analysis of the interactions in a
mobile text-based teacher-led chat conducted via WhatsApp. This
involved 40 participants over a six-month period. During this time a
matched control group of 40 students followed the same B1-level
curriculum without the WhatsApp activities. On a pre-/post-test involving
the writing of 100-word compositions, the experimental group improved
significantly more than the control with regard to lexical, grammatical
and mechanical errors, but not lexical diversity or syntactic complexity.
Andújar-Vaca, A., & Hussein, S. (2019). Mobile-mediated communication and
students' listening skills: A case study. International Journal of Mobile Learning and
Organisation, 13(3), 309-332.
This Spanish study investigated the effect of a social networking app
(WhatsApp) upon the listening comprehension of 20 L2 English
university students. For eleven weeks, participants accessed the app daily
via their mobile devices for voice chatting about pre-assigned topics. On a
pre-/post-treatment listening comprehension test, these students
significantly outperformed a control group of 41 who did not use
WhatsApp. However, it was observed that the experimental group
frequently used English outside of class, so it was not possible to attribute
test score gains uniquely to the usage of WhatsApp.
Andújar-Vaca, A., & Salaberri-Ramiro, M. (2019). Exploring chat-based
communication in the EFL class: computer and mobile environments. Computer
Assisted Language Learning, xx, xx.
This Spanish study compared the daily use of a mobile-based messaging
app (WhatsApp) to a computer-accessed counterpart (Facebook). The
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four-month experiment involved 64 A2-level L2 English university
students, half under each condition. It was found that the mobile-based
app generated a higher degree of interest and excitement in students, who
chatted much more often than did the computer-based group. On the other
hand, in terms of cognitive engagement, students in the computer
environment were found to be much more focused during their
interactions than those in the mobile context.
Anggraeny, C. (2017). Students’ perspectives toward the use of Instagram in writing
class. English Language and Literature International Conference Proceedings, 1 (pp.
68-74).
This conference presentation describes the attitudes of 56 L2 English
university students in Indonesia regarding the use of a mobile-based
social networking app (Instagram) in their writing class. Participants were
given two writing assignments to complete using the app. The first was a
paragraph of at least eight sentences and the second a reflective journal
entry of at least fifteen sentences. Overall, students viewed the use of
LINE favorably, however, they also expressed concerns about making
their writing public on social media and their perception of their privacy
being violated.
Ankeny, R. (2019). Mobile Phones in 21st Century ESL Classrooms: Interactional
Affordances of WhatsApp for Academic Vocabulary Recognition and Support of
Preparatory Writing. PhD dissertation, New Mexico State University. ProQuest
Dissertations Publishing.
This American PhD dissertation examined the effect of using a mobile
messaging chat group (WhatsApp) to foster the vocabulary acquisition of
24 intermediate-level L2 English university students. As part of a writing
course, participants used the app out of class for 15 consecutive days to
study, discuss and write original sentences for 70 targeted academic
words. A pre-/post-treatment test demonstrated significant differences in
mean scores for vocabulary recognition. About a third of the students also
produced one or more of the targeted words in their academic essays after
the intervention.
Anlamış, Z. & Akay, C. (2019). On high school students’ English vocabulary learning
and material motivation: Mobile phone assisted videos. International Journal of
Social Sciences and Education Research Online, 5(3), 341-360. [in Turkish]
This Turkish study compared the vocabulary acquisition of 60 L2 English
high school students. For eight weeks, half of the group learned textbookbased vocabulary via mobile-based videos while the other half studied the
same materials without mobile video assistance. The experimental group
significantly outscored the control on a pre-/post-treatment 40-item
vocabulary test comparison, but there was no significant difference
between the motivations of the material use. Experimental group students
also reported positive opinions about the use of mobile phone-supported
video.
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Annamalai, N. (2019). Using WhatsApp to extend learning in a blended classroom
environment. Teaching English with Technology, 19(1), 3-20.
This Malaysian study describes the use of a mobile-based messaging app
(WhatsAPP) by six intermediate-high/advanced L2 English university
students. For twelve weeks, participants used WhatsAPP to discuss
course-related matters. At the end of the treatment, they submitted to the
instructor a written reflection about their experiences using the app.
Students appreciated that WhatsApp provided them with the opportunity
to actually use language in an authentic content. However, it was
concluded that WhatsApp was not suitable for learning achievement and
course design discussions that need intensive reading, writing and
individualized feedback.
Anzai, Y. (2013). Mobile photo note-taking to support EFL learning. In Proceedings
of Society for Information Technology & Teacher Education International Conference
(pp.2012-2020). Chesapeake, VA: AACE.
This conference presentation investigates the short-term effects of photo
note-taking upon the L2 English vocabulary learning of Japanese
university students. In three class sessions, an experimental group used
mobile phones to take photo-notes of a PowerPoint presentation while a
control group took notes using pen and paper. On a one-week-delayedpost-treatment 20-item vocabulary test, the group using mobile photo
note-taking performed better than group using conventional note-taking.
Anzai, Y., Funada, M. & Akahori, K. (2013). Immediate effects of mobile photo notetaking in English vocabulary learning. In T. Bastiaens & G. Marks (Eds.),
Proceedings of World Conference on E-Learning in Corporate, Government,
Healthcare, and Higher Education 2013 (pp. 550-556). Chesapeake, VA: AACE.
This conference presentation is a follow-up to Anzai (2013), which
studied the short-term effect of photo note-taking upon the L2 English
vocabulary learning of Japanese university students. In one class session,
45 students used their mobile phones to take notes of a PowerPoint
presentation whereas 10 did so with pen and paper. Results of an
immediate 20-item vocabulary test showed no significant difference
between the two groups. This was in contrast to the short-term (oneweek-delayed-post-test) results of the first study in which the photo notetaking group out-performed the control.
Aragão, R. (2017). Teachers’ emotions and actions when talking in English on
WhatsApp). Revista Brasileira de Linguistica Aplicada, 17(1), 83-112. [in Portuguese]
This study describes the reactions of nine Brazilian L2 English teacher
trainee students regarding the use of a mobile-accessible social
networking app (WhatsApp) to orally communicate with each other in
English. For three months, participants undertook a variety of written and
oral activities in WhatsApp. In particular they had to post a recorded
audio file commenting on a video about the importance of technology in
language teaching. Some participants felt more self-confident and more
willing to communicate with WhatsApp but others felt more insecure
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speaking in English when audio recording.
Arani, J. (2016). Mobile educational SMSs as supplementary means to teach sentence
paraphrasing in EMP course. International Journal of Interactive Mobile
Technologies, 10(1), 52-58.
This Iranian paper describes a 17-week pilot project involving the
supplementary use of mobile phone-based SMS to teach paraphrasing
skills to L2 English university medical students. While a control group of
40 only received classroom instruction, an experimental group of 40 in
addition was sent practice materials via SMS twice a week. The results of
a pre-/post comparison demonstrated that the SMS group made
significantly greater gains than the control in paraphrasing performance.
According to a post-treatment questionnaire, students found the program
efficient and beneficial.
Arani, J. (2018). Advancing academic writing in a mobile Skype-based blended
model. International Journal of Interactive Mobile Technologies, 12(3), 86-103.
This Iranian paper reports the perceptions of 70 L2 English university
medical school researchers regarding their use of a mobile-based out-ofclass academic writing program delivered via Skype as part of a blended
course of instruction. On a weekly basis over two periods, 20 weeks and
80 weeks, Skype was used to deliver course contents through Power
Point, Microsoft Word, and messages related to the academic writing
course (sentence patterns, punctuation, sentence structure, and paragraph
organization). Faculty members participating in the course expressed
their acceptance of Skype in learning academic writing.
Argüelles Álvarez, I., Martínez Núñez, M., García Hernando, A., & da Silva Fariña,
A. (2017). Up2B2: Playing English grammar games at the B2 level. Language Value,
9(1), 132-159.
This Spanish study describes the effectiveness of a custom-designed
mobile game-enhanced tutorial app (Up2B2) intended to bring the
grammar and vocabulary skills of L2 English learners up to B2 level. It
contains multiple choice questions and answers that assess varied aspects
of grammar, vocabulary and English usage. It was trialed by 63 A2/B1level university students over an undisclosed period of time. On a posttest, participants significantly outscored a control group of ten students
who did not use the app.
Arifani, Y. (2019). The application of small WhatsApp groups and the individual
flipped instruction model to boost EFL learners’ mastery of collocation. CALL-EJ,
20(1), 52-73.
This Indonesian study compared the use of a mobile-accessible social
networking communication app (WhatsApp) for L2 English collocation
learning under two flipped class conditions: individual and small group.
For six weeks, 25 seventh-graders used their mobile phones to watch 5 to
10-minute vocabulary videos covering 72 collocations via WhatsApp
under one condition and 25 under the other condition. Small group
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participants discussed the videos among themselves. The small group
participants significantly outperformed those who received individual
instruction on a post-treatment test. They also viewed the collocation
activities more positively.
Arikan, Y., & Ozen, S. (2015). A learning environment for English vocabulary using
quick response codes. Educational Sciences: Theory and Practice, 15(2), 539-551.
This Turkish study describes an experiment that used QR codes to teach
L2 English vocabulary and grammar to 21 4th-graders. Over 4 days, twice
per day, the children used tablet computers to decode QR codes that
accessed Flash videos representing 35 words attached to 22 learning
objects. A pre-/post-treatment administration of the Vocabulary Check
List revealed a significant improvement in mean test scores. Overall, the
children demonstrated curiosity and excitement while using the
environment and regarded the experience very positively.
Arús-Hita, J., & Rodríguez Arancón, P. (2015). Autonomous learning resources for
the teaching of EFL: What learners think. Revista Encuentro, 23, 1-15.
This Spanish paper describes the perceptions of 32 university B1-level L2
English students regarding the pedagogical and technological features of
a mobile-accessible Moodle-based program (Eat Out) designed for
listening comprehension and lexico-grammatical practice. A
questionnaire completed after one semester of usage revealed that 80% of
the participants preferred using the program on a computer rather than a
mobile device. Regardless of platform, overall students rated the program
4/5. Mobile device users tended to be more positive about their
experiences and, contrary to expectations, expressed no negative
comments about technical constraints.
Ashiyan, Z., & Salehi, H. (2016). Impact of WhatsApp on learning and retention of
collocation knowledge among Iranian EFL learners. Advances in Language and
Literary Studies, 7(5), 112-127.
This Iranian paper evaluated the effectiveness of WhatsApp as a tool for
supporting the learning L2 English collocations by intermediate-level
university students. A total of 60 L1 Persian students who were taught
collocations in class were split into an experimental WhatsApp group and
control that did not use the application. The experimental students used
WhatsApp on their mobile phones or tablets outside of the classroom to
practice and repeat collocations with native and non-native English
speakers around the world. In a pre/post-test comparison, the
experimental group significantly outperformed the control
Askraba, V. (2008). Mobile-Assisted Language Learning and its Impact on Student
Motivation and Acquisition. MA thesis, Monash University, Australia.
This Australian MA thesis compares the effects of distributing beginner
level L2 French language exercises via MALL (SMS/MMS) as opposed
to CALL. Over a six-week period, ten undergraduate university
volunteers, five in each group, did the same weekly course-related
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exercises. No learning/retention differences were observed either in
exercise scores or on a post-test. A post-treatment questionnaire likewise
revealed no differences in motivation. The MALL condition, however,
proved to be very much suitable for beginning language study exercises
where distributed and timely study is of particular importance.
Assaf, M., Al-Jamal, D., & Rababeh, E. (2020). The effect of an electronic
collocation-based instructional program on enhancing Jordanian EFL tenth grade
students’ reading comprehension. IUG Journal of Educational and Psychology
Sciences, 28(4), 869-888.
This Jordanian study investigated the effect of the explicit learning of
lexical collations upon the L2 English reading comprehension of 25 10thgraders. For nine weeks, twice a week on average, participants used a
mobile-accessible flashcard app (Quizlet) to study a total of 90
collocations extracted from their class readers (Action Pack 10). A
matched control group of 25 read the same texts with no focus on
collocations nor use of the app. In a post-treatment reading test, the
experimental group significantly outperformed the control in both literal
and inferential comprehension.
Astarilla, L., & Warman, D. (2017). The effect of WhatsApp in blended learning on
English as foreign language (EFL) undergraduate student’s reading comprehension.
Advances in Social Sciences, Education and Humanities Research, 110, 74-77.
This study investigated the effect of a social networking messaging app
(WhatsApp) upon the L2 English reading ability of twenty Indonesian
college students. Using WhatsApp, for eight weeks, in addition to their
classroom instruction, participants undertook readings, did exercises and
chatted with each other about their assignments. During the same period,
a control group of twenty received only classroom instruction. The
experimental group significantly outscored the control on a posttreatment reading test.
Ataee, E., Fatemi, M., & Ashraf, H. (2015). The effect of short message service on
Iranian lower intermediate EFL learners’ reading comprehension through skimming
and guessing strategies awareness. Theory and Practice in Language Studies, 5(7),
1428-1437.
This Iranian study investigated the effect of mobile phone-based SMS
upon the reading proficiency of lower-intermediate-level L2 English
senior high school students. Twice per week for 8 weeks, 54 students
were given a reading passage. Via SMS, half the group received and
responded to a question about the main idea and guessed the meaning of
words. The remainder of the group did the same exercises on paper. On a
post-test, the SMS group significantly outperformed the control in
skimming/guessing strategies, but there was no significant difference in
reading comprehension.
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Ataeifar, F., Sadighi, F., Bagheri, M., & Behjat, F. (2019). Iranian female students’
perceptions of the impact of mobile-assisted instruction on their English speaking
skill. Cogent Education, 6(1), 1-19.
This Iranian paper compared the effectiveness of three teaching platforms
on the B1-level L2 English speaking skills of 90 Higher Education
Institute students, all L1 Persian speakers. Over three months, a third of
the group used mobile devices to access course materials out of class via
Voice Thread while another third did so via Twitter. A control group of
30 accessed the same material through the course textbook. Both of the
experimental groups significantly outscored the control on a post-test
comparison, the Voice Thread group more so than the Twitter.
Attewell, J. (2005). Mobile technologies and learning: A technology update and mlearning project summary. London, UK: Learning Skills Development Agency.
This British report describes three EU-funded m-learning projects that
used PDAs with telephone connectivity to promote the learning of 16-24
year olds not enrolled in full-time education. One SMS-based elementary
L2 Italian course was trialed in Italy with two groups, one of 20
foreigners and the other of 33 foreigners and Italian dialect speakers. A
MMS/SMS-based course involving tutorials and quizzes developed in the
UK to support English L1 literacy and numeracy was also used for L2
English in Sweden. Favorable results are reported, but they are only
anecdotal.
Auer, N. (2014). Reading on tablets: Students' awareness and use of foreign language
reading strategies. In R. Ørngreen & K. Levinsen (Eds.), Proceedings of the 13th
European Conference on e-Learning EXEL-2014 (pp. 624-633). Copenhagen:
Academic Conferences and Publishing International Limited.
This conference presentation describes the effect of iPad usage upon the
L2 Spanish reading strategies of seven Danish high school students.
Participants were required to read three iBook texts of about 500 words
each, one per week for three weeks. Students used some metacognitive
(planning, monitoring and evaluating for cognition) and cognitive
strategies to assist them with foreign language comprehension when
reading Spanish texts on the iPads. Reading strategies were enhanced
through the use of various features of the iPad such as note function and
built‐in search feature.
Avci, H., & Adiguzel, T. (2017a). Project-based foreign language learning in a
mobile-blended collaborative learning setting: A case study of EFL learners.
Conference Proceedings SITE 2017 (pp. 740-743), Austin, TX.
This Turkish conference presentation describes a seven-week experiment
involving the use of a mobile-based social messaging app (WhatsApp) to
provide the platform for an out-of-class collaborative L2 English project.
Eighty-five upper-intermediate-level university students worked in
twenty-two self-selected WhatsApp groups to produce a magazine. Data
from the project consisted of self-evaluation forms, interviews, focus
groups and WhatsApp logs. These collectively attested to an improved use
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of lexical collocations and a positive impact on writing skills. Most
participants were particularly positive about the implementation of
mobile-blended learning associated with a project-based approach.
Avci, H., & Adiguzel, T. (2017b). A case study on mobile-blended collaborative
learning in an English as a foreign language (EFL) context. International Review of
Research in Open and Distributed Learning, 18(7), 45-58.
This is the published version of Avci & Adiguzel (2017a). It describes in
greater detail the parameters of the collaborative out-of-class magazine
project. The authors conclude that practicing English in an authentic
setting where the students used the target language for a real purpose
facilitated their language learning, improved their communication skills
and vocabulary knowledge, and made them recognize colloquial English.
Additionally, the use of WhatsApp as an informal platform for
educational purposes had positive effects on student performance and the
quality of their work.
Aw, G-P., Quek, G-H., Wong, L-H., …, & Li, Y. (2016). MyCLOUD: A seamless
Chinese vocabulary learning experience mediated by cloud and mobile technologies.
In C-S. Chai & C-P. Lim (Eds.), Future learning in primary schools – A Singapore
perspective (pp. 65-78). Singapore: Springer.
This eight-month Singaporean study evaluated the effectiveness of a
smartphone-based L1 Chinese learning program (MyCloud) with 94
third-graders, classified as low/mid/high learners based on previous
school performance in Chinese. MyCLOUD consisted of four
components: an e-textbook reader, a personalized dictionary
incorporating student-created photos, a collaborative dictionary and
social networking website. Among high-/medium-level learners,
MyCLOUD use increased vocabulary usage frequency and resulted in
significant improvements in intrinsic motivation to learn Chinese, selfefficacy and practice of artefact creation. Low-level performers showed
no significant progress in their vocabulary acquisition or learning
attitudes.
Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions
toward learning. Journal of Cogent Education, 3, 1-25.
This Lebanese four-week smartphone-based study investigated the effect
of a social networking app (WhatsApp) upon the writing ability of 25 L1
Arabic speakers in a university L2 English critique writing course.
WhatsApp exchanges between the students and instructor served to
discuss articles, background information, addressed audiences, thesis
statement, strengths and weaknesses of the article. On a pre-/posttreatment essay comparison, these students significantly outperformed a
matched control group of 27 who received similar writing instruction in
class without the use of WhatsApp. WhatsApp also increased the
participants’ levels of learning motivation.
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Axelsson, M. (2016). Design and evaluation of a didactic intervention based on
mobile learning to improve the IO of ELE students. Proceedings EPOS, XXXII (pp.
263-282). [in Spanish]
This conference proceedings describes the design and pilot testing of a
mobile-based app (IDAM) intended to foster the development of A2-level
L2 Spanish interactive speaking skills. Using video recordings derived
from conversations extracted from numerous external sources (e.g.,
Facebook, VoiceThread, Kahoot, etc.), learners are presented with models
to observe, analyze and imitate, firstly asynchronously via VoiceThread
then in real time via Skype. The app was trialled for four weeks by 26
secondary school students in Sweden. According to a post-treatment
survey, student reaction to the app was very positive.
Ayber, P., & Hojeij, Z. (2015). Implementing flipped Mobile Learning (ML) material
in an EFL course. np.
This internal report from Zayed University (United Arab Emirates),
investigated the effect of an iPad-based flipped form of intermediate-level
L2 English grammar instruction. For six weeks, 35 L1 Arabic students
were taught grammar in class, this was then followed by six weeks during
which grammar instruction was provided out of class via iBook lessons.
Although no significant increase in assessment scores was found between
the traditional and the flipped lessons, a post-treatment student survey
indicated a higher sense of engagement and motivation for learning in the
flipped classes.
Azabdaftari, B., & Mozaheb, M. (2012). Comparing vocabulary learning of EFL
learners by using two different strategies: Mobile learning vs. flashcards. The
EuroCall Review, 20(2), 47-59.
This Iranian study is the same as that presented in Saeidi & Mozaheb
(2012). It describes the results of a seven-week study that compared the
L2 English vocabulary acquisition of 80 university students. Half of these
formed an experimental group that used a mobile phone-based
vocabulary program (Spaced Repetition System). The control group used
printed flashcards containing English words with pronunciation on one
side and corresponding L1/L2 equivalents on the other. The experimental
group significantly outscored the control on a 20 item multiple-choice
post-test.
Azar, A., & Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of Mobile
Assisted Language Learning (MALL) in L2 listening comprehension. Procedia Social and Behavioral Sciences, 98(6), 1836-1843.
This Iranian paper describes a six-week test of the relative effect upon
L2 English listening comprehension of a group of 70 university
students, half of which accessed audiobooks via mobile phones and the
other half via audiotape or CD. In a pre-/post-test comparison of
listening comprehension, students who accessed audiobooks via their
mobile phones significantly outperformed those who did so via
audiotape or CD. The attitude of students who accessed audiobooks via
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mobile phones was also very favorable towards MALL.
Azeez, P., & Al Bajalani, F. (2018). Effects of mobile assisted language learning on
developing Kurdish EFL students’ listening sub skills at Koya University. Koya
University Journal of Humanities and Social Sciences, xx, 85-95.
This study examines the effectiveness of using smartphones to
foster intermediate-level L2 English listening comprehension. Over
15 weeks, a group of 31 Iraqi university students did assigned
listening comprehension activities via their phones. In particular,
this involved listening for main ideas, the meaning of unknown
words, specific details, specific information, the purpose of the
speaker and the speaker’s attitude. A matched control group of 26
undertook the same listening activities using other undescribed
devices. The smartphone users significantly outperformed the
control on a post-treatment test of listening comprehension.
Azmi, A., Nasrudin, N., Wan, A., & Ahmad, J. (2017). Mobile application to enhance
writing skills ability among dyslexic children. CiNTA Journal of Fundamental and
Applied Sciences, 9(SI), 195-209.
This Malaysian study describes the design and trialing of an Androidbased app (CinTA) intended to foster the early literacy skills of dyslexic
L1 Malay children. The app was tested using a tablet computer with five
(presumably primary school) children, who each tried it for 30 minutes.
During all the trials, the children listened and spoke out words and letters
together with the sound in the app. All the children expressed positive
reactions to the app. However, results of the app-internal quiz were
mostly negative.
Babell, D., & Pedulla, J. (2015). A quantitative investigation into the impacts of 1:1
iPads on early learner’s ELA and math achievement. Journal of Information
Technology Education: Innovations in Practice, 14, 191-215.
This American paper describes two studies involving the use of iPadbased maths and L1 English apps with young school children. During the
first study, 129 kindergarteners used the apps in class for nine weeks
while a control group of 137 received instruction without iPad access. A
pre-/post-test comparison revealed that both groups made improvements,
with slightly stronger literacy performance gains in the iPad settings. The
second study tracked the performance of about 750 kindergarten through
second grade children over a three-year period, comparing results in
years before and after iPads were integrated into the curriculum. Overall,
average test scores in phonemic awareness, reading, and writing
improved for all three levels. While a substantial difference was noted for
the kindergartners in post-iPad years, first and second grade results
showed little change when comparing iPad and non-iPad years. No
consistent results in math achievement were observed.
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Baek, J., & Lee, C-H. (2018). University students’ perceptions and engagement in
mobile assisted blended learning in English speaking classes. Multimedia-Assisted
Language Learning, 21(4), 11-36.
This Korean study describes the perceptions of 112 mostly intermediatelevel L2 English university students regarding the use of a mobile-based
instant messenger app (KakaoTalk) that was used for 16 weeks as part of
their blended language course. In class, the students used their
smartphones to record pair and group discussion. Out of class, they used
KakaoTalk about 50 minutes per week for peer and teacher feedback, to
complete group assignments, summarize and record discussions.
Responses to a post-treatment questionnaire indicated that students held
highly positive perceptions about mobile-assisted blended learning.
Baek, J., Yoo, Y., Lee, K., Jung, B., & Baek, Y. (2017). Using an Instant Messenger
to learn a foreign language in a peer-tutoring environment. Turkish Online Journal of
Educational Technology, 16(2), 145-152.
This joint American/Korean paper describes the use of a mobileaccessible instant messaging system (KakaoTalk) by seven pairs of L2
English and L2 Korean university students who met online once a week
for 10 weeks, 30 minutes conversing in each language. The aim was to
improve their partner’s pronunciation, vocabulary and cultural
understanding. The results of the exchange activities showed positive
impacts of language exchange for students. However, students preferred
online face-to-face meetings for this and used KakaoTalk mostly for
simple questions or making appointments.
Baleghizadeh, S., & Oladrostam, E. (2010). The effect of Mobile Assisted Language
Learning (MALL) on grammatical accuracy of EFL students. MEXTESOL Journal,
34(2), 77-86.
This Iranian article investigates the effect of using mobile phones to
record class discussions intended to elicit grammatical forms under
review. For six classes, 20 pre-intermediate-level L2 English language
institute students made 2-3 minute recordings of their speech on their
mobile phones and as an out-of-class assignment analyzed their spoken
mistakes and commented on them in a subsequent session. These students
demonstrated significantly better grammatical accuracy compared to a
matched control group of 20 that did not engage in these review
activities.
Bamanger, E., & Alhassan, R. (2015). Exploring podcasting in English as a foreign
language learners’ writing performance. Journal of Education and Practice, 6(11), 6374.
This Saudi Arabian study evaluated the effect of two mobile-accessible
podcast apps upon the L2 English writing of 26 L1 Arabic university
students. The first app (ESL Podcast) focused on vocabulary and the
second (Grammar Girl) on grammar. Participants did assigned out-ofclass listening tasks with the apps on their own time. A control group of
29 students received the same classroom instruction without the podcast
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activities. The experimental group scored significantly higher than the
control group on a post-test with a notable decrease in spelling,
punctuation and capitalization errors.
Baradaran, A., & Kharazyan, M. (2016). The impact of using mobile technology on
developing EFL learners writing skill. International Journal of English Language and
Literature Studies, 5(2), 135-143.
This study investigated the effect of mobile phone usage upon the
intermediate-level L2 English writing of Iranian university students. Over
eleven weeks, 20 participants used their phones to audio record weekly
assigned discussion topics. These were then peer-/instructor-corrected in
class. Written assignments and related materials were distributed and
completed via numerous platforms (email, blog, SMS, Viber, WhatsApp).
A matched control group of 20 did the same written exercises and used
the same resource materials in paper format. The experimental group
significantly outscored the control on a post-treatment writing test.
Baranova, T., Khalyapina, L., Vdovina, E., & Yakhyaeva, C. (2020). Soft CLIL v.2.0:
Integrating a mobile app and professional content into the language training. IOP
Conference Series Materials Science and Engineering, 940:012140, 1-8.
This conference presentation describes the effect of a notetaking
(Evernote) and mind mapping (X-mind) app upon the intermediate-level
L2 English of 50 Russian university students. The apps were used out of
class for eight weeks to support the reading and writing skills of aviation
specialists through collaborative discussion. Compared to a control group
of 50 that completed only traditional tutorial exercises, the experimental
group was more creative and communicated more freely. The
collaborative work resulted in better classroom presentations and showed
greater and quicker language acquisition.
Barger, B. (2014). It’s an eBook: A Qualitative Study of the Use of eBooks Integrated
into a Fourth Grade Science and Language Arts Classroom. PhD dissertation, The
Ohio State University. ProQuest Dissertations Publishing.
This American PhD dissertation investigated the attitudes of 77 L1
English 4th-graders towards their use of iPads as an e-book reader. Over a
26 week period, the children used iPads to read a variety of fiction and
nonfiction e-books as part of their Science and Language Arts curriculum.
Students had a positive attitude toward and experience with e-books and
recognized specific roles for them in their learning. Enhanced e-books
provided students with multimodal modes in order to construct meaning,
which allowed the classroom to be more student-led than teacherdirected.
Barth, I., Spector-Cohen, E., Sitman, R., …, & Xu, Y. (2019). Beyond small chunks:
Designing vocabulary OERs for mobile learning. International Journal of ComputerAssisted Language Learning and Teaching, 9(2), 79-97.
This Chinese study describes the design and evaluation of a vocabulary
website (ROADS) that, by detecting screen size, adjusting orientation and
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changing layout, was optimized to facilitate mobile-phone access. The
website was trialed over two years by a total of 358 university A2-B1level L2 English learners. The website allowed students to upload texts
and select wordlists, which then highlighted vocabulary and offered
possible translations in Chinese as well as three types of exercises:
Understanding Meaning, Examples and Explanations. Results showed
significant increases in successful completion for all three exercise types.
Başal, A., Yilmaz, S., Tanriverdi,A., & Sari , L. (2016). Effectiveness of mobile
applications in vocabulary teaching. Contemporary Educational Technology, 7(1), 4759.
This Turkish paper studied the effectiveness of a smartphone-based app
(WhatsApp) for the learning of 40 idiomatic L2 English expressions by 25
upper-intermediate level first-year university students. For four weeks, a
control group of 25 received traditional classroom instruction whereas the
experimental group received 10 expressions per week as WhatsApp
MMS. Each message contained the idiom, its meaning, an illustrative
image, and at least three example sentences. All students significantly
improved their knowledge of the target idiomatic expressions on the posttest, but the experimental group more so than the control.
Başoğlu, E., & Akdemir, O. (2010). A comparison of undergraduate students’ English
vocabulary learning: Using mobile phones and flash cards. Turkish Online Journal of
Educational Technology, 9(3), 1-7.
This Turkish paper describes a six-week pilot test that investigated the
effectiveness for L2 English vocabulary acquisition of a mobile phonebased flashcard application (ECTACO) used by 30 university students
compared to its printed counterpart used by a matched control group of
30. Post-testing confirmed that using the flashcards on mobile phones was
more effective in improving students’ vocabulary learning than using
flashcards on paper. Mobile phone users also found learning English
vocabulary this way effective and entertaining.
Bauman, V. (2014). Facilitating Comprehension and Motivation by Engaging
Adolescents as iPad Readers. EdD dissertation, San Diego State University. ProQuest
Dissertations Publishing.
This American EdD dissertation investigated the effect of reading texts
electronically compared to printed form upon the L1 English reading
competency of sixth-graders. For six weeks, in one 50 minute class
session per week, 52 pupils used an iPad to read an age-appropriate story
(The Lightning Thief). A control group of 48 read the same story in
printed form in five periods of 10 minutes per week. In a pre-/post-test
comparison, the experimental group significantly outperformed the
control on both reading comprehension and learning motivation.
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Baxter, A. (2016). The Effect of an iPad Application with Systematic Instruction on
ELA Related Skills for High School Students with Significant Disabilities. MA thesis,
East Tennessee State University. ProQuest Dissertations Publishing.
This American MA thesis investigated the effectiveness of a specially
created iPad app upon the L1 English listening comprehension of three
intellectually disabled high school students. Using a book-creation app
(GoBook), the researcher produced an adapted third-grade reading level
version of To Kill a Mockingbird which included voiceovers, text-tospeech readouts and images as well as vocabulary and comprehension
exercises. Participants accessed the app in class three times per week
during 30-minute individual teaching sessions. Compared to baseline
measurements, all three participants displayed increases in
comprehension, vocabulary acquisition and learning engagement.
Bazzaza, M., AlZubaidi, M., Zemerly, M., Weruga, J., & Ng, J. (2015). Impact of
smart immersive mobile learning in language literacy education. Unpublished
conference paper (np.).
This conference paper describes the design and pilot testing of a
smartphone-based augmented reality app designed to enhance the
listening comprehension of a printed L1 Arabic primary school
storybook. The app narrated the story and included page-synchronized
augmented scenes that enhanced the perception of story information
through multiple senses. Ten first-graders in the United Arab Emirate
trialed the app during one session. A teacher read the story aloud in class
for a matched control group of ten. The experimental group outscored the
control on a ten-item post-treatment content comprehension test.
Begum, R. (2011). Prospect for cell phones as instructional tools in the EFL
classroom: A case study of Jahangirnagar University, Bangladesh. English Language
Teaching, 4(1), 105-115. Published by Canadian Center of Science and Education.
The aim of this study was to investigate the potential of mobile phone
SMS use as a language learning tool in the L2 English classrooms of
Bangladesh. Over five weekly periods of two hours, 100 L1 Bengali
university students were sent a lesson on English preposition usage,
received a multiple-choice quiz, answered it, and received teacher
feedback, all via SMS. While the potential SMS-based instruction was
demonstrated, a number of problems were also revealed: cost, small
screen size, text inputting difficulties, and lack of teacher training.
Belanger, Y. (2005). Duke University iPod first year experience final evaluation
report. Center for Instructional Technology. Duke University.
This American report describes the results of experimental trials over two
semesters in a range of disciplines that resulted from the free distribution
of iPods to 1600 first-year students at Duke University. In foreign
languages, the iPods functioned as a complementary resource. Spanish
and Turkish courses used them for audio listening. The devices were also
used for recording student audio diaries in Spanish and for native-speaker
interviews in German. Overall, student and faculty reactions were
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positive, but recording quality was judged inadequate for language
learning.
Bensalem, E. (2018). The impact of WhatsApp on EFL students' vocabulary learning.
Arab World English Journal, 9(1), 23- 38.
This Saudi Arabian paper examined the effect of a social networking app
(WhatsApp) upon the vocabulary learning of 21 elementary-level L2
English university students. Using their own smartphones, participants
received via WhatsApp 20 words per week for six weeks. They
constructed example sentences for these which they submitted via
WhatsApp. A matched control group of 19 received and submitted the
same exercises in paper format. The experimental group significantly
outperformed the control on a 50-item multiple-choice/gap-fill pre-/posttest comparison. In general, participants had positive attitudes towards
learning new vocabulary via WhatsApp.
Berns, A., & Palomo-Duarte, M. (2020). A gamified App to enhance motivation
towards language learning. RESED, 8, 29-44. [in Spanish]
This Spanish study describes the design of a mobile-accessible gamebased language learning app (GuessIt! Language Trainer) and the results
of its pilot testing with 100 university students in an A1-level German
class. The app operates on four levels of difficulty in which learners
guess the meaning of words in example sentences, evaluate the quality of
the sentences and write sentences to exemplify the meaning of words of
their choice. It was voluntarily trialed for four weeks out of class. The
scores of participants increased between a pre-test and three post-tests.
Berns, A., Palomo Duarte, M., Dodero, J., & Perez Zurera, M. (2014). Mobile APPs
and games to foster students’ writing competences. In J. Colpaert, A. Aerts & M.
Oberhofer (Eds.), Research Challenges in CALL. Antwerp CALL Conference
Proceedings (pp. 60–67).
This conference presentation reports on the pilot testing of two A1-level
L2 German game apps, playable on Android smartphones or tablets. The
first targeted vocabulary and was played individually. The second, which
recycled the vocabulary encountered in the first, was a murder mystery
(Catch me, if you can) played collaboratively. A prototype was trialed by
14 Spanish student volunteers during two 90-minute sessions. Participant
perceptions of the game-experience were in general very positive.
Berns, A., Palomo-Duarte, M., Isla-Montes, J., …, & Delatorre, P. (2017). The
collaborative agenda for language learning: from paper to the mobile device. Revista
Iberoamericana de Educación a Distancia, 20(2), 119-139. [in Spanish]
This Spanish study describes the design and pilot testing of a mobilebased collaborative agenda app (Terminkalender) designed to allow L2
German learners to interact with each other via text messages in order to
jointly plan different activities and record them in an appointment
calendar. The app keeps track of the number of sentences and words
written, the number of words with lexical errors, the total of different
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words and the number of activities agreed by each student. It was
successfully trialed by six A1-level university students during a one-hour
session.
Beschorner, B., & Hutchison, A. (2013). iPads as a literacy teaching tool in early
childhood. International Journal of Education in Mathematics, Science and
Technology, 1(1), 6-24.
This American case study explored the use of a number of mobile-based
apps to support the emerging L1 English literacy of two groups (N=35) of
4-5-year-olds in a pre-school. The children had access to 6 iPads, which
they used especially during 30-45-minute activity sessions over seven
weeks, 4-5 days per week. They worked individually or in small groups
as well as in one-on-one sessions and whole-class activities. The children
developed print awareness and created varying forms of writing with the
iPad, which also stimulated considerable communication between the
children
Bhide, A., Luo, W., Vijay, N., …, & Nag, S. (2019). Improving Hindi decoding skills
via a mobile game. Reading and Writing, 32, 2149-2178.
This Indian study evaluates the effectiveness of a mobile-based game app
designed to teach akshara, the Hindi alphasyllabic writing system. For
four weeks, 72 L2 Hindi fourth-graders used Android mobile phones to
play the game during twelve 25-minute sessions. Half the group did so
with distributed practice and the other half with massed practice. A
matched control group of 36 attended normal classes without any
additional akshara instruction or practice. On a pre-/post-test comparison,
the experimental groups yielded equivalent levels of improvement, which
was significantly better than the control.
Bicen, H. (2015). The role of social learning networks in Mobile Assisted Language
Learning: Edmodo as a case study. Journal of Universal Computer Science, 21(10),
1297-1306.
This Turkish paper describes a web-based mobile-accessible social
learning network (Edmodo) used as a MALL platform for foreign
language learning. For 5 weeks/25 hours, 37 university Education Faculty
students used Edmodo in and out of class to share social videos, audio
files, helpful links, and various course-related documents. They also
wrote comments to each other to correct grammar mistakes. According to
a student questionnaire, Edmodo increased foreign language learning
through participation in out-of-class activities and the discussion of
language. They also thought that shared video and audio files improved
pronunciation
Billings, E., & Mathison, C. (2012). I get to use an iPod in school? Using technologybased advance organizers to support the academic success of English learners. Journal
of Science Education and Technology, 21(4), 494-503.
This American paper examined the effect of an advanced organizer upon
the language proficiency of L2 English fourth-graders. The program
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consisted of ten podcasts (five in English, five in Spanish) relating to a
series of museum visits. Over eight non-consecutive weeks, 60 pupils
accessed the podcasts in Spanish or English using iPods. Another 60 did
so via an in-class teacher-controlled English-only DVD version. There
was no significant difference in pre-/-posttests between the groups.
However, L2 English learners using iPods showed greater engagement
and significantly outperformed native-speaker participants in academic
assignments.
Bitter, G., & Meylani, R. (2016). The effect of an m-learning English speaking
software app on students' learning English in Chiang Rai municipality schools 6 and 7
in Thailand. International Educative Research Foundation and Publisher, 4(11),
100.82-100.
This Thai study investigated the effectiveness of a mobile-based L2
English learning app (Qooco Kids English) on the proficiency of 89
fifth/sixth graders and 193 junior/senior high school students. Participants
accessed the program out of class on their own Android/iOS smartphones
to complete ten lessons over a thirteen-week period. A pre-/post-test
comparison, based on an internal Qooco iTest, showed that the median
scores of students at all levels significantly improved in spoken English
as well as on tests of reading and writing, fifth/sixth-grade English,
Business English and General English.
Boeglin-Quintana, B., & Donovan, L. (2013). Storytime using iPods: Using
technology to reach all learners. Tech Trends: For Leaders in Education & Training,
57(6), 49-56.
This American study evaluated the effect of using iPod Shuffles for readaloud enhancement with pre-literate L1 English kindergarteners. For six
weeks, nine children were provided with 24/7 access to the iPods, which
they used in class, five days a week/15 minutes per day, to follow a
different story via its audio recording. A control group of seventeen
children spent the same amount of class time going through the same
stories no iPod or human read-aloud input. A post-test showed that use of
the iPods had no effect on reading fluency.
Bonneton-Botté, N., Fleury, S., Girard, N., …, & M., Jamet, E. (2020). Can tablet
apps support the learning of handwriting? An investigation of learning outcomes in
kindergarten classroom, Computers & Education, 151, 1-10.
This study evaluated the effect of a tablet-based handwriting app (Kaligo)
upon the letter/word writing skills of 138 last-year kindergartners in
France. Over twelve weeks, the children received on average 40 minutes
handwriting instruction per week, half of which was undertaken using
paper and pencil and half autonomously using the app and the automatic
feedback it provided. A matched control group of 95 did all their
handwriting practice using only pencil and paper. A pre-test/two-weekdelayed-post-test comparison demonstrated significant improvement only
for children with an initial medium level of handwriting ability.
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Boticki, I., Wong, L-H., & Looi, C-K. (2011). Designing content-independent mobile
learning technology: Learning fractions and Chinese language. Proceedings 10th
World Conference on Mobile and Contextual Learning (mLearn) (pp. 130-137).
Beijing, China: Beijing Normal University.
This paper reports on a Singapore-based collaborative learning study
involving mathematics and Chinese. In the language portion of the study,
37 L2 Chinese fourth-grade school children played a Chinese character
formation game (Chinese P-P) alternatively using a smartphone in one
session compared to a card-based version on a second day. Statistically
significant increases in Chinese learning were observed in post-testing for
the users of the smartphone. The user interface of the mobile device
application, however, required modification to better support
collaborative interaction among users.
Bouzidi, A., & Yassine, S. (2020). Multimodal mobile-based activities in listening and
speaking skills class: EFL students’ evaluation. Algerian Review of Human Security,
5(1), 883-906.
This Algerian paper describes the perceptions of 38 university students
regarding their use of mobile device affordances and apps to support their
L2 English speaking and listening skills. Over 12 weeks, the students
used mobile-based learning materials such as audio recordings, videos,
and pictures, as well as an audio recorder, audio transcriber,
pronunciation and dictionary app. Overall, the great majority of
participants viewed their mobile experiences favorably. Notwithstanding
nearly half thought that technical constraints (i.e., small screen size, lack
of a physical keyboard) negatively affected their language learning.
Bowles, M. (2017). Leveraging the affordances of mobile learning for vocabulary
gains. 14th International Conference on Cognition and Exploratory Learning in the
Digital Age (pp. 241-245).
This conference presentation describes the use of a locally designed L2
English vocabulary app (Vocabulary and Spelling City) that was used for
four months by 212 university students in the United Arab Emirates. No
details are provided either about the contents of the app or how it was
used by students. A pre-/post-treatment vocabulary test comparison
demonstrated no significant increase in the size of the students’ English
vocabulary.
Bradley, L., Berbyuk Lindström, N., & Hashemi, S. (2017). Integration and language
learning of newly arrived migrants using mobile technology. Journal of Interactive
Media in Education, 1, 3.
This Swedish paper evaluated the effectiveness of a smartphone-based
app (Sound-to-Speak) in improving the beginner-level L2 Swedish
pronunciation of 24 L1 adult Arabic migrants. The app enabled learners
to listen to, record and play back full sentences and sentence fragments. It
was used in class for ten weeks, three hours per week, as well as
voluntarily out of class. A matched control group of 14 followed the same
curriculum without using Sound-to-Speak. In a pre-/post-text comparison
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the experimental group had a better speech flow and intonation than the
control group.
Briggs, N. (2015). Motivational value of mobile-based communicative tasks as
coursebook supplements. Multimedia-Assisted Language Learning, 18(2), 11-36.
This study investigated the attitudes of 23 intermediate-level L2 English
students in a Korean Hotel/Tourism college regarding the use of the
mobile-accessible Trip Advisor app compared to their coursebook (World
English 1) as a supplemental resource for the completion of collaborative
task-based activities. During the semester, the coursebook was used for
seven weeks whereas the app was accessed via smartphones for three
weeks for learning tasks centered around making travel preparations and
giving travel advice. Post-treatment questionnaire responses did not
reveal statistically different motivational differences between the two
learning tools.
Browder, D., Root, J., Wood, L., & Allison, C. (2017). Effects of a story-mapping
procedure using the iPad on the comprehension of narrative texts by students with
autism spectrum disorder. Focus on Autism and Other Developmental Disabilities,
32(4), 243-255.
This American study investigated the effects of story-mapping upon the
English listening comprehension of three early-literacy primary school
children, one L1Spanish and two L1 English speakers. All were
diagnosed as having autism spectrum disorder. Over twelve sessions, the
children listened to short stories, then used a SMART notebook app on an
iPad to complete an electronic story map and orally answered
comprehension questions. Outcomes indicated the intervention was
effective for teaching story element definitions, labeling of the story
element map on an iPad, and fostering comprehension of story element
questions.
Brown, E. (Ed.) (2001). Mobile learning explorations at the Stanford Learning Lab.
Speaking of Computers, 55. Stanford, CA: Board of Trustees of the Leland Stanford
Junior University.
This is the first published American report about the use of mobile phones
for foreign language teaching. It describes experimental Spanish L2
vocabulary tutorial programs at Stanford University which utilized voice,
voice recognition, email, quizzes, and translations as well as access to
online tutors. While students reacted positively to the novelty, serious
technical problems (screen size, audio quality, network connections)
adversely affected the project.
Brown, I. (2016). Blended learning with student BYOD smartphones and iPhones.
Matsuyama University Studies in Language and Literature, 36(1), 78-119.
This Japanese paper investigated the use of MALL in a blended learning
context with student BYOD smartphones. The semester-long project took
place over fifteen 90-minute classes primarily aimed at improving the
oral communication skills of a total 196 L2 English university students.
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Via a mobile-accessible Learning Management System, participants used
their smartphones to listen to course-related audio, make voice recordings
and take weekly multiple-choice tests. All of the blended learning
activities undertaken on mobile devices were seen by the students as
useful, with audio listening the most highly rated.
Brown, L. (2008). Using Mobile Learning to Teach Reading to Ninth-Grade Students.
PhD dissertation, Capella University.
This American PhD evaluated the use of a smartphone-based
flashcard/drill program and recorded voice system upon the L1 English
vocabulary acquisition of ninth-grade students. In class over a seven-day
period (160 minutes total), an experimental group of 30 students accessed
the flashcards and drills and listened to vocabulary words, definitions of
the words, and passages read from their textbook. Compared to a control
group of 30 that studied the same vocabulary in class for 14 days (280
minutes total) without technological support, there was no significant
difference in vocabulary acquisition.
Brown, M. (2012). Tablet computing to cultivate Japanese EFL digital literacy: A
study on video production in the classroom. In J. Colpaert, A. Aerts, W-C. Vivian Wu,
& Y-C. Joni Chao, (Eds.), The Medium Matters (Proceedings 15th International CALL
Conference) (p. 48).
This Japanese paper investigated the potential advantages and
disadvantages of the use of tablet devices (specifically the iPad 2) in L2
English classrooms for video production tasks. It sought to determine
whether student participation in such tasks assisted in the development of
L2 English digital literacy. The study also investigated students’
perceptions when they were using the tablet devices to see whether or not
they could be successful tools in the design of a constructivist learning
environment.
Brown, M., Castellano, J., Hughes, E., & Worth, A. (2012). Integration of iPads in a
Japanese university’s freshman curriculum. Proceedings of the JALT CALL
Conference 2012.
This Japanese paper describes the pilot testing of five iPads with 96
English L2 university students. Four classes of 23-25 students used the
devices in a technologically enhanced classroom to create of a
PowerPoint type presentation, retrieve web-based multimedia resources,
make a voice recording, and access a digital class handout. The results
indicated that the iPad offered benefits such as speed, video viewing, and
versatility but also showed that its usefulness depended on the task and
application software familiarity and capability.
Brown, M., & Harmon, M. (2013). iPad intervention with at-risk preschoolers: Mobile
technology in the classroom. Journal of Literacy and Technology, 14(2), 56-78.
This American pilot study compares the effect of using iPad-based apps
upon the alphabet knowledge, figure matching and number concepts of 20
L1 English 4-5-year-old Head Start pre-schoolers who scored four or
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lower on the PALS-PreK test. For ten weeks, half the group used three
apps, one for each targeted area, each for 20 minutes per week. The other
half spent an hour per week using educational apps unrelated to the
targeted learning domains. A pre-/post-test comparison demonstrated no
significant difference either in alphabet knowledge, figure matching or
number concepts.
Brown, S. (2016). Young learners’ transactions with interactive digital texts using ereaders. Journal of Research in Childhood Education, 30(1), 42-56.
This American paper describes a one-year study of the effect of Nook ereaders upon the English reading behavior of 20 second-graders. For nine
of these, the language was an L1 and for eleven an L2. The L1 of the
latter was Spanish (8), Korean (2) and French (1). Two days per week, the
children undertook a 20-25-minute workshop lessons involving reading
comprehension, reading strategies, and Nook tools. They listened to
stories before reading them, then discussed them. All students showed
growth, with an average increase of four instructional reading levels.
Bunting, L. (2016). Vocabulary learning in English class: Tablets in the classroom. In
E. Stoican, A. Matei & Ç. Mart (Eds.), Proceedings Conference of Modern Applied
Languages: Identity Across Cultures (pp. 15-24). Lumina Educational Institutions
Foundation Lumina. The University of South-East Europe.
This Swedish study examined the methods used by a class of 28 twelveyear-old school students to understand new L2 English vocabulary
encountered in YouTube clips viewed on tablet computers during nine class
lessons. Based on video-recordings of student behavior and interviews
conducted by the teacher, it was discovered that some students relied solely
on their aural ability to identify and learn new vocabulary, while others
made use of context or written text in the clips to figure out which of the
translations listed in the dictionary was the most appropriate.
Burston, J. (2012). Mobile language learning: Getting IT to work. In J. Burston, F.
Doa, & D. Tsagari, (Eds.), Foreign language instructional technology (pp. 81-99).
Nicosia, Cyprus: University of Nicosia Press.
This paper from Cyprus describes a European mobile phone-based project
(MobLang) designed to teach basic L2 communicative skills in Albanian,
Basque, Irish, Greek, and Turkish to speakers of majority community
languages (Spanish, English, Turkish and Greek, respectively). MobLang
lessons focus on the acquisition of essential formulaic expressions within
an entirely off-line media-rich mobile environment. The system was pilot
tested over three weeks by 85 volunteers, children and adult, representing
all the L1/L2 language pairs and received very positive evaluations.
Bustillo, J., Rivera, C., Guzman, J., & Ramos Acosta, L. (2017). Benefits of using a
mobile application in learning a foreign language. Sistemas & Telematica, 15(40), 5568.
This study describes the results of the autonomous use of a game-based
mobile-accessible L2 English app (Duolingo) by twelve A1-level
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university students in Colombia. Participants used the app for two months
independently of any course work. A pre-test/post-test comparison of
listening comprehension revealed substantial improvement. Student
perceptions of the usefulness of the app were generally positive.
Butgereit, L., & Botha, A. (2009). Hadeda: The noisy way to practice spelling
vocabulary using a cell phone. In P. Cunningham & M. Cunningham (Eds.) ISTAfrica 2009 Conference Proceedings (pp. 1-7).
This South African paper describes a mobile-accessible language learning
application (Hadeda) designed to encourage primary and secondary
school pupils to practice spelling or memorize L2 English words using
their mobile phone. Via a mobile accessible web-based application,
teachers and parents prepare English spelling and English/Afrikaans
vocabulary lists from which Hadeda, using multiple text-to-speech
engines, generates audio vocabulary exercises. The system was pilot
tested for two weeks in a private school with pupils from grades four
through seven.
Butgereit, L., Botha, A., & van Niekerk, D. (2010). Using cell phones to improve
language skills: The Hadeda Project. E-Infrastructures and E-Services on Developing
Countries Lecture Notes of the Institute for Computer Sciences, Social Informatics
and Telecommunications Engineering, 38, 11-19.
This South African paper describes a Internet-based application (Hadeda)
which lets teachers and parents of school children use mobile phones to
create spelling lists (see Butgereit & Botha (2009)). Using speech
synthesis technology, the system generates audio clips and packages them
into an application which can be downloaded to mobile phones or
accessed via the Internet. Learners listen to the words then type them in
for verification. Pilot-tests were done in L2 English with primary school
children and L2 German with high school students, but no learning results
are reported.
Byun, H., Chin, S., & Chung, K. (2014). Design and implementation of repeatable and
short-spanned m-learning model for English listening and comprehension mobile
digital textbook contents on smartphone. KSII Transactions on Internet and
Information Systems, 8(8), 2814-2832.
This study evaluated the effectiveness of a mobile-based L2 English
listening comprehension app (English Listening and Comprehension
Mobile Digital Textbook- ELCMDT) with a group of 22 Korean college
students. ELCMDT was based on the Short Term Cycle Repetition Model.
Participants accessed the app via their smartphones for eight weeks. On a
three-month delayed post-test, these students significantly outscored a
matched control group that had not used the app. ELCMDT was most
effective for learners who were already experienced with online learning.
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Cabrera-Solano, P., Quinonez-Beltran, A., Gonzalez-Torres, P., …, & Castillo-Cuesta,
L. (2020). Enhancing EFL students' active learning by using Formative on mobile
devices. International Journal of Emerging Technologies in Learning, 15(13), 252263.
This study evaluated the perceptions of 82 L2 English university students
in Ecuador regarding how the in-class usage of a mobile-accessible online
assessment app (Formative) affected their engagement and motivation.
Usage of the app was observed 40 times over a five-month period in five
different courses. After explaining a topic, students responded to
multiple-choice questions, completion activities, true and false
statements, and open questions. Participants perceived Formative as
motivating and engaging because it allowed them to enhance active
learning, get directly involved in the class activities, and demonstrate
their knowledge.
Cacchione, A., & Procter-Legg, E. (2015). LingoBee mobile language learning app as
a tool to support lexical growth. Proceedings of the International Meeting on
Languages, Applied Linguistics, and Translation 2012 (pp. 53-66).
This paper is a follow-up to Procter-Legg, Petersen & Cacchione (2014).
It describes two case studies that investigated the relationship between
the frequency of use of an Android smartphone-based situated-languagelearning app (LingoBee) and related vocabulary acquisition. Both studies
involved pre-university and Erasmus students, a group of five learning
English in the UK and a group of eight learning Italian in Italy.
Participants used LingoBee to create and share culturally-oriented,
contextualized and multimedia vocabulary entries. A post-treatment
vocabulary test required participants to recognize (and for Italian, also
define) lexical entries taken from the repository they had collectively
created, 102 for English and 93 for Italian. On both tests, 50% of the
users were able to recognize at least 50% of the entries. In terms of
lexical growth, there was a positive correlation between the level of use
and engagement and lexical enrichment
Çakmak, F., & Erçetin, G. (2018a). Effects of gloss type on text recall and incidental
vocabulary learning in mobile-assisted L2 listening. ReCALL, 30(1), 24-47.
This Turkish pilot study investigated the effect of gloss type upon the
recognition, recall, and production of vocabulary. Using their mobile
phones, a total of 88 low-proficiency L2 English university students,
divided into four groups, listened for 80 minutes to a 14-minute recording
under four gloss conditions: text, image, text & image, no gloss. An
immediate unannounced post-treatment 30-item vocabulary test indicated
no significant difference in recall under any of the conditions. However,
the three gloss conditions had significantly higher means than the control
group for vocabulary recognition and production.
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Çakmak, F., & Erçetin, G. (2018b). Metacognitive awareness about listening in selfregulated L2 listening in a mobile environment. In J. Colpaert, A. Aerts & F. Cornillie
(Eds.), Call Your Data: Proceedings (pp. 92-100). University of Antwerp.
This conference paper investigated the effect of self-regulation upon the
listening of A2-level L2 English university students in Turkey, all L1
Turkish speakers. During one 80-minute session, using Android
smartphones, 22 participants listened to a 14-minute story, the playback
of which they could control at will. A control group of 22, using the same
phones, could only stop or repeat the recording once. Post-treatment,
students took a free-recall task for listening comprehension and a test for
incidental vocabulary learning. There were slight differences between
groups, however none were statistically significant.
Callan, S. (1994). Can the use of hand-held personal computers assist transition
students to produce written work of excellent quality? Wentworth County Board of
Education, Ontario, Canada.
This Canadian report is the first published MALL study. It describes the
effects of word processing with Palmtop computers, compared to
handwritten texts, to improve the English writing skills of 14-year old
native speakers. The results, based on student surveys, claim better
organization, improved essay writing with spell-check and grammarcheck features, and greater flexibility due to the mobility of the Palmtops.
Camacho Montellanos, J., Macavilca Vásquez, C., & Herrera Salazar, J. (2019).
Augmented reality mobile application and its influence in Quechua language learning.
IEEE Sciences and Humanities International Research Conference (pp. 1-4). Lima,
Peru.
This conference presentation describes the design and pilot testing of a
mobile-based augmented reality game intended to foster the learning of
beginner-level L2 Quechua. It was trialed for an undisclosed period of
time with 30 fourth-graders in Nicaragua. Participants substantially
improved their results on a pre-/post-test comparison, which was not the
case with a control group of 30 that did not use the app. It was also
observed that use of the app significantly improved the children’s
satisfaction in learning the Quechua language.
Campbell, C., & Geertsema, M. (2016). Using mobile devices as an immediate
feedback tool to improve students’ pronunciation in language learning. In A. Palalas
& M. Ally, International Handbook of Mobile-Assisted Language Learning. China
Central Radio & TV University Press, Co., Ltd. (pp. 260-289).
This Australian i-Phone-based study examined the use of the Dragon
Dictation app upon the L2 English pronunciation of B2 level adult
language college learners. For 10 hours over three weeks, eight students
used the app’s speech-to-text function in class to transcribe phonetic
correction exercises that focused on segmental and stress placement
errors. In a pre/post-test comparison based on the reading of an Aesop
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fable, the experimental group on average increased its accuracy by 5.25%
whereas a matched control group of 6 students, who received no phonetic
correction, decreased by 7.1%.
Campbell, C., & Geertsema, M. (2017). Improving student language learning in adult
education through the use of mobile learning: Barriers, challenges and ways to move
forward. In A. Murphy, H. Farley, L. Dyson & H. Jones (Eds.), Mobile Learning in
Higher Education in the Asia-Pacific Region Harnessing Trends and Challenging
Orthodoxies (pp. 541-553).
This Australian paper describes the use of a mobile phone-based
Automatic Speech Recognition app (Dragon Dictation) to improve the
pronunciation of six L2 English college students. Participants used the
app in 10 lessons to audio record text passages, the resulting written
transcriptions of which they emailed to themselves in order to detect and
correct their errors. A pre-/post-treatment comparison of their oral reading
of an Aesop’s Fable demonstrated significant improvements in
pronunciation. A control group that did not use Dragon Dictation
decreased their pronunciation accuracy on the same pre-/post-tests.
Cao, L. (2018). The effectiveness of college students' listening comprehension
learning based on mobile English teaching software. Educational Sciences: Theory &
Practice, 186, 3010-3016.
This Chinese study evaluates the effect of a mobile-based program upon
the L2 English listening comprehension of 24 university students. Over
three months, in addition to their normal language classes, participants
spent no less than one hour per day three days per week using the
listening program via their smartphones. A matched control group of 24
students followed the same class curriculum without the use of the mobile
system. The experimental group significantly outperformed the control on
a pre-/post-treatment listening comprehension test comparison.
Cardenas-Moncada, C., Veliz-Campos, M., & Veliz, L. (2020). Game-based student
response systems: The impact of Kahoot in a Chilean vocational higher education
EFL classroom. CALL-EJ, 21(1), 64-78.
This Chilean study examined the effect of a mobile game-based audience
response system (Kahoot!) upon the L2 English proficiency of 28
vocational students. Over four weeks, via their mobile devices,
participants accessed the system at the beginning and end of every class
session for review and assessment. A matched control group of 22
received the same class instruction without the use Kahoot!. Although the
mean scores of both groups increased on a pre-/post-treatment test of
vocabulary, grammar, and writing skills, the experimental group scores
increased significantly more than the control.
Cardoso, W. (2011). Learning a foreign language with a learner response system: The
students’ perspective. Computer Assisted Language Learning, 24(5), 393-417.
This study describes the use of a learner response system (TurningPoint)
for the teaching of advanced-level L2 English to 30 L1 Portuguese
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language school students. For eight weeks, participants used
TurningPoint in conjunction with PowerPoint slides to react to questions
related to low frequency vocabulary drawn from an assigned reading (The
Catcher in the Rye). Learners viewed the use of the technology in a
highly positive way, indicating that they believed it contributed to their
learning by increasing their level of participation and motivation, and the
general enjoyment of classes.
Cardullo, V. (2013). Eighth-Grade Students Reading Nonfiction Literature on the
iPad: An Exploratory Case Study. EdD dissertation, University of Central Florida.
ProQuest Dissertations Publishing.
This American EdD dissertation investigated strategies associated with
the use of iPad features in the reading of seven L1 English 8th graders.
Over a twelve week period, three times per week, students read nonfiction social studies texts in collaborative groups of 3-4. Supportive
strategies such as the use of note taking, reading aloud, summarizing,
discussion, using reference material, highlighting or underlining, and
previewing videos and audios simultaneously while reading supported
student understanding of increasingly complex text. The readers never or
seldom used these support strategies prior to this study.
Cardullo, V., Zygouris-Coe, V., & Wilson, N. (2017). Reading nonfiction text on an
iPad in a secondary classroom. Journal of Research in Reading, 40(S1), S190-S208.
This journal article derives from the same study described in Cardullo
(2013).
Carlson, K. (2014). Incorporating iPad® Mobile Digital Devices within Repeated
Reading Interventions for Students with Learning Disabilities. EdD dissertation,
University of South Dakota. ProQuest Dissertations Publishing.
This American EdD dissertation describes the use of an iPad-based L1
English oral reading app (Fluency) by five 2nd -4th-graders with
learning disabilities. Over 14 weeks, in 19-27 one-minute sessions, the
participants engaged in repeated oral readings with and without
accompanying recorded audio modeling. The study found that
repeated readings with the iPad resulted in modest improvements in
the students’ oral reading fluency. The addition of audio modeling by
a fluent reader resulted in a greater decrease in error rates and slightly
greater rates of growth in oral reading rate.
Castañeda, D., & Cho, M-H. (2016). Use of a game-like application on a mobile
device to improve accuracy in conjugating Spanish verbs. Computer Assisted
Language Learning, 29(7), 1195-1204.
This study evaluated the effect of a game-like iOS app (Conjugation
Nation) upon students’ accuracy and confidence in verbal conjugation.
The intervention involved 80 American university elementary and
intermediate level L2 Spanish learners and took place over four
semesters. During eight weeks of each, students used the app together in
small groups twice a week in class for an average of 20-25 minutes. A
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pre-/post-test comparison demonstrated that integrating the use of
Conjugation Nation in the classroom enhanced both students’ accuracy
and confidence in conjugating Spanish verbs.
Castrillo, M., Martín-Monje, E., & Bárcena, E. (2014a). Mobile-based chatting for
meaning negotiation in foreign language learning. Proceedings of Mobile Learning
2014 (pp. 49-59).
This is a conference presentation which describes the same mobile
phone-based study as reported in Castrillo, Martín-Monje & Bárcena
(2014b). It explores the use of WhatsApp with 85 Spanish university
students in an initial level L2 German course.
Castrillo, M., Martín-Monje, E., & Bárcena, E. (2014b). New forms of negotiating
meaning on the move: The use of mobile-based chatting for foreign language distance
learning. ADIS International Journal on WWW/Internet, 12(2), 51-67.
This is the published version of the conference proceedings reported in
Castrillo, Martín-Monje & Bárcena (2014a). Eighty-five Spanish
university beginning-level L2 German students, working in five groups
which included A2-B1 level participants, used WhatsApp via their
smartphones for six weeks to exchange a minimum of three written
messages per week on instructor-initiated themes. Although they did not
make great progress in reducing their linguistic errors, beginning-level
learners noticeably improved their meaning negotiation skills, were able
to make themselves understood at all times and found the experience
highly enjoyable.
Cavalli, E., Colé, P., Brèthes, H., … Velay, J-L. (2019). E-book reading hinders
aspects of long-text comprehension for adults with dyslexia. Annals of Dyslexia, 9(2),
243-259.
This study investigated the effect of reading with e-readers compared to
printed text with 60 L1 French university students, half of whom where
dyslexic and half skilled readers. Participants first read in one format,
then in a second session the other format, two French texts about 13 pages
long. With the printed book, dyslexic adults performed similarly to skilled
readers in both literal and inferential reading comprehension and tasks
assessing spatiotemporal aspects of reading. With the e-book reader,
skilled readers outperformed the dyslexics both in literal and
spatiotemporal comprehension tasks.
Çavuş, N., & İbrahim, D. (2008). MOLT: A mobile learning tool that makes learning
new technical English language words enjoyable. International Journal of Interactive
Mobile Technologies, 2(4), 38-42.
This paper from Northern Cyprus describes the experimental use of
mobile phone SMS to teach technical L2 English vocabulary to 45
computer science university students. A web-based application (MOLT)
was used to send SMS word pairs every half-hour daily between 9A.M.
and 5P.M. A total of 48 word pairs were sent three times for nine days.
Responses to a student survey indicated very high approval of the system.
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All participants expressed enjoyment of learning out of class with the help
of their mobile phones.
Çavuş, N., & İbrahim, D. (2009). m-Learning: An experiment in using SMS to
support learning new English language words. British Journal of Educational
Technology, 40(1), 78-91.
This paper from Northern Cyprus is an extended version of Cavus &
Ibrahim (2008). It adds a brief literature review and a discussion of
theoretical framework, but is otherwise the same.
Çavuş, N., & İbrahim, D. (2017). Learning English using children’s stories in mobile
devices. British Journal of Educational Technology, 48, 625-641.
This Cypriot study explores the effectiveness of a mobile phone-based
program, Near East University Children’s Story Teller (NEU-CST), that
used text-to-speech and automatic speech recognition algorithms in the
teaching of L2 English to a group of 12-13 year olds. An experimental
group of 18 learners used NEU-CST a half-hour per day for four weeks
while a control group of 19 read the same children’s story and did the
same exercises from a printed source. A pre/post-test of vocabulary,
listening/reading comprehension and pronunciation demonstrated
significantly greater gains for the experimental group.
Çelik, Ö. (2018). The Effect of Using Mobile Applications on Literal and Contextual
Vocabulary Instruction. MA thesis, Balikesir University, Balikesir, Turkey.
This Turkish MA thesis investigates vocabulary learning through two
approaches: literal and contextual. Four four weeks, via WhatsApp, 122
A1-level L2 English university students received ten words per week on
their phones. Half of the group studied these directly using their
smartphones to play a learning game app (Kahoot) and flashcard program
(Cram). The other students used their smartphones to watch a YouTube
video and read a related text containing the ten targeted words. The literal
instruction group significantly outperformed the contextual instruction
group on a pre-/post-test score comparison.
Çelik, Ö., & Yavuz, F. (2017). The effect of using mobile applications on literal and
contextual vocabulary instruction. International Journal of Learning and Teaching,
10(2), 126-136.
The study reported here is the same as Çelik (2018).
Cerezo, R., Calderón, V., & Romero, C. (2019). A holographic mobile-based
application for practicing pronunciation of basic English vocabulary for Spanish
speaking children. International Journal of Human-Computer Studies, 124, 13-25.
This Spanish study investigated the effect of a holographic game app
upon the beginner-level L2 English pronunciation of L1 Spanish
preschoolers. For three weeks, during weekly 30-minute sessions, using
smartphones 23 children played the game with holograms illustrating 20
concrete nouns and a holographic instructor that modeled correct
pronunciation. Another twenty-three played the game viewing normal
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images with instructor-modeled pronunciation. A control group of
twenty-four viewed images in books/on the blackboard with instructormodeled pronunciation. The experimental groups outscored the control on
a post-test, the holographic more so than the non-holographic.
Cha, Y. (2018). Using a student response system (Socrative) as a pre-reading method
in an EFL reading environment. STEM Journal, 19(2), 95-119.
This Korean study investigated the effect of a mobile-based student
response system (Socrative) upon the reading skills of 41 L2 English
university students. Over two weeks, Socrative was used to foster
students’ discussion of their background knowledge as a pre-reading
activity. A matched control group of 40 was shown titles and subtitles
from the same reading passage via PowerPoint slides and encouraged to
predict the contents. The experimental group alone demonstrated a
significant score increase on a pre-/post-treatment reading test, but there
was no significant difference between the two groups.
Chai, Z., Vail, C. & Ayres, K. (2015). Using an iPad application to promote early
literacy development in young children with disabilities. The Journal of Special
Education, 48(4), 268-278.
This American study evaluated the effect of an iPad-based L1 English
phoneme identification app (Touch Sound) upon the initial-position
phoneme recognition ability of three young children with developmental
disabilities that impeded the identification of phoneme/letter
correspondences. For two days, participants undertook multiple tenminute sessions which each time involved six trials of target phoneme
pairs within a five-second response time limit. All students demonstrated
an increase in initial phoneme recognition level, generalized the skills
across materials, and maintained them at or above 50% accuracy four and
seven weeks after the intervention.
Chakir, M. (2018). The Integration of Mobile Phones in EFL Contexts: Using
Messenger Applications to Learn English Vocabulary. MA thesis, Southern Illinois
University at Edwardsville. ProQuest Dissertations Publishing.
This American MA thesis compared the L2 English vocabulary learning
of 60 Moroccan high school students under two treatment conditions.
Under an SMS condition, two words were sent to student mobile phones
via a messaging app (WhatsApp) three times per day for seven days.
Under the second condition, 14 words were distributed as a printed list at
the beginning of the week. All students learned under both conditions.
Although on a pre-/immediate-post-test comparison the WhatsApp
condition demonstrated significantly better results, there was no
significant difference on a four-week-delayed post-test.
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Chakravarthy, C., & Sunitha, V. (2020). An exploration of mobile apps to enhance the
feasibility of mobile learning in engineering students for effective reading skills. Xi'an
Jianzhu Keji Daxue Xuebao/Journal of Xi'an University of Architecture & Technology
12(4), 2436-2445.
This Indian study compared the acquisition of L2 English reading
comprehension skills of two groups of 10 university students. Over four
weeks, two hours per week, the control group did traditional paper-based
reading comprehension exercises with occasional teacher-led discussions.
During the same period, the experimental group used their mobile phones
to access exercises in five specialized reading apps and participated in
WhatsApp group discussions and debates related to reading assignments.
The experimental participants significantly outscored the control on a pre/post-treatment reading comprehension test. They also positively viewed
the experimental treatment.
Chan, W-M., Chen, I., & Döpel, M. (2011). Podcasting in foreign language learning:
Insights for podcast design from a developmental research project. In M. Levy et al.
(Eds.), WorldCALL: International Perspectives on computer-assisted language
learning (pp. 19-37). New York, NY: Routledge.
This paper from Singapore explores the use of podcasting to support the
learning of L2 German. A total of 14 podcast lessons were prepared and
made available to 225 university students on a weekly basis over a 13
week period. Lessons included listening comprehension and grammar, as
well as country and culture information. Only 6% of students accessed
podcasts exclusively via MP3 players, with 70% preferring to use only a
PC. Overall, students found the lessons useful, especially for test
preparation.
Chan, W-M., Chi, S-W., Chin, K-N., & Lin, C-Y. (2011). Students’ perceptions of
and attitudes towards podcast-based learning: A comparison of two language podcast
projects. Electronic Journal of Foreign Language Teaching, 8(Suppl. 1), 312-335.
This paper from a Singapore university describes two 10-week long
podcast projects with 120 L2 Chinese and 61 L2 Korean students who
completed questionnaires and participated in semi-structured interviews
to ascertain their perceptions of the podcasts’ quality and usefulness.
Statistically significant differences were found between the two groups
related to motivation, expectations, teacher encouragement and
experience with mobile learning. For all common or comparable
statements on the podcasts’ quality and usefulness, the mean ratings given
by the Korean respondents were higher than that of their Chinese
counterparts.
Chang, C., Chang, C-K., & Shih, J-L. (2016). Motivational strategies in a mobile
inquiry-based language learning setting. System, 59, 100-115.
This Taiwanese study compared the effect of explicit motivational
strategies (MSs) upon the proficiency of 35 intermediate-low L2 English
university students engaged in an inquiry-based learning program. This
six-week program included a field trip to a local Confucian temple where
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students used their mobile phones to take photographs and scan quickresponse codes for information. A control group of 32 students undertook
the same activities without MSs. Although there was no significant
difference in learning achievement between the two groups, the MSs
group demonstrated significantly greater learning motivation than the
control.
Chang, C., & Lin, H-C. (2020). Effects of a mobile-based peer-assessment approach
on enhancing language-learners' oral proficiency. Innovations in Education and
Teaching International, 57(6), 668-679.
This study evaluated the effect of a mobile-based peer-assessment app
upon L2 English oral proficiency. Over twelve weeks, a group of 60
Taiwanese university students made 3-5 minute oral recordings on
assigned topics, which they uploaded to a shared GDrive. For half of the
group, these were anonymously peer-assessed using the mobile app; the
recordings of the other half of the group were assessed by the instructor.
The peer-assessed students significantly outperformed the control on a
pre-/post-test comparison. The students in the experimental group were
highly accepting of mobile-based peer-assessment.
Chang, C., Shih, J-L., & Chang, C-K. (2017). A mobile instructional pervasive game
method for language learning. Universal Access in the Information Society, 16(3),
653-665.
This Taiwanese study evaluated the effect of adding a game-based
component upon a collaborative mobile-based L2 English inquiry task.
The intervention lasted nine hours, including a field trip to a Confucius
Temple during which university students used their mobile devices to
scan QR codes that displayed multiple-choice questions about the
location. Of the 137 students, 70 also played a mobile-based game that
rewarded them for constructing correct sentences about the locations. In a
pre-/post-test comparison, the game-playing students significantly
outscored the others in reading, writing, and vocabulary, but not
grammar.
Chang, C-C., Lei, H., & Tseng, J-S. (2011). Media presentation mode, English
listening comprehension and cognitive load in ubiquitous learning environments:
Modality effect or redundancy effect? Australasian Journal Educational Technology,
27(4), 633-654.
This Taiwanese paper describes a PDA-based experiment that examined
L2 English listening comprehension and cognitive load. During a fourhour field trip to a zoo, 82 university students received GPS locationaware information about animals in single-mode (sound) and 80 in
double-mode (sound and text). The results of an immediate post-test
demonstrated that text significantly enhanced listening comprehension
and lowered cognitive load. However, no significant differences on either
were observed in post-testing. The effect of textual support thus was only
temporary and did not benefit long-term comprehension or cognitive load
reduction.
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Chang, C-C., Liang, C., Yan, C-F., & Tseng. J-S. (2013). The impact of college
students’ intrinsic and extrinsic motivation on continuance intention to use English
mobile learning systems. Asia-Pacific Education Researcher, 22(2), 181-192.
This Taiwanese paper examined factors that influenced the intention of
158 technological college L2 English students to continue using an
English mobile learning system (EMLS), which they accessed via PDAs
for four weeks. The results revealed that perceived convenience,
playfulness, ease of use, and usefulness were antecedent factors that
affected intension to continue using the EMLS. Perceived usefulness had
a greater impact on continuance intention than perceived playfulness.
Overall, the extended Technology Acceptance Model used in the study
was effective at predicting and explaining students’ intention to use the
EMLS.
Chang, C-C., Tseng, K-H., Liang, C., & Yan, C-F. (2013). The influence of perceived
convenience and curiosity on continuance intention in mobile English learning for
high school students using PDAs. Technology, Pedagogy and Education, 22(3), 373386.
This Taiwanese paper examined factors that influenced the intention of
125 eleventh grade senior high school L2 English students to continue
using an English mobile learning system (MeReader), which included
vocabulary, reading, listening and speaking activities. Students accessed
the program via PDAs for two weeks, 30 minutes in class and at least one
hour’s practice after class. Based on the Technology Acceptance Model,
the results indicated that (1) curiosity had a positive effect on continuance
intention; (2) perceived convenience had a positive effect on perceived
usefulness and continuance intention.
Chang, C-C., Tseng, K-H., & Tseng, J-S. (2011). Is single or dual channel with
different English proficiencies better for English listening comprehension,
cognitive load and attitude in ubiquitous learning environment? Computers &
Education, 57(4), 2313-2321.
This Taiwanese paper describes the same PDA-based L2 English
listening comprehension experiment reported in Chang, Lei & Tseng
(2011), taking into account language proficiency and learning attitude.
117 university students formed four groups: two high-intermediate level
and two low-intermediate. One group at each level received GPS-related
information in single-mode (sound) which the other group received in
double-mode (sound and text). For all students, double-mode presentation
resulted in higher listening comprehension. With single-mode
presentation, cognitive load varied in inverse proportion to proficiency
level. The dual-mode students had more positive learning attitudes.
Chang, C-C., Yan, C-F., & Tseng, J-S. (2012). Perceived convenience in an extended
technology acceptance model: Mobile technology and English learning for college
students. Australasian Journal of Educational Technology, 28(5), 809-826.
This Taiwanese study examined the effect of learner attitudes upon the
use of a PDA-based L2 English multimedia MALL program (Mebook).
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Following a two-week in-class trial, 158 college students completed a
questionnaire based on the Technology Acceptance Model (TAM). This
established that perceived convenience, ease of use and usefulness had a
significantly positive effect upon attitude both towards actual usage and
continued use of the application. The TAM explained 63% of the total
variance in attitude towards using and about 55% of the total variance in
intended future application usage.
Chang, C-K., & Hsu, C-K. (2011). A mobile-assisted synchronously collaborative
translation-annotation system for English as a foreign language (EFL) reading
comprehension. Computer Assisted Language Learning, 24(2), 155-180.
This Taiwanese paper reports the results of two studies evaluating the
effectiveness of a PDA/web-based translation/annotation app (Dr. eye) on
L2 English reading comprehension. The first study was previously
reported in Hsu, He and Chang (2009). The second describes 43
university students who used it individually and collaboratively during
two classes for extensive in-class reading. Testing revealed that groups of
2-4 achieved significantly higher levels of comprehension than individual
students or groups of five. Over 80% of the users considered the system
useful and easy to use for individual reading.
Chang, K-E., Lan, Y-J., Chang, C-M., & Sung, Y-T. (2010). Mobile‐device‐supported
strategy for Chinese reading comprehension. Innovations in Education and Teaching
International, 47(1), 69-84.
This Taiwanese paper describes a PDA-based program that focused on L1
Chinese reading strategies. For 10 weeks, 43 grade 10 students used the
software in-class to complete nine reading units. An individual module
allowed setting reading goals, self-interpretation, guessing strategy,
highlighting, recognition of the strategies used, note taking, and
summarizing. A cooperative module fostered group discussion.
According to self-evaluations, compared to a control group of 43 students
who did not use the program, the experimental students made greater
improvements in their reading strategies and co-operative learning in
small reading groups.
Chang, S-Y., & Kim, H-J. (2011). Effect of teaching English speaking in college
mobile learning. Education Method Research, 23 (4), 713-727. [in Korean]
This study investigated the effect of mobile phone-based video recording
upon the L2 English speaking ability of 41 Korean university students.
Over seven weeks, participants recorded themselves five to seven times
using expressions learned in class. These recordings were sent to an
online community site. A control group of 40 received the same
classroom instruction without the video recording activity. Experimental
group participants, especially those with high metacognitive levels, were
motived to use their mobile devices in their spare time and significantly
outscored the control on a post-treatment speaking test.
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Chang, Y-S., Chen, C-N., & Liao, C-L. (2020). Enhancing English-learning
performance through a simulation classroom for EFL students using augmented
reality—A junior high school case study. Applied Sciences, 10(21), 1-24.
This Taiwanese paper evaluates the effect of an augmented reality app
upon the L2 English learning of 21 junior high school students who used
it for 18 weeks as a complement to their course textbook. By scanning
images in the printed book with their smartphones, they were able to
access related videos that provided interactive dialog events. A control
group of 19 received traditional instruction supported by PowerPoint
presentations. Experimental group participants significantly outscored the
control on a multi-skills post-test and also expressed increased
willingness to learn English by themselves.
Chaya, P., & Inpin, B. (2020). Effects of integrating movie-based mobile learning
instruction for enhancing Thai university students’ speaking skills and intercultural
communicative competence. English Language Teaching, 13(7), 27-45.
This Thai study compared the effect of two pedagogical approaches upon
the speaking ability and intercultural communicative competence (ICC)
of 64 pre-intermediate L2 English university students, all L1 Tai
speakers. For ten weeks, half of the group received instruction using a
commercial textbook while the other half learned through mobile-based
movies that were used to learn and practice vocabulary, grammar, and
speaking through activities such as role play and pair work. On a pre/post treatment comparison, the experimental group significantly
outperformed the control in speaking and assessment of ICC.
Che, P-C., Lin, H-Y., Jang, H-C., ..., & Tsai, T-C. (2009). A study of English mobile
learning applications at National Chengchi University. International Journal of
Distance Education Technologies, 7(4), 38-60.
This Taiwanese paper describes the design of an L2 English mobile
learning platform (NCCU-MLP) and its trailing on tablet pcs by 37
university students. The platform was intended to promote collaborative
learning through instant text/voice communication, audio/video playback,
and geo-location information via a wifi network. Participants used it in
groups of 4-5 for 50 minutes to answer questions and share information
about five on-campus buildings they visited. Students showed great
interest in this learning method but also felt frustrated and overwhelmed
when the technology was not supportive and helpful.
Chee, K., Yahaya, N., & Ibrahim, N. (2017). Effectiveness of mobile learning
application in improving reading skills in Chinese language and towards postattitudes. International Journal of Mobile Learning and Organisation, 11(3), 210-225.
This Malaysian study compared the use of an Android smartphone-based
character leaning app (Learn Chinese Mandarin) to PowerPoint slide
presentations with first-grade primary school L2 Chinese learners. Twice
weekly for four weeks, an experimental group of 27 used the app in class
whereas a control group of 21 learned characters using PowerPoint slides.
The experimental group significantly outscored the control on a 20-
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minute pre-/post-test that required learners to orally read ten Chinese
characters. A post-treatment questionnaire indicated that use of the app
could increase motivation and interest, but not confidence.
Cheng, C-H., & Chen, C-H. (2019). Investigating the impacts of using a mobile
interactive English learning system on the learning achievements and learning
perceptions of student with different backgrounds. Computer Assisted Language
Learning, xx, 1-26.
This Taiwanese study compared the effectiveness of a mobile game-based
L2 English app (Happy2 Language) upon the learning achievement of an
experimental group of 40 fourth-/sixth-graders compared to a control
group of 39 third-/fifth-graders who used a conventional technologyenhanced system. Activities were conducted over six weeks in weekly
forty-minute class sessions. A post-test revealed no significant difference
between the groups. Likewise, both groups combined, neither was there
any significant difference in terms of gender and learning habits.
However, students from socially and economically disadvantaged
backgrounds performed significantly less well.
Chen, C-H., & Chou, H-W. (2007). Location-aware technology in Chinese language
learning. IADIS International Conference Mobile Learning (pp. 189-193).
This Taiwanese study reports on the design and prototype testing of a
PDA-based system (CLLS) that uses RFID tags linked via a web-based
server to audio and text that provide location specific conversations to
support the learning of L2 Chinese by overseas students using public
transportation in Taipei. Ten foreign university students tested the system
for 20 minutes in a classroom which simulated six transportation stations.
The experiment showed that learners were satisfied both with the reaction
time of RFID and the content transmitted.
Chen, C-J. (2014). Using concept mapping instruction in mobile phone to learning
English. Creative Education, 5(1), 4-6.
This Taiwanese paper investigated the effect of concept mapping upon
the vocabulary learning of L2 English college students. For two weeks,
students were sent two words per day via SMS to their mobile phones.
The SMS included syntactic categories, Chinese translation, and
example sentences. A control group received words in random pairs
whereas the experimental group received them in semantically related
pairs. A post-test revealed no significant difference overall between the
two conditions, though the experimental group performed significantly
better on a translation subpart of the test.
Chen, C-M., Chen, L-C., & Yang, S-M. (2018). An English vocabulary learning app
with self-regulated learning mechanism to improve learning performance and
motivation. Computer Assisted Language Learning, 32(3), 237-260.
This two-week study from Taiwan evaluated the effect upon the L2
English learning performance and motivation of fifth-grade pupils using a
vocabulary learning app (VOC 4 FUN), an experimental group of 21 with
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a self-regulated learning mechanism and a matched control of 25 without.
Participants used a smart mobile device on their own time at least five
hours per week to study 800 words. On a pre-/post-test comparison, the
experimental group demonstrated significantly greater learning
performance and motivation regardless of gender, with field-dependent
learners benefitting more than field-independent learners.
Chen, C-M., & Chung, C-J. (2008). Personalized mobile English vocabulary learning
system based on item response theory and learning memory cycle. Computers &
Education, 51(2), 624-645.
This Taiwanese paper describes the design of an L2 English vocabulary
learning system (PIMS) which is based upon Item Response Theory
algorithms and a learning memory cycle. It operates via PDAs linked to a
remote client mobile learning system and three database agents: one that
recommends vocabulary, one that generates tests, and one that assesses
performance. The system was trialed out of class for five weeks by 15
university volunteers. The results revealed significant, albeit modest,
enhancement of vocabulary abilities and learning interests, though
students felt it represented extra work.
Chen, C-M., & Hsu, S-H. (2008). Personalized intelligent mobile learning system for
supporting effective English learning. Educational Technology and Society, 11(3),
153-180.
This Taiwanese article appears to describe the same study as that
presented in Chen & Chung (2008) involving the out-of-class trialing of a
vocabulary learning system (PIMS) by 15 L2 English university
volunteers for five weeks. Using a fuzzy Item Response Theory algorithm
that determines users’ reading abilities, PIMS recommends English news
articles to learners and automatically identifies unfamiliar words for
study. Test results confirmed that the system could recommend
appropriate news articles to individual learners regardless of their initial
reading abilities.
Chen, C-M., & Li, Y-L. (2010). Personalized context-aware ubiquitous learning
system for supporting effective English vocabulary learning. Interactive Learning
Environments, 18(4), 341-364.
This Taiwanese article describes the design and prototype testing of the
personalized PDA/WLAN-based context-aware L2 English vocabulary
learning system (PCULS) previously outlined in a ICALT conference
presentation with the same title (Chen, Li & Chen, 2007). PCULS was
trialed for two weeks in 12 locations around a high school by 36 tenthgrade students, half of which studied English/Chinese word pairs with the
system and half independently of it. PCULS users showed significantly
greater vocabulary gains compared to non-users. Most participants
expressed a preference for the context-aware learning support.
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Chen, C-M., Li, Y.-L., & Chen, M.-C. (2007). Personalised context-aware ubiquitous
learning system for supporting effective English vocabulary learning. 7th
International Conference on Advanced Learning Technologies (pp. 628-630), Niigata,
Japan.
This Taiwanese conference presentation is the precursor of the published
article that appears in Chen & Li (2010).
Chen, C-M., Liu, H., & Huang, H-B. (2019). Effects of a mobile game-based English
vocabulary learning app on learners’ perceptions and learning performance: A case
study of Taiwanese EFL learners. ReCALL, 31(2), 170-188.
This Taiwanese study compared the effectiveness of two versions of an
L2 English mobile vocabulary learning app (PHONE Words), one with a
game component and the other without. Each version was used out of
class for four weeks by 10 university students, who were expected to
access it at least five hours per week. The game-based group significantly
outscored the non-game control on both an immediate and two-week
delayed post-test of vocabulary. Also, the game-based app was regarded
as more effective and satisfactory than the non-game version.
Chen, C-M., & Tsai, Y-N. (2009). Interactive location-based game for supporting
effective English learning. 2009 International Conference on Environmental Science
and Information Application Technology, 3(1), 523-526.
This Taiwanese paper reports on the prototype testing of an experimental
location-aware PDA/WAN-based L2 English learning game. The game,
which requires learners to locate a book, integrates virtual objects with
real scenes in a university library. The system was tested by 10 university
students, 90% of whom agreed it was fun to use and would be helpful for
learning English.
Chen, C-M., & Tsai, Y-N. (2010). Interactive location-based game for supporting
effective English learning. International Journal of Intelligent Information
Technology Application, 3(1), 44-50.
This Taiwanese paper is the published version of the experimental
location-aware PDA/WAN-based L2 English learning game described in
Chen & Tsai (2009). The article extensively discusses location detection
technologies (RFID, WLAN, Back-Propagation Neural Networks) and
describes in detail the operating parameters of the game. As reported
earlier, the system was tested by 10 university students, 90% of whom
agreed it was fun to use and would be helpful for learning English.
Chen, C-M., Wang, J-Y., & Lin, M. (2017). Enhancement of English learning
performance by using an attention-based diagnosing and review mechanism in paperbased learning context with digital pen support. Universal Access in the Information
Society, 18, 141-153.
This Taiwanese study investigated the effect of digital pen technology
(Livescribe) upon L2 English reading comprehension with and without a
brainwave detection mechanism to help learners identify passages with
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low attention levels as review targets in the text. In a 70-minute session,
53 L1 Chinese vocational high school students read a passage then
reviewed it guided by the system while a matched control group of 55
reviewed the text by autonomously selecting parts to re-study. The review
performance of the experimental group was significantly better than that
of the control.
Chen, C-P., & Wang, C-H. (2015). The effects of learning style on mobile augmentedreality-facilitated English vocabulary learning. Conference presentation ICISS, 2015
2nd International. Conference (pp. 1-4).
This conference presentation investigated the effect of field dependency
and prior high/low English proficiency in an augmented reality-facilitated
L2 English vocabulary learning experiment. Working in triads during one
class session, nine groups of Taiwanese third-graders used tablets that
superimposed on a camera image the English word, its pronunciation, and
Chinese equivalent of objects within the classroom. On a ten-item pre/post-test comparison, field-dependent learners significantly outscored
field-independent learners. There was also a marginal significant
difference favoring the high proficiency learners. Neither learning styles
nor prior English proficiency affected learning motivation.
Chen, I-C. (2018). The application of augmented reality in English phonics learning
performance of ESL young learners. Proceedings 1st International Cognitive Cities
Conference (pp. 255-259), Okinawa.
This conference presentation evaluates the effect of a mobile-based
augmented reality board game (Aurasma) upon the L2 English phonics
performance of 23 Taiwanese sixth-graders. The game required
participants to write phonics word cards to play the board game, which
the app verified. Using tablets, in groups of three or four, the children
played the game during eight and a half class periods of forty minutes
each. A five-question pre-/post-treatment phonic test demonstrated a
significant increase in mean scores. On a post-treatment questionnaire,
participants also expressed positive attitudes towards the app.
Chen, I-J., & Chang, C-C. (2011). Content presentation modes in mobile language
listening tasks: English proficiency as a moderator. Computer Assisted Language
Learning, 24(5), 451-470.
This Taiwanese study investigated the moderating effect of L2 English
proficiency upon presentation mode and performance of 162 university
students using a PDA-based vocabulary learning program for two weeks.
Half of the group had access only to audio; the other half had access to
audio and text. Students with lower proficiency focused more on the text.
No moderating effect was observed on task performance as students
provided with the dual mode outperformed their single mode counterparts
across proficiency levels. Half of the students felt that environmental
distractions impeded their learning.
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Chen, I-J., Chang, C-C., & Yen J-C. (2012). Effects of presentation mode on mobile
language learning: A performance efficiency perspective. Australasian Journal of
Educational Technology, 28, 122-137.
This Taiwanese study describes the results of a PDA-based one-session
pilot test which evaluated the effectiveness of the presence or absence of
an accompanying written transcript upon the intermediate-level L2
English listening comprehension of 87 university students. The results
revealed that the provision of written text facilitated the acquisition of
information in immediate recall for learners with lower English levels, but
did not appear to effect the schema construction of the English listening
comprehension skill. The beneficial effect of the written text did not
extend to the subsequent auditory-only passage.
Chen, M-P., Wang, L-C., Zou, D., …, Xie, H. (2019). Effects of caption and gender
on junior high students’ EFL learning from iMap-enhanced contextualized learning.
Computers and Education, 140, 1-15.
This Taiwanese study investigated the effects of gender and captioning
upon the L2 English skills of pre-intermediate level ninth-graders. During
two 35-minute sessions, students used a virtual geo-location app (iMap)
to watch videos of situational dialogues (iMap Coffee/iMap Station) and
identify contextual keywords, 60 participants with captioning and 67
without. A post-treatment test evaluated both students' comprehension of
the situational dialogues and the application of the acquired language
knowledge delivered by the dialogues in given situations. Male
participants performed better without captions. Females performed the
same with or without captions.
Chen, N-S., Hsieh, S-W., & Kinshuk (2006). Using STM ability for adaptive language
learning in mobile learning environment. Proceedings of the 5th WSEAS International
Conference on E-ACTIVITIES (pp. 34-46), Venice, Italy.
This is a conference presentation that describes the effect of content
representation on the short-term rote learning of 24 L2 English/Chinese
word pairs by 156 Taiwanese university students during a 50-minute
session using mobile phone SMS/MMS. A more extensive version
appears as a published article in Chen, Hsieh & Kinshuk (2008).
Chen, N-S., Hsieh, S-W., & Kinshuk (2008). Effects of short-term memory and
content representation type on mobile language learning. Language Learning &
Technology, 12(3), 93-113.
This Taiwanese study is the published version of the Chen, Hsieh &
Kinshuk (2006) conference presentation. It investigated the effect of
content representation on the short-term rote learning of 24 L2
English/Chinese word pairs by 156 Taiwanese university students during
a 50-minute session using mobile phone SMS/MMS. Word pairs were
presented with definitions alone, plus example sentences, plus graphics,
plus both example sentences and graphics. Learners with higher verbal
and visual ability achieved better results with accompanying written
sample sentences and/or pictorial annotation than from learning content
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without any annotation.
Chen N-S., Teng, D., Lee, C-H., & Kinshuk (2011). Augmenting paper-based reading
activity with direct access to digital materials and scaffolded questioning. Computers
& Education, 57(2), 1705-1715.
This Taiwanese study reports the results of a 90-minute reading
experiment in which 77 L2 English university students in an advanced
level class trialed the effectiveness of QR codes embedded into texts and
scanned by smartphones to provide access to supplementary digital
resources and scaffolded comprehension questions. Pre-/post-test results
suggested direct access to digital resources using QR codes did not
significantly influence students’ reading comprehension; however, the
reading strategy of scaffolded questioning did significantly improve
students’ understanding about the text. Students regarded the new system
useful in improving reading comprehension.
Chen, T-H. (2018). Enhancing L2 integrated skills through a mobile-mediated English
learning task. The 35th Second Language Research Forum (SLRF 2016), Columbia
University.
This conference paper describes the perceptions of 20 intermediate-level
L2 English students who used their smartphones in a Taiwanese
university course over a five-week period to record three-five minute
videos related to campus locations. Collaborating in groups of four, each
member assumed a role of leader, reporter, script writer, or technician. In
a post-treatment questionnaire, students expressed positive views about
the use of their phones in this task-based assignment. Participants also
held positive opinions about their language gains in vocabulary and
writing skills.
Chen, T-S., Chang, C-S., Lin, J-S., & Yu, H-L. (2009). Context-aware writing in
ubiquitous learning environments. Research and Practice in Technology Enhanced
Learning, 4(1), 61-82.
This Taiwanese article describes a context-aware collaborative learning
system (Context-AwareWriting) that exploits PDAs equipped with RFID
tag readers to allow children to read and write L1 Chinese in different
locations, to communicate with other people, and to review their peers’
writing. The system was trialed for eight weeks by 25 third-graders for
whom writing improved compared to a control group of 28. Despite a
lack of preparation using the PDAs and complaints about small screen
size, most pupils were satisfied with the system.
Chen, T-Z., & Lin, C. (2018). Enhancing L2 English learning through MobileAssisted TBLT: EFL learners’ perspectives. Journal of Asia TEFL, 15(2), 453-461.
This Taiwanese paper describes the perceptions of 20 intermediate-level
L2 English university students regarding the usefulness, ease-of-use of
and their satisfaction with task-based language learning. Students worked
together for five weeks in teams of four to create a 3-5-minute script
about a campus location, which they then video-recorded using their
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smartphones. Each team member was assigned a specific role: leader,
reporter, script writer, video technician. The findings revealed relatively
positive student attitudes towards the task design and implementation, as
well as their perceived learning gains in vocabulary and writing skills.
Chen, Y., Carger, C., & Smith, T. (2017). Mobile-assisted narrative writing practice
for young English language learners from a funds of knowledge approach. Language
Learning & Technology, 21(1), 28-41.
This American case study lasted four weeks and examined the narrative
writing of two L2 English seventh-grade learners, one a MexicanAmerican, the other a visiting Chinese student. Using a funds-ofknowledge approach, the participants first wrote an essay relating to their
personal cultural knowledge and experience. They then rewrote their
essay using an i-Pad and a digital handwriting app (Penultimate).
Interactive functions (inserting images, changing the background, color,
font size, drawing) were emphasized. A comparison of the pre- and postessays, showed great improvement in language production,
support/elaboration, and organization dimensions.
Chen, Y-L., & Hsu, C-C. (2020). Self-regulated mobile game-based English learning
in a virtual reality environment. Computers and Education, 154, 1-15.
This study investigates the effect of a mobile-based virtual reality game
upon the L2 English competence of Taiwanese university students. In so
doing, it also evaluates learners’ game engagement and self-regulation
from a cognitive and psychological perspective. Participants at three
levels of competence (166 Beginner, 96 Intermediate, 12 Advanced), used
the app on their own for two months. Pre-/post-tests indicated statistically
significant performance differences for vocabulary, listening and reading
ability. Survey results also demonstrated that game engagement and game
experience were significantly influenced by self-efficacy, intrinsic value,
and test anxiety.
Chen, Y-L., & Hsu, C-C. (2016). Self-regulation assessment of mobile game-based
language learning. Society for Information Technology & Teacher Education
International Conference (pp. 882-886). Association for the Advancement of
Computing in Education (AACE).
This conference presentation describes the design and two-month testing
of an L2 English Android-based virtual reality game app with Taiwanese
university students (N= 166 Beginner, 96 Intermediate, 12 Advanced).
The study sought to determine the app’s learning effectiveness and
investigate the learners’ cognitive and psychological game engagement
and self-regulation. Pre-/post-testing demonstrated significant learning
gains for vocabulary, reading and listening skills. The positive interaction
feature of the virtual reality app and the challenges of game-based design
enabled students to enter the state of flow easily and enhanced their
motivation to learn.
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Chen, Z., Jia, J., Cheng, Q., & Lin, X. (2018). Promoting Chinese students'
participation in English classes by mobile learning. Proceedings 26th International
Conference on Computers in Education (pp. 681-686).
This conference presentation describes student reaction to the use of a
mobile-based learning management system (CloudClass) for an L2
English course in China. Over six weeks, fifteen minutes per class, 124
university students of average (Test Band-4) English ability used
CloudClass as a classroom response system to express opinions, pose
questions, and obtain instant feedback. After class, participants posted
their opinions on the mobile discussion board for class-wide discussion.
Students exhibited a high level of participation in the mobile learning
activities and expressed positive opinions about using smartphones in
class.
Chen Hsieh, J., Huang, Y-M., & Wu, W-C. (2017). Technological acceptance of LINE
in flipped EFL oral training. Computers in Human Behavior, 70, 178-190.
This Taiwanese study evaluated the smartphone use of a mobile
messaging app (LINE) in a flipped-class of 42 upper-intermediate level
L2 English university majors. The study aimed to improve their oral
proficiency, particularly idiomatic usage. The teacher first provided
conventional teacher-centered instruction. Students then worked for eight
weeks in randomly assigned pairs with Line, to which they uploaded and
shared audio recordings of stories and guided dialogues. In a pre-/posttest covering definitions and sentence making with idioms, oral reading,
and comprehension questions, students performed significantly better
when using Line.
Chen Hsieh, J., Wu, W-C., Chen, Y-H., …, & Huang Chien, K. (2016). Using mobilebased MEILA to enhance EFL learners’ idiomatic competence. The International
Workshop on Technology‐Enhanced Collaborative Learning in conjunction with
CRIWG/CollabTech 2016, l, 42-46.
This conference presentation describes the design and trialing of a
mobile-based L2 English vocabulary app (MEILA) upon the acquisition
of fifty idiomatic expressions by sixty high school students in Taiwan.
Participants used their smartphones to learn four idioms per day for two
weeks, which they also discussed among themselves using a mobile
messaging app (LINE). The results of a pre-/immediate-post-test
comparison confirmed a significant increase in vocabulary acquisition.
This was maintained on a two-week delayed-post-test.
Cheng, L., Selamat, A., Alias, R., ..., & bin Mohamed, F. (2017). InterviewME: A
comparative pilot study on M-learning and MAR-learning prototypes in Malaysian
English language teaching. Advances in Intelligent Systems and Computing, 532, 219234.
This Malaysian pilot study compared the perceptions of university student
volunteers regarding their lab trial of a prototype mobile-based L2
English job interview training app, once with an Augmented Reality
component (InterviewME) and once without the component (MylinE).
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Immediately after the treatment, students completed an Intrinsic
Motivation Inventory questionnaire in which they evaluated the two
versions of the app according to four parameters: Enjoyment and interest,
Perceived competence, Perceived choice, and Perceived pressure and
tension. For all but the last parameter, the Augmented Reality condition
scored significantly higher.
Cheng, S-C., Hwang, W-Y., Wu, S., …, & Xie, C. (2010). A mobile and web system
with contextual familiarity and its effect on campus English learning. Conference
Proceedings DIGITEL, 2010 Third IEEE International. Conference (pp. 222-224).
This Taiwanese paper investigated the use of a mobile/web-accessible
program (StudentPartner) designed to promote the learning of L2
English. For five months, 10 university students used PDAs to explore the
campus about which they posted to a website textual messages and
attached multimedia files made using the PDAs. Participants used what
they obtained through campus exploring to conduct English presentations
and exchange ideas. Students thought that the context familiarity provided
by the mobile devices was useful for learning. However, most users
preferred to access the shared materials via web-based computers.
Cheng, S-C., Hwang, W-Y., Wen, D-W., …, & Chen, C-Y. (2010). A mobile device
and online system with contextual familiarity and its effects on English learning on
campus. Educational Technology & Society, 13(3), 93-109.
This Taiwanese study presents essentially the same data as that reported
in Cheng et al. (2010). It describes a PDA phone/GPS system that
provides a ubiquitous, collaborative, location-aware, L2 English learning
environment by integrating desktop, web-based, and mobile technologies
into a multimedia forum (StudentPartner). It allowed users to retrieve
data while exploring the campus and making follow-up English class
presentations. Ten university volunteers trialed the system for five months
and, though usage was low, results show these two activities were an
effective and enjoyable method of learning English.
Chew, S-W., Fang W-C., Hsu C-N., & Chen N-S. (2018) Effects of reciprocal
feedback on EFL learners’ communication strategy use and oral communicative
performance. In M. Chang, E. Popescu, Kinshuk, … & M. Spector (Eds.), Challenges
and Solutions in Smart Learning. Lecture Notes in Educational Technology (pp. 3139). Springer, Singapore.
This Taiwanese study investigated the effect of an Android-based app
(Speaking Yo) upon the advanced-level L2 English oral communication
ability of twenty L1 Mandarin university students. For three weeks, using
their mobile devices, participants accessed the app to audio-record paired
discussions and engage in peer review. A matched control group of
twenty similarly used the app, but without peer review. All students were
instructed how to use targeted communication strategies. A post-test
showed that peer feedback enhanced students’ oral communication
performance though the use of communication strategies was not
improved.
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Chi, S-W., & Chan, W-M. (2011). Learning beyond the classroom: Language podcast
as supplementary learning material. Ubiquitous Learning: An International Journal,
3(2), 21-40.
This paper from Singapore describes a three-month podcast project for L2
Korean language beginners. It provides an account of the podcast’s design
and contents, and students’ access and usage. Students’ quantitative and
qualitative evaluations of the podcast’s design and contents are presented.
The paper concludes with a discussion of the implications for the design
and development of future language learning podcasts as well as further
research.
Chiang, H-H. (2020). Kahoot! In an EFL reading class. Journal of Language
Teaching and Research, 11(1), 33-44.
This study investigated the attitudes of 65 Taiwanese university students
regarding the classroom use of a mobile game-based app (Kahoot!) to
teach and test L2 English reading comprehension. Kahoot! was employed
as a warm-up activity at the beginning of six thematic units, each of
which lasted two-three weeks. It was also used to administer a unit quiz at
the end of each theme. Although the participants expressed positive
attitudes towards the application of Kahoot! in the course, several
negative opinions were expressed regarding its use as a testing tool.
Chiang, M-H. (2012). Effects of reading via Kindle. In J. Colpaert, A. Aerts, W-C
Vivian Wu, & Y-C Joni Chao (Eds.), The Medium Matters (Proceedings 15th
International CALL Conference) (pp. 176-179).
This Taiwanese paper investigates the effect on subsequent motivation to
read from doing extensive L2 English reading using a Kindle e-book
compared to using a printed counterpart. For a semester, 34 university
students read a novel with half using the e-reader and half a printed book.
According to a student survey taken at the end of the period, use of the ebook did not result in any significant difference in the participants’
motivation to read. Only a fraction of the participants reacted positively to
reading novels on a Kindle.
Chien, C-W. (2013). Perception and practice of Taiwanese EFL learners' making
vocabulary flashcards on Quizlet. In M. Nunes & M. McPherson (Eds.), Proceedings
of the International Conference e-Learning (pp. 459-462).
This conference presentation describes the perception of 76 L2 English
university students in Taiwan regarding their use of a mobile-based
flashcard app (Quizlet), which they used on their own for a semester.
Quizlet provided three activities (Speller, Learn, and Test) and two
games. The results of student questionnaires indicated that participants'
word selection was based on not knowing the meanings of the words.
Space Race was regarded as the most helpful activity in terms of
vocabulary learning. Finding the appropriate definitions for words was
the biggest challenge when making flashcards.
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Chien, S-Y., Hwang, G-J., & Jong, S-Y. (2020). Effects of peer assessment within the
context of spherical video-based virtual reality on EFL students’ English-Speaking
performance and learning perceptions. Computers & Education, 146, 1-20.
This paper evaluates the effect of a mobile video-based virtual
reality environment (SVVR) upon the L2 English speaking ability
of high school students in Taiwan. Over four weeks, twice per
week, participants used the system to engage in virtual dialogues in
authentic English-speaking contexts. A group of 33 did so using a
peer assessment strategy to provide comments on their own and
peers’ speaking performance. Another group of 36 used the system
without peer assessment, receiving only the teacher’s evaluation. A
post-test revealed greater positive effects with the peer assessment.
Chin, K-N., Lin, C-Y., & Chan, W-M. (2011). Mobile learning - Podcasting for
Chinese language learning. Journal for Technology and Chinese Language Teaching,
2(2), 37-49. [in Chinese]
This paper from Singapore reports the results of a survey of 166
secondary school students about their perceptions and use of a beginners’
level L2 Chinese podcast program (Happy Podcast). The program
included listening material derived from an accompanying textbook as
well as quizzes and songs. Four units were made available over the course
of 13 weeks. Students evaluated the program very positively. Nearly all
respondents reported listening to three or more units. However, 95.7% of
participants did so using a home PC in preference to a mobile device.
Chiong, C., Ree, J., Takeuchi, L., & Erickson, I. (2012). Print books vs. e-books:
Comparing parent-child co-reading on print, basic, and enhanced e-book platforms.
New York: The Joan Ganz Cooney Center.
This American study investigated the parent-child co-reading of print
versus basic and enhanced e-books. For twenty minutes, thirty-two 3-6year-olds and their parents read two science-themed stories together, one
in print and the other via e-book. Half of the e-books were basic and half
enhanced. The enhanced e-book was less effective than the print and
basic e-book in supporting the benefits of co-reading because it prompted
more non-content related interactions. Children who read enhanced ebooks recalled significantly fewer narrative details than children who read
the print version of the same story.
Cho, M-H., & Castañeda, D. (2019). Motivational and affective engagement in
learning Spanish with a mobile application. System, 81, 90-99.
This American study investigated the effect of using an iOS-based L2
Spanish conjugation app (Conjugation Nation) upon the language
learning behaviors and attitudes of 82 first/second-level university
students. Over eight weeks, face-to-face in class, participants worked in
pairs/triads to complete 500 verbal conjugation exercises. Students
improved significantly in intrinsic goal orientation, beliefs about
controlling their learning, and self-efficacy for learning after participating
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in game-like activities with the app. Their enjoyment of learning in
Spanish courses also increased and they positively evaluated the gamelike activities with a grammar-focused mobile application.
Choi, E-J., & Kim, J-Y. (2006). The influence of using mobile learning contents on
English vocabulary learning. English Education, 61(4), 297-320. [in Korean]
This Korean study evaluated the effectiveness of a mobile-based app
upon the vocabulary acquisition of twenty L2 English university students.
Over five weeks, five times weekly, participants independently learned a
total of 25 words using their mobile phones to access the app, which
provided tutorial exercises, dictionary look-ups, game-based activities and
performance feedback. A matched control group of twenty students
learned the same vocabulary at the same pace using the same exercises in
printed format without the mobile-based affordances. A post-treatment
vocabulary test revealed no significant difference in learning outcomes.
Choi, E-J., & Jeong, D-b. (2010). The effects of college students' vocabulary
learning by using mobile LMS lessons. Multimedia-Assisted Language
Learning, 13(3), 279-302. [in Korean]
This Korean paper describes a six-week investigation of the effects of
mobile phone-based Long Message Service (LMS) lessons on vocabulary
acquisition. Seventy-two university students of equivalent L2 English
ability were assigned to one of three groups: LMS lessons without student
interaction; LMS lessons with teacher-student interactive messages; and a
control group using printed materials. Post-testing revealed that LMS
students, who received lessons daily five times per week, retained
significantly more vocabulary than those using paper materials. However,
there was no significant difference in performance between interactive
versus non-interactive LMS groups.
Chou, P-N., Chang, C-C., & Lin, C-H. (2017). BYOD or not: A comparison of two
assessment strategies for student learning. Computers in Human Behavior, 74, 63-71.
This Taiwanese paper describes a four-week study that evaluated the
effect on learning of conducting formative in-class quizzes of L2 English
vocabulary and grammar via BYOD smartphones compared to printed
format. During the last ten minutes of every weekly class, 24 junior high
school BYOD students and a matched control group of 22 printed quiz
students took a formative quiz based on the day’s lesson. The control
group significantly outperformed the BYOD group on these quizzes. A
summative pre/post-/one-month delayed post-test revealed no significant
learning difference between the two groups.
Christ, T., Wang, X., Chiu, M., & Cho, H. (2019). Kindergartener’s meaning making
with multimodal app books: The relations amongst reader characteristics, app book
characteristics, and comprehension outcomes. Early Childhood Research Quarterly,
47, 357-372.
This American paper investigated the effect of multimodal iPad-based
English app-book usage upon the reading behavior of 53 early-literate
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kindergarteners, for whom English was mostly (80%) an L1. Participants
were observed over six sessions during the year. It was found that neither
readers’ L1/L2 status nor gender were linked to reading outcomes. The
presence of incongruent hotspots in app-books was related to readers’
lower retelling and inference/critical thinking scores. So, too, the use of
Auto Read mode was linked to less strategic use of hotspots and poorer
inference/critical thinking outcomes.
Chu, H. (2011). The effect of the features of smart phone vocabulary applications on
Korean college students’ satisfaction and continued use. Multimedia-Assisted
Language Learning, 14(2), 91-112.
This Korean article investigated the patterns of usage of two mobile L2
English vocabulary apps by university students of mixed proficiency
levels. Each app was trialed by 16 participants for a week using their own
smartphones. They reported using it about equally while commuting and
at home, but did not use it often. Functionality was the only predictor for
learners’ mobile learning satisfaction and their willingness to continue
smartphone-based learning. The most requested features were the
tracking of memorized-/non-memorized vocabulary, more examples,
audio for pronunciation, and self-control of vocabulary repetition.
Chu, H., Wang, C., & Wang, L. (2019). Impacts of concept map-based collaborative
mobile gaming on English grammar learning performance and behaviors. Journal of
Educational Technology & Society, 22(2), 86-100.
This Taiwanese study evaluated the effectiveness of a collaborative
mobile-based L2 English grammar tutorial game under two conditions:
with concept mapping (N=68) and without (N=62). The app, which
focused on nouns (singular, plural, non-count, abstract), was tested by
130 fifth-graders using tablet computers for a total of about two hours. On
a pre-/post-test comparison, the experimental concept-mapping group
significantly outscored the control, though this was entirely due to the
results of the low-achieving learners in the group. The low-achieving
students also evidenced significantly higher mental load than their highachieving counterparts.
Chu, L-Y. (2014). An Exploratory Study of Adult English Learners’ Vocabulary
Acquisition through Smartphone-based Listening Practice. MA thesis, National Chiao
Tung University, Taiwan. [in Chinese]
This Taiwanese MA thesis explores the effect of smartphone-based video
upon incidental L2 English vocabulary acquisition. Thirty-five adult
students spent a week independently watching a mini-lecture via TED
Talks. A pre-/post vocabulary test indicated that incidental vocabulary
acquisition occurred with statistical significance, with lower-level
learners making the greatest gains. Most of the participants used
cognitive listening strategies (imagery) more frequently than
metacognitive listening strategies (directed attention and strategy
evaluation). It was found that there was a statistically significant
relationship between the two metacognitive listening strategies and
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participants’ incidental vocabulary gains.
Chuah, K-M. (2014). Word's up with WhatsApp: the use of instant messaging in
consciousness-raising of academic vocabulary. 23rd MELTA and 12th Asia TEFL
International Conference (pp. 28-30).
This conference presentation investigated the effect of consciousness
raising upon the acquisition of academic vocabulary by 35 Malaysian
university students identified as having only limited or modest L2 English
competency. On a daily basis for ten weeks, participants used an instant
messaging platform (WhatsApp) to discuss with each other and their
instructor the meaning and usage of a word selected from the Academic
Words List. A comparative pre-/post-treatment 40-item vocabulary test
demonstrated a large increase in the students’ scores. Overall, student
reaction to the academic use of WhatsApp was positive.
Ciampa, K. (2014). Mobile books: Effect of engagement on students' motivation and
cognitive strategy use. PhD dissertation, Ontario: Brock University.
This Canadian PhD dissertation examined the effect of e-book reading
upon the motivation and cognitive strategy use of 30 L1 English firstgraders. Over a 5-month period, using iPads in eight individual sessions
lasting 20-25 minutes, learners read stories from a web-based site
((ICANREAD) that included embedded comprehension questions. Data
collection comprised motivation and parent questionnaires, behavioral
observations and teacher interviews. The study showed that both
cognitive reading strategies and internal motivation contribute
independently to students’ reading comprehension. Most students enjoyed
answering e-book comprehension questions and preferred e-books to print
books.
Chiew, Y., & Sharif, N. (2016). What’s up with WhatsApp: Writing on the go.
Conference Paper. Malaysian English Language Teaching Association, 25th
International Conference. Ipoh, Perak.
This conference paper describes the introduction of a social messaging
app (WhatsApp) into the L2 English curriculum in a Malaysian university.
For seven weeks, 32 mostly L1 Malay students accessed the app via their
smartphones to receive and reply to prompts of everyday topics in a
WhatsApp chat group. These were designed to provide writing practice
and grammar correction, individually, and by peers as well as the
instructor. Overall, students regarded the use of the app positively and
reported increased confidence in writing in English via the WhatsApp chat
group.
City College Southampton (2005). Multimedia learning with mobile phones.
Innovative practices with elearning. Case studies: Any time, any place learning. Joint
Information Systems Committee, City College Southampton.
This British report gives a very general description of the design of an mlearning system (mediaBoard) developed at the City College of
Southampton to support the L2 English language acquisition of its ESOL
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students. Participants used camera phones (i.e., PDAs with cameras and
telephone connectivity) to send location-related text and images via
SMS/MMS to a web-based multimedia message board. This collaborative
data collection task served as the impetus for language interaction
between students and provided opportunities for learning grammar,
idioms and pronunciation while building their knowledge of the local
area.
Clarke, P., Keing, C., Lam, P., & McNaught, C. (2008). Using SMSs to engage
students in language learning. In Proceedings of World Conference on Educational
Multimedia, Hypermedia and Telecommunications (pp. 6132-6141). Chesapeake, VA:
AACE.
This paper investigates the use of the passive reception of mobile phone
SMS for vocabulary learning in a Hong Kong university L2 English
course. Review questions/answers based on the vocabulary of previous
classes were sent daily via SMS over two seven-week terms with a cohort
of 12 in the first and 7 in the second. Students received the SMS at no
cost and did not reply. While students found the system worthwhile and
enjoyed it, none indicated a willingness to use the system if they had to
pay for it.
Comas-Quinn, A., Mardomingo, R., & Valentine, C. (2009). Mobile blogs in language
learning: Making the most of informal and situated learning opportunities. RECALL
Journal, 21(1), 96-112.
This British paper describes a mobile blog created to support
constructivist, situated language learning during an intensive week of
study abroad so that both the eight university L2 Spanish students who
travelled to Spain and their 400 classmates who did not could share their
cultural experiences and reflections. The intent was for students to send
all the data captured on their mobile phones directly to the blog. This
proved not to be possible. Also, student participation was very low: two
images, three audio recordings and 25 comments.
Concidine, V. (2015). Using iPads® for Language Arts Instruction in Self-Contained
Classrooms for Students with Autism: A Case Study. EdD dissertation, Florida Gulf
Coast University. ProQuest Dissertations Publishing.
This American EdD dissertation describes the effects of five iPad-based
literacy apps upon the L1 English reading, spelling, and vocabulary skills
of mixed 6th-8th grade level autistic middle school children. Two classes
were involved, one of academically functioning learners (N=4) and the
other (N=8) that was two or more years below grade level and focused on
social functioning. A pre-/post-treatment comparison showed no change
in the literacy skills of the academically functioning group, but five of
eight socially functioning students made gains in at least one category of
basic skills.
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Connor, C., Day, S., Zargar, E., …, & Hwang, J. (2019). Building word knowledge,
learning strategies, and metacognition with the word-knowledge e-book. Computers &
Education, 128, 284-311.
This American paper reports the results of a study involving 603 L1
English primary school children in grades 3-5. It evaluated the effects of a
tablet-based adventure story e-book (Word Knowledge) that was trialed
with half the cohort for three weeks under two conditions, on its own for
30 minutes weekly and with supplementary 15-minutes weekly book club
reading. Midpoint and post-treatment testing revealed a significant
treatment effect of Word Knowledge book usage on students' word
knowledge, all the more so for those who combined its use with
supplemental reading.
Coogle, C., Floyd, K., & Rahn, N. (2018). Dialogic reading and adapted dialogic
reading with preschoolers with autism spectrum disorder. Journal of Early
Intervention, 40(4), 363-379.
This American study examined the effects of Dialogic Reading delivered
using traditional paperback books and technology enhanced books
utilizing a Surface tablet on the vocabulary acquisition of four
preschoolers with autism spectrum disorder. Over six months, 1-4 times
per week, selected books were alternately read with a human dialog
partner either in printed format or as an e-text via PowerPoint
presentations on the tablet computer. Post-treatment testing suggested that
both methods increased vocabulary learning compared with the baseline.
However, for some participants one method was more effective than the
other.
Cooney, G., & Keogh, K. A. (2007). Use of mobile phones for language learning and
assessment for learning, a pilot project. Paper presented at the Proceedings of the 6th
Annual International Conference on Mobile Learning, Melbourne, Australia.
This Irish report describes a five-week field test by 69 high school
students, which among other things, trialed the commercial Learnosity
language learning system. Learnosity was used to facilitate school-based
oral assessment of L2 Irish via mobile phones linked to an audio server
that presented oral prompts from a range of topics. Learners recorded
their verbal responses, which teachers later accessed for assessment and
feedback. Two-thirds of the students reported having made progress in
speaking Irish as result of the pilot project and participants very positively
evaluated the experience.
Corcoran, S. (2019). The Effect of Digital Tablets' Applications on Reading
Achievement of First Graders in Two Private Schools. EdD dissertation, Liberty
University. ProQuest Dissertations Publishing.
This American EdD dissertation compared the effect of two presentation
modes upon the pre-literacy phonics skills of L1 English first-graders.
Over six weeks, 44 children received daily basic literacy instruction
through the independent use of two tablet-accessible apps (Aesop’s Quest,
Sight Words Learning Games and Flash Cards) whereas a matched
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control group of 34 received equivalent instruction through teacher-led
reading activities using printed materials. A pre-/post-test revealed a
significant difference between the children who used the tablet apps
during instruction when compared to those who did not.
Çörekçioğlu, S. (2013). A Case Study on Students’Attitudes towards SMS-based
Instruction for Grammar Practice. BA thesis, Karadeniz Technical University.
This BA thesis describes the attitudes of 25 intermediate-level L2 English
students in a Turkish university regarding their use of mobile phonebased SMS activities to develop their writing skills. For two months,
within small groups, participants used their mobile phones to exchange
messages in a circular writing activity that involved creating sentences of
a collaboratively written story. This was then submitted to the instructor,
corrected, and discussed in class. The attitudes of students towards using
SMS in writing classes were generally positive in terms of motivation,
achievement and collaborative interaction.
Costa, R., & Han, T. (2017). The effect of using a mobile application on EFL learners'
beliefs about language learning. International Journal of Developmental and
Educational Psychology, 1(1), 229-238.
This Turkish study examined the effect of a social messaging app
(WhatsApp) upon the language learning beliefs of 40 L2 English
university students. Over four weeks, in pairs, participants used the app in
class to write mini-dialogues and stories and audio record comments
about a picture they had taken. All tasks were shared with the whole
WhatsApp group. Data were collected from questionnaires, interviews and
a focus group. The use of WhatsApp was deemed to have a positive effect,
confirming students’ beliefs about using a mobile device in language
classrooms.
Cote, T., & Milliner, B. (2014). Extensive reading on mobile devices: Is it a
worthwhile strategy? Proceedings of the 12th Asia TEFL and 23rd MELTA
International Conference 28-30 August 2014, 979-990.
This conference presentation describes a pre-pilot investigation of the
effects of smartphone usage upon the reading of graded L2 English short
stories (~1000 words). Five classes of intermediate level (TOEIC 416
average) university students in Japan first read a story in printed form
then three classes later read a second story of comparable difficulty on
their smartphones via an online system (XReading). Although in their
survey responses most students indicated a preference for reading
paperback books, reading speeds and comprehension where not
compromised by the use of smartphones.
Cote, T., & Milliner, B. (2015). Implementing and managing online extensive reading:
Student performance and perceptions. The International Association for Language
Learning Technology Journal, 45(1), 70-90.
This Japanese paper follows up on Cote & Milliner (2014), describing the
use of an online library of graded readers and learning management
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system (Xreading) to support extensive reading via smartphones. For 15
weeks, 95 intermediate-level L2 English (TOEIC 416 average) university
students used the program to complete a 50,000-word reading
assignment. Students reacted positively to the program, especially
appreciating access to feedback on reading progress. A pre-/post-test
comparison evidenced an increase in reading speed and overall volume of
reading, though 21% of the participants read less than 10,000 words.
Craig, D., Paraiso, J., & Patten, K. (2007). e-Literacy and literacy: Using iPods in the
ESL classroom. In R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.),
Proceedings of Society for Information Technology and Teacher Education
International Conference (pp. 1834-1841). Chesapeake, VA: AACE.
This American paper reports the results of three action-research projects
that used iPod Shuffles in class for three months to promote L2 English
reading, writing and listening skills in one elementary and two middle
schools. A fourth project was commenced, but abandoned, in a second
elementary school. The iPods were used in conjunction with class
textbooks to provide audio readings of stories. In the middle schools,
journaling was undertaken with heavy emphasis on vocabulary and
academic language skills. Overall, writing skills and vocabulary
development improved, though comprehension skills did not.
Cruz, M. (2012). Student and teacher perceptions of a mobile-based vocabulary study
tool for English language learners. PhD dissertation, George Mason University.
This American PhD investigates the perceptions of 13 intermediate-level
L2 English high school students and their teacher regarding an iPod
Touch-/iPhone-based vocabulary-learning app. The app, mimicking a
trivia game, consisted of 250 multiple-choice questions targeting words
specific to biology. Over 8 weeks, it was used out of class at least three
times by all students, who completed weekly questionnaires about their
use of the tool. Both the teacher and students had mixed impressions of
the tool, but most students had positive perceptions of their experiences
using it for informal learning.
Cubelic, C. (2013). iPad 2 applications and emergent literacy: Do they have an impact
on the acquisition of early literacy skills? EdD dissertation, Youngstown State
University. USA.
This American doctoral dissertation assessed the effect of 15 iPad-based
apps (five each for First Sound Fluency, Phoneme Segmentation Fluency
and Nonsense Word Fluency) upon the L1 English pre-literacy skills of
144 kindergarteners. The children used the apps twice per week in 30minute sessions for an academic year. A matched control group of 147
followed the same curriculum without the use of any mobile-based apps.
All children took a pre-test and two post-tests using the DIBELS Next
assessment. There were no significant learning outcome differences
between the two groups.
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Cuccio-Slichko, J. (2015). An Examination of the Effects of a Technology-Based
Graphic Organizer (TBGO) and the iPad on the Persuasive Writing of Fourth-Grade
Students with and without Disabilities. PhD dissertation, State University of New
York at Albany. ProQuest Dissertations Publishing.
This American PhD dissertation investigated the effect of a graphic
organizer upon the L1 English persuasive writing of 36 fourth-graders.
Over three weeks, the children wrote essays using an iPad-based and
paper/pencil version of the organizer. Half of the cohort used the
organizers in one sequence and the other half in the reverse order. Essays
were judged by the number of persuasive elements and words they
contained. A pre-/post-test comparison indicated that both interventions
improved writing quality significantly; however, neither the type nor the
sequence of intervention affected essay quality.
Cumming, T., & Draper Rodriguez, C. (2013). Integrating the iPad into language arts
instruction for students with disabilities: Engagement and perspectives. Journal of
Special Education Technology, 28(4), 43-52.
This American study described the use of an iPad-based app (Language
Builder) for L2 English learning with four L1 Spanish primary school
students who had language-based difficulties. Pupils used the app in class
for six weeks during 17 30-minute sessions. Using Language Builder,
users constructed sentences about pictures, which they audio recorded.
Two of the students said they did not enjoy working on the iPad, three
felt that the iPad helped them learn. The teacher and a paraprofessional
both reported high levels of satisfaction with the iPad and the application
Cutrim Schmid, E. (2008). Using a voting system in conjunction with interactive
whiteboard technology to enhance learning in the English language classroom.
Computers and Education, 50, 338-356.
This British paper describes two studies involving the use of an audience
response system (ACTIVote) in conjunction with an interactive
whiteboard with upper-intermediate/advanced-level L2 English university
students. The voting system was used by groups of 8-11 students in four
90-minute classes with 29 participants in the first study and 33 in the
second. ACTIVote served to check background knowledge, launch
discussions, stimulate debate and evaluate students’ level of
understanding. Although it contributed to enhancing the scope of
interactivity in the classroom, the level of cognitive and socio-cognitive
interactivity was superficial.
DaCunha, D. (2016). iPads and Preschool: Integrating Ipads into a Preschool
Classroom to Support Learning Centers and Phonological Awareness. MA thesis,
The William Paterson University of New Jersey. ProQuest Dissertations Publishing.
This American Masters thesis investigated the effect of five iPad-based
apps (ABC Magic 6; Phonics; Preschool Phonics; ABC Alphabet; ABC
Matching) upon the phonological awareness of 15 L1 English preschoolers. Following one week of orientation with the iPad apps, in small
groups, the children accessed the apps of their choice over three weeks in
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twice-daily 15-minute free times. Findings revealed that the children
enjoyed using the iPads during free time. A comparative pre-/posttreatment assessment revealed that the children’s skills in rhyming,
alliteration and noticing smaller units of sounds had improved.
Daǧdeler, K., Konca, M., & Demiröz, H. (2020). The effect of mobile-assisted
language learning (MALL) on EFL learners' collocation learning. Journal of
Language and Linguistic Studies, 16(1), 489-509.
This study investigated the effectiveness of a mobile-based vocabulary
app (CollocatApp) in fostering the acquisition of L2 English collocations
among 36 Turkish university students. Participants used the app for nine
weeks to learn collocations while a control group of 37 studied the same
content via written worksheets. On a post-treatment test of collocations,
the experimental group significantly outscored the control in terms of
receptive vocabulary knowledge, but there was no difference with active
vocabulary usage. Nor was there any difference between the groups on a
delayed post-test of retention.
D'Agostino, J., Rodgers, E., Harmey, S., & Brownfield, K. (2016). Introducing an
iPad app into literacy instruction for struggling readers: Teacher perceptions and
student outcomes. Journal of Early Childhood Literacy, 16(4), 522-548.
This American study compared the progress of 50 L1 English firstgraders identified as struggling readers under two learning conditions.
Over 20 weeks, in daily half-hour sessions, half the children learned
sound/letter correspondences using an iPad-based app (LetterWorks)
while the other half did likewise using magnetic letters and board. The
iPad group significantly outperformed the control on a comparative pre/post-treatment test of three alphabetic measures. However, teachers
identified a misfit between their beliefs about literacy teaching and
learning and the app as a barrier to its continued use.
Dalrymple, J. (2012). IPad improves kindergarten literacy scores. The Loop Magazine,
np.
This article reports the outcome of an experiment involving 16 American
kindergarten classes. Over nine weeks, 129 children used iPads in class to
learn basic L1 English literacy skills. Compared to a group of 137
learners who were without iPads, the experimental group outscored the
control on every literacy parameter tested. High levels of student
motivation, engagement and learning in the iPad classrooms were also
observed.
Dange, J. (2018). Mobile-assisted learning approach in enhancing the student teacher's
vocabulary and usage of mobile phone. In J. Keengwe (Ed.), Handbook of Research
on Mobile Technology, Constructivism, and Meaningful Learning (pp.316-330). IGI
Global.
This Indian study examined the effect of MALL compared to
conventional teaching upon the vocabulary acquisition of university
students, 30 in each group. By implication, the L2 was English. The
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experimental group used their mobile phones to access a program called
Mobile Assisted Learning Package (MALP). However, no details are
given about the learning activities of either the experimental nor control
group. Neither is the treatment duration specified. The results of a 33item multiple-choice pre-/post-test demonstrated a significant
improvement for the MALL group but no significant difference for the
control.
Darmanto, & Hermawan, B. (2016). Mobile learning application to support Mandarin
language learning for high school student. Imperial Journal of Interdisciplinary
Research, 2(4), 402-407.
This Indonesian study describes the design and pilot testing of an
Android-based mobile learning app for L2 Mandarin. The content of the
prototype was authored by local high school teachers and included text,
images, audio and video to help improve students' understanding of
Chinese language. The app provided practice for reading, listening and
pinyin pronunciation. It was trialed by 50 people, a combination of
vocational and high school students and their teachers. According to
questionnaire responses, both teachers and students thought that the app
helped facilitate learning Mandarin.
Darmi, R. (2014). Integrating Mobile Phones in English Language Classrooms to
Alleviate Language Anxiety and Enhance Oral Interaction Skills of Malaysian
Undergraduate Learners: A Mixed Methods Study. PhD dissertation, University of
Southern Queensland.
This Australian PhD dissertation investigates the effect of mobile phone
usage upon the L2 English language anxiety and oral interaction skills of
50 first-year Malaysian university students, who during a three-month
semester had access to mobile-accessible course-related supplementary
materials. Post-treatment, they self-reported lower language anxiety
levels whereas a control group of 26 students who did not have mobile
access to these resources reported equal or higher anxiety levels in all but
one category. No difference in oral interaction skills was observed
between the two groups on a post-treatment test
Darmi, R., & Albion, P. (2017). Enhancing oral communication skills using mobile
phones among undergraduate English language learners in Malaysia. In A. Murphy,
H. Farley, L. Dyson & H. Jones (Eds.), Mobile Learning in Higher Education in the
Asia-Pacific Region Harnessing Trends and Challenging Orthodoxies (pp. 297-314).
This Malaysian study examined the effectiveness of using mobile phones
to record and review the oral practice of 50 L2 English university students
in preparation for a paired role play and mock group interview. The
proficiency of all but six of the students was between Limited User and
Modest User (MUET Bands 2-3). A matched control group of 26 students
undertook the same tasks without mobile phone recordings. After 10
weeks, all students made considerable progress on a pre-/post-test
comparison, though the experimental group no more so than the control.
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Daud, N., & Husin, Z. (2013). Mobile learning: A quasi-experiment on using SMS to
support reading comprehension programme. In M Embi & N Nordin, Mobile
Learning: Malaysian Initiatives & Research Findings (pp. 59-72). Centre For
Academic Advancement, Universiti Kebangsaan Malaysia & Department of Higher
Education, Ministry of Higher Education.
This Malaysian paper studies the effect of using mobile phone SMS to
support the acquisition of L2 English reading skills with beginning to
intermediate level learners. For three months, in addition to the same
instruction received by a control group of 213, 438 university students
received daily SMS reading passages of about 100 words, with GunningFog index scores between 8.2-22.1 and Flesch Readability index scores
between 43.5-95.7. Although both groups improved on a pre-/post-test
comparison, there was no significant difference in reading gains between
the two groups.
Davie, N., & Hilber, T. (2015). Mobile-assisted language learning: Student attitudes to
using smartphones to learn English vocabulary. Proceedings of the 11th International
Conference on Mobile Learning (pp. 70-78). ML 2015.
This paper examines the use of a smartphone-based L2 English
vocabulary learning Quizlet flashcard program upon the attitudes and
performance of 68 German university engineering students. According to
the feedback from a questionnaire after one semester of independent outof-class usage on their own phones, students found the mobile-learning
flashcards to be a very efficient, convenient and enjoyable learning
method. However, a comparison of vocabulary scores on a compulsory
technical English exam paper following the treatment with an equivalent
exam the preceding semester showed no significant difference in student
performance.
Davies, R. (2015). Why tweet when you can bubble? Students’ perceptions of a voice
microblog for the development of their L2 spoken production skills. The JALT CALL
Journal, 11(3), 213-233.
This study investigates the perceptions of Japanese university students
concerning the use of a mobile-based social networking app (Bubbly) to
improve their L2 English competence. Using their iPads, 33 lowintermediate-level learners accessed the app to complete out-of-class
tasks that required making audio recordings and writing texts in
conjunction with accompanying multimedia files. One task constituted
5% of the course grade in one semester and three others combined 10% in
the following semester. According to self-evaluations, students thought
that the Bubble-based activities helped them improve both their speaking
and writing skills.
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Davila, J., Santisteban, M., Sarmiento, A., ..., & Grande, J. (2020). Use of APPs as
tools for acquiring language skills. Proceedings of the 14th Annual International
Technology, Education and Development Conference 2020 (pp. 541-547). Valencia,
Spain.
This conference presentation describes the use of six mobile-accessible
English language professional engineering apps with 60 students in a
Spanish university. The apps were used to complete assessed tasks in an
engineering course. The intent was to teach technical vocabulary in
English, and encourage the professional use of L2 English in class. Use of
the apps did encourage the use of English. This occurred mainly in the
written exercises, but also conversationally. According to a post-treatment
survey, students expressed a high level of acceptance of these mobilebased activities.
Deb, S., & Bhattacharya, P. (2018). Augmented sign language modeling (ASLM) with
interaction design on smartphone-an assistive learning and communication tool for
inclusive classroom. Procedia Computer Science, 125, 492-500.
This Indian study describes the design and trialing of a smartphone-based
app intended to teach Hindi and Varnamala sign language letters. The app
used the camera of a mobile device to read a letter on a printed card then
displayed on screen an animated 3D video of the corresponding hand
gesture for it. It was trialed in a rehabilitation center during one 15-minute
session with ten children, all of whom were deaf and/or speech impaired.
When tested, only four children were able to correctly reproduce the sign
language hand gesture.
Dehghan, F., Rezvani, R., & Fazeli, S. (2017). Social networks and their effectiveness
in learning foreign language vocabulary: A comparative study using WhatsApp.
CALL-EJ, 18(2), 1-13.
This Iranian paper evaluated the effect of a social networking app
(WhatApp) upon the L2 English vocabulary learning of 16 English
Institute teenagers. WhatsApp was used for a semester to present words
and their meanings, synonyms, antonyms, explanations and examples.
Participants discussed via smartphones, with their teacher and other
group members, the new words and added extra information. Students in
a matched control group of 16 received instruction on the same items
through the context of their textbook. A pre-/post-test comparison
revealed no significant difference between the two groups.
de Jong, T., Specht, M., & Koper, R. (2010). A study of contextualised mobile
information delivery for language learning. Educational Technology & Society, 13(3),
110-125.
This Dutch study investigated the effect upon vocabulary learning of
object-based compared to location-based information delivery and the
effects of user-provided context information compared to automatic
context detection. The study was conducted in a 30 minute session by 35
L2 Hindi university students using an iPhone/web-based context-sensitive
multimedia phrasebook application. The results showed that learners
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benefitted more from location-based support, with no clear effect of userprovided versus automatic context detection.
Delacruz, S. (2014). Using Nearpod in elementary guided reading groups.
TechTrends: Linking Research & Practice to Improve Learning, 58(5), 62-69.
This American study describes the use of Nearpod on iPads to support
the reading in English of nine fourth-graders, of which for five English
was an L1 and for four an L2. In groups of 4-6, the children participated
in a guided reading session conducted by a student teacher. In a posttreatment interview, all nine students indicated that they preferred the
Nearpod app to using traditional print books in guided reading.
Interactivity seemed to be the main reason for the preference. The student
teacher felt that the experience was positive.
de la Fuente, M. (2014). Learners' attention to input during focus on form listening
tasks: The role of mobile technology in the second language classroom. Computer
Assisted Language Learning, 27(3), 261-276.
This American paper explores the effects of aural-input delivery method
on listening comprehension. A group of intermediate-level L2 Spanish
university students was given 30 minutes to listen to 10 micro-dialogues
and for each answer a general comprehension question and one involving
the noticing and interpretation of object pronouns. Nine students accessed
the audio via self-controlled i-Pods while a teacher controlled audio
delivery for a control group of 11. The self-control group demonstrated
significantly higher levels of reported noticing of target forms and scored
significantly higher on both types of comprehension.
de la Guía, E., Camacho, V., Orozco-Barbosa, L., …, & Lozano Pérez, M. (2016).
Introducing IoT and wearable technologies into task-based language learning for
young children. IEEE Transactions on Learning Technologies, 9(4), 366-378.
This Spanish paper describes the one-hour pilot testing of an Androidbased learning system designed to teach young children L2 English in a
task-based learning environment. Using smartphones to locate NFCtagged objects, two groups of five 5-to-10-year-olds in a language
academy worked to complete recipes, which they put together virtually on
a tablet computer. A matched control group of five did likewise using
printed flashcards. Compared to the control, the experimental groups
displayed much more motivation and collaboration, enjoyed the activity
more and retained more vocabulary on a two-week delayed-posttreatment test.
de Liz, N. (2015). Mobile Technology in Teaching and Learning English Language at
School. MA thesis. Universidade Tecnológica Federal do Paraná. [in Spanish]
This Brazilian MA thesis describes an Android-based prototype L2
English language learning app (High Fly Learning) that was trialed with
15 high school students in 45-minute class sessions over four consecutive
days. Each day, using their smartphones, students individually viewed a
5-minute video on a pre-discussed theme then worked in pairs to answer
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questions about it. They individually wrote a short essay related to the
theme and completed an online questionnaire about their activity.
Students demonstrated a good level of knowledge and interactivity with
High Fly Learning and expressed 100% approval of its use.
de Lourdes Benevides, T. (2013). Examining Reading Processes and Engagement of
Struggling and Proficient Readers When Using iPads. PhD dissertation, University of
Toronto. ProQuest Dissertations Publishing.
This Canadian PhD dissertation describes case studies, of unspecified
duration, involving six eighth-graders (three proficient and three
struggling readers) and the effect of their in-class use of individually
assigned iPads upon their L1 English reading motivation and proficiency.
The iPads were used to read e-books, take notes, access educational apps
and research problems in conjunction with a class wiki. Comparative pre/post-treatment surveys and reading tests revealed a significant increase in
motivation for reading only by the proficient readers. Two of the
struggling readers increased two grade levels in reading comprehension.
Demirel, E., Zibande, S., Kul, M., & Dilek, O. (2011). Effects of mobile phone use on
English vocabulary learning. np.
This Turkish study evaluated the effectiveness of a mobile phone-based
beginning-level L2 English vocabulary app that 35 L1 Turkish university
students voluntarily used out of class for ten weeks. The app consisted of
lesson sets of 10-12 words which were presented as video clips consisting
of English words with a native-speaker pronunciation, Turkish translation
and example sentence. On a pre-/post-treatment vocabulary test consisting
of 100 multiple-choice items taken from the course textbook, participants
significantly outscored a control group of 31 who followed the same class
instruction without the mobile-based supplement.
Demmans Epp, C. (2016). Supporting English Language Learners with an Adaptive
Mobile Application. PhD dissertation. University of Toronto, Toronto, ON, Canada.
This PhD dissertation investigated the effect of an L2 English mobilebased app (VocabNomad) upon vocabulary acquisition, communicative
competence and affective attitudes. The app, which provided
vocabulary-image pairs accompanied by contextually rich examples of
vocabulary usage, was used in two studies. The first took place in Japan
over a three-month period with 47 senior high school students, who
voluntarily used the app in and out of class on their smartphones
however they wished. Improvements in vocabulary knowledge and selfperceived language competence were observed. A control group of 13
that did not use the app showed no improvements. The second study
took place in Canada and lasted about 9 days. It focused on
communication and affect and involved 12 young adult students enrolled
in an academic English training program, who were paid for their
participation in the study. Data from participant reports, qualitative
interviews, assessments of vocabulary knowledge and application usage
logs revealed that participants could use VocabNomad to study
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vocabulary and support their written communication and comprehension
of oral language. Participants also experienced improvements in their
affective state and communicative success.
Demmans Epp, C., Swann, S., & Watanabe, D. (2017). Mobile application use to
support vocabulary knowledge in a Japanese high school: Learning gains, barriers,
and opportunities. In R. Power, M, Ally, D. Cristol, & A. Palalas (Eds.),
IAmLearning: Mobilizing and Supporting Educator Practice (np).
This Japanese study evaluated the effect of a mobile Android-based L2
English vocabulary app (VocabNomad) upon the vocabulary acquisition
of 47 high school students. Participants were provided with smartphones
to access the app individually and collaboratively for 15 weeks to
complete assigned worksheets and prepare PowerPoint presentations.
Compared to a pre-test, scores were significantly higher on both a midterm and end-term test, but more so for the former than the latter.
Although students demonstrated excitement and interest in using the app,
low levels of learner autonomy were also observed.
Demouy, V., Eardley, A., Kukulska-Hulme, A., & Thomas, R. (2009). The L120
mobile project. Proceedings Mobile Learning and Autonomy in Second Language
Acquisition (MLASLA). Toledo, Spain.
This British conference presentation compares the usage over a six week
period of two mobile applications by 70 university L2 French students,
half of whom used MP3 players for listening comprehension and half the
commercial Learnosity mobile phone system for interactive speaking
practice. Over 60% of the MP3 users consistently accessed the program
2-4 times per week compared to 20-40% of the Learnosity group which
consistently did not use it all. Learnosity users raised issues about sound
quality, functionality, and cost.
Demouy, V., & Kukulska-Hulme, A. (2010). On the spot: Using mobile devices for
listening and speaking practice on a French language programme. The Journal of
Open, Distance and e-Learning, 25(3), 217-232.
This British article is the published version of Demouy et al. (2009),
which focuses on the listening activities of 70 L2 French university
students using MP3 players compared to the mobile phone-based
Learnosity interactive speaking system. The response rate of MP3 users to
six weekly surveys was 48%, compared to about 10% for the Learnosity
users. The Learnosity users who responded indicated a marked preference
for using it at home, since interactive speaking activities are not done
easily in public places, in front of others or while doing something else.
Deng, H., & Shao, Y. (2011). Self-directed English vocabulary learning with a mobile
application in everyday context. Proceedings 10th World Conference on Mobile and
Contextual Learning (mLearn) (pp. 24-31). Beijing, China: Beijing Normal
University.
This study from China and Singapore investigates student attitudes
towards and use of a freely available mobile-phone based e-dictionary
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application (Remword) for self-directed L2 English vocabulary
acquisition. Following a one-month trial period, 13 Chinese university
students completed a usage survey, the results of which indicated a high
readiness to undertake mobile learning. It also confirmed that they were
able to well automate their vocabulary learning with this software in their
everyday life.
Dennis, L. (2016). The effects of a multi-component intervention on preschool
children’s literacy skills. Topics in Early Childhood Special Education, 36(1), 15-29.
This American study investigated the effect of reading i-Pad-based
children’s stories upon the L1 English vocabulary acquisition of six preliterate children in three daycare centers. The intervention program was
provided for six commercially available storybooks, four verbs per book,
for a total of 24 verbs. The stories served to introduce the target words,
provide a concrete demonstration of those words and a child-friendly
definition. Five days were allocated for the reading of each storybook. All
participants demonstrated significant increases from pre-test to post-test
for the expressive vocabulary and definition/examples measures.
Derakhshan, A., & Kaivanpanah, S. (2011). The impact of text-messaging on EFL
freshmen’s vocabulary learning. The EUROCALL Review, 19, 39-47.
This Iranian study describes a 7-week mobile phone-based program that
used SMS for L2 English vocabulary acquisition with university students.
An experimental group of 21 and a control group of 22 were both taught
15-20 words per session. Students wrote one sentence for each word for
their instructor and three classmates. The experimental group sent these
via SMS and the control students brought them to class on paper. A posttest and a delayed post-test administered two weeks later both showed no
significant difference in word retention between the two groups.
Dewi, S. (2019). Utilizing WhatsApp application for teachıng integrated English (a
case study at Unıversity of Technology Yogyakarta). Refleksi Edukatika: Jurnal
Ilmiah Kependidikan, 9(2), 164-171.
This Indonesian study evaluated the attitudes of 66 University students
regarding the use of a mobile-accessible social networking messaging app
(WhatsApp) in their L2 English course. Over a semester, the app was
exploited to foster the acquisition of listening, speaking, reading and
writing skills through regular collaborative activities. According to a posttreatment questionnaire as well as personal interviews with ten randomly
selected students, participants regarded the use of WhatsApp very
favorably.
Dickerson, B. (2016). iPads in the Reading Classroom. MSci Thesis, Western Illinois
University. ProQuest Dissertations Publishing.
This American MSci thesis investigated the effect of an iPad-based app
(Cimo Can Spell), upon the L1 English oral reading of seven 3rd-4thgraders with learning difficulties. The children used the app in class as a
supplemental resource for ten weeks during two 25-minute weekly
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sessions. At the end of the treatment, there was an increase in fluency
scores and time on task, but accuracy was inconsistent throughout the
intervention. Once the novelty wore off, about half of the children
indicated they did not want to use the app.
Dindar, M., Ren, L., & Järvenoja, H. (2020). An experimental study on the effects of
gamified cooperation and competition on English vocabulary learning. British Journal
of Educational Technology, xx, 1-18.
This Chinese study compared the effect of cooperation versus
competition upon the learning of L2 English in a mobile-based
vocabulary game (Baicizhan). For fourteen days, 75 volunteer university
students played the game to learn 20 new English words per day. Via
WeChat, a competitive subgroup was informed of individual leadership
ratings, while a co-operative subgroup received its results based on the
overall score of the group. Although the cooperative group performed
better in a pre-test, there was no significant difference between the groups
on a post-test.
Dizon, G., & Tang, D. (2017). Comparing the efficacy of digital flashcards versus
paper flashcards to improve receptive and productive L2 vocabulary. The EuroCALL
Review, 25(1), 3-15.
This Japanese study compared the elementary-level L2 English
vocabulary learning of 52 university students using flashcards under two
formats: digital and paper. For twelve weeks, all participants studied the
same vocabulary taken from the New General Service List-Level 1. Half
of the group did so using paper-based flashcards with vocabulary learning
strategy training and half using one of two web-based mobile-accessible
flashcard aps (Quizlet, Cram). A pre-/post-test comparison demonstrated
that both groups made significant improvements in receptive and
productive vocabulary. However, the difference between the treatment
groups was not significant.
Dore, R., Shirilla, M., Hopkins, E., … & Hirsh-Pasek, K. (2019). Education in the app
store: Using a mobile game to support U.S. preschoolers' vocabulary learning. Journal
of Children and Media, 13(4), 452-471.
This paper describes two studies involving the vocabulary acquisition of
American pre-school children using tablets to individually play mobilebased games. In the first, 34 middle-SES 4-year-olds played a game
(Quicksand Rescue Mission) for 10-15 minutes to learn ten difficult and
uncommon words. On a post-treatment test, they significantly outscored a
matched control group of 23 who did not play the game. In the second
study, 33 low-SES preschoolers played the same game plus a second
similar one (Golden Eggs Mission) once a week for four weeks to learn
five words from the original set. A pre-/-post-test included the target
vocabulary as well as five control words not encountered in the games.
The difference between pre-/post-test scores was significantly larger for
target words than for five non-exposure control words.
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Dörfer, C., Lozano, M., Magdalena, M., …, & Elizabeth, A. (2017). Mobile-Learning
in a language course. Herramientas tecnológicas en la Educación Superior, 3(1), 133139. [in Spanish]
This Mexican study describes the voluntary out-of-class use of a mobilebased learning app (Quizlet) by 13 university students in an A1-level L2
German course. The contents of the app were prepared by the instructor
and consisted of vocabulary and grammar related to the second part of the
semester-long course. A control group of thirteen received the same class
instruction without use of the app. Although the Quizet participants made
little use of the app, they outscored the control on grammar and writing,
but not reading, on a post-treatment written exam.
dos Santos Costa, G. (2013). Mobile Learning: Exploring Potentialities with the Use
of Mobile Phones in Teaching-Learning English as a Foreign Language with Public
School Students. PhD dissertation, Universidade Federal de Pernambuco, Recife. [in
Portuguese]
This Brazilian PhD dissertation describes the integration of a mobilebased L2 English language learning program (Fast Seven Weeks) into the
curriculum of 94 3rd-year technical college students over two consecutive
22-week periods. The program included a variety of activities (discussion
forums, polls, audio/video viewing, SMS quizzes) and was accessed by
students both in-class and out-of-class. Based on instructor observations,
student surveys and interviews, it was concluded that students were able
to maximize the acquisition of language skills (reading, speaking,
listening, writing, pronunciation) and optimize their study time via
mobile technology.
Duangloy, M., & Thumawongsa, N. (2018). The application of a mobile app to
improve listening skill. In P. Bennui, S. Etae & A. Suphap (Eds.), Proceedings from
The 1st International Conference on English Studies: Innovation in English Language
Teaching and Learning (pp. 193-205). Krabi, Thailand. Department of Western
Languages, Faculty of Humanities and Social Sciences, Thaksin University.
This Thai paper evaluates the effect of an L2 English learning app
(English Conversation Practice) upon the listening comprehension of 22
university students. Participants accessed the app out of class via their
mobile phones for three weeks. A matched control group of 22 received
the same classroom instruction without use of the app. The experimental
group significantly outscored the control on a pre-/post-treatment 30-item
multiple-choice listening test. According to a questionnaire and
interviews, students strongly agreed that the mobile app was effective in
improving their English listening skill.
Ducate, L., & Lomicka, L. (2009). Podcasting in the language classroom: Inherently
mobile or not? In R. Oxford, & J. Oxford (Eds.), Second Language Teaching and
Learning in the Net Generation (pp. 111-126). National Foreign Language Resource
Center, University of Hawai'i at Mānoa.
This American study describes four podcast projects which each lasted a
semester with a total of 68 university students of L2 German and L2
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French as well as a teaching methods class. In two of the projects students
produced their own podcasts which were linked to a blog assignment.
While students expressed a high level of satisfaction with the podcast
activities, virtually all of the listening was done from PCs. Few students
actually subscribed to the podcasts and none accepted the offer of the free
use of an MP3 player to access them.
Ducate, L., & Lomicka, L. (2016). Using mobile devices and the LESCANT model to
promote cultural awareness. In A. Palalas & M. Ally, International Handbook of
Mobile-Assisted Language Learning (pp. 222-259). China Central Radio & TV
University Press, Co., Ltd.
This American study describes the use of personal mobile devices to
photograph cultural artifacts during a 3-4 week university study-abroad
program undertaken by intermediate-level L2 learners, 12 German
students in Germany and 15 French learners in Senegal. Following the
LESCANT model, students photographed scenes that reflected language,
environment, social organization, context, authority, non-verbal behavior
and time. Photos were posted on a class wiki with accompanying
comments. As a result, students increased their awareness of various
cognitive and behavioral aspects of the other culture, leading to gains in
their intercultural competence.
Duh, E., Koceska, N., & Koceski, S. (2017). Game-based learning: Educational game
Azbuka to help young children learn writing Cyrillic letters. Multimedia Tools and
Applications, 76(12), 14091-14105.
This Macedonian study examined the writing of Cyrillic alphabet letters
by L1 Macedonian kindergarten children, 10 of whom used an Android
tablet-based game app (Azbuka) compared to 8 who wrote letters on
paper. Over four days, the children practiced writing 8 letters ten times
each. The study revealed that the time required to draw a letter using the
Android application was less than that for writing the letter on paper. The
app generated a lot of interest and pleasure, while the tension during
performing the tasks was at minimum level.
Dundar, H., & Akcayir, M. (2012). Tablet vs. paper: The effect on learners' reading
performance. International Electronic Journal of Elementary Education, 4(3), 441450.
This study compared the L1 Turkish reading gains of 20 5th-graders under
two presentation conditions. Over an undisclosed period, half of the group
read three printed course book texts while the other half read an electronic
version of the same texts on a tablet computer. Compared to a reading test
taken during the preceding school year, there was no statistically
significant difference between the treatment groups in either reading
speed or comprehension. All of the students in the tablet-pc group
exhibited positive attitudes toward use of the device.
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Dunn, M. (2015). Struggling writers’ use of iPad art and text apps for story writing.
Canadian Journal of Action Research, 16(2), 6-21.
This American study evaluated the effect of a mnemonic strategy
(STORY) upon the L1 English writing skills of eight struggling L1
English fourth-graders. This involved verbalizing story ideas while noting
them with an illustration using an iPad art app (Doodle Buddy). The
intervention took place over 15 sessions of 45 minutes each. The
students’ improvement over time demonstrated that STORY and
mnemonic-strategy instruction can help struggling writers.
Ebadi, S., & Bashiri, S. (2020). An exploration into EFL learners' writing skills via
mobile-based dynamic assessment. Education and Information Technologies, np.
This Iranian study investigated the effect of two types of dynamic
assessment upon the B1-level L2 English writing of language school
students. Participants wrote six weekly essays as 150-200 word Google
Docs. Ten students corrected these with their instructor via individual
synchronous text sessions within Google Docs. Another ten did likewise
using their smartphones for voice-based mediation via WhatsApp. A
matched control group of ten students wrote paper-and-pencil essays on
the same topics with follow-up written correction. On a post-test
comparison, only the text-based Google Docs group demonstrated
significant improvement.
Edge, D., Searle, E., Chiu, K., …, & Landay, J. (2011). MicroMandarin: Mobile
language learning in context. Proceedings CHI 2011, May 7-12, 2011, Vancouver,
BC, Canada.
This Chinese paper compares two versions of a mobile flashcard system
(MicroMandarin) for the teaching of L2 Chinese vocabulary. The iPhonebased system presented vocabulary based either on the learner’s GPS
coordinates or word frequency. Twenty-three university students trialed
the system using each version of the program for 10 days. Study sessions
with the GPS version lasted half as long but occurred in twice as many
places as sessions with the frequency version, suggesting a
complementary relationship between the two approaches.
Elaish, M., Ghani, N., Shuib, L., & Al-Haiqi, A. (2017b). Development of a mobile
game application to boost students’ motivation in learning English vocabulary. IEEE
Access, 7, 13326-1333.
This Malaysian paper studied the effect of a mobile-based tutorial game
(VocabGame) upon the L2 English vocabulary learning of 32 L1 Arabic
third-graders. Via loaned mobile phones, they used the app in class and at
home for a week. A control group of 32 children of higher ability studied
the same vocabulary in class using textbooks and computer labs without
the app. On a pre-/post-test comparison, there was no significant
difference in performance between the two groups. Likewise, a posttreatment questionnaire reveled no significant difference in motivation
between the groups.
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El-Desouky Gaber, M. (2015). Utilizing Mobile-Assisted Language Learning (MALL)
to Develop EFL Listening Skills and Learner Autonomy. MA thesis, Mansoura
University, Egypt.
This Egyptian MA thesis investigated the effect of an Android-based L2
English app upon the listening comprehension and EFL learner autonomy
of 40 high school students. Via their tablets and smartphones, participants
used the app for two months as a supplement to classroom instruction. A
control group of 40 received the same classroom instruction without the
use of the app. The experimental group significantly outscored the control
on a one-hour multiple-choice pre-/post-treatment listening
comprehension test. It also outperformed the control group in a pre-/posttest comparison of EFL learner autonomy.
Elfeky, A., & Masadeh, T. (2016). The effect of mobile learning on students'
achievement and conversational skills. International Journal of Higher Education,
5(3), 20-31.
This Saudi Arabian study evaluated the effectiveness of a mobileaccessible learning platform in teaching L2 English course content and
improving conversational skills. For 14 weeks, 25 university students
used their smartphones to learn the content of 12 PowerPoint lectures and
to communicate with each other and their instructor about the course via
discussion groups. Compared to a control group of 25 students who
learned the same course content face-to-face in class, the MALL group
performed significantly better on a final exam and also displayed
significantly better L2 English conversational skills.
Elyas, T., & Al-Bogami, B. (2019). The role of the iPad as instructional tool in
optimizing young learners' achievement in EFL classes in the Saudi context. Arab
World English Journal, Special Issue 1: Application of Global ELT Practices in Saudi
Arabia, 145-163.
This Saudi Arabian study investigated the use of iPads in the L2 English
reading and vocabulary acquisition of 20 A1 Arabic seventh-graders. For
five weeks, twice-weekly for forty minutes, participants used iPads in
class to read textbook passages and access five apps: Quizzlet, iBook
+iBook Author, Popplet Lite, Polleverywhere, Pixton Comic Maker. A
control group of 20 received reading instruction through in-class teacher
presentations and read from their printed textbook. iPad users were found
to be very engaged and significantly outscored the control group in pre/post-treatment reading and vocabulary tests.
El Zein, F., Gevarter, C., Bryant, B., …, & Solis, M. (2016). A comparison between
iPad-assisted and teacher-directed reading instruction for students with Autism
Spectrum Disorder (ASD). Journal of Developmental and Physical Disabilities, 28,
195-215).
This American study evaluated the effectiveness of L1 English reading
instruction given to three 4th-5th-graders with Autism Spectrum Disorder.
There were two treatment conditions: instruction provided via an iPadbased video game app (Space Voyage) and teacher-directed instruction.
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For four weeks, the children had daily 35-min lessons that focused on
identifying the main idea of a paragraph. The intervention implemented
during both conditions was associated with improved performance, but all
three participants had higher mean scores after teacher-directed
instruction. Notwithstanding, there were fewer occurrences of challenging
behavior during i-Pad sessions.
Engin, M., & Donanci, S. (2015). Dialogic teaching and iPads in the EAP classroom.
Computers & Education, 88, 268-279.
This study examined the impact of iPad use on the opportunities for
dialogic teaching in English for Academic Purposes classes in the United
Arab Emirates. It involved a total of 234 university students in 13 classes.
It was concluded that the impact of using iPads on dialogic teaching
rested primarily on the extent of the teacher and the students' dialogic
stance. It was not the iPad per se which impacted on the opportunities and
restrictions for dialogic teaching, but rather the teacher and the students'
response to the iPad.
Estarki, N., & Bazyar, M. (2016). The effect of MALL on pre-intermediate EFL
learners’ writing performance. European Online Journal of Natural and Social
Sciences. 5(2), 406-420.
This Iranian paper evaluated the use of a mobile-accessible
communication app (Viber) upon the L2 English writing proficiency of
L1 Persian pre-intermediate level L2 English Institute students. In 90minute classes that met twice per week for 15 classes, 30 students were
required to write about weekly topics assigned by their instructor. Half
the group discussed these topics via their Viber accounts whereas the
other half did not. On a pre-/post-test that assessed content, organization
and vocabulary, both groups showed significant improvement, but the
experimental Viber more so than the control.
Esteves, K., & Whitten, E. (2011). Assisted reading with digital audiobooks for
students with reading disabilities. Reading Horizons: A Journal of Literacy and
Language Arts, 51(1), 21-40.
This American study evaluated the effect of MP3 player-based
audiobooks upon the reading competence of ten L1 English upperelementary pupils with reading disabilities. Over eight weeks, 4-5 times
per week/20-30 minutes per day, participants silently read printed stories
during class time while listening to the accompanying audiobook. A
control group of ten matched students read silently without any
audiobook support. While all students demonstrated growth in reading
fluency as calculated by words read correctly per minute, the growth of
the treatment group far outweighed that of the control group.
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Eubanks, J-F., Yeh, H-T., & Tseng, H. (2018). Learning Chinese through a twentyfirst century writing workshop with the integration of mobile technology in a language
immersion elementary school. Computer Assisted Language Learning, 31(4), 346366.
This American study evaluated the effect of iPad-based story creation
activities upon the L2 Chinese of 24 second-graders in a language
immersion elementary school. For three weeks, working in five rotating
groups, the children spent about 80 minutes in daily workshops to create a
storyboard. Using Book Creator App, they wrote, illustrated with sketches
and orally narrated stories on the iPad. Participants demonstrated a
significantly increased writing ability in Chinese. They also showed
improvement in Chinese speaking, reading, and listening skills as well as
increased engagement and motivation to learn.
Ezati, E., & Kimyayi, K. (2011). Enhancing English vocabulary learning using SMS
in rural areas. E-proceedings of the International Online Language Conference, 2, 211.
This Iranian mobile phone-based study evaluated the effectiveness of
SMS in the acquisition of elementary L2 English vocabulary by grade 3
junior high school learners. For two weeks an experimental group of 30
received daily messages containing two English words and their Farsi
equivalents. A control group of 30 received extra in-class instruction that
consisted of writing new words on a whiteboard with Farsi translations.
The SMS group significantly outperformed the control in a pre/post-test
comparison.
Facer, B., Abdous, M., & Camarena, M. (2009). The impact of academic podcasting
on students: learning outcomes and study habits. In R. de Cassia Veiga Marriott & P.
Lupion Torres (Eds.), Handbook of research on e-learning methodologies for
language acquisition. Hershey, PA: Information Science Reference.
This American study reports on the use of podcasting during a 14 week
semester in two university L2 courses, a beginners’ Italian class of 30
students and an advanced level French class of 18 students. Although
70% of students owned an MP3 player only 40% used any of the
podcasts. Notwithstanding this low usage, students reported that the
podcasts helped them improve their language skills in all areas, including
reading, writing, comprehension, and speaking, as well as increase their
knowledge of vocabulary and grammatical rules.
Fageeh, A. (2013). Effects of MALL applications on vocabulary acquisition and
motivation. Arab World English Journal, 4(4), 420-447.
This study describes the effectiveness and motivational effects of
WhatsApp-based exercises upon the L2 English vocabulary acquisition of
27 Saudi Arabian students. Thrice weekly for a semester, participants
received on their smartphones wordlists which they defined, used in
sentences, then sent to their peers and teacher for correction. A control
group of 31 did the same exercises from printed lists, which they
submitted in class without prior review. The experimental group
significantly outscored the control on a post-treatment vocabulary test.
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Students found the mobile-based exercises fast, easy and motivating.
Falero Parra, F. (2016). Anxiety about oral skills in the Spanish as a foreign language
classroom: A blended-learning proposal with Chinese language speakers). Revista de
Linguistica y Lenguas Aplicadas, 11(11), 19-33. [in Spanish]
This Chinese study describes the use of a mobile communication app
(WeChat) to improve listening/speaking skills and reduce the speaking
anxiety of 22 A2-level L2 Spanish learners, all L1 Chinese speakers in a
Cervantes Institute class. Over an unspecified time period, participants
used their mobile phones out of class to access WeChat and produce an
audio recorded monologue on four assigned topics. These were
distributed to group members then collectively discussed in class. The
experiment resulted in a quantitative improvement of speaking/listening
skills and a significant reduction of anxiety.
Fallahkhair, S., Pemberton L., & Griffiths R. (2007). Development of a cross-platform
ubiquitous language learning service via mobile phone and interactive television.
Journal of Computer Assisted Learning, 23(4), 312-325.
This British article describes the design and trialing of the TAMALLE
system, a combination of mobile phone and interactive TV technologies
for informal advanced-level L2 English language learning. TAMALLE
provides support, in the form of captions and other on-screen displays, for
comprehension of specific language and/or cultural items within authentic
materials that are of intrinsic interest to language learners. The system
was tested by 14 paid university volunteers during one laboratory session.
Despite the slowness and busyness of the interface on iTV, most
participants said they would definitely use it.
Fallahkhair, S. (2011). Supporting geolearners: Location-based informal language
learning with mobile phones. Conference Workshop International Conference on
Ubiquitous Learning (np), University of California. Berkeley.
This British conference presentation explains the design and prototype
testing of TAMALLE+, an enhanced version of the mobile
phone/interactive TV system previously described in Fallahkhair,
Pemberton & Griffiths (2007). TAMALLE+ is intended to provide support
for advanced-level L2 English with a focus on media consumption rather
than on conscious language learning. It does this through a number of
affordances that include captions, location-based overlays,
dictionary/translation, and links to social networking sites. TAMALLE+
was trialed in one two-hour session by 11 paid university volunteers who
overall rated it very highly.
Farahani, A., Nemati, M., Montazer, M. (2019). Assessing peer review pattern and the
effect of face-to-face and mobile-mediated modes on students’ academic writing
development. Language Testing in Asia, 9(1), 1-24.
This Canadian paper compared the effect of two peer review modes upon
the L2 English writing of 72 B2-level university students. Over nine
weeks, students wrote and peer reviewed three essays. Half of the group
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did so face-to-face in class and half online via Telegram. Results
indicated that the total number of comments, the percentage of revisionoriented comments and actual revisions made by the mobile-based group
were statistically more significant than those of the face-to-face group,
but there was no significant difference between the two on a posttreatment writing test.
Farangi, M., Kamyab, J., Izanlu, M., & Ghodrat, M. (2017). The effect of using SMS
as a post-task activity on Iranian EFL learners’ grammar knowledge. Journal of
Language Teaching and Research, 8(2), 392-403.
This paper investigated the effect of a mobile-phone-based SMS
program upon the L2 English grammatical knowledge and learning
autonomy of Iranian adolescents enrolled in a language institute. For
eight weeks, 60 students practiced grammar, focusing on tense usage, in
class once a week with their instructor. Half the group did so with the aid
of daily SMS texts consisting of 20 to 25 words explaining the
grammatical rules. This group significantly outperformed the non-SMS
group on a pre-/post multiple-choice test and likewise indicated greater
autonomy on a learner autonomy questionnaire.
Fathi, J., Alipour, F., & Saeedian, A. (2018). Enhancing vocabulary learning and selfregulation via a mobile application: An investigation of the Memrise app. Journal of
Modern Research in English Language Studies, 5(1), 27-46.
This Iranian study investigated the effect of using a mobile-based
gamified flashcard app (Memrise) upon the vocabulary acquisition of 33
upper-level L2 English university students. Over 13 weeks, participants
used the app out of class on their smartphones to learn 65 textbookrelated words per week. A matched control group of 26 did likewise
without using the app. The experimental group significantly outscored the
control on a pre-/post-treatment 60-item multiple-choice vocabulary test
comparison. Memrise users also demonstrated significantly greater selfregulating capacity in vocabulary learning (Self-regulating Capacity in
Vocabulary Learning Scale).
Fattah, S. (2015). The effectiveness of using a WhatsApp Messenger as one of mobile
learning technique to develop students' writing skills. Journal of Education and
Practice, 6, 32.
This study investigates the effect of a mobile-accessible social networking
communication app (WhatsApp) upon the wring skills of 15 Saudi
Arabian L2 English university students. Compared to a control group of
15 that only received traditional class instruction, over seven weeks, the
experimental group used their smartphones to discuss assigned
composition topics and share ideas via WhatsApp. The experimental
group significantly outscored the control on a post-treatment test that
required them to punctuate a paragraph, correct a paragraph and write an
essay.
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Fayed, I., Yacoub, A., & Hussein, A. (2013). Exploring the impact of using tablet
devices in enhancing students listening and speaking skills in tertiary education.
Conference presentation Mlearn 2013, np.
This conference presentation from Qatar reports on the effect of the inclass use of smartphones and tablets by L2 English university students.
The study lasted nine weeks and involved an unspecified number of
participants who used mobile devices to listen, access and record English
language activities. A control group of unspecified number followed the
same curriculum without the in-class use of mobile devices. A pre-/posttest of listening comprehension showed that although the mean score of
the experimental group increased significantly, there was no significant
difference compared to the control group.
Fecich, S. (2014). The Use of Augmented Reality-Enhanced Reading Books for
Vocabulary Acquisition with Students Who Are Diagnosed with Special Needs. PhD
dissertation, The Pennsylvania State University. ProQuest Dissertations Publishing.
This American PdD dissertation examines the effect of an iPad-based
augmented reality (AR) reading app (Aurasma) upon the L1 English
vocabulary acquisition of four special needs high school students with a
fourth-grade reading level. During twelve class sessions, the participants
read one story per week over four weeks with the aid of the AR program.
Before and after reading each story, participants completed a selfevaluated perceived knowledge worksheet of words from the readings.
Overall, students either maintained or slightly increased their perceived
knowledge of vocabulary words after the readings.
Felix, V., Mena, L., Ostos, R., & Maestre, G. (2017). A pilot study of the use of
emerging computer technologies to improve the effectiveness of reading and writing
therapies in children with Down syndrome. British Journal of Educational
Technology, 48(2), 611-624.
This Mexican study evaluated the effect of an Android-based mobile app
(HATLE) upon the letter identification, reading, spelling and handwriting
quality of 6 L1 Spanish Down syndrome children. Over 16 weeks in daily
60-minute sessions, the children accessed, via tablet computers, ten play
activities that incorporated assessment and automated correction of
phonetic associations and character recognition. A matched control group
of 6 children received pencil-and-paper-based instructions with the same
material. On a pre-/post-test comparison, the HATLE group made
significantly more progress on single-word reading and handwriting-form
measures than the control.
Fishburn, T. (2008). Mobile Device Reading Interventions in the Kindergarten
Classroom. Ph.D. Dissertation, Wilmington University (Delaware), Ann Arbor, MI.
This American PhD dissertation evaluates the effectiveness of PDA-based
apps upon the basic L1 English pre-literacy skills of children enrolled in
full-day kindergarten classes. For three months, 146 children spent daily
30-45-minute workshop sessions using a number of commercially
available programs. A control group of 147 kindergarteners spent
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equivalent workshop time in pre-literacy activities without mobile
technology support. The experimental group significantly outscored the
control on pre-/post-treatment DIBELS tests of word use fluency,
phoneme segmentation fluency, and nonsense word fluency.
Improvements correlated with the amount of mobile device usage.
Fisher, T., Pemberton, R., Sharples, M., ..., & Tschorn, P. (2009). Mobile learning of
vocabulary from reading novels: A comparison of three modes. In D. Metcalf, A.
Hamilton, & C. Graffeo, (Eds.), Proceedings of 8th World Conference on Mobile and
Contextual Learning (pp. 191-194). Orlando, FL: University of Central Florida
This Japanese study compares the effect upon L2 English vocabulary
acquisition using paper books, e-books with dictionaries, and e-books
with adaptive software (ELMO) for vocabulary learning. The experiment
was conducted over a period of six weeks with three groups of 13 high
school students, each of which used all three resources for two weeks.
Most students read only three pages or less out of some 100 pages in each
book and learned, on average, only one new word over each two-week
period, regardless of the technology.
Fisher, T., Sharples, M., Pemberton, R., ..., & Tschorn, P. (2012). Incidental second
language vocabulary learning from reading novels: A comparison of three mobile
modes. International Journal of Mobile and Blended Learning, 4(4), 47-61.
This paper is the published version of Fisher et al. (2009). It adds that the
novels read were Oxford Bookworms Level 4, which corresponds to
B1/B2 level. Although small vocabulary gains were noted on a pre-/posttest comparison, there was no significant difference between the three
conditions in performance or student preferences for one format or the
other.
Fotouhi-Ghazvini, F., Earnshaw, R., & Haji-Esmaeili, L. (2009). Mobile assisted
language learning in a developing country context. International Conference on
CyberWorlds (pp. 391-397).
This Iranian paper describes the design and trialing of three mobile
phone-based language learning apps. The first, intended for government
employees, utilized a combination of WAP and mobile phone SMS to
give access to an L2 English dictionary and review course. It was trialed
in one session by two primary school teachers, two high school teachers
and two university lecturers. Teachers were keen to recommend this mode
of learning to their colleagues and to integrate it into their classrooms.
The second and third apps were locally installed Java-based games.
Butterfly Shooter, a hangman game, was designed to teach L1 Farsi
vocabulary and spelling to primary school learners. On the basis of nine
play/immediate-testing sessions, it was concluded that there was
considerable improvement in spelling precision but not a significant gain
in understanding the meaning of the vocabulary. MOBO City, an
adventure game, was designed to teach L2 English technical vocabulary
to engineering students. It was used by 15 volunteers who demonstrated
significant improvement in their knowledge of vocabulary. Students also
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commented that the game was both fun and educational and that it felt
like being part of the real world and undertaking a real challenge. (See
Fotouhi-Ghazvini et al. (2008)).
Fotouhi-Ghazvini, F., Earnshaw, R., Robison, D., & Excell, P. (2008). The MOBO
City: A mobile game package for technical language learning. In J. Traxler, B.
Riordan, & C. Dennett, (Eds.), mLearn 2008 Conference Proceedings (pp. 145-151).
Beijing, China: Beijing Normal University.
This Iranian conference presentation describes the design and trialing of a
mobile phone-based adventure game (MOBO City) intended to support
incidental learning of L2 English technical vocabulary relating to
motherboard components. Five university computer engineering students
played the game with no explicit vocabulary teaching. When later were
tested on 46 technical words used in the game, they scored much higher
compared to five other classmates who read a related technical manual
without a dictionary and another five who read with a dictionary and
vocabulary list. Participants generally viewed MOBO City positively.
Fotouhi-Ghazvini, F., Earnshaw, R., Robison, D., & Excell, P. (2009).The MOBO
City: A mobile game package for technical language learning. International Journal
of Interactive Mobile Technologies, 3(2), 19-24.
This Iranian article is the published version of Fotouhi-Ghazvini et al.
(2008).
Fotouhi-Ghazvini, F., Earnshaw, R., Robison, D., …, & Excell, P. (2011). Using a
conversational framework in mobile game based learning- Assessment and evaluation.
In R. Kwan et al. (Eds.), Enhancing Learning Through Technology (pp 201-213).
Berlin, Springer.
This Iranian study describes a game-based application (Detective Alavi)
used for six weeks to teach L2 English technical vocabulary to 13
university computer engineering students. The game involved a series of
puzzles that used QR tags, accessed via mobile phone cameras, to launch
and direct a phone’s browser to an embedded URL, initiate a phone call,
send an SMS or present some text. This required students to
collaboratively analyze, compare and make choices from studying
different resources. Pre-/post-test comparisons demonstrated a significant
improvement in word meaning, form and spelling skills.
Fraga, L., Harmon, J., Wood, K., & Buckelew-Martin, E. (2011). Digital word walls
and vocabulary learning: The use of iPods to facilitate vocabulary instruction with
ESL students. Journal of the Research Centre of Educational Technology, 7(2), 3857.
This American study investigated the use of iPods by high school students
for L2 English vocabulary acquisition. For six weeks, a control group of 6
learned vocabulary via the collaborative construction of a physical wordwall display while an experimental group of 16 constructed its word wall
via the creation of PhotoStory vodcasts viewed in class on iPods. The
iPod group became more aware of the usefulness of the device as a
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vocabulary-learning tool, but no significant gains were found between the
groups in the understanding or application of word meanings.
Franco, R. (2010). Mobile applications to support English language vocabulary
learning with geolocalized content. MA thesis. Universidade Federal de Pernambuco,
Recife. [in Portuguese]
This Brazilian MA thesis describes the prototype testing of a locationaware mobile phone-based vocabulary learning app (GeoLearning)
with six beginner/pre-intermediate-level L2 English university
students. Volunteers participated individually in one field testing
session that began with the reading of two English texts. They then
visited a bank and restaurant where they used the app to learn
contextually relevant vocabulary. Afterwards, a third English text was
read. Based on observations and student interviews, it was concluded
that GeoLearning was easy to use, motivating, and could positively
affect the learning of elementary-level vocabulary.
Fraser, M., & Abbott, M. (2016). Using electronic readers: Action research in an
intermediate adult ESL class. The Canadian Journal of Action Research, 17(2), 3-18.
This study describes the effects of e-reader usage on 21 adult L2 English
students, from 16 different countries, enrolled in an extensive reading
course at a Canadian college. Participants were provided with a Sony eink mobile device and required to read within eight weeks at least eight ebooks, at Oxford Bookworms Level Test 1 Stages 2-4. According to selfperceived reports, they made gains in reading comprehension, vocabulary,
speed, and enhanced their reading enjoyment compared with their reading
of paper books in their previous ESL course.
Freiermutha, M. (2015). ‘I Found It!’ A smartphone GPS treasure-hunting game in a
flipped English class. Innovation in Language Learning and Teaching.
This Japanese study describes a four-week GPS smartphone-based
project that engaged 10 advanced level L2 English university students in
the production of two video clips. Five containers containing details of
the assignments were hidden near the university and registered on the
Geocaching.com website. Students working together in groups of 3-4
used geolocation software on their smartphones to find these caches and
complete their assignment. According to a post-project questionnaire,
participants found the activity very motivating and agreed that it had
helped them improve their English listening and speaking skills.
Furuya, C., Kimura, M., & Ohta, T. (2004). Mobile language learning - A pilot project
on language style and customization. In G. Richards, (Ed.), E-Learn 2004,
Proceedings of World Conference on E-Learning in Corporate, Government,
Healthcare, and Higher Education (pp. 1876-1880). Chesapeake, VA: Association for
the Advancement of Computers in Education.
This Japanese paper describes a research project that studied the usage
patterns of a mobile-based SMS tutorial program and its effectiveness in
preparing for the L2 English TOEIC exam. Nearly 300 university students
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voluntarily trialed the program on their own phones during two semesters
extending over five months. Participants showed a great interest in mobile
learning. A usage survey revealed strong preferences for studying in short
bursts and studying massive volumes of contents away from home or the
university. Post-TOEIC test results demonstrated a significant
improvement in performance.
Gabarre, C., & Gabarre, S. (2010). An innovative assessment method for real world
learning: Learner created content with a cell phone, YouTube and an LMS.
Proceedings of Global Learn Asia-Pacific 2010 - Global Conference on Learning and
Technology, Penang, Malaysia (pp. 1202-1210). AACE.
This Malaysian paper describes a 4-week mobile phone-based video
recording project in a L2 French university tourism and hospitality
course. Using their phones, 22 students worked in groups of 3-4 to create
a 5-10 minute narrated video promoting a Malaysian tourist attraction.
Videos were posted on YouTube with a link to the university’s LMS. The
videos submitted were of excellent quality with accurate content and both
language performance and intercultural skills showed substantial gains.
However, one of the groups failed to work collaboratively, with one
student doing all the work.
Gabarre, C., Gabarre, S., Din, R., & Fung, Y-M. (2013). Action research to explore
the future language classroom with iPads. The European Conference on Technology
in the Classroom, 86-95. The International Academic Forum.
This paper investigates the in-class use of iPads by 25 beginning level L2
French learners at a Malaysian university. During a 14-week period
students shared five iPads to play multimedia files and access a variety of
applications (e.g., lecture notes, presenters, polls, annotators, interactive
whiteboard, e-books, Internet browsers). Data was collected through
observations, artefacts and field notes, interviews, learners' self-reflexive
logs as well as lecturers' memos. Although pedagogical advantages were
hindered by connectivity issues, findings confirmed that the devices'
features and applications were relevant to language teaching and learning.
Gabarre, S., & Gabarre, C. (2009a). Using cell phones in the language class: A
preliminary look at some of the possibilities. The 6th Malaysia International
Conference on Languages, Literatures, and Cultures (pp. 729-740). Putrajaya,
Malaysia: Department of English, University Putra Malaysia.
This Malaysian conference presentation describes two 2-week
experiments that involved using mobile phones to foster communicative
writing and speaking skills in the L2 French of university students. In the
first, 18 participants used their phones to take pictures on campus
accompanied by a written commentary, which was later sent to and
discussed in an online forum. In the second, 22 students made recordings
of a 30-second simulated dialogue. Student productions were sent via
MMS to an online class forum. Students viewed each other’s work and
commented on it in writing and with audio recordings in the forum.
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Gabarre, S., & Gabarre, C. (2009b). Delivering pull and push content with SMS,
MMS and an LMS in a foreign language course. Proceeding of ICEL 2009
International Conference on E-Learning. Shah Alam, Malaysia.
This Malaysian paper explores the preferences of 22 university A1-level
L2 French students regarding the reception of grammar notes delivered
over a 14-week period via SMS and MMS compared to the same
information accessible from an e-learning platform. SMSs and above all
the MMSs were extremely well received by the learners. Course material
was hardly ever pulled from the website by the students. Learners never
initiated a request for information using the course website and only on
one occasion using the mobile devices.
Gabarre, S., & Gabarre, C. (2010a). Utilising mobile phones as a language learning
tool. In T-B. Hoon, Y-M. Fung, Y-N.Thai (Eds.), Language learning: Challenges,
Approaches and Collaboration (pp. 92-118). Saarbrücken, Germany: VDM Verlag
Dr. Müller GmbH & Co. KG.
This Malaysian conference presentation describes the same French L2
experiment with university students reported in Gabarre and Gabarre
(2009a), in which mobile phones were used to take pictures and make
accompanying textual commentaries as the basis for discussion on a webbased class forum.
Gabarre, S., & Gabarre, C. (2010b). Shooting short videos in French with mobile
phones. Flinders University Languages Group Online Review, 4(2), 93-108.
This Malaysian paper describes three mobile phone-based experiments
with French L2 university students, the first two of which, involving
picture taking and audio recording, were previously reported in Gabarre
and Gabarre (2009a). In the third, 22 university students working in triads
spent four weeks using their phones to create a 90 second video clip
which they posted on a class forum. Students responded to these postings
either with another video, a one minute audio recording or three 50-word
written comments. Having three learners working together brought a
positive group dynamic.
Gabarre, S., & Gabarre, C. (2010c). Using the learners’ mobile phones to enrich
exchanges in a French language course. Proceedings of ICEL 2010, the International
Conference on E-Learning (pp. 118-125). Penang, Malaysia: ACI.
This Malaysian paper describes a year-long set of activities undertaken by
22 university L2 French students who worked in small groups using their
mobile phones to create short audio and video role plays as well as 5minute video clip presentation. These were uploaded to a class forum and
served as the basis for student comments that were similarly recorded on
mobile phones and uploaded to the forum. Students’ out-of-class
performances were better and less stressful to do, but students preferred
in-class presentations for their ease and lack of technological dependence.
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Gabarre, S., Gabarre, C., & Din, R. (2013). Digital story telling with mobile phones:
An experiment in foreign language teaching. In E. Yamato (Ed.), Studies on Foreign
Languages and Cultures in Malaysia (pp 50-67).
This Malaysian paper describes a 4 week out-of-class project involving
21 L2French university students at the A2/B1 level (CERF). Participants
worked online in triads to produce a 5 minute video using their mobile
phones. The project sought to determine the influence of language
proficiency on the quality of video production. The outcome indicated
that language proficiency played only a slight role in online interactions
and that success on the task was much better predicted by technological
skills than language proficiency.
Gale, E., & Kung, S-C. (2019). Student perceptions of mobile video recording to learn
American Sign Language. International Journal of Mobile and Blended Learning,
11(1), 1-11.
This American study describes the use of an iOS mobile-based video
recording app (Coach's Eye) to foster the learning of American Sign
Language (ASL) by thirteen university students. Over 15 weeks,
participants practiced the signing of grammatical features in class and out
of class, which they uploaded to Dropbox for self-reflection and peercorrection. According to mid-term and end-semester student
questionnaires, all participants thought that use of the app helped them to
see the correct and incorrect parts of their signing skills and would
recommend the app to other ASL students.
García Cabrero, J. (2002). Third generation telephony: New technological support for
computer assisted language learning. International Journal of English Studies, 2(1),
167-178.
This Spanish article is the first MALL publication to describe the
emergence of the smartphone (i.e., a PDA with telephone connectivity)
and its possible application to the teaching of L2 Business Spanish. A
prototype lesson, based on a unit from the web-based Tele-EnREDando
multimedia tutorial program, was pilot-tested with upper-intermediatelevel students, who were positive about the experience. Results are
claimed to be equivalent to those attained with the PC/web version of
Tele-EnREDando. On the negative side, users highlighted the difficulty of
data entry, which they found slow and somewhat complicated.
García Laborda, J., Giménez López, J., & Magal Royo, T. (2011). Validating mobile
devices in the Spanish University Entrance Exam English paper. The New
Educational Review, 25(3), 160-170.
This Spanish paper describes the trialing of the L2 English portion of a
University entrance exam designed for mobile phone access. After
completing a general questionnaire about their mobile device usage, 26
final-year high school students used a PC-based emulation of a Nokia
feature phone to take an exam that consisted of multiple-choice questions
as well as an oral component with complementary audiovisual materials.
According to a post-test questionnaire, students found it difficult to work
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with writing and reading, but had no difficulty with the speaking and
listening tasks.
García Laborda, J., Magal-Royo, T., Litzler, M., & Giménez López J. (2014). Mobile
phones for Spain’s university entrance examination language test. Educational
Technology & Society, 17(2), 17-30.
This Spanish paper describes the development of the L2 English portion
of a University entrance examination designed for mobile phone access,
first reported in García Laborda, Giménez López & Magal Royo (2011).
Using a PC-based smartphone emulation, the exam was trialed during one
session by 144 final-year high school students. As with the earlier pilot
testing, students favored using mobile phones for speaking and listening
tasks, as well as multiple-choice exercises, but indicated that reading and
writing were too difficult to be implemented. Three participating
instructors concurred with these findings.
García-Sampedro, M., Morais, M., & Iñesta Mena, E. (2018). Oral communication
and m-learning in UTE primary school English classroom: Photography and video as
a resource. Fonseca-Journal of Communication, 139-158.
This Spanish study describes the design and implementation of a
trimester-long program that sought to improve the L2 English oral
communication competence of 101 L1 Spanish fifth-/sixth-graders
through the exploitation of the image and video affordances of Androidbased smartphones and tablets. Working collaboratively out of class, the
children took pictures relating to objects from their language curriculum.
Video recording was used for the creation of a narrated story. All artifact
creation was followed up with in-class discussions. All the students and
teachers gave a positive assessment of the learning initiatives.
Gelsomini, F., Kanev, K., Barneva, R., …, & Roccaforte, M. (2019). BYOD
collaborative storytelling in tangible technology-enhanced language learning settings.
In M. Auer & T. Tsiatsos (Eds.), Mobile Technologies and Applications for the
Internet of Things (pp. 22-33). Proceedings of the 12th IMCL Conference.
This Italian study describes a two-hour session in which 22 A1+ level
Italian students used their own mobile devices to access QR codes placed
on images and objects distributed around their classroom. Working in
pairs or triads, they created a story inspired by the QR-encoded
information. Participants voice-recorded their story step-by-step as the
proceeded to different QR codes. At the end, they used Google Docs to
write up the completed story. According to a post-treatment
questionnaire, all the participants liked the activity and were interested
and motivated by it.
Ghaemi, F. & Golshan, N. (2017). The impact of Telegram as a social network on
teaching English vocabulary among Iranian intermediate EFL learners. International
Journal of Media and Communication, 1(1), 23-29.
This Iranian study describes the effect of a social networking app
(Telegram) upon the vocabulary acquisition of 30 upper-intermediate-
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level L2 English adolescent language institute students. Twice a week,
participants were sent messages containing 15 items with word meanings
and example sentences. A total of nearly 100 words was sent, thus
presumably the treatment lasted about six weeks. During the same period
a matched control group of 30 studied the same vocabulary on paper.
Whereas on a pre-/post-test comparison the experimental group
significantly improved their scores, the control did not.
Gharehblagh, N., & Nasri, N. (2020). Developing EFL elementary learners' writing
skills through mobile-assisted language learning (MALL). Teaching English with
Technology, 20(1), 104-121.
This Iranian study evaluated the effect of mobile-phone based peer-group
discussion and feedback upon the composition writing of 15 elementarylevel L2 English learners. Over a semester, participants used a social
networking app (Telegram) to individually write and collaboratively
discuss their written composition assignments with feedback from their
instructor. A students in a matched control group of 15 wrote their
compositions on paper without collaborative interaction or instructor
feedback. Both groups showed statistically significant improvement on an
immediate and delayed writing post-test, but the experimental group more
so than the control.
Gheytasi, M., Azizifar, A., & Gowhary, H. (2015). The effect of smartphone on the
reading comprehension proficiency of Iranian EFL learners. Procedia - Social and
Behavioral Sciences, 199, 225-230.
This Iranian paper investigated the effectiveness of in-class smartphonebased reading activities upon the L2 English reading comprehension of
40 high school students. A pre-/post-test comparison after one month of
instruction demonstrated the significantly higher comprehension of the
experimental group. However, the results of student questionnaires and
individual interviews indicated negative attitudes towards the use of
mobile phones in class. Specifically, concern was expressed regarding the
addictive nature of mobile phone usage and its distractive and disruptive
potential as well as the loss of control over information.
Ghobadi, S., & Taki, S. (2018). Effects of Telegram stickers on English vocabulary
learning: Focus on Iranian EFL learners. Research in English Language Pedagogy,
6(1), 139-158.
This Iranian study investigated the effectiveness of Telegram stickers in
fostering the vocabulary acquisition of 30 intermediate-level L2 English
university students. Over four class sessions, participants received 40
vocabulary items and their definitions via Telegram stickers. During the
same time, a matched control group of 30 studied the same words on
paper. According to a pre-/post-treatment comparison, both groups
improved their mean scores on a 30-item multiple-choice vocabulary test.
However, the experimental group demonstrated significantly greater
gains than the control.
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Ghorbani, N., & Ebadi, S. (2020). Exploring learners' grammatical development in
mobile assisted language learning. Cogent Education, 6(1), 1-14.
This study evaluated the L2 English grammatical competency of thirty
Iranian university students. Every other day for three months, in matched
ability pairs ranging from A1 to C2, participants text-chatted for 15-30
minutes via an instant messaging app (Telegram). These were monitored
by the instructor, corrected for grammatical errors and posted back to the
students. A control group of five matched ability pairs of students
similarly chatted, but only received feedback from their partner. Students
who received instructor feedback significantly outscored the control
group on a post-treatment grammar test.
Ghorbandordinejad, F., Aghasafi, A., Farjadnasab, A., & Hardani, A. (2010). Mobile
handheld recording devices in the general English classroom. The First Symposium of
Educational Technology, CITY, Oman.
This Iranian paper investigated the effectiveness of using mobile voice
recording devices compared to class notes on the learning of grammar in
a university L2 General English class. A pilot study was undertaken with
15 students using voice recorders, MP3 players or their mobile phones to
record the class discussion and 15 taking notes with paper and pencil.
Based on a test taken a week after the class, students who prepared with
the support of the recorded lesson significantly outperformed those who
only had access to their class notes.
Ghounane, N. (2019). The attitudes of second year EFL students at Dr Moulay Tahar
University towards learning English pronunciation through mobile assisted language.
Arab World English Journal, Special Issue on CALL, 5, 110 -123.
This Algerian study describes the use of three mobile-based apps to
improve the L2 English pronunciation of 95 university students. Over six
months, students used Sounds: The Pronunciation App and Stress
Training App to work on segmental and stress features. The BBC English
Listening App was also used to provide oral reading practice that allowed
comparison with the recorded pronunciation of native speakers. Scores on
a pre-/post-test comparison demonstrated substantial improvement in
pronunciation, stress placement and intonation. Students as well as 15
instructors expressed positive attitudes towards the MALL treatment.
Giang, L. (2017). Integration of the iPad as an Effective Early Literacy Intervention
for Students with Special Needs. EdD dissertation, The Claremont Graduate
University. ProQuest Dissertations Publishing.
This American EdD dissertation examined the use of iPad-based apps in
the teaching of early literacy skills to nine children with mild-to-moderate
disabilities participating in a transitional kindergarten to first-grade
program. In four blocks of four weeks, daily 20-minute class instruction
alternated between traditional then i-Pad-based, then back to traditional
and again to iPad-based. Traditional instruction involved flashcards,
board games, whiteboards, and paper/pencil. A pre-/post-treatment
Phonological Awareness Test comparison demonstrated a significant
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improvement. The use of the iPad intervention caused decreases in
behavioral problems and increases in levels of engagement.
Gilgen, R. (2005). Holding the world in your hand: Creating a mobile language
learning environment. EDUCAUSE.
This American grant report describes a project that explored the use of
different mobile devices (PDAs, laptops, early tablet PCs) as classroom
alternatives to the traditional computer lab. These were trialed in various
undocumented ways for a semester with university students in 26 L2
classes (French/Spanish/ Tagalog/Norwegian/Ojibwe). The results were
evaluated in two student attitude surveys, one pre-treatment (N = 463)
and the other post-treatment (N = 360). Despite the technological
constraints of the time, overall students expressed high levels of
satisfaction with in-class activities undertaken on mobile devices.
Gjedde, L., & Bo-Kristensen, M. (2012).Workplace mobile-assisted second language
learning: Designing for learner generated authenticity. In J. Díaz-Vera (Ed.), Left to
my own devices: Learner autonomy and mobile-assisted language learning innovation
and leadership in English language teaching (pp. 183-195). Bingley, UK: Emerald
Group Publishing Limited.
This Danish study reports on a lifelong learning project in which adult
learners of L2 Danish complement classroom instruction with their outof-class documentation of workplace language and situations using their
own mobile phones to make textual notes, capture still photos and videos,
and record their voices and those of native speakers in interviews. These
cultural and linguistic artefacts are stored on a server, accessible via
mobile phone or PC, and shared with class members. According to
teachers, students show greater motivation and engagement.
Gómez Ardila, S. (2013). Learning Design Implementation in Context-aware and
Adaptive Mobile Learning. PhD dissertation, Universitat de Girona, Spain.
This PhD dissertation describes the design of an Android-based L2
English app (UoLmP4) that was trailed by twenty intermediate-high-level
university students in Spain. The app allowed participants to integrate
English language skills (reading, writing, listening, speaking) in the reallife task of setting up a business. Over 24 days, the participants worked
collaboratively in and out of class on the project. A control group of eight
students did not use the app, but no comparative data is presented. The
experimental group expressed very positive attitudes towards use of the
app.
Gonula, T. (2020). Improving listening skills with extensive listening using podcasts
and vodcasts.
This Turkish study describes a year-long experience integrating mobileaccessible podcasts/vodcasts into the curriculum of a pre-university L2
English course. Out of class, 49 participants spent on average one hour
per week listening to topics of their choice. These were summarized,
submitted to the instructor, and discussed in class. Measured by listening
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progress and proficiency tests, students were able to make significant
progress in their overall listening skills by the end of the year. Students
found extensive listening practice with podcasts and vodcasts highly
effective in improving their listening skills.
Gorbatiuk, L., Kravchenko, N., Mikolavna, A., & Sergivna, P. (2019). Mobile
applications as a means of foreign language lexical competence formation of nonphilological specialties' students. Інформаційні Технології І Засоби Навчання
(Information Technologies and Learning Tools), 74(6), 150-164. [in Ukrainian]
This Ukrainian study compared the effectiveness of traditional classroom
instruction against that of an Android-based app for the learning of L2
English vocabulary. The app was trialed by an unspecified number of
computer science university students for an unspecified period of time.
The experimental app using group outscored the traditional class of a pre/post-treatment vocabulary test comparison.
Gorman, B., & Flatla, D. (2018). MirrorMirror: A mobile application to improve
speechreading acquisition. Proceedings Conference on Human Factors in Computing
Systems (pp.1-12).
This conference presentation describes the development and pilot testing
of an Android-based app (MirrorMirror) designed to aid hearingimpaired people improve their lip reading ability. The app uses video
recordings of people speaking to practice speechreading. It was trialed for
a week on a Samsung Galaxy Tab 3 by three volunteers aged over 50. The
location of the trialing and target language are not specified. Using 18
pre-recorded videos plus recordings of three people they knew,
participants could effectively target their speechreading practice on words
and situations encountered during daily conversations.
Govindasamy, P., Yunus, M., & Hashim, H. (2019). Mobile-assisted vocabulary
learning: Examining the effects on students' vocabulary enhancement. Universal
Journal of Educational Research, 7(12 A), 85-92.
This Malaysian study compared the effect of two types of word look-up
procedures on L2 English vocabulary retrieval. In one 60-minute session,
50 high school students looked up synonyms for 50 words using a printed
Oxford Dictionary. Three days later, during another 60-minute session,
they did the same thing with a different set of 50 words using their mobile
phones, presumably via Internet word searches. The score of every
student was higher when using a mobile phone. Also they left far more
questions unanswered when using a printed dictionary.
Grace, K. (2011). Comparing the iPad to Paper: Increasing Reading Comprehension
in the Digital Age. MA thesis, Bowling Green State University, Bowling Green.
This American MA thesis compared the L1 English reading
comprehension of 19 third-graders under two presentation conditions: ereader (iPad) and printed text. The children silently read two book
chapters, one each during two successive one-hour class sessions. Half of
the group read the printed book on the first day and the e-reader on the
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second day while the other half of the class followed the reverse
sequence. Participants completed a six-question comprehension test after
each reading. There was no statistically significant difference in reading
comprehension between the two treatment conditions.
Grigoryan, T. (2020). Investigating the effectiveness of iPad based language learning
in the UAE context. Open Learning: The Journal of Open, Distance and E-Learning,
xx, 1-25.
This study from the UAE describes the results of two experiments that
evaluated the effect of iPad usage upon the beginner-level L2 English
competence of two groups of university students. Both experiments took
place over four weeks, consisting of eighty sessions of fifty minutes each.
In the first, twenty participants did all their course work on iPads using a
variety of mobile apps (note taking, interactive e-books, grammar/spell
checker, project planner, slide presenter, etc.). A matched control group
of twenty studied the same material using printed textbooks and paper &
pen exercises. The experimental group significantly outperformed the
control on a pre-/post-test comparison. For the second experiment, forty
students who had not previously used iPads in the course (including the
twenty non-users from the first experiment) did all their coursework using
iPads and the same suite of apps as in the first experiment. All of the
participants showed considerably higher results in a pre-iPad /post-iPad
test comparison. All iPad participants, from both experiments, expressed
very favorable attitudes towards its use.
Grimshaw, J., & Cardoso, W. (2018). Activate space rats! Fluency development in a
mobile game-assisted environment. Language Learning & Technology, 22(3), 159175.
This Canadian study investigated the effect of Spaceteam ESL upon the
oral fluency of 10 low-intermediate L2 English college students and
examined the participants’ perceptions of the game as an anxietyreducing tool. Participants used Spaceteam ESL as a 15-minute warm-up
activity once a week for six weeks. A matched control group of ten
completed paper-based, interactive, and timed activities as a warm-up.
The only significant difference observed involved the game-playing
group, which displayed a significant improvement from pre-test to
delayed post-test. Spaceteam ESL was positively perceived by the
treatment group.
Grimshaw, J., Cardoso, W., & Waddington, D. (2016). Can a "shouting" digital game
help learners develop oral fluency in a second language? In S. Papadima-Sophocleous,
L. Bradley & S. Thouësny (Eds.), CALL Communities and Culture – Short Papers
from EUROCALL 2016 (pp. 172-177).
This Canadian paper evaluates the effect of an Android/iOS mobile game
(Spaceteam ESL) on the speaking fluency of eleven beginnerhigh/intermediate-low L2 English college students. It was trialed by
eleven students as a class warmup for six weeks, 15 minutes each time. A
control group of nine spent the same amount of time doing traditional
face-to-face info gap and story retelling activities. Although there was no
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significant improvement over time, the treatment group improved slightly
between the pre- and post-tests, whereas the control group decreased in
performance between these same tests.
Gromik, N. (2009). Producing cell phone video diaries. In M. Thomas (Ed.),
Handbook of research on Web 2.0 and language learning. Hershey, PA: Information
Science Reference.
This Japanese paper explores the feasibility of using mobile phones to
produce video diaries in a university L2 English course. Seven students
recorded weekly 15/30-second videos as an independent learning project.
The findings revealed that while the majority of the students found merit
in this project, some had reservations.
Gromik, N. (2012). Cell phone video recording feature as a language learning tool: A
case study. Computers & Education, 58(1), 223-230.
This Japanese paper presents the results of a 14-week project that
exploited the video-creation facility of mobile phones to improve L2
English speaking skills. Nine university students used their phones on a
weekly basis to produce 30-second narrated videos. Compared to a preproject control video, students on average demonstrated a substantial
increase in word production and in words uttered per second. All students
agreed that producing weekly cell phone videos in English improved their
speaking ability. However, they did not believe that such a task was
transferable to other courses.
Gromik, N. (2015). The effect of smartphone video camera as a tool to create gigital
stories for English learning purposes. Journal of Education and Learning, 4(4), 64-79.
This paper investigated the effect of smartphone-based video story
creation upon the speaking ability of 67 L2 English Japanese university
students. During a twelve-week term, students were encouraged to record
weekly thirty-second videos addressing a teacher-selected theme. In a
post-treatment student survey, participants indicated that they enjoyed the
digital video storytelling activities and thought that they had improved
their English speaking abilities. The only objective measurement of
speaking performance was based uniquely on speaking speed, which only
increased by 11% between the beginning and end of the term.
Gromik, N. (2017). The effect of theme preference on academic word list use: A case
for smartphone video recording feature. Education and Information Technologies, 22
(5), 2087-2101.
This Japanese study investigated the effect of theme topics upon the use
of Academic Word List vocabulary among 67 L2 English university
students. Using their smartphones participants created one out-of-class
video clip per week for 12 weeks which they e-mailed to their instructor.
The videos were based upon teacher-selected themes, but students created
them without any assistance from the lecturer. It was found that easier
themes promoted a greater use of K1000-2000 words, with students using
their prior knowledge of the target language extensively rather than
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utilizing more advanced words.
Gromik, N., & Anderson, N. (2010). Cell phone technology and second language
acquisition: An action research experiment. In: Anderson, N., Healey, N., & Fussell, I.
(Eds.). Proceedings of the 5th QS-APPLE conference (pp. 21-37), 24-26 November,
2009, Kuala Lumpur, Malaysia.
This Japanese paper presents the results of a 14-week project involving
102 L2 English university students who used their mobile phones on a
weekly basis to create 30-second narrated videos intended to improve
their speaking ability. Only 50 of the students completed all the assigned
videos, which demonstrated no significant improvement in oral
production. However, from mid-term to the end of the course, the
proportion of the class that viewed the procedure positively increased
from about two-thirds to over three quarters.
Guaqueta, C., & Castro-Garces, A. (2018). The use of language learning apps as a
didactic tool for EFL vocabulary building. English Language Teaching, 11(2), 61-71.
This Columbian study describes the effect of two game-based mobileaccessible apps (Duolingo, Kahoot!) upon the L2 English vocabulary
acquisition of twenty 10th graders in a rural high school. Over six months,
participants alternated between first learning vocabulary using Duolingo
in eight sessions on their own and then being tested in class on the same
vocabulary the following week using Kahoot!. Students doubled their
average score on a pre-/post-test comparison. According to a posttreatment survey, students viewed use of the apps favorably and their
attitude towards learning also improved.
Guerrero, L., Ochoa, S., & Collazos, C. (2010). A mobile learning tool for improving
grammar skills. Procedia Social and Behavioral Sciences, 2, 1735-1739.
This Chilean paper describes a pilot test with 32 primary school pupils
involving the use of a PDA/Web-based software application designed to
teach L1 Spanish grammar and correct student assignments automatically.
The task of the students was to morphologically classify a word
inventory, which they did first individually, then collaboratively in groups
of four. Nearly all students found the system easy to use. Over 73%
thought the activity improved their Spanish language knowledge and 80%
thought they contributed to group knowledge.
Gümüş, H., Kavanoz, S., & Yilmaz, M. (2017). The effect of delivering concept
cartoons in mobile learning environments on learning English idioms in secondary
education. YYU Journal of Education Faculty, 14(1), 815-855. [in Turkish]
This Turkish study evaluates the effectiveness of using concept cartoons
to teach L2 English idioms under two delivery conditions. Over four
weeks, 15 seventh-graders studied ten idioms a week using smartphones
to access concept idiom cartoons out of class via a social networking app
(WhatsApp). A control group of 14 accessed the same cartoons in class.
There was no significant difference between the results of the two groups
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on either an immediate or four-week-delayed post-test. Nonetheless, the
students' experiences about using concept cartoons in a mobile learning
environment were positive.
Gürkan, S. (2018). The effects of a mobile assisted vocabulary learning application on
vocabulary learning. Turkish Online Journal of Qualitative Inquiry, 9(3), 288-311.
This Turkish study investigated the preferences of 10 A2-level L2 English
high school students regarding the types of annotation (text, audio,
graphic, video) used in an Android-based tablet reading app. Five of the
participants were identified as aural learners and five visual learners. In
the text, taken from the course textbook, 38 words were annotated in the
various formats. Many visual learners remarked that videos and graphics
facilitated their learning more compared to auditory learners who claimed
that audio and videos helped them more in learning the target words.
Gürkan, S. (2019). Effect of annotation preferences of the EFL students’ on their level
of vocabulary recall and retention. Journal of Educational Computing Research,
57(6), 1436-1467.
This study investigated the L2 English vocabulary acquisition of Turkish
tenth-graders. For four weeks, 49 students read textbook passages using
an Android-based app (Vocastyle) that provided multimedia annotations.
Another group of 55 read the same passages, for which they maintained a
handwritten vocabulary journal. A control group of 31 read the passages
without annotations. Both annotation groups significantly outscored the
control on an immediate post-test, Vocastyle users considerably more so
than journal keepers. The scores of all groups decreased in a delayedpost-test, but the Vocastyle group obtained the best results.
Gürlüyer, M. (2019). Examining students' perceptions and achievements in terms of
the utilization of WhatsApp in learning EFL vocabulary. Kafdaği, 4(2), 173-193.
This Turkish study investigated the effect of using a social networking
communication app (WhatsApp) upon the vocabulary acquisition of 79
pre-intermediate-level L2 English university students. Over eight weeks,
a total of 202 words was sent to the participants’ smartphones via
WhatsAPP, about 25 each week. A pre-/post-treatment vocabulary test
confirmed statistically significant gains in the students’ mean scores.
According to a student questionnaire, participants also expressed positive
perceptions towards use of WhatsApp for vocabulary learning.
Gürocak, F. (2016). Learning vocabulary through text messages: Help or distraction?
Procedia - Social and Behavioral Sciences, 232, 623-630.
This Turkish study compared the effectiveness of learning L2 English
vocabulary via SMS delivery versus printed word lists, both of which
contained definitions and example sentences. Over a two-week period, 56
B1 level volunteer university students were presented with 6-7 words per
day with half of the group receiving them under each treatment condition.
On both an immediate and a four-week delayed post-test (Vocabulary
Knowledge Scale), the SMS group significantly outscored the control. A
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post-treatment survey completed by the experimental group participants
demonstrated positive attitudes towards Mobile-Assisted Language
Learning.
Gutiérrez-Colon Plana, M., Gibert Escofet, M., Triana Figueras, I., ..., & Hopkins, J.
(2013). Improving learners’ reading skills through instant short messages: A sample
study using WhatsApp. Proceedings WorldCALL 2013 (pp. 80-84). Glasgow, UK:
University of Glasgow.
This Spanish paper investigates the use of a mobile phone-based SMS
reading comprehension program at the B2 (CEFR) target level which was
trialed for 12 weeks by 95 L2 English university students. With a dropout rate of over 50% only 37 participants completed all the tasks and final
survey. Aside from the personal cost, the principal drawback of the
program was that the short excerpts negatively affected comprehension.
Students nonetheless reported a high level of satisfaction, a positive
impact on their reading habits and willingness to read in English.
Gutiérrez-Colon Plana, M., Gimeno-Sanz, A., Appel, C., & Hopkins, J. (2015).
Improving learners’ reading skills through instant short messages: A sample study
using WhatsApp. In A. Gimeno-Sanz, F. Blin, D. Barr, & M. Levy (Eds.)
WorldCALL: Sustainability and Computer-Assisted Language Learning (pp. 157166). New York: Bloomsbury.
This proceedings chapter is the published version of Gutiérrez-Colon
Plana et al. (2013). It has been completely rewritten with different coauthors.
Gutiérrez-Colon Plana, M., Gallardo Torrano, P., & Grova, M. (2012). SMS as a
learning tool: An experimental study. The Eurocall Review, 20(2), 33-47.
This SMS phone-based Spanish project sought to improve the L2 English
vocabulary of 13 L2 English university students. Over a period of two
semesters, students were sent via SMS three exercises per week based on
class content, to which they were expected to respond immediately
without consulting any outside resources. An attitude survey administered
after the first semester revealed that most of the students found the
experience interesting and appealing. Students who took part in the
project outscored a control group on a pre-/post-test comparison after the
second semester.
Ha, J. (2018). Using mobile-based Slido for effective management of a university
English reading class. Multimedia-Assisted Language Learning, 21(4), 37-56.
This Korean paper reports the perceptions of 110 L2 English university
students regarding their use of a smartphone-based class response system
(Slido). For six weeks, participants accessed the app during their weekly
classes to post keywords and to ask questions anonymously about the text
being studied. Slido proved to be effective in facilitating students’ active
participation, better comprehension, and higher motivation in the class.
According to a post-treatment questionnaire, the majority of students
considered Slido to be an ideal way of asking questions owing to its
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spontaneous and anonymous nature.
Hadi, M., & Emzir (2016). Improving English speaking ability through mobile
assisted language learning (MALL) learning model. International Journal of
Language Education and Culture Review, 2(2), 71-74.
This Indonesian paper reports on the effect of mobile-assisted language
learning upon the speaking ability of 30 L2 English university students.
Participants first took a pre-test, then were retested three times during the
course. At each stage, significant improvements were observed compared
to the previous stage.
Haerazi, Utama, I., & Hidayatullah, H. (2020). Mobile applications to improve
English writing skills viewed from critical thinking ability for pre-service teachers.
International Journal of Interactive Mobile Technologies, 14(7), 58-72.
This Indonesian study investigates how 58 pre-service L2 English
teachers used mobile apps (WhatsApp, U-Dictionary, and e-mail) to
implement MALL and how the use of these apps affected their ability to
write a descriptive text. For the writing evaluation, participants were
divided into an experimental MALL-using group and control non-MALL
group. Using WhatsApp and e-mail, the MALL group was able to interact
and communicate actively, which is thought to have contributed to critical
thinking skills in writing descriptive paragraphs. It significantly outscored
the control on a post-treatment written composition assessment.
Haggag, M. (2018). Teaching phonetics using a mobile-based application in an EFL
context. European Scientific Journal, 14(14), 189-204.
This Egyptian paper evaluated the effectiveness of an Android-based
mobile app (HPhonetics) in developing the L2 English phonetics
knowledge and skills of 23 university pre-service teachers. HPhonetics
was used during ten three-hour sessions to teach phoneme identifications,
consonant and vowel classifications, and sound articulators. The results
of a pre-/post-treatment phonetics test demonstrated a significant
improvement in median scores. According to a post-treatment student
satisfaction questionnaire, participants viewed their learning development
to range from good to very good and were satisfied with the application
and the content to learn English phonetics.
Haghighi, H. (2016). The effects of two technological tools on idiom learning of
Iranian EFL learners: A MALL perspective. Modern Language Studies, xx, 1-12.
This Iranian study investigated the effectiveness of a mobile-accessible
instant messaging app (Telegram) as a tutorial delivery platform for
intermediate-level L2 English idiom learning. Over two months,
Telegram use (N=20) was compared against classroom video
presentations (N=20) and definitions and examples written on a
whiteboard (N=19). Participants were all adult L1 Persian speakers in an
English Institute. On a post-treatment vocabulary test, the Telegram and
video groups both significantly outscored the traditionally instructed
control group. Telegraph users also outperformed the video watchers and
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expressed more positive attitudes about the treatment.
Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of
flipped classroom on EFL learners' appropriate use of refusal: Achievement,
participation, perception. Computer Assisted Language Learning, 32(3), 261-293.
This Iranian study describes a flipped classroom project that used a
mobile-accessible instant messaging app (Telegram) in an L2 English
course to distribute class-related video clips and website links. Over
seven sessions, 30 intermediate-level university participants studied
materials focusing on the expression of refusal with the aid of these
resources prior to the class. A matched control group of 30 studied the
same reading materials in a conventional classroom. Participants of the
flipped class were more engaged with the course contents and
significantly outperformed the conventional group in the post-test.
Hamzah, M., Ghani, M., Daud, W., & Ramli, S. (2019). Digital game-based learning
as an innovation to enhance student's achievement for Arabic language classroom.
International Journal of Recent Technology and Engineering, 8(3), 2108-2112.
This Malaysian paper investigates the effectiveness of a mobile gamebased app compared to traditional teaching upon the learning of beginnerlevel L2 Arabic. For four weeks, 35 university students learned Arabic
using one method and another group of 35 studied the same material
using the other method. No information is provided regarding the game,
content of instruction or treatment procedures except that class teaching
time was the same. The experimental group significantly outscored the
traditional control group on a post-test comparison, but no information is
given regarding the test focus.
Han, T., & Gürlüyer, M. (2017). Examining the perceptions of elementary level EFL
university students regarding the use of smartphones in learning EFL vocabulary.
Erzincan University Journal of Education Faculty, 19(2), 19-36.
This Turkish study investigated the perceptions of 49 A1-level L2 English
university students regarding the use of a vocabulary app (Busuu).
Participants used their smartphones to access the app for four weeks,
learning 30 words per week. A pre/post-treatment questionnaire indicated
significant positive changes in the students’ perceptions of smartphonebased English vocabulary learning. In particular, the participants found
EFL vocabulary learning through smartphones effective, practical and
enjoyable.
Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL
speaking anxiety. Gist Education and Learning Research Journal, 12, 29-50.
This Turkish four-week study examined whether the use of WhatsApp
could reduce the speaking anxiety of intermediate level L2 English
university students. Thirty-nine volunteers worked in class in groups of 23 to write, practice and audio record mini dialogues, which were shared
within the WhatsApp group. A pre-/post treatment administration of the
Foreign Language Classroom Anxiety Scale demonstrated that while the
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mean anxiety level of all participants had lowered, the difference was
greater for females than males. Students were unsure about continuing to
use WhatsApp for improving their language skills.
Handayani, A., Cahyono, B., & Widiati, U. (2018). The use of Instagram in the
teaching of EFL writing: Effect on writing ability and students’ perceptions. Studies in
English Language Teaching, 6(2), 112-126.
This Indonesian study evaluated the effect of a mobile-based social
networking app (Instagram) upon the writing skills of 34 L2 English
university students. Over six meetings, working collaboratively in pairs,
participants first discussed in class topics posted to their Instagram
account. Using their smartphones, they then posted their thesis statement
to the instructor. The actual essay was begun in class then completed at
home with peer and instructor review and feedback via Instagram.
Students performed significantly better on a post-treatment compared to a
pre-treatment essay and regarded the experience positively.
Handayani, F. (2017). Students’ attitude toward using Instagram in teaching writing.
Jurnal Educative: Journal of Educational Studies, 2(1), 22-28.
This study describes the trialing of a mobile-based social networking app
(Instagram) as a platform for practicing the L2 English writing of eight
Indonesian university students. Participants responded in writing to the
posting of four photos, writing a caption for three and a comment about
the fourth. On a post-treatment questionnaire, students expressed very
favorable views about the use of Instagram for developing their writing
skills.
Hani, N. (2014). The impact of WhatsApp group’s utilization of EFL students’
vocabulary writing amelioration. International Journal of University Teaching and
Faculty Development, 5(2), 73-87.
This Jordanian study examined the effect of the use of a social networking
messaging app (WhatsApp) upon the vocabulary choice and writing of 20 L2
English university students. Over three weeks, via WhatsApp, participants
responded to prompts from their instructor to complete a dialogue journal, 20
responses in total. A 50-minute pre-/post-test requiring the writing of a
paragraph demonstrated that participants scored higher for word choice on the
post-test and that their voice improved significantly. However, it was simply
assumed that students used smartphone to access WhatsApp.
Hao, Y., Lee, K-S., Chen, S-T., & Sim, S. (2019). An evaluative study of a mobile
application for middle school students struggling with English vocabulary learning.
Computers in Human Behavior, 95, 208-216.
This Taiwanese study describes the use of an Android-based missionoriented puzzle-solving game app (Detective ABC) to foster the L2
English vocabulary acquisition of ten low achieving junior high school
seventh-graders. The app included listening, speaking, reading, and
writing lessons, based on course textbooks. Students used the app for 40
minutes, then completed two tests that consisted of four parts: reading,
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writing, listening, speaking. It was concluded that student vocabulary test
scores improved and that the app helped students listen, read and write
English vocabulary, but with less effect on speaking.
Hasegawa, K., Amemiya, S., Kaneko, K., …, & Tsukahara, W. (2007). MultiPod: A
multi-linguistic word learning system based on iPods. Proceedings of the Second
International Conference on Task-Based Language Teaching.
This Japanese conference presentation is essentially the same as
Amemiya et al. (2007). It describes the use of a PC application to create
iPod-based vodcasts. Hodgepodge automatically generates the
pronunciation of a word, its spelling and L1 equivalent displayed as
subtitles on a still image or video. MultiPod then transfers vodcasts to
iTunes for downloading to iPods. When compared against the rote
memorization of 20 English words using pen and paper on an immediate,
two-week-delayed and two-month-delayed post-test, the vodcasts only
proved to be significantly more effective on the latter.
Hashim, A., & Vongkulluksn, V. (2018). E-reader apps and reading engagement: A
descriptive case study. Computers & Education, 125, 358-375.
This American study examined the effects of the use of e-reading apps
upon the reading behavior of 32 L1 English fourth-graders over the
course of an academic year. Data were gathered from semi-structured
teacher interviews, student focus groups and class observations. It was
found that teachers used e-readers to monitor student comprehension of
assigned readings, but provided little motivational support. While this
helped students self-regulate their learning, it was disruptive to students'
reading enjoyment. Students were either indifferent to using e-readers for
reading or preferred to read in paper format.
Hassa, N., Nor, N., Zakaria, W., & Mohamed, W. (2013). SMS-facilitated English
vocabulary log. Unpublished. Np.
This unpublished study reports on a five-week experiment that used
mobile-based SMS to teach L2 English vocabulary to 21 Malaysian
university students. Every week, students were pre-tested on their
knowledge of 6-10 words taken from assigned textbook reading passages.
The words, with word class and meanings, were then sent to them via
SMS for study. The following week, students were tested on the
vocabulary. The average results of all post-tests were higher than the
corresponding pre-tests. According to a post-treatment survey, overall,
students found the SMS activities positive and motivating.
Hassan, A., & Ahmed, S. (2018). The Impact of WhatsApp on learners’ achievement:
A case study of English language majors at King Khalid University. International
Journal of English Language Education, 6(2), 69-81.
This Saudi Arabian study investigated the effect of a mobile-based
messaging app (WhatsApp) upon the performance of 30 university
students in an L2 English syntax course. For 17 weeks, participants used
the app out of class as a social networking platform to share course-
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related problems and ideas among themselves while the instructor
monitored discussions and intervened when necessary. The instructor also
shared many documents and video clips with the learners via WhatsApp.
On course-based tests, the experimental group significantly outperformed
a control group of 30 that received no extracurricular support.
Hayati, M., Jalilifar, A., & Mashhadi, A. (2013). Using short message service (SMS)
to teach English idioms to EFL students. British Journal of Educational Technology,
44(1), 66-81.
This mobile phone-based Iranian project sought to improve the
knowledge of L2 English idioms. It involved three groups of 15
university students, who were each required to learn 80 idioms in 20 days
under one condition: self-study, class-study or an SMS approach that
pushed idioms to students four times a day. While all students improved
their scores on a post-test compared to a pre-test, the SMS group
outperformed the other two groups, with self-study achieving the lowest
results.
Hayes, C. (2009). Student motivation, blended learning & an iPod project in tertiary
Japanese language teaching at ANU. Electronic Journal of Foreign Language
Teaching, 6(s1), 230-244.
This Australian paper describes a pilot project that involved the use of
iPods to provide third-year L2 Japanese students with out-of-class access
to TV news clips. Over a semester, 40 university students viewed four
broadcasts per week linked to worksheet activities and the production of
group presentations that included radio-like podcasts. According to an
end-of-course survey, 92% of the respondents judged that their listening
skills had improved as a result of the course, though a number of the
students preferred accessing the vodcasts via computers rather than the
iPods.
Hazaea, A., & Alzu'bi, A. (2016). The effectiveness of using mobile on EFL learners’
reading practices in Najran University. English Language Teaching, 9 (5), 8-21.
This Saudi Arabian paper describes a 14-week experiment during which
30 preparatory-year university students used their smartphones to further
their L2 English reading skills. In class, students accessed offline and
online dictionaries and Internet resources to support their reading
activities. Out of class, WhatsApp was used in conjunction with online
sources to exchange memos and reading-related information. A pre-/post
comparison of reading skills revealed a substantial improvement in the
participants’ language deciphering skills and text comprehension. Their
ability to react to a text and analyze it were also slightly improved.
Hazaea, A., & Alzu'bi, A. (2018). Impact of Mobile Assisted Language Learning on
learner autonomy in EFL reading context. Journal of Language and Education, 4(2),
48-58.
This Saudi Arabian paper investigated how the out-of-class use of
student-owned smartphones affected the learner autonomy of 30
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preparatory-year university students in an L2 English reading course. For
14 weeks participants did Internet searches about freely-chosen topics,
which they shared with peers and their teacher in a WhatsApp group. This
took the form of summaries, note making, critical thinking and suggested
readings. Data analysis revealed that the participants’ learner autonomy
had improved in terms of taking responsibility for the management of
reading materials and the time and place of reading.
He, J., Ren, J., Zhu, G., … & Chen, G. (2014). Mobile-based AR application helps to
promote EFL children's vocabulary study. Conference Proceedings ICALT, IEEE 14th
International Conference (pp. 431-433).
This Chinese study evaluated a mobile phone-based app that taught eight
L2 English animal words to 20 kindergarteners. In groups of four, the
children used a mobile phone to photograph a printed word card,
whereupon the app presented a corresponding image and pronunciation.
A matched control group of 20 learned the same words with a teacher
who showed a printed word card with image and pronounced the word
for repetition. On a pre-/post-test, the experimental group tripled its
median score whereas the control increased its score by only three points.
Head, T. (2016). Supporting Literacy with iPads: A Pilot Study in Second-Grade
Classrooms. EdD dissertation, Wingate University. ProQuest Dissertations
Publishing.
This American EdD dissertation describes a year-long study that
evaluated the effect of five iPad-based apps upon the development of
early L1 English literacy skills of 42 second-graders. The apps placed
emphasis on phonics, reading fluency, and reading comprehension. A
matched control group of 35 received the same instruction without the
use of iPads. Although teachers thought that use of iPads allowed them to
provide more personalized instruction, a pre-/post-test comparison found
no observable impact on student achievement and minimal impact on
student engagement between the treatment and control groups.
Hedjazi Moghari, M., Marandi, S. (2017). Triumph through texting: Restoring
learners’ interest in grammar. ReCALL, 29(3), 357-372.
This Iranian paper evaluated the effect of smartphone-delivered L2
English grammar exercises with 30 A1-level junior high school learners.
Textbook-based grammar exercises were sent via SMS in the evening
twice daily, one for the question and one for the answer, for twelve
weeks, five days per week. A matched control group of 30 did the same
exercises in printed form. They also received via SMS an equivalent
number of SMS vocabulary exercises as a placebo. The experimental
group significantly outperformed the control on a post-treatment 30 item
multiple-choice/blank-fill grammar test.
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Hegelheimer, V., & O’Bryan, A. (2009). Mobile technologies and language education.
In M. Thomas (Ed.), Handbook of research on Web 2.0 and second language learning
(pp. 331-349). Hershey, PA: Information Science Reference.
This American study reports on the evaluation of program that was trialed
by 14 L2 English university students for 15 weeks in a course that
focused on academic listening strategies such as understanding lecture
organization, noting numbers and statistics, and taking notes. Almost all
students chose to listen to the podcasts on the computer rather than on an
MP3 player. Used in this way, the podcast materials were no different
than other online audio materials as the unique characteristic of podcasts,
namely their ability to go mobile, was not utilized.
Heidari, J., Khodabandeh, F., & Soleimani, H. (2018). A comparative analysis of face
to face instruction vs. Telegram mobile instruction in terms of narrative writing. JALT
CALL Journal, 14(2), 143-156.
This Iranian paper describes an intermediate-level L2 English writing
class conducted according to Labov’s six stages of writing. During three
remote 90-minute virtual class sessions, 30 L1 Persian university students
accessed course materials and engaged in discussions about the various
writing stages of a narrative essay through text/voice messages and
stickers via their mobile phones using a social networking communication
app (Telegram). A matched control group of 30 undertook similar
activities in class through face-to-face discussions. The Telegram group
significantly outperformed the control on a post-treatment writing test.
Hellermann, J., Thorne, S., & Fodor, P. (2017). Mobile reading as social and
embodied practice. Classroom Discourse, 8(2), 99-121.
This American study examined the relationship between public reading
and social interaction while playing a mobile phone-based location-aware
augmented-reality game (ChronoOps). The game was played during one
session and required a team of three L2 English students to find five
designated sites on their university campus. Once found, students filed
audio and video reports of the technology they encountered. Reading
during the game occurred in a co-constructed, semiotically rich
environment. It was found that in contexts of just-in-time concerted
action, reading activated and interpenetrated social and embodied
practices.
Hemmi, A., Narumi-Munro, F., Alexander, W., …, & Yamauchi, Y. (2014). Coevolution of mobile language learning: Going global with games consoles in higher
education. British Journal of Educational Technology, 45(2), 356-366.
This British study describes the use of Nintendo DSi game consoles to
support the L2 Japanese learning of 24 third-year university students
during their study-abroad year in Japan. Students were supposed to do
writing, reading, listening, speaking and vocabulary-building exercises on
the Nintendo and to post responses back to their tutors as well as to a
course website. Due especially to difficulties establishing WiFi
connections, only nine students reported using the device. Analysis of
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post-program test scores found no relationship between completion of the
Nintendo-based exercises and improved language scores.
Hendriwanto, H., & Kurniati, U. (2019). Building reading fluency with mobileassisted extensive reading. International Journal of Interactive Mobile Technologies
13(6), 84-92.
This study investigated the effect of mobile phone-based extensive
reading upon the L2 English reading speed of 45 (presumably Indonesian)
university students. During eight ninety-minute class sessions, using their
Android mobile phones, participants read e-books of their choice at six
self-selected levels of difficulty. Reading sessions were followed up on
the course’s Schoology LMS account, to which students submitted a
written reaction to their reading. A pre-/post-treatment reading test
comparison demonstrated, overall, an increase in words read per minute.
Heng, C-H., & Ling, T-L. (2014). Interactive Character Learning Model (ICLM) –
Chinese character learning using WhatsApp for Malay L3 learners. US-China
Education Review, 4(11), 772-786.
This Malaysian study describes the use of a mobile-accessible messaging
app (WhatsApp) to practice the writing and reading of L3 Chinese
characters. Over four weeks, using their smartphones/tablets, 32
university students in a second level Chinese course worked in WhatsApp
groups to complete two sentence writing tasks using characters
introduced in class the previous week. These were corrected by the
instructor within WhatsApp and discussed in class the following week. It
was found that the correctness of the second task was higher than that of
the first task.
Hepworth, AJ. (2014). Influence of Student Engagement, Moods and Completed
Assignments with Differentiated Homework on Normalized Gains and Growth In
Reading Literature Using iPads. EdD dissertation, Dowling College. ProQuest
Dissertations Publishing.
This American EdD dissertation investigated how doing individualized
homework apps using an iPad on a one-to-one basis over an academic
year influenced the growth index and normalized gain in L1 English
reading literature assessments of 504 students in grades five through
seven. Despite all students in the study averaging above expectations on
the post-treatment assessment, grade five and six students outperformed
their grade seven peers by more than double. Students with a positive
mood had a significantly higher growth index and normalized gain than
students with a negative mood.
Higgins, E., & Raskind, M. (2004). The compensatory effectiveness of the
Quicktionary Reading Pen II on the reading comprehension of students with learning
disabilities. Journal of Special Education Technology, 20(1), 31-40.
This American study evaluated the effectiveness of using a digital reading
pen (Quicktionary Reading Pen II) in improving the L1 English reading
comprehension of 30 participants in a learning disability center. The
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digital pen provided text-to-speech output as well as a dictionary look-up
function. The learners, ranging from grade 4 to 12, used the device on
their own for two weeks. On post-treatment reading test consisting of 13
short passages at grade levels 1.3-12, the participants performed
significantly better when using the digital pen than without it.
Hirzinger-Unterrainer, E. (2014). Mobile learning in the L2 Italian class. Learn
vocabulary with podcasts. Educazione Linguistica - Language Education, 3(1), 113129. [in Italian]
This Austrian study investigated the effect of bilingual (Italian-German)
mobile-based podcast creation upon the acquisition of beginner-level L2
Italian vocabulary. Over a semester, twenty-two high school students
were encouraged to voluntarily create podcasts out of class while a
control group of eight followed the same class instruction without
creating podcasts. The experimental group used multiple learning
strategies, but only half created any podcasts. On a pre-/post treatment
vocabulary test, the control group significantly outscored the
experimental group. However, in relative terms the experimental group
improved more than the control.
Ho, S-C., Hsieh, S-W., Sun, P-C., & Chen, C-M. (2017). To activate English learning:
Listen and speak in real life context with an AR featured u-learning system.
Educational Technology & Society, 20(2), 176-187.
This Taiwanese paper investigated the relationship between cognitive
learning style and vocabulary acquisition using a smartphone-based
augmented-reality app (UL-IAR) which exploits GPS location to select
vocabulary. In a 60-minute field test, 90 L2 English university students
were equally distributed into three groups: Field Dependent, Mixed Field
and Field Independent. Following an immediate test, the app showed the
corrected results with follow-up instructions aligned to learner cognitive
style. Participants then ran the app again as a post-test. The best
performance was obtained by field dependent learners who received field
dependent-oriented feedback.
Ho, Y-W., & Lin, C-C. (2015). A preliminary study on Taiwanese EFL adolescents'
perceptions of mobile-assisted post-reading tasks. Conference Proceedings ICALT,
15th International Conference (pp. 309-313).
This paper describes the perceptions of 39 L2 English Taiwanese high
school students regarding post-reading activities undertaken on mobile
devices. Over ten weeks, 12 high-proficiency, 12 mid-proficiency and 15
low-proficiency students read five science-related books of their choice
from the Razkids collection. Book reading was followed by five
collaborative tasks: Internet information retrieval (using Evernote), poster
presentation (using VoiceThread), paragraph writing, role-playing
conversation and event sequencing. According to a post-treatment survey,
perceptions of the five tasks were consistently positive and students
thought that the post-reading tasks benefited their English learning.
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Hobbs, D. (2017). Flashcards and the Memrise App for English Vocabulary
Acquisition. MA thesis, Woosong University, South Korea.
This Korean MA thesis compared the effectiveness of a mobile-based
flashcard app (Memrise) to paper-based flashcards in fostering the A2level L2 English vocabulary acquisition of junior college students. Over
ten weeks, voluntarily on their own time, one class of 19 used the app on
their smartphones while another matched class of 19 created their own
paper flashcards and notebooks to learn a total of 213 cooking-related
words. On a pre-/post-treatment 61-itim multiple-choice vocabulary test,
both groups demonstrated significant improvement, but the paper-based
group more so than the Memrise users.
Holden, C., & Sykes, J. (2011). Leveraging mobile games for place-based language
learning. International Journal of Game-Based Learning, 1(2); 1-18.
This American study describes the first three iterations of the Mentira
project, an L2 Spanish language program based on an Augmented Reality
murder mystery game. Over four weeks, groups of 16, 22 and 30 fourthsemester University students spent about an hour per week, in class and
on their own, using i-Pod Touches playing the mobile-based game to
collect clues. This was done through simulated written dialogues about
people and places in a near-by Spanish speaking community, the scene of
the virtual crime, which students visited to gather further information.
Holden, C., & Sykes, J. (2012). Mentira - Prototyping Language-based locative
gameplay. In S. Dikkers, J. Martin, & B. Coulter, B. (Eds.), Mobile Media Learning:
Amazing Uses of Mobile Devices for Learning (pp. 111-130). Pittsburg, PA: ETC
Press.
This paper reports the same four-week project described in Holden &
Skyes (2011) in which fourth-semester American university L2 Spanish
students used i-Pod Touches to solve an Augmented Reality-based
murder mystery game (Mentira). The student behaviors Mentira was
designed to provoke (playfulness, inventiveness, collaboration, risk
taking) did not occur in the classroom. Getting students to play the game,
in class or on their own, and work collaboratively to solve the mystery
proved to be a major challenge. The on-site field trips were viewed as the
best part of the game.
Hoogeveen, J. (2016). Changes in Writing Dispositions Correlated with 1:1 Ipad
Access: A Quantitative Ex Post Facto Study. EdD dissertation, University of Phoenix.
ProQuest Dissertations Publishing.
This American EdD dissertation investigated the effect of individual iPad
usage upon the L1 English writing motivation of 128 7th and 8th grade
students. Prior to the integration of individually assigned iPads into the
curriculum and again one year after their introduction, using the Writing
Dispositions Scale, participants were evaluated for three writing
dispositions: passion, persistence, and confidence. A pre-/post-iPad
comparison revealed a significant increase in students’ passion and
persistence but also a statistically significant decrease in confidence.
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Neither gender nor grade level had an influence on the changes.
Hosseinpour, N., Biria, R., & Rezvani, E. (2019). Promoting academic writing
proficiency of Iranian EFL learners through blended learning. Turkish Online Journal
of Distance Education, 20(4), 99-116.
This Iranian study evaluated the effect of a mobile-accessible learning
platform (Edmodo) upon the intermediate-level L2 English writing
competency of 25 L1 Persian university students. Using their own
smartphones, participants accessed the app to cooperatively write five
five-paragraph essays of at least 250 words during five 60-minute
sessions. A matched control group of 26 did likewise via face-to-face
interaction. In a post-treatment essay, the experimental Edmodo group
outperformed the control group in general writing proficiency as well as
with regard to such specifics as organization, vocabulary, and mechanics
of writing.
Hou, B., Ogata, H., Miyata, M., …, & Liu, Y. (2010). JAMIOLAS 3.0: Supporting
Japanese mimicry and onomatopoeia learning using sensor data. International Journal
of Mobile and Blended Learning, 2(1), 40-54.
This Japanese paper is the published version of Hou et al. (2009). It
describes the most recent version of the JAMIOLAS system for the
learning of Japanese mimetic words and onomatopoetic expressions.
JAMIOLAS3 provides media files, dictionary look-up and weather
information with quizzes based on location.
Hou, B., Ogata, H., Miyata, M., & Yano, Y. (2009). JAMIOLAS 3.0: Supporting
Japanese mimicry and onomatopoeia learning using sensor data. In S-C. Kong et al.
(Eds.), Proceedings of the 17th International Conference on Computers in Education
(pp. 593-597). [CDROM]. Hong Kong: Asia-Pacific Society for Computers in
Education.
This Japanese conference presentation describes a further iteration of the
JAMIOLAS system for the learning of Japanese mimetic words and
onomatopoetic expressions (see Ogata et al. (2007); Miyata et al. (2008)).
JAMIOLAS3 provides media files, dictionary look-up and weather
information with quizzes based on location. When using JAMIOLAS3 via
a PDA, six L2 Japanese university students learned more vocabulary in
20 minutes than when using a paper dictionary for the same time. Student
attitudes towards the system were also positive.
Houser, C., Thornton, P., Yokoi, S., & Yasuda, T. (2001). Learning on the move: Vocabulary
study via mobile phone email. ICCE 2001 Proceedings (pp. 1560-1565).
This is one of a series of conference papers written with P. Thornton and
others describing the teaching of English L2 vocabulary in Japan via
mobile phones. A half-dozen target words per week were sent for four
weeks via SMS of about 100 words (definitions, multiple usage in
context, story extracts) to 44 female university students at pre-set
intervals three times a day for rote memorization. Compared to students
studying the same words via PC and on paper, lessons delivered via SMS
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resulted in significantly greater learning.
Hoven, D., & Palalas, A. (2011). (Re)conceptualizing design approaches for mobile
language learning. CALICO Journal, 28(3), 699-720.
This Canadian study reports on the mobile-assisted component of an
English for Specific Purposes course that focused on listening and
speaking skills. The program exploited web-enabled MP4 players to
deliver 2-8 minute workplace audio/video podcasts and to access an
online class blog. It was trialed for 15 weeks by 12 advanced-level
(IELTS 5-5.5) L2 English college students, who appreciated the mobile
resources and particularly the non-reciprocal audio podcasts, which may
have been indicative of a general lack of preparedness for autonomous
learning.
Hoven, D., & Palalas, A. (2013). The design of effective mobile-enabled tasks for
ESP students: A longitudinal study. In P. Hubbard, M. Schulz, and B Smith (Eds.),
Learner-Computer Interaction in Language Education: A Festschrift in Honor of
Robert Fischer (pp 137-165).
This Canadian paper elaborates the design principles of a Mobile-Enabled
Language Learning Eco-System (MELLES) for a university L2 English
for Specific Purposes accounting course. MELLES stems from a DesignBased Research project described previously in Palalas (2011a) and
Palalas (2011b). The prototype was evaluated over seven months by 41
students and 6 practitioners. It incorporates eight primarily listeningbased exercises that employ mobile phone-based affordances to mediate
comprehension, communication and language artefact construction tasks.
A combination of in-class, online, and mobile-enabled activities leads to
the co-creation of a collaboratively edited ESP resource.
Hsiao, H-S., Chang, C-S., Lin, C-Y., …, & Lin, C-Y. (2016). The development and
evaluation of listening and speaking diagnosis and remedial teaching system. British
Journal of Educational Technology, 47(2), 372-389.
This two-week Taiwanese study evaluated the effect of an Android-based
Chinese Listening and Speaking Diagnosis and Remedial Instruction
system upon the beginner-level L2 Chinese proficiency of 32 foreign
university students. A control group of 33 students participated in the
same corrective activities using paper-based remedial instruction.
Multiple-choice questions were used to assess the participants’ listening
abilities. The speaking test consisted of a sentence-recitation and a
picture-description test. On a pre-/post-test comparison, both groups
made significant progress in listening comprehension, but only the
experimental group scored significantly better in speech production.
Hsiao, K-L., & Chen, C-C. (2015). How do we inspire children to learn with ereaders? Library Hi Tech, 33(4), 584-596.
This Taiwanese paper evaluated the effect of mobile e-book delivery
upon the L1 Chinese reading skills of thirty third-graders. During one
twenty-minute session, participants read the e-text version of a children’s
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story (Missing Grandmother), which included music and animation, while
a matched control group of thirty read the same story in printed format.
The experimental group significantly outscored the control on an
immediate post-treatment comprehension test. The analysis revealed no
gender differences in reading comprehension.
Hsieh, W-J., Chiu, P-S., Chen, T-S., & Huang, Y-M. (2010). The effect of situated
mobile learning in Chinese rhetoric ability of elementary school students. The 6th
IEEE International conference of Wireless, Mobile, and Ubiquitous Technologies in
Education (pp. 177-181). Los Alamitos, CA: IEEE Computer Society.
This Taiwanese paper describes a month-long experiment to determine
whether situated writing via mobile learning activities could improve the
L1 Chinese rhetoric ability of 35 sixth graders. While a control group of
35 students did paper-and-pencil essay writing in class, the experimental
class undertook treasure hunts on campus related to its writing
assignments, which were done using PDAs. A pre-/post-test comparison
indicated that the experimental group significantly outperformed the
control in description, but there were no significant differences in the
rhetoric techniques of repetition, hyperbole, personification or simile.
Hsu, C-K. (2015). Learning motivation and adaptive video caption filtering for EFL
learners using handheld devices. ReCALL Journal, 27(1), 84-103.
This single-session Taiwanese study examined the effects of a mobileaccessible video-based adaptive captioning system upon intrinsic and
extrinsic goal orientation in the L2 English listening comprehension of
eleventh-grade students. Captions were filtered to remove high frequency
words depending on language proficiency level. An experimental group
of 82 students viewed partial captions of three 15-minute video clips
geared to their language level: Elementary, Intermediate, IntermediateHigh. A control group of 79 viewed the same videos, one at each
proficiency level. Most of the students reported positive impressions
regarding the caption filtering method.
Hsu, C-K., He, Y-Y., & Chang, C-K. (2009). Evaluation of a MALL system
integrating instant translation and shared annotation for ESL reading on PDA. In I.
Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher
Education International Conference 2009 (pp. 898-904). Chesapeake, VA: AACE.
This Taiwanese paper describes a PDA/web-based L2 English reading
program for university students. It provides instant translation via a link
to an online dictionary (Yahoo), from which users build individual word
glossaries that are shared with a paired student to support extensive
collaborative reading. The system was pilot tested with 42 intermediatelevel L2 English university students, who first worked only individually,
then with a paired collaborator. The reading comprehension results of the
collaborative pairs were superior to those who read only individually.
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Hsu, C-K., Hwang, G-J., & Chang, C-K. (2013). A personalized recommendationbased mobile learning approach to improving the reading performance of EFL
students. Computers & Education, 63, 327-336.
This Taiwanese paper describes a four-week experiment that investigated
the effects of a PDA-based program which matched readings to student
preferences and knowledge levels and provided an annotation module for
making individual or shared English translations. Senior high school L2
English learners divided into two experimental groups of 33 each used the
recommendation system, one with each type of annotation. A control
group of 44 used individual annotations without reading
recommendations. While there was no difference in learning
achievements between the two experimental groups, both outperformed
the control group.
Hsu, C-K., Hwang, G-J., Chang, Y-T., & Chang, C-K. (2013). Effects of video
caption modes on English listening comprehension and vocabulary acquisition using
handheld devices. Educational Technology & Society, 16 (1), 403-414.
This Taiwanese study investigated the effects of video caption modes on
the listening comprehension and vocabulary acquisition of lowachievement L2 English fifth-graders. For one month, 81 students divided
into three groups used PDAs to view weekly videos. One watched with
full English captions, one with just targeted English word captions and a
control group with no captions. On a pre-/post-test comparison, there was
no significant difference between the two experimental groups. However
all participants made significant improvements in vocabulary acquisition
and listening comprehension, the experimental groups more than the
control.
Hsu, H-Y., Wang, S-K., & Comac, L. (2008). Using audioblogs to assist Englishlanguage learning: an investigation into student perception. Computer Assisted
Language Learning, 21(2), 181-198.
This American study describes the pilot testing of a system that linked
mobile phones to the online Evoca voice recording application to create
web-based audioblogs for the submission and archiving of oral
assignments. The instructor also used the audioblogs to interact with
learners and evaluate their performance. The system was trialed for a
semester by 22 advanced-level L2 English language institute students.
While 82% agreed that the mobile-accessible audioblog was a good
language learning tool, only about half actually used it. However, students
who regularly completed assignments improved their speaking.
Hsu, L. (2013). English as a foreign language learner's perception of mobile-assisted
language learning: A cross-cultural study. Computer Assisted Language Learning
26(3), 197-213.
This study from Taiwan aims to investigate the end-user’s perception of
MALL through cross-cultural analyses based on the questionnaire
responses of 45 university L2 English Tourism students from seven
countries. At the end of the five-week course, in which students used their
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own Android mobile phones to undertake collaborative on-site
investigations, cross-cultural analyses were conducted with three
constructs: technological affordances, applicability and the constructivism
of MALL. For all three constructs, results revealed that significant
differences did exist among participants with different cultural
backgrounds.
Hsu, L., & Lee, S-N. (2011). Learning tourism English on mobile phones: How does
it work? Journal of Hospitality, Leisure, Sport and Tourism Education, 10(2), 85-94.
This Taiwanese paper describes a four-week study that investigated the
effectiveness mobile phones in delivering tourism content to 25 preintermediate-level L2 English university students who also attended
weekly one-hour classes. A matched control group of 25 received the
same information uniquely in class. While the mean scores of all students
improved on a pre-/post-test comparison, the experimental group
performed significantly better. Overall, the experimental students
expressed a positive attitude towards mobile-based learning, indicating
that it provided opportunities for group learning and refining problem
solving skills within an authentic context.
Hsu, T-C. (2016). Enhancing listening comprehension and vocabulary recall in
mobile-assisted language learning. In A. Palalas & M. Ally (Eds.), International
Handbook of Mobile-Assisted Language Learning (pp. 608-632). China Central Radio
& TV University Press, Co., Ltd.
This Taiwanese paper reports the results of two experiments that tested
the effect of short versus long L1 Chinese subtitling and L2 English
captioning upon L2 English listening comprehension and vocabulary
recall. The first experiment lasted one 40-minute class session and used
smartphones to present two 15-minute videos to a total of 123 eleventhgraders who had studied English for 7-8 years. The second experiment
used PDAs to show four four-minute videos, one per week, to a total of
79 novice-level fifth graders. Both studies revealed that providing short
subtitles or captions just for hard or target words was as effective as
presenting long subtitles or full captions in helping students comprehend
and learn foreign language through videos. Limited text overlays thus
could be used to advantage on small-screen mobile devices.
Hsu, T-C. (2017). Learning English with augmented reality: Do learning styles
matter? Computers & Education, 106, 137-149.
This Taiwanese study explored the cognitive load, flow state, foreign
language learning anxiety and learning effectiveness of third-graders who
used AR educational games on tablets during one class session to assist
their beginner-level L2 English vocabulary acquisition. Twenty
participants played the games in self-directed mode and 18 followed a
task-based approach. On a pre-/post-test comparison, both groups scored
highly, but there was no significant difference between them. The study
confirmed that greater learning anxiety produced greater mental efforts.
Lower learning anxiety and mental effort, however, did not foster better
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learning.
Hu, Z. (2011). Vocabulary learning assisted by mobile phones: Perception of Chinese
adult learners. Cambridge Journal of Chinese Studies, 8(1), 139-154.
This Chinese study describes the results of a survey of student
perceptions regarding the learning of L2 English vocabulary via mobile
phone-based text messages. Five times per week for four weeks, 24 parttime intermediate-level university students received five vocabulary items
with English and Chinese definitions. Nearly all the participants (95.7%)
read the messages and over 78% saved them for future reference.
According to the survey, students were very positive towards the use of
mobile phones for vocabulary learning because it helped them to
memorize new words in a convenient manner.
Huang, C., Yang, S., Chiang, T., & Su, A. (2016). Effects of situated mobile learning
approach on learning motivation and performance of EFL students. Journal of
Educational Technology & Society, 19(1), 263-276.
This Taiwanese paper evaluates the effectiveness of a mobile devicebased location-aware app in fostering the L2 English vocabulary
acquisition of 40 fourth-graders. Over five hours, a control group of 40
had access to a simulated environment in class. The experimental group
received the same instruction, but used the GPS functionality of their
mobile devices to locate campus locations that exemplified aspects of the
vocabulary studied. The app provided relevant vocabulary and phrases
including pronunciation and an online dictionary. The experimental group
significantly outperformed the control group on a pre-/post-test
comparison.
Huang, L-L., & Lin, C-C. (2011). EFL learners’ reading on mobile phones. The JALT
CALL Journal, 7(1), 61-78.
This Taiwanese study explores learners’ preferences for reading L2
English on mobile phones compared to paper or e-mail. Ten senior high
school students of mixed ability levels were given two sets of texts, one
longer (786-898 words), one shorter (54-60 words) at Flesch-Kincaid
Grade Level 5-6. Based on questionnaire responses, the paper format was
generally more preferred for both sets. For the shorter set, the mobile
phone was more preferred than e-mail. For the longer set, mobile phone
was the least preferred mainly because of the small screen and font.
Huang, S., Clark, N., & Wedel, W. (2013). The use of an iPad to promote
preschoolers’ alphabet recognition and letter sound correspondence. Practically
Primary, 18(1), 24-16.
This Australian paper examines the effect of using iPad apps upon the alphabet
recognition and letter/sound correspondence competency of two pre-schoolers
with Attention Deficit Hyperactivity Disorder. Over a semester, the children
worked weekly with ABC Matching game, Alphabet Learn, Alphabet Tracing,
and ABC go go. A pre-/post-treatment administration of the Basic Reading
Inventory test revealed that both children had improved from recognizing 10
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letters and 4 letter/sound correspondences to 26 letters and 24 sound/letter
correspondences. Use of the iPad also increased their attention span and helped
them to learn independently.
Huang, Y-M., & Huang, Y-M. (2015). A scaffolding strategy to develop handheld
sensor-based vocabulary games for improving students’ learning motivation and
performance. Educational Technology Research and Development, 63(5), 691-708.
This Taiwanese paper describes the pilot testing of a sensor-based mobile
L2 English vocabulary game. Sixty-five university students played the
game for 100 minutes with a specially designed handheld device. Thirty
participants played the game with scaffolding assistance (i.e., spelling
hints), while thirty-five did so without such assistance. A pre-/post-test
comparison demonstrated that the scaffolding was particularly helpful for
low-achieving students in vocabulary learning, but the advantage was not
maintained in a 7-day delayed post-test. While motivating low-achievers
to learn vocabulary, the game did not similarly advantage high-/mediumachieving students.
Huang, Y-M., Huang, Y-M., Huang, S-H., & Lin, Y.T. (2012). A ubiquitous
English vocabulary learning system: Evidence of active/passive attitudes vs.
usefulness/ease-of-use. Computers & Education, 58(1), 273-282.
This Taiwanese study investigated the attitudes of 40 university
volunteers who trailed a Ubiquitous English Vocabulary Learning
System. The students were equally divided between active and passive L2
English learners. An unspecified mobile device equipped with a radiofrequency reader and a global positioning system was used to sense
student location. Students received a video clip with subtitles related to
their location which they used in conjunction with a vocabulary learning
program. Active learners were attracted by the usefulness of the system
while passive students appreciated its perceived ease of use.
Huang, Y-M., Liang, T-H., Su, Y-N., & Chen, N-S. (2012). Empowering personalized
learning with an interactive e-book learning system for elementary school students.
Educational Technology Research and Development, 60(4), 703-722.
This paper describes two studies relating to a tablet-accessible reading
app (Interactive E-book Learning System) for L1 Chinese learners. The
app provided personalized learning functions, such as e-annotation and
bookmarks, content searching, and learning process tracking. The first
study involved 166 elementary school students, grades 1-6, in one 80minute session. It served to evaluate the usability and functionality of the
developed system through feedback from the students. Although the
results varied significantly among the grades, overall students’ comments
about the app were positive. The second study evaluated the learning
effectiveness of the app compared to the reading of printed texts. This
was tested with twelve sixth-graders during two 15-minute sessions
involving the oral reading of science reports written in Chinese. During
the first session, the children read from printed texts and during the
second using the app. Post-testing revealed that using an e-book or
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printed book made no significant difference to the students’ reading
accuracy.
Huang, X. (2019). WeChat-based teaching for an immersion cultural exchange
program – a case study in CFL. Smart Learning Environments, 6(7), 1-21.
This Chinese study describes the use of a mobile-based instant messaging
app (WeChat) to support the elementary-level L2 Chinese learning of 10
university students. Over two twelve-week sessions, WeChat was used for
weekly language course review and communication practice with a paired
L1 Chinese speaker. Students positively supported the use of WeChat
because it helped them review class content and share thoughts and
offered them a long-term supportive Chinese language community.
However, WeChat failed to foster autonomous learning and students’
participation and motivation declined towards the end of the program.
Huh, K. (2016). The effect of flow experience on English listening and self-directed
learning abilities through a listening activity using a smartphone application.
Multimedia-Assisted Language Learning, 19(3), 158-177. [in Korean]
This Korean study investigated the effect of a mobile-based TOEIC app
upon the L2 English listening comprehension and self-directed learning
of 30 university students. Participants accessed the app using their
smartphones for fifteen weeks. A pre/post-test comparison revealed a
significant improvement in listening comprehension. Questionnaire
results also demonstrated an improvement in self-directed learning
ability. Students who experienced a higher degree of flow showed a
greater increase in both listening and self-directed learning abilities.
Huisinga, L. (2017). Augmented Reality Reading Support in Higher Education:
Exploring Effects on Perceived Motivation and Confidence in Comprehension for
Struggling Readers in Higher Education. PhD dissertation, Iowa State University.
ProQuest Dissertations Publishing.
This American PhD dissertation examined the effects of a mobile-based
augmented reality (AR) app (Aurasma) upon the L1 English reading
motivation and confidence of 16 university students self-identified as
struggling readers. According to a student survey following one ARsupported reading session, AR increased motivation for reading academic
theory text and participants would use similar AR supports in the future if
they were provided. Moreover, they felt the AR support of visuals and
content questions was helpful, and thought additional support like
vocabulary would not burden other readers with extra content.
Hung, H-C., & Young, S-C. (2015). The effectiveness of adopting e-readers to
facilitate EFL students' process-based academic writing. Educational Technology and
Society, 18(1), 250-263.
This Taiwanese paper examines the effect of e-reader usage upon writing
performance of intermediate-level L2 English graduate students. For five
months, a group of 12 students used e-readers to do all their reading
associated with four writing assignments and a self-evaluation writing
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portfolio. A control group of 11 did likewise using only printed reading
materials. Although there was no significant difference on writing
outcome between the two groups, students who used e-readers showed
better performance in the writing portfolio. Both the students and
instructor viewed the use of e-readers positively.
Hung, H-C., Young, S-C., & Lin, C-P. (2009). Constructing the face-to-face
collaborative game-based interacted environment for portable devices in English
vocabulary acquisition. In A. Dimitracopoulou (Ed.). Proceedings of the 8th
International Conference on Computer Supported Collaborative Learning (pp. 370375). Rhodes, Greece: University of the Aegean.
This Taiwanese study explored the effectiveness of a tablet PC-based
Wireless Crossword Fan-Tan Game (WiCFG) on L2 English vocabulary
acquisition compared to using a pen & paper version of the same game.
One class of 32 primary school pupils participated in this single session
study, with half using the WiCFG and half pen and paper. While both
groups made significant pre-/post-test improvements, there were no
significant differences between the two groups. However, learning
outcome, motivation, and attitude improved for all learners, especially for
lower-achievement learners.
Hung, H-C., Young, S-C., & Lin, C.-P. (2013). No student left behind: A
collaborative and competitive game-based learning environment to reduce the
achievement gap of EFL students in Taiwan. Technology, Pedagogy and Education,
1-15.
This paper describes the effect upon L2 English vocabulary acquisition of
the tablet-based collaborative crossword game described in Hung, Young
& Lin (2009). During one session, 15 Taiwanese sixth-graders, working
in groups of 3, created words from the third of the alphabet that each
possessed. A control group of 15 did likewise using markers and paper.
Both groups increased their scores in a pre-/post-test comparison,
significantly so for low-achievement students in the tablet-based group.
Tablet users also perceived more positively participating in English
learning than those in the control group.
Hung, H-T. (2017). The integration of a student response system in flipped
classrooms. Language Learning & Technology, 21(1), 16-27.
This Taiwanese study compared the use of a mobile-accessible student
response system (Kahoot!) in a flipped classroom under two conditions:
teacher-centered (Just-in-Time-Teaching) and learner-centered (Peer
Instruction). For six weeks, 20 B2-/C1-level L2 English university
students used Kahoot! under one condition and another matched group of
20 under the other. During this time, participants used Kahoot! in class as
a discussion platform while completing six lessons. Identical materials
and lesson plans were used in both classes. On a pre-/post-treatment
speaking test, the learner-centered group significantly outscored the
teacher-centered class.
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Hung, H-T. & Chao, Y-C. (2012). Vocabulary learning with mobile technology: What
students learn and how they react. In T. Bastiaens & G. Marks (Eds.), Proceedings of
E-Learn 2012--World Conference on E-Learning in Corporate, Government,
Healthcare, and Higher Education 1 (pp. 1056-1061). Montréal, Quebec, Canada:
Association for the Advancement of Computing in Education (AACE).
This conference presentation compared the L2 English vocabulary
learning of university students in Taiwan using an Android-based
vocabulary app (English King) and a paper-based equivalent. Over five
weeks, eight participants accessed the app via smartphones and eight via
tablet computers while a control group of 16 used the paper-based
equivalent. On a post-treatment vocabulary test, the control group
significantly outscored the smartphone users, with the tablet users
significantly outperforming both of these. English King was generally
accepted for vocabulary learning and well perceived by the participants
in both m-learning groups.
Hwang, G-J., Hsu, T-C., & Hsieh, Y-H. (2019). Impacts of different smartphone
caption/subtitle mechanisms on English listening performance and perceptions of
students with different learning styles. International Journal of Human-Computer
Interaction, 35(4-5), 333-344.
This Taiwanese study compared the effects of three smartphone video
presentation modes on 119 eleventh-grade L2 English students. During a onesession trial, a class of 40 students watched a video with partial, keyword,
English captions while another class of 39 did so with full English captions. A
third group of 40 watched with partial English captions and their Chinese
translations. Full English captions produced the highest level of motivation.
With partial English captions, active-style students’ cognitive load was
significantly lower and enjoyment significantly higher than that of the
reflective-style students.
Hwang, W-Y., & Chen, H. (2013). Users’ familiar situational contexts facilitate the
practice of EFL in elementary schools with mobile devices. Computer Assisted
Language Learning, 26(2), 101-125.
This Taiwanese article describes L2 English learning in a situated
learning environment. Four days per week, for two months, a group of 30
fifth-graders used a PDA-based multimedia program during their lunch
hour to collaboratively listen to lessons and record their reading of basic
words and completion of simple sentences having to do with their lunch.
This group made significantly higher gains in their English vocabulary
acquisition as well as listening and speaking skills compared to a control
group of 30 who studied without PDA support.
Hwang, W-Y., Chen, C-Y., & Chen, H. (2011). Facilitating EFL writing of
elementary school students in familiar situated contexts with mobile devices.
Proceedings 10th World Conference on Mobile and Contextual Learning (mLearn)
(pp. 15-23). Beijing, China: Beijing Normal University.
This Taiwanese paper describes the use of a mobile device-based situated
learning system that included vocabulary, phrases, and sentence patterns
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designed to help elementary school children create written L2 English
sentences. The six-week study compared the results of 28 pupils who
used the system to write in three familiar subject environments
(classroom, meal and playground) with 31 who wrote without contextual
support. The experimental group significantly outperformed the control
on a pre-/post-test comparison. Students in the experimental group
thought the activities were playful and expressed an interest in situated
learning.
Hwang, W-Y., Chen, S-L., Shadiev, R., ,,,, & Chen, C-Y. (2014). Improving English
as a foreign language writing in elementary schools using mobile devices in familiar
situational contexts. Computer Assisted Language Learning, 27(5), 359-78.
This paper describes a six-week situated learning program designed to
improve the L2 English writing of Taiwanese primary school children. An
experimental class of 28 visited familiar sites around their school. They
took photos, described objects and gave each other anonymous peer
comments in writing using unspecified mobile devices that provided
vocabulary writing assistance. A control group of 31 did the same in class
using photographs and paper and pencil. A pre-/post-test showed that the
production of mobile-based situational descriptions and comments
resulted in greater basic writing skills.
Hwang, W-Y., Huang, Y-M., Shadiev, R., ..., & Chen S-L. (2014). Effects of using
mobile devices on English listening diversity and speaking for EFL elementary
students. Australasian Journal of Educational Technology, 30(5), 503-516.
This study investigated the effect of a locally designed PDA-based
mobile system upon the L2 English listening and speaking of 33 fifthgraders in Taiwan. For a semester, participants used the system to learn
new vocabulary and sentences and for dialogues and short story creation
individually as well as collaboratively with peers. A pre-/post-test
comparison demonstrated a significant learning gain in language
proficiency resulting from application of learning activities supported by
the mobile system. Listening diversity was found to have an inverse
correlation with speaking and listening proficiency.
Hwang, W-Y., Kuo, T., & Chen, H. (2011). The effect of using an English practice
system with a PDA in situated learning. In M. Nunes & P. Isaías (Eds.), Proceedings
of the IADIS International Conference e-Learning 2011 (pp. 438-445).
This conference presentation investigated the effect of a PDA-supported
situated learning environment upon the L2 English vocabulary
acquisition of thirty fifth-graders in Taiwan. One hour per day, four days
per week, for two months, the children learned food-related vocabulary
in the physical presence of food items and their virtual presence in
multimedia resources via the PDAs, which were also used to voice record
conversations with each other about the food. On a pre-/post-treatment
vocabulary test comparison, participants significantly outscored thirty
children who learned the same vocabulary only from printed books.
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Hwang, W-Y., Liu, Y-F., Chen, H-R., & Li, J-Y. (2015). Role of parents and
annotation sharing in children’s learning behavior and achievement using e-readers.
Educational Technology & Society, 18(1), 292-307.
This Taiwanese study examined the effect of e-reader usage upon the L2
English of 31 six-graders who used the device for two weeks without a
text/voice annotation sharing function followed by three weeks with it.
No significant difference was found in the use of the e-readers by highlevel and low-level achievers when the readers were used without
annotations. When used with annotation, high-level achievers made
significantly more in-class text annotations and more out-of-class text and
voice annotations. The more learners used text annotation in class, the
better their learning achievement.
Hwang, W-Y., Shih, T., Ma, Z-H., …, & Chen, S-Y. (2015). Evaluating listening and
speaking skills in a mobile game-based learning environment with situational
contexts. Computer Assisted Language Learning, 29(4), 639-657.
This Taiwanese paper describes the results of a three-week experiment
that used a server-based game running on Android mobile devices to
improve the L2 English listening and speaking abilities of 20 high school
students. Based on situational images, participants created sentences,
spoke them aloud, and listened to their own and their peers’ spoken
sentences. Compared to a control group of 20 that did not use the
program, there was no significant difference on scores of a listening posttest. However, the experimental group significantly outperformed the
control in a speaking post-test.
Ibáñez Moreno, A., & Vermeulen, A. (2015). Using VISP (VIdeos for SPeaking), a
mobile app based on audio description, to promote English language learning among
Spanish students: A case study. Procedia - Social and Behavioral Sciences, 178, 132 138.
This conference presentation describes the pilot testing of a mobile-based
application (VISP) for the audio description of video clips as a means of
promoting oral production and vocabulary acquisition. The app was
trialed by 16 Spanish Erasmus students in an intermediate-level (B1) L2
English university program in Belgium. Participants orally described what
they saw on a 30-second clip of Moulin Rouge so that a blind or visually
impaired person could easily follow the plot. Although students showed a
positive attitude towards the app, their actual learning of vocabulary was
minimal.
Imelda, Cahyono, B., & Astuti, U. (2019). Effect of process writing approach
combined with video-based mobile learning on Indonesian EFL learners' writing skill
across creativity levels. International Journal of Instruction, 12(3), 325-340.
This Indonesian study investigated the effect of mobile phone-based
video recording upon the L2 English writing ability of vocational high
school students. Following a process writing approach, over three 135minute sessions, 61 participants learned how to write a text describing
food preparation. As a homework assignment, 31 of the students also had
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to use their mobile phones to create a video of the procedure. This group
significantly outperformed the non-MALL group on a post-treatment
essay, independently of the of the learners’ (high/low) creativity level
judged by novelty, elaboration, originality, divergence.
Ishikawa, M., Hasegawa, K., Amemiya, S., ..., & Tsukahara, W. (2007). Automatic
creation of vocabulary learning materials from short movies. In T. Bastiaens & S.
Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate,
Government, Healthcare, and Higher Education 2007 (pp. 6044-6051). Chesapeake,
VA: AACE.
This Japanese paper assesses the effectiveness HodgePodge, a PC
application designed to automatically create the short annotated vodcasts
used by the Multipod vocabulary learning system described in Amemiya
et al. (2007) and Hasegawa et al. (2007). On two L2 English iPod-based
tests taken by 10 university students with a delay of two weeks and two
months, word retention with vodcasts produced with HodgePodge was
equivalent to those manually produced by instructors. Learner-produced
vodcasts resulted in even higher retention rates.
Ishikawa, M., Kaneko, K., Haruko M., & Norihide S. (2009). Automatic creation of
materials for vocabulary learning based on pictures by mobile phones of learners.
Proceedings of the ITI 2009 31st International Conference on Information
Technology Interfaces (pp. 391-396).
This Japanese paper describes an L2 vocabulary learning environment
(SIGMA), which allows learners to automatically generate their own fivesecond audio-video flashcards from still images or videos that are
captured on mobile phones and sent via e-mail to a website along with the
L1 meaning equivalent and L2 spelling. During a single session, a
prototype version of SIGMA was trialed by 11 university students who
indicated that they did not consider the system very easy to use, though
they felt that they could learn from it.
Ishikawa, Y., Akahane-Yamada, R., Smith, C., …, & Dantsuji, M. (2015). An EFL
flipped learning course design: Utilizing students’ mobile online devices. In F. Helm,
L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL - Proceedings of the
2015 EUROCALL Conference (pp. 261-267). Padova, Italy. Dublin: Researchpublishing.net.
This Japanese study evaluated the effectiveness of a mobile-accessible
online tutoring system (ATR CALL BRIX) designed to improve the
TOEIC scores of L2 English university students. The program, which
evaluated students’ weak points and gave advice for further learning, was
used by 348 advanced-low learners for two semesters to prepare for and
follow up on individualized problem-solving class instruction. These
students improved their TOEIC scores by an average of over 151 points
compared to only 54 for a control group of 203 students who did not use
the tutoring program.
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Ishikawa, Y., Smith, C., Kondo, M., …, & Wada, N. (2014). Development and use of
an EFL reading practice application for an Android tablet computer. International
Journal of Mobile and Blended Learning, 6(3), 35-51.
This Japanese paper describes a pilot study that investigated the effect of
a custom-designed Android tablet app upon the reading ability of 26 L2
English university students. The app contained a reading passage which
included a 550-word English vocabulary list of low-frequency and
technical noun-verb collocations. It provided a dictionary look-up
function and automatically highlighted the words in its database. The app
was trialed with one reading passage, read three months previously
without the aid of the application, and resulted in an increase in reading
speed with no loss in comprehension.
Ismayatim, W., Wahab, N., Yunus, M., …. & Hashim, H. (2019). Enhancing 21st
century students' listening skills via augmented reality and mobile applications.
International Journal of Innovation, Creativity and Change, 7(11), 314-325.
This Malaysian study describes a mobile-based augmented reality (AR)
app (MyEVO) that was trialed by 177 L2 English university students for a
semester. Participants used their smartphones to access 15 activity
sessions triggered by an AR video that focused on listening skills.
Answers to comprehension questions were submitted to a MyEVO
community page. Students expressed positive attitudes regarding the
application of this app to assist their listening comprehension. In
particular, they thought that listening practice should integrate the use of
AR mobile applications for a more enjoyable and meaningful experience.
Iwata, J., Tamaki, Y., Shudong, W., …, & Clayton, J. (2014). Medical students’
perceptions of using mobile phones for their English study. In S. Jager, L. Bradley, E.
J. Meima, & S. Thouësny (Eds.), CALL Design: Principles and Practice Proceedings of the 2014 EUROCALL Conference (pp. 172-178). Groningen, The
Netherlands Dublin Ireland: Research-publishing.net.
This Japanese study examined the use of a mobile-based vocabulary
application for the learning of medical terminology by 242 university
students. Over a period of seven months, a total of 54 learning units were
sent twice per week to voluntary participants. Each unit consisted of five
multiple-choice quizzes. According to a post-treatment survey completed
by 120 students, 45% of the participants found the learning units effective
and 62% thought that they were at an appropriate level of difficulty.
However, on average only 9.5% of the participants actually took the
quizzes.
Jablonski, D. (2019). Repeated listening as a method to improve reading fluency and
comprehension. Journal of Literacy and Technology, 20(2), 2-24.
This American study examined the effect of repeated listening upon the
reading skills of L1 English second-graders. Over seven weeks, 24
participants read seven stories four times each while listening to the readaloud on an MP3 player. Another 23 just listened to the stories, again four
times each. A control group of 23 children read the same stories,
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apparently only once, without listening to them. A post-test revealed that
the Listening-Only group gained the most in fluency, and the ReadingOnly group the most in comprehension, though neither significantly so.
Jacobsen, C. (2020). Exploring the potential of an ad hoc Mobile Assisted Language
Learning management system for university EFL students. 景文學報第二 (King
Literature News), 29(2), 29-50.
This Taiwanese study describes the design and evaluation of a mobileaccessible learning management system (LMS) used by 66 L2 English
university students during an 18-week semester. The LMS utilized a
Google course website, Google Forms and the Evernote app. The latter
served to present the content of each learning unit as well as provide
pronunciation, speaking and writing practice. Google Forms served as a
real-time class response system that guided students through each
learning unit. Participants viewed the LMS favorably in terms of
perceived usefulness, learner attitude, and technological limitations.
Jafari, S., & Chalak A. (2016). The role of WhatsApp in teaching vocabulary in
Iranian EFL learners at junior high school. English Language Teaching, 9(8), 85-92.
This Iranian study evaluated the use of WhatsApp as an L2 English
vocabulary learning tool with elementary-level junior high school
students. For four weeks, sixty students were equally divided into a
control group that was taught English vocabulary using traditional
Iranian classroom methods. An experimental group received five new
words four times per week in class via WhatsApp, which included
pictures, videos, definitions, synonyms, antonyms and sentences to
practice. All activities were undertaken individually. A thirty-five item
multiple-choice vocabulary pre/post-test comparison demonstrated that
the experimental group significantly outperformed the control.
Jaffarian, J. (2012). The Impacts of Specific iPad Applications on Phonic Instruction
in Kindergarten Students. MA thesis, John Fisher College.
This American MA thesis compared the effectiveness of four iPad-based
apps (Tiki Vowel, Phonics Fun One, Phonics Fun Two, and Phonics Fun
Three) for L1 English phonics instruction to the iPad apps already in use
in a kindergarten class. For two weeks, three children used the
supplementary apps while another three did not. Each group contained
one low, medium and high performing student. A comparative pre-/post
treatment assessment of identifying sounds in letters, identifying the
symbols that represent a given sound and reading nonsense words
revealed no significant learning differences.
Jalalifarhani, M., & Ghovehnodoushan, M. (2011). MALL and vocabulary learning in
elementary students. 2011 International Conference on Languages, Literature and
Linguistics. IPEDR vol.20 Singapore: IACSIT Press.
This Iranian mobile phone-based study tested the effectiveness of using
SMS for the teaching of elementary L2 English. A control group of 27
students used realia in class to learn 30 words, five at a time twice a
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week for three weeks. An experimental group of 28 studied the same
vocabulary via SMS. Messages containing three words and their Persian
equivalents were sent three times a day, a different set each day, for ten
days. The SMS group outperformed the control on a twenty-item thirtyday delayed post-test.
Jameson, J., Thompson, V., Manuele, G., …, & Moore, T. (2012). Using an iTouch to
teach core curriculum words and definitions: Efficacy and social validity. Journal of
Special Education Technology, 27(3), 41-54.
This study investigated the effect of two types of flashcard presentation
upon the vocabulary acquisition of four students, three adolescents and
one adult, with significant cognitive disabilities. Daily over five days,
participants learned the definition of a total of eight general education
content-referenced English words. Four words were learned via an iTouch
using a mobile-accessible flashcard app (Quizlet) and four using paper
flashcards. The difference in the number of instructional sessions for each
student was minimal, and stability of the probe data showed minimal
differences between the instructional interventions.
Jassim, L., & Dzakiria, H. (2019). The effect of utilizing mobile on developing
English writing skill: A case study at University of Baghdad. Opcion 35, 2008-2022.
This Iraqi study evaluates the effectiveness of the use of mobile phones in
the teaching of L2 English writing. During six weekly 55-minute classes,
via SMS, an instructor sent to his 45 university students a picture relating
to an assigned composition topic. Students downloaded this and other
topic-related material with their mobile phones and used them to
collaboratively develop and write their compositions. The group
significantly improved its score on a pre-/post-treatment composition
assessment comparison.
Javadi, Y., & Shehni, M. (2020). The role of auditory input enhancement through
WhatsApp in EFL learners’ vocabulary learning and retention. Theory and Practice in
Language Studies, 10(12), 1576-1586.
This Iranian study evaluated the use of a social networking messaging
app (WhatsApp) to provide auditory input enhancement for vocabulary
learning. Over ten sessions, a group of 29 adult intermediate-level L2
English learners in a language institute received WhatsApp voice
messages that repeated vocabulary items, definitions, synonyms, and
antonyms studied the day before in class. A matched control group of 26
studied the same vocabulary without the additional WhatsApp support.
The experimental group significantly outscored the control on both an
immediate and ten-day-delayed post-test.
Jeong, K-O. (2017). University students' perception and motivation of using
digital applications as effective English learning tools. Proceedings
International Conference on Platform Technology and Service, PlatCon 2017.
This Korean paper evaluates the self-study use of a smartphone-based
TOEIC preparatory app by 60 upper-intermediate/advanced-level L2
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English university students for a semester. In class, students had brief
discussions with the instructor concerning any difficulties they
encountered. A 40 item TOEIC-based listening and reading pre-/post-test
demonstrated significant improvement for listening but not for reading
proficiency. According to questionnaire and interview results, students
were very positive about using mobile-based smart applications for their
English learning and in particular appreciated its accessibility, portability,
flexibility, interactivity, and their perceived enhanced English learning
performance.
Jeong, M., Jeon, H., & Kim, J. (2014). Effects of smart reading in the elementary
English classroom. International Journal of Contents, 10(2), 59-66.
This Korean study compared the effects of three reading modes upon the
L2 English reading comprehension and affective attitudes of sixth-grade
children. Over four weeks, 30 children read stories on a tablet PC using a
reading program (Smartree), while another 30 read the same stories in
PDF format on PCs and a control group of 30 did likewise using printed
materials. On a 20-item pre-/post-test of reading comprehension, only the
Smartree group made significant progress. So, too, only the Smartree
group demonstrated significantly more positive affective attitudes
towards reading.
Jeong, N-S. (2017). The effects of mobile-mediated learning on university students'
English writing achievement. Multimedia-Assisted Language Learning, 20(2), 84-113.
[in Korean]
This Korean paper describes the in-class use of a messaging app
(KakaoTalk) to enhance mobile-mediated group talk for the purpose of
improving the L2 English writing skills of 27 university students.
Participants used the app for ten weeks, 20 minutes per week. During the
same time, a control group of 21 engaged in face-to-face discussions.
Although the experimental group significantly improved its results on a
pre-/post-treatment TOEIC writing essay test, there was no significant
difference compared to the control. KakaoTalk users found traditional
classroom group talk more effective for learning.
Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J., …, & Lyytinen, H. (2014). The
effect of using a mobile literacy game to improve literacy levels of grade one students
in Zambian schools. Educational Technology Research & Development, 62(4), 417436.
This Zambian study evaluated the effectiveness of a mobile phone-based
phonics game (GraphoGame) upon elementary literacy skills in ciNyanja,
the lingua franca of Lusaka. 259 first-graders played the game 4-5 hours
over two terms. With some classes, their teachers also played
GraphoGame, some with intensive training about the principles
underlying the game, others without any training. With a control group of
314, neither the pupils nor teachers played the game. On a pre-/post-test
comparison, experimental group participants whose intensively trained
teachers also played the game significantly outperformed all other groups.
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Ji, H-E., & Shin, H-W. (2019). Young foreign language learners' engagement and
motivation in augmented reality-based vocabulary learning. Multimedia-Assisted
Language Learning, 22(3), 9-31.
This Korean study investigated the effect of a mobile-based Augmented
Reality app (Quiver) upon the engagement and motivation of 19 children,
grades 3-6, who used the app for L2 English vocabulary learning during a
two-week English camp. A control group of 19 received the same
instruction supported by only pictures. Based on flow theory, the children
were evaluated on four parameters: concentration, control, curiosity,
internal interest. The app-based material used in the current study proved
to be more effective in motivating learners only in terms of internal
interest and curiosity.
Jia, J., & Chen, Z. (2015). The effect of smart phones’ application in regular
university English class on students’ learning performance. Proceedings of the
4th International Conference of Educational Innovation through Technology
(pp. 131-136). Biloxi, MS, USA.
This conference presentation evaluates the effect of a smartphonebased drill and quiz app upon the L2 English vocabulary learning
of university students in China. An experimental group (N= 27 for
the pre-test and 80 for the post-test), used the app 10-20 minutes
once per week in class and whenever students wanted out of class.
The control group (N=52 students for the pre-test and 55 for the
post-test), studied the same vocabulary without using the app.
There was no significant difference between the two groups on
either the pre-test or post-test.
Jiang, D., & Zhang, L. (2020). Collaborating with ‘familiar’ strangers in mobileassisted environments: The effect of socializing activities on learning EFL writing.
Computers & Education, 150, 1-13.
This Chinese study investigated the effect of explicit socialization
activities upon the argumentative writing competency of upperintermediate-level L2 English graduate students. Prior to beginning five
writing-related discussion sessions conducted via a social networking app
(WhatsApp), 30 participants undertook mobile-based tasks intended to
foster socialization whereas a matched control group of 30 began the
sessions without such activities. The experimental group significantly
outperformed the control on a pre-/post-treatment writing test
comparison. It also experienced lower levels of cognitive load and
perceived a higher degree of social presence than the control group.
Jiang, W., & Li, W. (2018). Linking up learners of Chinese with native speakers
through WeChat in an Australian tertiary CFL curriculum. Asian-Pacific Journal of
Second and Foreign Language Education, 3(1), 1-16.
This Australian study assessed the attitudes of 15 HSK level-3 L2
Chinese university students regarding their use of a mobile-based
messaging app (WeChat) for communication practice with L1 Chinese
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speakers. As an assessed part of their course, over ten weeks participants
engaged in five out-of-class, asynchronous, audio-recorded questionanswer sessions. During each session, students had to ask and
meaningfully answer five questions related to pre-determined topics
covered in class According to a post-treatment questionnaire and
interviews, all the participants unanimously confirmed that they enjoyed
the interactions with native speaker language partners.
Jin, N., & Yan, Z. (2018). The construction and application of a personalized teaching
space in mobile English. International Journal of Emerging Technologies in
Learning, 13(11), 184-195.
This Chinese study describes the introduction of two mobile-based apps
(NetEase's Dictionary, Hujiang Happy Words) into the curriculum of 52
L2 English fifth-graders. These apps were used in conjunction with a
mobile messaging app (Wechat), all accessed via smartphones or tablets
over four weeks. During this period, the children took four tests, with
higher reading means and smaller standard deviations each time.
Jiménez Lozano, M., Sánchez, J., & Prendes Espinosa, M. (2017). Case study of the
effect of m-learning on the communication and language development of a child with
ASD). Educar, 53(2), 419-443. [in Spanish]
This Spanish study describes a tablet-based program designed to improve
the language and communicative ability of a four-year old L1 Spanish
preschooler with autism spectrum disorder (ASD). Although the
participant could not communicate verbally or interact socially, he was
schooled in an integrated classroom. Over a month, ten different apps
specifically designed for ASD youngsters were used with the child to
complete sixteen activities. As a result of the treatment, the child’s
communicative intention and behavior improved though the imitation of
gestures and actions and use of proto-declaratives did not.
Jin, S-H. (2018). The effects of using smartphone applications for vocabulary
flashcards and SNS-based mobile collaborative learning on English vocabulary
knowledge. Multimedia-Assisted Language Learning, 21(4), 298-322. [In Korean]
This Korean semester-long study evaluated the L2 English vocabulary
learning outcomes of 20 university students. Out of class, they used a
smartphone-based flashcard app (Cram) to learn 8-10 words per week. As
an assessed part of the course, they also used Facebook weekly to
collaboratively find and share practical examples of the target vocabulary.
A matched control group of 22 received the same class instruction, but
used only paper-based flashcards with no Facebook component. The
experimental group significantly outscored the control on both an
immediate and a two-week-delayed-post-treatment vocabulary test.
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Jin, S-H. (2014). Implementation of smartphone-based blended learning in an EFL
undergraduate grammar course. Multimedia-Assisted Language Learning, 17(4), 1137.
This paper reports the results of a study involving 43 Korean L2 English
university students in a 16-week English grammar course. Half the
students used the BAND social networking site to discuss grammarrelated assignments and share information via their smartphones. The
other half of the class served as a control, which reviewed course content
and did its assignments individually. On a pre-/post-test of grammar, all
students significantly improved their scores, though the experimental
group more so than the control. Overall, students had a positive attitude
toward the blended learning environment.
Jing, X. (2017). Application of mobile learning system in phonetics teaching. ACM
International Conference Proceeding Series (19-23).
This conference presentation evaluates the effect of an Android-based
mobile app (English Liulishuo) upon the L2 English pronunciation of 34
Chinese university students. Using their mobile phones, over fourteen
weeks, three times per week for 15 minutes each time, participants
accessed the app to practice their pronunciation. A control group of 33
received the same classroom instruction but only practiced English
pronunciation 15 minutes a week in class. The experimental group
significantly outscored the control on a post-test comparison and
attributed their enhanced performance to use of the app.
Joseph, S., Binsted, K., & Suthers, D. (2005). PhotoStudy: Vocabulary learning and
collaboration on fixed & mobile devices. In Proceeding of 3rd IEEE International
Workshop on Wireless and Mobile Technologies in Education. Los Alamitos, CA:
IEEE Computer Society.
This American study describes PhotoStudy, a prototype annotation system
for images that operates on both PCs and mobile phones. The system
supports the collaborative acquisition of vocabulary by using student
produced images uploaded from mobile phone cameras to produce online
multiple-choice quizzes of image-word pairs. PhotoStudy was trialed
twice by 10 L2 English university students, the first time using a PC
emulation of a mobile phone, the second time using both an emulation
and an actual mobile. Participant reactions focused uniquely on
operational features of the program
Joy, J., Balakrishnan, K., & Sreeraj, M. (2019). SiLearn: An intelligent sign
vocabulary learning tool. 1-20.
This Indian report describes the design and pilot testing of a prototype
Android mobile-based sign language vocabulary learning app (SiLearn).
The system uses optical character recognition and visual object detection
to identify words for which it then displays a video clip demonstrating the
corresponding sign. It was trialed for Indian Sign Language by 14 pupils
of a school for the deaf. A matched control group of 14 was taught the
same signs using normal classroom teaching methods. SiLearn
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participants significantly outscored the control on a pre/post-treatment 20item vocabulary recognition test.
Jung, Y-J. (2018). The Role of Socially-Mediated Alignment in the Development
of Second Language Grammar and Vocabulary: Comparing Face-To-Face
and Synchronous Mobile-Mediated Communication. PhD dissertation, Georgia
State University, Georgia, USA.
This American PhD dissertation examines the effect of linguistic
alignment upon the L2 English vocabulary and grammar
acquisition of Korean university students. In two sessions over a
month, participants were primed to align their vocabulary and
grammar usage with that of a partner. A group of 19 did this faceto-face and 18 via mobile text chat on their smartphones. A control
group of 24 did the same communicative activities without
linguistic alignment priming. Compared to the control, both of the
experimental groups scored higher on an immediate and one-weekdelayed post-test.
Juniardi, Y., Herlina, L., Lubis, A., & Irmawanty, P. (2020). Computer-vs mobileassisted learning to promote EFL students' speaking skills: A preliminary classroombased research. International Journal of Instruction, 13(3), 417-432.
This Indonesian study evaluated the effectiveness of mobile-accessible
Flash-based pedagogical lessons upon the L2 English speaking ability of
30 junior high school students. Participants accessed the lessons via their
smartphones during four class sessions over a two-week period. No
information is provided about either the materials used or the procedures
followed. Average scores improved on a pre-/post-test comparison.
According to a post-treatment questionnaire, participants also regarded
the experience very favorably.
Kam, M., Kumar, A., Jain, S., …, & Canny, J. (2009). Improving literacy in rural
India: Cellphone games in an after-school program. Human-Computer Interaction
Institute.
This conference presentation describes the results of a pilot project to
teach elementary level L2 English to school children in India. During 38
two-hour sessions over thirteen weeks, 27 primary school pupils from
grades 2-9 participated in an after-school program in which mobile
phones were used in-class to teach vocabulary, basic grammar and simple
sentence construction through word-picture associations, spelling
completion and jumbled sentence games. Pre-/post-test comparisons
demonstrated significant learning gains for all students, the degree of
improvement correlating with higher grade levels.
Kamalian, A., & Sayadian, S. (2014). The role of short text messaging in Iranian EFL
vocabulary learning and motivation. Science Journal of Education, 2(4), 101-107.
This Iranian study evaluated the effect of SMS-based writing upon the
vocabulary acquisition of pre-intermediate-level L2 English learners.
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For nearly three months, 30 students used their mobile phones out of
class to create sentences based on textbook vocabulary. Their
instructor corrected these via a marked-up return SMS. A control
group of 30 received the same classroom instruction, but their
sentences were written and corrected in pencil and paper notebooks.
The experimental group significantly increased its scores in a pre/posttest whereas the control scored lower on the post-test than the pre-test.
Kanala, S., Nousiainen, T., & Kankaanranta, M. (2013). Using a mobile application to
support children’s writing motivation. Interactive Technology and Smart Education,
10(1), 4-14.
This Finnish study compared the effect of a writing program (Ruff) upon
the writing motivation of 25 L1 Finnish 5th graders. Students completed a
questionnaire based on their previous experience using a web-based
computer version of Ruff. For three months, they then used a mobile
prototype of Ruff to complete weekly homework tasks. At the end of the
treatment period, they completed the same questionnaire. The results
indicated that students had more self-esteem, interest in writing and selfefficacy after using the mobile app than with the web-based material on
computers.
Kang, T. (2016). Effectiveness of Strategy Instruction Using Podcasts in Second
Language Listening and Speaking. PhD dissertation, Northern Arizona University.
ProQuest Dissertations Publishing.
This American PhD dissertation investigated the effect of explicit strategy
instruction upon the intermediate-level L2 English listening and speaking
skills of ten mostly L1 Arabic university students. Using mobileaccessible podcasts, participants undertook 12 weekly podcast listening
and speaking activities that included strategy instruction worksheets. A
matched control group of ten did the same exercises without strategy
instruction. On a comparative pre-/post-treatment listening and speaking
test comparison, both groups made significant progress, but there was no
significant difference between the two treatments. Both groups showed
positive attitudes towards the podcast activities.
Kao, Y-M., Tsai, C., Liu, C., & Yang, C. (2016). The effects of high/low interactive
electronic storybooks on elementary school students' reading motivation, story
comprehension and chromatics concepts. Computers & Education, 100, 56-70.
This Taiwanese paper describes a one-hour class experiment using iPads
to read two variants of an e-book (Color Monster’s Adventure), which
included text as well as color concepts. Working in pairs, 20 fourthgraders read a version of the e-book with only simple interactive buttons
and narration while another 20 read a high-interactivity version of the ebook that included guidance, prompts and feedback functions. On an
immediate post-treatment test, students in the high-interaction group
performed significantly better in reading motivation, story comprehension
and chromatics concepts than their low-interaction counterparts.
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Kaplan-Rakowski, R., & Loranc-Paszylk, B. (2017). Students' views on the
helpfulness of multimedia components of digital flashcards in mobile‑assisted
vocabulary learning. In K. Borthwick, L. Bradley & S. Thouësny (Eds), CALL in a
Climate of Change: Adapting to Turbulent Global Conditions – Short Papers from
EUROCALL 2017 (pp. 170-176).
This study investigated the preferences of 59 advanced-level L2 English
learners regarding the features of a mobile-based flashcard app
(AnkiDroid). The flashcards presented 48 words with an illustrative
image, English definition, audio pronunciation (plus sound effects) and
Polish translation. The participants, who were all L1 Polish speakers,
independently accessed the app on their smartphones for ten days.
According to a post-treatment survey, users did not find English
definitions helpful and translation was perceived as significantly more
helpful than pronunciation.
Kardell, S. (2013). Improving Writing Skills, Along with Student Attitude Toward
Writing, in A Seventh Grade Classroom Through The Use of Specific iPad "Apps".
MA thesis, Caldwell College, NJ. ProQuest Dissertations Publishing.
This American MA thesis describes the effect of using three iPad-based
writing apps (Gatsby’s Light Literary Analysis Guide; Middle School
Writing-Expressing Basic Ideas; iTooch Language Arts, Grade 7) upon
the L1 English writing performance of two seventh-grade special
education students. For five weeks the participants used individually
allocated iPads in class and at home in order to enhance their writing
skills. A pre-/post-treatment writing assessment demonstrated enriched
writing skills in the areas of content, conventions, vocabulary, and
organization. iPad access also improved the attitude of the students
toward writing.
Kargozari, H., & Tafazoli, D. (2012). Idiom on the move. In INTED 2012: Sixth
International Conference on Technology, Education and Development, INTED
Proceedings (pp. 3866-3869).
This conference paper investigated the use of mobile phone-based
exercises to teach L2 English idioms to 20 Iranian university students as
part of a supplementary program in a reading course. A pre/post-test
comparison revealed that the application could help learners in learning
idioms. All participants showed positive attitudes about learning idioms
by this method.
Karthiga, S. (2018). An empirical study on mobile technology to augment English
vocabulary of computer science students. International Journal of Engineering and
Advanced Technology, 8(2), 358-360.
This paper describes the use of an L2 English vocabulary app (Talk
English) as a supplementary out-of-class resource used by 46 Saudi
Arabian university students for twelve weeks. The app, which was
accessible via mobile phone or MP3 player, exploited songs and provided
a dictionary, word games and puzzles that focused on synonyms,
antonyms, homophones. During the same period, a control group of 44
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received the same classroom instruction without the use of Talk English.
App users outscored the control group on a post-treatment vocabulary
test.
Kassem, M. (2018). The effect of a suggested in-service teacher training program
based on MALL applications on developing EFL students' vocabulary acquisition.
Journal of Language Teaching and Research, 9(2), 250-260.
This Egyptian paper describes the results of a four-week in-service
MALL training program for 10 L2 English secondary teachers and its
effect upon the vocabulary skills of their 200 students. The teacher
training focused on the use of four types of applications: Quizlet, Digital
Vocabulary Notebook, digital video games and online dictionaries. A prepost-training survey revealed a significant increase in the teachers’ use of
mobile vocabulary apps. The students of these teachers, who used the
apps for 15 weeks, also demonstrated significant improvement on a pre/post-test of vocabulary.
Kayaoğlu, M., & Çetinkaya, S. (2018). Using what students have at their fingertips:
Utilising mobile phones for circular writing. The Qualitative Report, 23(12), 30983115.
This Turkish study investigated the perceptions of 26 pre-intermediatelevel L2 English university students regarding their mobile phone-based
circular writing activity. Over five weeks, in groups of five-six,
participants used their mobile phones to write one story a week, with each
student adding a grammatically correct and logical sentence. Stories were
collaboratively evaluated during a weekly one-hour class. Participants
enjoyed the activity as it enabled them to learn new words and structures,
enhanced their writing by bringing them a sense of audience and showing
them the importance of cohesion and coherence.
Kayaoğlu, M., Sağlamel, H., & Kobul, K. (2017). Learner perspectives on mobile
phone integration for vocabulary development in translation classes. Lublin Studies in
Modern Languages and Literature, 41(1), 191-213.
This Turkish paper evaluates the effect of mobile phone-based
vocabulary learning upon student perceptions about mobile phone usage
for vocabulary learning. For six weeks, 27 L2 English university students
in an advanced-level translation course received vocabulary and
sentences for translation via SMS before, during and after classes. Three
each from the lowest, mid and highest SMS responders were then
interviewed to determine their perspectives on the use of mobile phones
in translation classes. Sending text-messages for vocabulary development
purposes was considered to be a good idea by all nine respondents.
Keating, C. (2019). The Effects of Mobile Technology on Literacy Development,
Behavior and Academic Engagement for Young Children with Autism. PhD
dissertation, St. John's University (New York). ProQuest Dissertations Publishing.
This American PhD dissertation compared the effect of two presentation
modes upon the L1 English phonics development of three autistic
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kindergarteners. The children worked with four sets of between 8-11
words, alternating between presentation in print form and via an iPad.
Each session was done once if 80% success was demonstrated, otherwise
a second session was undertaken. A pre-post-treatment comparison
indicated that both interventions helped to increase literacy skill, but there
were was no significant difference between the two treatments. However,
iPad use increased academic engagement and decreased challenging
behaviors.
Kelly, R. (2015). An Exploration of Instagram to Develop ESL Learners’ Writing
Proficiency. MA thesis, Ulster University.
This MA thesis from the UK evaluated the effect of a mobile-based social
networking app (Instagram) upon the A2-C1-level L2 English descriptive
writing of four adult volunteers. Twice weekly for five weeks,
participants accessed Instagram to post an image with a 150-word
description. These were corrected and returned to the writers, graded on a
CEFR scale for vocabulary range, vocabulary control, grammatical
accuracy, coherence, orthographic control and thematic development.
Formative assessment revealed that learners with a lower initial
descriptive writing ability progressed more than those of a higher initial
level.
Kennedy, C., & Levy, M. (2008). L’italiano al telefonino: Using SMS to support
beginners’ language learning. ReCALL Journal, 20(3), 315-330.
This Australian article is a follow-up to Levy & Kennedy (2005), using
mobile phone SMS to teach vocabulary and grammar to beginning level
L2 Italian university students for seven weeks. In particular, the study
sought to investigate the acceptability of “pushing” SMS to students at a
time and frequency determined by the researchers. A survey of 58
students revealed general satisfaction with the experiment, though many
respondents found even one SMS per day excessive. SMS ranked as most
interesting or enjoyable tended to coincide with those scoring lowest on
usefulness.
Kent, D. (2019). Technique efficacy when using a student response system in the
reading classroom. Language Learning & Technology, 23(1), 26-35.
This Korean study compared the effectiveness of an audience response
system (Plickers) upon reading comprehension under two conditions:
peer-intervention and teacher-intervention. For seven weeks (21 class
hours), 24 advanced-level L2 English university students answered
multiple-choice reading comprehension questions using Plickers with
their mobile devices. They then engaged in post-question discussions,
half under each condition. The peer-intervention group significantly
outperformed the teacher-intervention group on a pre-/post-test
comparison. According to a post-treatment survey, participants viewed
the response system as useful for highlighting their knowledge gaps,
focusing their attention, and stimulating their engagement.
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Keogh, C. (2017). Using WhatsApp to create a space of language and content for
students of international relations. Latin American Journal of Content & Language
Integrated Learning, 10(1), 75-104.
This Columbian study describes the perceptions of 19 L2 English
university students regarding their use of an instant messaging app
(WhatsApp) as the platform for a community of practice during a fourmonth semester course. WhatsApp served as a shared space in which
learners could practice new phrases or vocabulary learned within the class
and discuss concepts related to the course content. The reaction of the
learners was overwhelmingly positive and students felt they had
improved their knowledge of vocabulary and language structure by
reading the posts of others.
Kessler, G. (2010). Fluency and anxiety in self-access speaking tasks: the influence of
environment. Computer Assisted Language Learning, 23(4), 361-375.
This American study investigated the use of MP3 players compared to
audio lab PCs upon L2 English speaking quality. Forty advanced-level
students recorded weekly two-minute audio journals over a period of ten
weeks. All students had to make at least one recording in each
environment. 38 opted to do 8 of 10 recordings with the mobile device.
Speaking fluency was rated in relation to volume, pausing, utterance
length, and rate. For all parameters, recordings made using the MP3
player were ranked significantly better than those made using the audio
lab.
Ketabi, S., Zarei, G., & Khazaie, S. (2011). Mobile mediated versus traditional
method of L2 vocabulary learning: A comparison between vocabulary learning with
and without pictorial annotation. International Conference on Language, Literature
and Linguistics. IPEDR (26). Singapore: IACSIT Press.
This Iranian paper studied the effect of a mobile phone-based program
upon the learning of basic L2 English vocabulary by 60 semi-illiterate
Farsi-speaking adults. In seven class sessions, half the group was
presented a total of 30 words with their Farsi equivalents, which they
repeated orally and wrote in notebooks. The remaining students received
the same vocabulary via MMS, half of the words with pictorial
annotations and half without. The MMS group significantly outperformed
the control on a 30-item recognition/recall post-test, vocabulary items
with pictorial annotations showing the best results.
Kétyi, A. (2015). Practical evaluation of a mobile language learning tool in higher
education. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL
Proceedings of the 2015 EUROCALL Conference (pp. 306-311). Padova, Italy.
Dublin: Research-publishing.net.
This Hungarian paper examined the usefulness of a mobile-accessible
language learning app (busuu) for the learning of L2 German, English,
Spanish, and Italian with L1 Hungarian adult business college students.
busuu was used by 35 students for eight weeks, with a non-user control
group of 45. The same project is reported in greater detail in Kétyi
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(2016). Although the experimental group outscored the control on a pre/post-test comparison, students spent very little time using busuu and
found it of limited usefulness for language learning.
Kétyi, A. (2016). From mobile language learning to gamification: An overlook of
research results with business management students over a five-year period. Porta
Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 1, 45-60.
Despite its title, this study reports on three projects that took place over
three years. The first two were based on the busuu language learning app
and the third a text-based interactive sci-fi story (Lifeline). Only the
second busuu project reports learning outcomes, as previously described
in Kétyi (2015). The results are the same, but the number of experimental
participants is reported here as 51 and the controls as 43. Although the
project lasted eight weeks, all but four of the volunteers quit using the app
at the end of the free seven-day trial period. On average, busuu was used
only for about two hours. Notwithstanding, the busuu users significantly
increased their scores on a pre-/post-test compared to a control group of
43 who did not use the app at all and performed less well on the post-test
than the pre-test.
Khalitova, L., & Gimaletdinova, G. (2016). Mobile technologies in teaching English
as a foreign language in higher education: A case study of using mobile application
Instagram. Proceedings 9th International Conference of Education, Research and
Innovation (pp. 6155-6161).
This conference presentation describes the use of a mobile-based instant
messaging app (Instagram) with 25 intermediate high/advanced-level L2
English university students in Russia. Over four months, out of class via
Instagram on their smartphones, participants viewed three 20-second
videos per week. They also answered comprehension questions, which
were corrected by the instructor. A control group of 25 received the same
classroom instruction without the supplementary Instagram support. The
experimental group significantly outscored the control on a post-treatment
listening comprehension test. The majority of participants viewed the use
of Instagram favorably.
Khansarian-Dehkordi, F., & Ameri-Golestan, A. (2016). Effects of mobile learning on
acquisition and retention of vocabulary among Persian-speaking EFL learners. CALLEJ, 17(2), 43-56.
This Iranian paper evaluates the use of a social networking site (Line) to
provide instructional sessions targeting L2 English vocabulary with
adolescent/young adult learners. For nine weeks, in twice-weekly halfhour sessions, an experimental group of 40 used their own mobile phones
or tablet pcs to study a total of forty words which they practiced in online
chats. During the same period, a control group of 40 studied the same
words in class. The experimental group significantly outperformed the
control on both a post-test and a delayed post-test two weeks later.
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Khansarian-Dehkordi, F., & Ameri-Golestan, A. (2017). Effects of social networking
on Iranian EFL learners’ vocabulary acquisition. Research in English Language
Pedagogy, 5(2), 97-111.
This is the same study as published in Khansarian-Dehkordi & AmeriGolestan (2016).
Khazaie, S., & Dastjerdi, H. (2011). An investigation into the impact of traditional vs
blended teaching on EFL learners’ vocabulary acquisition: M-learning in focus.
International Journal of Humanities and Social Science, 1(15), 202-207.
This Iranian study evaluated the effect of mobile phone-based vocabulary
instruction upon the learning of pre-intermediate level L2 English high
school students. Sixty students learned ten words every week for ten
weeks, 30 in class only while 30 additionally received SMS sent two
words per day five days per week. Half of the SMS contained English
words and Persian equivalents, the other half included example sentences
and their translations. The SMS group significantly outperformed the
control on recognition and recall tests with greater gains on words
supported by example sentences.
Khazaie, S., & Hayati, A. (2013). Teaching English to Iranian foreign national police
via mobile. Conference Proceedings IKT, 5th Conference (pp. 377-382).
This Iranian conference presentation investigated the effectiveness of
using a PDF-based app to improve the oral conversational ability of 114
police officers who used the app during 16 class sessions to learn
prefabricated conversations, which they then practiced in pairs. The
conversations were presented in four formats: oral, oral + text, oral +
picture, oral + text + picture. According to a post-treatment recognition
test consisting of 20 multiple-choice and 20 fill-in-the-blank questions,
there was a statistically significant positive difference in performance
associated with the oral + picture presentation mode.
Khazaie, S., Jannejad, M., & Kasgari, Z. (2012). An investigation into the modality
specificity of L2 learners' STM abilities in learning vocabulary via PDAs.
International Journal of Applied Linguistics & English Literature, 1(4), 86-101.
This paper reports the effects of annotation types on the learning of
vocabulary by 158 pre-intermediate level L2 English students in an
Iranian institute. Participants were placed into four groups depending on
their visual and verbal learning abilities. Using PDAs as the delivery
method, learners studied 20 words, half presented without annotation, half
accompanied by an image and an illustrative sentence. Although
participants with high-visual ability and/or high-verbal ability, learned
materials with annotations better than those without, learners with both
low-visual and low-verbal abilities learned the vocabulary better without
annotations.
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Khazaie, S., Ketabi, S., Hayati, A., & Tafazoli, D. (2012). MALL: The effects of
short-term memory and gender on vocabulary learning. In S. Chirimbu & M. Alexe
(Eds.), Modern Approaches to Gender Studies: Equality Through Assumed
Differences (pp. 303-317).
This Iranian paper involved 158 pre-intermediate level L2 English
students in a language institute, placed into four groups depending on
their visual and verbal learning abilities. Using their mobile phones as
the delivery method, learners studied 18 words under three conditions:
words presented with their pronunciation, part of speech, and Persian
translation without annotations; with an example sentence; or with an
illustrative image. Participants with high-visual and/or high-verbal
abilities learned better with textual and/or pictorial annotations. The lowvisual and low-verbal ability groups showed better results under the no
annotation condition.
Khodabandeh, F., Alian, J., Soleimani, H. (2017). The effect of MALL-based tasks on
EFL learners’ grammar learning. Teaching English with Technology, 17(2), 29-41.
This Iranian study compared the effectiveness of MALL-based tasks to
printed exercises in the teaching of grammar. For twelve weeks, 60
intermediate-level L2 English junior high school students organized into
groups of five were inductively taught grammar rules (present simple,
present continuous tense, possessives, frequency adverbs). Half of the
participants then used their smartphones to do task-based activities via an
instant messaging app (Telegram) while the other half completed printed
workbook exercises (multiple-choice questions, unscrambling sentences,
blank-fill, finding errors). The MALL-based-task group significantly
outperformed the control on a pre-/post-test comparison.
Khodarahmi, Z., & Heidari-Shahreza, M. (2018). Effect of MALL on the acquisition
of word stress patterns of English by Iranian EFL learners: The case of Telegram.
Journal of Applied Linguistics and Language Research, 5(1), 40-55.
This Iranian study investigated the effect upon L2 English pronunciation
by delivering explanations of word stress placement via a mobile-based
messaging app (Telegram) compared to in-class delivery. Sixty L1
Persian language institute students were evenly divided into an
experimental group and control, who received explanations each way
over 10 sessions of 20 minutes each. The experimental group
significantly outscored the control on a pre-/post-test comparison. A posttreatment survey also indicated that the experimental group positively
viewed the use of Telegram to improve pronunciation.
Khodashenas, M., & Amouzegar, E. (2013). The effect of using MALL on Iranian
EFL learners vocabulary learning. International Journal of Language Learning and
Applied Linguistics World (IJLLALW), 4(2), 43-47.
This Iranian paper studied the effects of mobile phone SMS usage upon
the L2 English vocabulary acquisition of students in an IELTS
preparation course. Over a period of ten weeks, 60 learners studied a list
of 150 words. Half the group received the words three times per week via
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SMS with definitions and example sentences. The other half was given
the same list and used only their dictionaries to learn the words. The
experimental group significantly outperformed the control on a pre/posttest comparison using similar 50 item multiple-choice assessments.
Khojah, M. (2018). The Use of Smartphones and Task-based Language Teaching to
Motivate Female Saudi EFL Learners in Reading Classrooms. PhD dissertation,
University of Central Lancashire.
This PhD dissertation examines the effect of two mobile-accessible apps
(Socrative, Padlet) upon the B1-level L2 English reading ability of
female university students in Saudi Arabia. Over seven weeks, following
a task-based curriculum, 23 participants used their smartphones to access
individual and collaborative activities via Socrative and Padlet while a
second group of 25 completed the same exercises using printed materials.
A control group of 24 received traditional teacher-centered instruction.
On a post-treatment reading test, both task-based groups outperformed the
control, the mobile group more so than the non-mobile group.
Khrisat, A., & Mahmoud, S. (2013). Integrating mobile phones into the EFL
foundation year classroom in King Abdulaziz University/KSA: Effects on
achievement in General English and students’ attitudes. English Language Teaching,
6(8), 162-174.
This paper describes a seven-week experiment with Saudi university
students who used mobile phones to support the teaching of intermediatelevel L2 English. Twenty students used their mobile phones for a variety
of functions that included making grammatical and vocabulary notes,
taking photos, recording interviews, sending messages and receiving,
listening and reading texts. While participants expressed positive attitudes
towards using their mobile phones in these ways, a post-test demonstrated
no significant difference in performance between the mobile-supported
students and a control group of twenty that did not use any instructional
technology.
Khubyari, L. (2016). Rapport in EFL classroom with mobile application in everyday
context. International Journal of English Language Education, 4(1), 123-137.
This Iranian study investigated the effect of SMS usage upon the
classroom rapport of twenty intermediate-level L2 English language
institute learners. Following each of twenty sessions, this group received
a text message question which they had to answer. A matched control
group of twenty followed the same class instruction without the text
messaging. Both groups completed a pre-/post-treatment questionnaire
relating to classroom rapport, as defined by harmony, conformity, accord
or affinity. Although both groups evidenced an increase in rapport, the
experimental participants did so significantly more so than the control.
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Khubyari, L., & Narafshan, M. (2016). A study on the impact of MALL (MobileAssisted Language Learning) on EFL learners’ reading comprehension. International
Journal of English Language Teaching, 4(2), 58-69. Published by European Centre
for Research Training and Development UK.
This Iranian study evaluated the L2 English reading comprehension
proficiency of 40 intermediate-level English Language Institute students,
all of which studied nine passages during 20 in-class sessions. Out of
class, half of the group did activities that required reading, reflection, and
question answering, which was undertaken on mobile phones via SMSdelivered materials. The other half did the same exercises in paper &
pencil format. A pre-/post-test comparison showed a statistically
significant improvement in median reading comprehension scores for all
students, but more so for the experimental group than the control.
Kiernan, P., & Aizawa, K. (2004). Cell phones in task based learning: Are cell phones
useful language learning tools? ReCALL Journal, 16(1), 71-84.
This Japanese paper reports on a research project aimed at evaluating the
use of mobile phones as tools for classroom-based vocabulary learning.
Over a three-week period, using e-mail on PCs and mobile phones, and
audio recordings, about 120 English L2 university students undertook
picture narrative and invitation tasks involving the use of colloquial
expressions. Post-tests did not reveal any significant differences in
vocabulary acquisition between the three groups. Using mobile phone email clearly has limitations because of the quantity of language that can
be used due to the one-finger input.
Kim, B., & Shim, H. (2019). Chunk meets image: The effects of chunking and
imagery on mobile-based self-learning of English as a foreign language. International
Journal of Computer-Assisted Language Learning and Teaching, 9(1), 79-98.
This Korean study investigated the effect of chunking, with and without
image support, on the vocabulary acquisition of 92 L2 English seventhgraders. During one session, using a locally developed smartphone app,
participants studied ten English sentences twice under the four conditions.
Immediate post-treatment results showed that the main effects of both
chunking and imagery were significant and that the two combined was
even greater. The interaction effect was even more pronounced in a fiveday delayed-post-test than in the immediate effect measurement.
Kim, D., & Kim, D-J. (2012). Effect of screen size on multimedia vocabulary
learning. British Journal of Educational Technology, 43(1), 62-70.
This Korean study describes a 30 minute experiment that measured the
effect of screen size and graphic support on the L2 English vocabulary
acquisition of 135 middle school pupils who were randomly divided into
three groups determined by the size of an image projected on a computer
screen: small (320 x 240 pixels), medium (480 x 320 pixels) and large
(600 x 800 pixels). A pre-test compared to a one-week-delayed-post-test
demonstrated significantly better results with the large screen group, but
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no significant differences relating to the use of graphics images.
Kim, D., Ruecker, D., & Kim, D-J. (2017). Mobile Assisted Language Learning
experiences. International Journal of Mobile and Blended Learning, 9(1), 49-66.
This American study describes the perceptions of 40 advanced-level L2
English university students regarding the use of MALL in their TESOL
course. During a semester, participants undertook six class projects that
focused on the integration of MALL into the language teaching
curriculum using various applications. The assessment of student
perceptions was determined by a pre-/post-treatment survey and their
reflections for each project. Participants responded well to activities that
kept technology use simple and had interesting tasks. Negative responses
largely consisted of frustrations caused by the difficulty of using the
technology.
Kim, E-Y., Park, S-M., & Baek, S-H. (2011). Twitter and implications for its use in
EFL learning. Multimedia-Assisted Language Learning, 14(2), 113-137.
This Korean study explores the use of Twitter microblogging in L2
English classes for three different grade levels: 5, 7, 11. The tweets that
were collected over three weeks from 15 pupils in each group revealed
that each grade level tweeted with different purposes, and their tweets
showed different patterns and distinctive features. It was concluded that
Twitter stimulated learners to increase their L2 English output and helped
them maintain social interaction with other learners using the target
language regardless of grade levels.
Kim, H. (2010). Three teachers’ initial efforts to use Twitter for teaching English in
public schools. Multimedia-Assisted Language Learning, 13(2), 129-154.
This Korean article describes how three L2 English teachers in an
elementary, middle, and high school used Twitter microblogging for three
weeks with their students. This qualitative case study yielded findings
with regard to the teachers’ interaction patterns with students, which were
noticeably different when using Twitter. The three teachers agreed that
Twitter enables good writing practice for students of any age and provides
a valuable opportunity for them to spontaneously use English for
authentic purposes.
Kim, H. & Park, D. (2016). Mobile application design and evaluation for English
speaking practice: Design-based research. Multimedia-Assisted Language Learning,
19(1), 58-85. [In Korean]
This Korean paper describes the design and preliminary evaluation of a
mobile dialog-based speaking app by 6 adults who trialed the program for
two weeks. Participants reported that the tasks were enjoyable and not
difficult.
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Kim, H-J., & Hur, K. (2016). A comparative study of the effects of implementing
three different smartphone applications for English classes at a cyber university, with
special reference to the students’ affective domains and learning attainment.
Multimedia-Assisted Language Learning, 19(1), 86-113. [in Korean]
This Korean study compared the effect of three smartphone-based apps
(KakaoTalk, Naver Band, Socrative) upon the L2 English vocabulary
learning of 50 students enrolled in an e-learning class (KakaoTalk=16,
Naver Band=15, Socrative=19). Each group received seven sets of
vocabulary quizzes via its respective app for three weeks. Although all
three groups evidenced a significant score increase on a pre-/posttreatment vocabulary test, there was no significant difference between the
groups. All participants expressed positive attitudes towards blended
learning, but the highest degree of satisfaction was found in the Socrative
group.
Kim, H-J., & Yoon, M-N. (2014). Adopting smartphone-based blended learning: An
experimental study of the implementation of Kakao Talk and Mocafé. MultimediaAssisted Language Learning, 17(2), 86-111.
This Korean paper describes a pilot study involving eight middle school
pupils in a low-intermediate level L2 English writing class in which
twice-weekly face-to-face sessions were followed by smartphone-based
online activities. Each week for four weeks, students wrote five sentences
and an essay on the BBS boards in Mocafé and provided feedback on
their peers’ writing. This was followed by communicative interaction
with their teacher and peers through the mobile messenger application
KaKao Talk. This experimental blended learning approach increased
students’ written output in both quantity and quality.
Kim, H-K. (2010). Mobile phone use for the purpose of improving French speaking
skills. Proceedings of the IADIS International Conference Mobile Learning 2010 (pp.
397-399).
This conference poster is a short version of the conference presentation
relating to the three-month project described in Kim & Mangenot (2011).
With the exception of the number of students being reported as 14 (rather
than 13), and greater detail being provided, the studies are the same.
Kim, H-K. (2015). A blended learning scenario to enhance learners' oral production
skills. The EUROCALL Review, 23(1), 17-23.
This study examined the effect of using a mobile-based communication
app (KakaoTalk) upon the beginner-level L2 Korean pronunciation of
seven L1 French university students. Participants had to select a song in
Korean, identify the expressions in its chorus line, then practice
pronouncing them in order to finally audio record them using their
smartphones on KakaoTalk for feedback from Korean native speakers.
Learners appreciated the possibility of interacting with native speakers
and thought it improved their listening skills, but most of them preferred
synchronous communication for training their pronunciation skills.
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Kim, H-K., & Mangenot, F. (2011). Nomadic language approach in Korea and
asynchronous oral production. In E. Nissen, F. Poyet, T. Soubrié (Eds.), Interagir et
Apprendre en Ligne (pp. 189-208). Grenoble, Ellug. [in French]
This Korean paper describes a three-month project involving 13 L2
French university volunteers who used their mobile phones to produce
short video clips related to 11 assigned tasks. Students posted their videos
to a common website (Cyworld) for viewing on PCs, but declined to
comment on each other’s work. In post-project interviews, students
expressed concern about the costs of Internet charges and the uneasiness
experienced in having their performances heard and seen by others.
Although most memorized or read their soundtracks, students felt the
video recording helped improve their pronunciation.
Kim, H-S. (2011). Effects of SMS text messaging on vocabulary learning.
Multimedia-Assisted Language Learning, 14(2), 159-180.
This Korean paper investigates the use of SMS in vocabulary acquisition.
For five weeks, 62 advanced-level L2 English university students learned
75 words. A control group (N=21) received only class instruction. Twiceweekly, two experimental groups received 15 words via SMS on their
mobile phones, to which one of the groups (N=21) responded by
answering quiz questions. The experimental groups outperformed the
control, and those who received SMS with interactivity learned
significantly more words than those without it. Students in the
experimental groups responded positively toward using SMS for
vocabulary learning.
Kim, H-S. (2012). Using short message service for vocabulary learning by students’
English proficiency. Multimedia-Assisted Language Learning, 15(2), 75-96.
This Korean study evaluated the effect of mobile phone-based SMS
vocabulary learning upon the L2 English proficiency of 87 university
students, grouped according to low (TOEIC ~370) and high (TOEIC
~605) level ability. Each ability level was divided in two and assigned to
either a control group, which received printed vocabulary lists, or an SMS
group. In sets of 5-8, a total of 80 words were distributed to all four
groups, twice weekly for six weeks. Regardless of students’ proficiency
levels, the SMS groups performed significantly better than the controls.
Kim, H-S. (2013). Emerging mobile apps to improve English listening skills.
Multimedia-Assisted Language Learning, 16(2), 11-30.
This Korean smartphone-based study investigates the effectiveness of
podcasting upon the L2 English listening comprehension of 20 students in
a TOEIC university course. Compared to a control group of 24 that did
only class assignments, the experimental group in addition listened to 30minute audio podcasts twice a week for 10 weeks. Pre-/post-test
comparisons showed that the listening comprehension of all students
improved, though more so for the experimental group. The experimental
group’s survey responses were mostly favorable towards the use of
podcasts for listening comprehension especially due to mobile
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accessibility.
Kim, H-S. (2014). Effects of using mobile devices in blended learning for English
reading comprehension. Multimedia-Assisted Language Learning, 17(2), 64-85.
This Korean paper examined the effects on English L2 reading
comprehension of mobile phone usage in a blended learning environment.
For 14 weeks a control group of 21 students discussed weekly reading
topics only in class, while an experimental group of 23 did so on their
smartphones via the mobile-accessible KakaoTalk messaging system. All
students significantly improved their reading scores on a pre-/post-test
comparison, though the experimental group more so than the control. In
their survey responses, most experimental group students considered
mobile phones useful for English learning.
Kim, H-S. (2019). The use of Socrative and Kahoot! in English Grammar.
Multimedia-Assisted Language Learning, 22(4), 57-78.
This study compared the effect of three types of in-class quizzing upon the
L2 English grammatical competency of 75 intermediate-level Korean
college students. Over 15 weeks, in groups of 25 all participants were
given the same 20-minute grammar lessons followed by an immediate inclass 10-15-item multiple-choice quiz, one group on paper, one using the
electronic Socrative learner response system and the third of the Kahoot!
learner response system. Although on a pre-/post-test comparison all three
groups made significant improvements, there was no difference in final
performance between the three groups.
Kim, H-S., & Cha, Y-J. (2019). Effects of using Socrative on speaking and listening
performance of EFL university students. STEM Journal, 20(2), 109-134.
This Korean study evaluates the effect of an electronic learner response
system (Socrative) upon the speaking and listening performance of 25
advanced-level L2 English college students. In class over 13 weeks, in
response to audio-video prompts, participants accessed Socative on their
mobile devices to answer questions and post their opinions. A matched
control group of 19 responded via printed handouts and face-to-face
discussions. Although both groups made significant gains on posttreatment speaking and listening tests, Socrative participants improved
more than the control group. Student reactions in both groups were
positive.
Kim, I-S. (2003). The development of the PDA-based multimedia contents for
teaching an English syntax course. Multimedia-Assisted Language Learning, 6(2), 934.
This Korean paper describes the course syllabus and processes involved
in converting a semester-long face-to-face third-year university level L2
English course into a PDA-based multimedia contents program derived
from recorded weekly lectures. The PDA course allowed students to
preview or review materials and get ready for group discussions during
two-hour weekly tutorials. Owing to the expense of purchasing a PDA,
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only half the class of 40 students used the program, which necessitated
the creation of an alternative web-based version. Users of the PDF
program reported very positively about their experience.
Kim, K-O. & Park, S-H. (2015). The effects of process-based writing through the use
of mobile SNS software on elementary English education. Multimedia-Assisted
Language Learning, 8(1), 11-32. [in Korean]
This Korean smartphone-based study investigated the effectiveness of
using a mobile-accessible Social Networking Service as a platform for L2
English process-writing activities. Over seven months, 28 sixth-graders of
three ability levels (low, mid, high) worked collaboratively in matched
pairs or triads writing a total of 10 assignments on school-related themes.
Pre-/post comparisons demonstrated a positive influence on writing
ability, though significantly so only for the mid and high level students.
Student surveys and individual interviews revealed positive attitudes,
reduced anxieties, as well as increased interest and participation in
English writing.
Kim, N-Y. (2018a). Effects of reading aloud tasks through a mobile phone on EFL
vocabulary and reading comprehension skills. Multimedia-Assisted Language
Learning. 21(1), 57-76.
This Korean study assessed the effect of reading aloud with mobile
phone-based audio recording upon vocabulary acquisition. For eight
weeks, once per week out of class, 34 intermediate-level L2 English
college students recorded a textbook-based passage. A control group of
36 read the same passage out loud in class without audio recording it.
Both groups significantly increased their scores on a pre-/post-test
comparison. However, the experimental group, which scored significantly
lower than the control on reading comprehension on the pre-test, nearly
equaled the results of the control on the post-test.
Kim, N-Y. (2018b). CALL and MALL: Effects on Foreign Language Writing and
Impacts on Perceptions of Language Learning. Korean Journal of Applied Linguistics,
34(1), 143-167.
This Korean study compared the effect of diary writing upon the L2
English writing performance of 44 university students. For 16 weeks,
half of the participants wrote using a computer (CALL) while the other
half used their mobile phones (MALL). In a pre-/post-test comparison,
both groups significantly developed overall writing skills including
language use, vocabulary, and mechanics. However the CALL group
outperformed the MALL group in organization, language use, and
mechanics. There were no measurable differences in content or
vocabulary. Participants reported positive perceptions of both CALL and
MALL.
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Kim, S. (2015). The effects of self-recorded videos on students’ own smartphones in
an English presentation class for engineering majors. Multimedia-Assisted Language
Learning, 18(3), 142-165. [in Korean]
This paper reports on the usage of student-produced smartphone-based
videos as a tool for improving L2 English presentation skills. For three
weeks, 17 Korean university students produced presentation videos with
their smartphones, which they used as a tool for analyzing their
performances, reducing weaknesses and enhancing strengths in the
presentations. The instructor also analyzed students’ self-recorded videos
as a critical teaching tool, which enabled feedback to students that was
specific and context-based. The study showed statistically significant
improvement of presentation performance grades between the mid-term
and final exam.
Kim, S-K., & Lim, K. (2010). A case study on the effects of microblogging as a
learning activity to enhance ESL students’ cultural knowledge and motivation to write
in English. Multimedia-Assisted Language Learning, 13(3), 155-174. [in Korean]
This Korean paper explores how Twitter can be utilized to increase the
motivation of L2 English students to write in English. The study involved
nine Korean art college students in New York who generated 326 tweets
over a five-week period. Students focused more on content than on
grammar in their tweets. The informal nature of posting and the social
network of twittering were perceived as positive aspects that increased
students’ motivation to write in English. The character limit and the
response delay were seen as negative factors in writing activities.
Kim, Y. (2018). The effects of mobile-assisted language learning (MALL) on Korean
college students’ English-listening performance and English-listening anxiety.
Proceedings of the 8th International Conference on Languages, Social Sciences,
Education and Interdisciplinary Studies (pp. 277-298). Higher Education and
Innovation Group.
This conference presentation investigated the effect of MALL app usage
upon the L2 English listening competence and related anxiety levels of
five Korean university students. Over six weeks, participants were
encouraged to use, ten minutes per day, a number of apps recommended
by their instructor. Actual usage, however, was not monitored. A control
group of five used traditional learning materials (i.e., textbooks, MP3
files). On a post-treatment comparison, the experimental group reduced
its anxiety levels and slightly increased its test results whereas the control
remained basically the same for both.
Kimura, M. (2006). English Language learning by multimedia mobile phones. In E.
Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on
Educational Multimedia, Hypermedia & Telecommunications (pp. 2575-2578).
Orlando, FL USA: Association for the Advancement of Computing in Education
(AACE).
This conference presentation describes three mobile phone-based
projects involving L2 English university students in Japan. In the first,
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participants used a TOEIC preparation app for an undisclosed period of
time. An experimental group of 41 did so via mobile phones while a
control group of 56 used PCs. Both groups significantly increased their
scores on a pre-/post-test comparison, though there was no significant
difference between the groups. The second project investigated the effect
of mobile phone usage upon listening comprehension and vocabulary
acquisition of short news video clips. Participants watched five 30second clips twice, eleven students via mobile phone and twenty-seven
using computers. The mobile phone users outscored the computer group
on a post-treatment test, but not significantly so. The third project also
involved the use of video clips, this time preceded by on-screen
comprehension questions and accompanied by vocabulary captions.
Student reaction was mixed, with some students indicating that the
preparatory comprehension questions and vocabulary captions improved
their understanding of the video and others complaining that the onscreen supplements were difficult to see and follow.
Kimura, M., Obari, H., & Goda, Y. (2011). Mobile technologies and language
learning in Japan: Learn anywhere, anytime. In M. Levy, F. Blin, C. Siskin & O.
Takeuchi (Eds.), WorldCALL International Perspectives on Computer-Assisted
Language Learning (pp. 38-54).
This paper summarizes three mobile phone-based L2 English research
studies involving Japanese university students. The first, conducted over
a period of five months in 2003, measured the effectiveness of a TOEIC
exam tutorial program when accessed by 41 students using their mobile
phones compared to 57 who accessed the same program via PCs. While
pre-test/post-test results showed a significant overall improvement for
students, there was no significant difference between the learning gains of
the two groups. The second study, which took place over six weeks in
2007, measured the vocabulary learning gains of 137 students using a
flashcard program. English words were presented under three conditions:
with a Japanese translation, with only an image, with an English sentence
plus a Japanese translation. The highest gains were achieved using just
the Japanese translation. In the third study, which lasted 24 weeks during
the 2008-2009 academic year, 63 students used their phones to access
online vocabulary and pronunciation tutorials. Average scores on a pretest/post-test demonstrated a significant improvement.
Kirsch, C. (2017). Translanguaging practices during storytelling with iTEO in
preschools. Translation and Translanguaging in Multilingual Contexts, 3(2), 145-166.
This paper is part of a two-year longitudinal examination of the use of an
iPad oral recording app (iTEO) to promote collaborative storytelling in
four preschools in Luxembourg. The study focuses in particular on the
translanguaging practices of five emergent multilingual children in an L2
Luxembourgish learning environment. The data on the childrens’
translanguaging was collected through video-recordings, interviews and
oral documents. Use of iTEO facilitated storytelling and all five children
translanguaged using features of several languages, although the
frequency of translanguaging varied with each child.
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Kirsch, C., & Izuel, A. (2017). Emergent multilinguals learning languages with the
iPad app iTEO: A study in primary schools in Luxembourg. The Language Learning
Journal, xx, 1-15.
This study from Luxemburg investigated the learning behavior of two
pairs of primary school children whose French and German language
acquisition was mediated over two school years via the in-class usage of
an iPad-based oral text editor (iTEO) to create a variety of oral texts (e.g.,
story creation, retelling). During this time, the children interacted freely,
kept each other on task and supported each other’s learning. They
listened attentively, provided lexical and grammatical input, extended
phrases and transformed sentences. They repeated speech, rephrased
sentences, provided explanations and praised their peers.
Klímová, B. (2019a). Mobile application as appropriate support for the retention of
new English words and phrases in English-language learning. Smart Innovation,
Systems and Technologies, 144, 325-333.
This study from the Czech Republic evaluates the effectiveness of a
locally produced mobile app upon the learning of L2 English vocabulary
by 19 B2/C1-level university students who accessed the app via their
smartphones out of class for two and a half months. The app contained
ten parallel lessons of vocabulary and phrases which students had to
translate from their native language into English. On a post-treatment
vocabulary test, participants significantly outscored a matched control
group of twelve who received the same classroom instruction without the
supplementary app activities.
Klímová, B. (2019b). Impact of mobile learning on students’ achievement results.
Education Sciences, 9(2), 1-8.
This study is the same as that reported in Klímová (2019a).
Klímová, B., & Berger, A. (2018). Evaluation of the use of mobile application in
learning English vocabulary and phrases – A case study. Lecture Notes in Computer
Science (pp. 218-226).
This study from the Czech Republic investigated the effect of an
Android-based program upon the advanced level (CEFR B2) L2
English vocabulary acquisition of 17 students who accessed the app
via their smartphones for two months. Twelve students in the same
class did not use the app. On a post-treatment vocabulary test, of the
seven students who did not meet the 50% threshold for passing, six
had not used the app. However, six participants passed the test without
using the app, four of which had not attended class either.
Klímová, B., & Polakova, P. (2020). Students’ perceptions of an EFL vocabulary
learning mobile application. Education Sciences, 10(2), 37-44.
This study investigated the attitudes of 28 Czech university students
regarding their experience with a locally developed L2 English
vocabulary app (Angliˇctina TODAY). The participants, who were
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advanced-level (B1/C2) learners, used the app for a semester entirely out
of class. Overall, the students’ positive attitude towards the app prevailed
over their neutral or negative opinions. Students appreciated the
anywhere/anytime learning and corrective feedback, and thought the
app’s use had helped prepare them for their final exam. However, they
also reported that the app failed to provide communication performance
support.
Klímová, B., & Toman, J. (2020). Effectiveness of the blended learning approach in
teaching and learning selected EFL grammar structures at a university level – A case
study. In S. Cheung, R. Li, K. Phusavat, N. Paoprasert & L-F. Kwok (Eds.), Blended
Learning, Education in a Smart Learning Environment. Lecture Notes in Computer
Science (pp. 227-236). Springer.
This study describes the implementation of a blended advanced B2/C1level L2 English course which supported out-of-class activities via a
mobile-based app (Angliˇctina TODAY). Over thirteen weeks, 28 Czech
university students used the app to improve their grammatical
competency. A pre-/post-treatment test confirmed that all students had
significantly improved their knowledge of the targeted grammatical
structures as a result of the blended learning approach.
Knowles, D., Haryani, H., Hum., M., & Sawiji, B. (2016). A small study – E-learning
English via smartphone senior high school (SMAN) and vocational high school
(SMK) Grades 10, 11 and 12. iTell Conference Proceedings: Teaching and
Researching Technology Enhanced Language Learning (pp. 18-30).
This conference presentation describes the field testing of a smartphoneaccessible L2 English tutorial program (Practical English 6) with 59
Indonesian senior and vocational high school students. For one month,
participants voluntarily accessed the program entirely on their own to
study listening, reading and grammar at the level determined by a preprogram diagnostic test. Compared to the pre-test, the average scores in
all three domains increased by about 25%. Student perceptions of the
program were very positive.
Knox, S. (2011). Smartpens in second or other language learning environments.
EdMedia, 1-7.
This Australian paper investigates the use of smartpens (Pulse) with adult
L2 English learners. Smartpens were distributed to groups of about 22
staff workshop participants who used them to record presenters during six
90-minute sessions. Participants played back the recordings to enhance
listening comprehension and to prepare a series of podcasts linked to
notes taken during the workshops. Post-treatment questionnaires and
interviews indicated that all participants believed that smartpens had
helped improve their English listening comprehension and that they
provided opportunities as well for pronunciation and intonation practice.
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Knutsson, O., Nissilä, N., & Räsänen, M., & Carlsson, N. (2011). Participatory design
of a mobile application for teenagers’ language homework. Proceedings 10th World
Conference on Mobile and Contextual Learning (mLearn) (pp. 121-129). Beijing,
China: Beijing Normal University.
This Finnish paper describes the design of a mobile phone-based app
(Mobile Study Assistant) that provided Finnish high school students with
homework assistance in L2 Swedish. The app, which targeted listening
and reading skills using a news reader, dictionary, tutorial, music and
movies, was developed in collaboration with 36 students. It was evaluated
once by 59 students and a second time by 15 via pre-/post-questionnaires.
These focused on the attitudes and opinions of those using the program
for their homework. Student perceptions were more positive with the
second group.
Ko, M-H. (2019). Students’ reactions to using smartphones and social media for
vocabulary feedback. Computer Assisted Language Learning, 32(8), 920-944.
This Korean study reports the attitudes of 208 L2 English university
students concerning their semester-long use of a mobile-accessible social
media forum (NaverCafé) to submit sentences they wrote to practice
targeted vocabulary. This was done in class using their own smartphones,
with the instructor providing immediate feedback by anonymously
displaying the sentences via a classroom projector. According to an endof-semester survey, student reactions to this procedure were very positive.
Specifically, they indicated that it had induced active learning, increased
interest and satisfaction; enhanced cooperation and sharing and improved
word use.
Ko, M-H. & Goranson, J. (2014). Learner perceptions and preferences of device type
in vocabulary learning. Multimedia-Assisted Language Learning, 17(3), 37- 67.
This Korean study investigated learner perceptions and preferences of
device type for vocabulary learning based on a survey of 45 intermediatelevel L2 English university students. Using an online application,
participants had to learn a word list by completing 40 sessions over 10
weeks. Results showed a nearly equal distribution between PC and
smartphone usage. PC users preferred the bigger screen and more
comfortable use whereas smartphone users preferred mobile flexibility.
PC users reported more types of distractions, whereas smartphone users
reported fewer types of distractions but each with more frequency.
Koh, E., Wang, A., Lim, A., …, & Naharuddin, N. (2016). Engaging English
language learners with mobile devices in the twenty-first century. A Singapore
perspective. In C-S. Chai, C-P. Lim, & C-M. Tan (Eds.), Future Learning in Primary
Schools (pp. 43-64). Springer: Singapore.
This Singaporean paper describes an inquiry-based intervention program
— inquiry-based, mobilized Strategies for English Language Learning
and Reading (i.m.STELLAR) — upon the L2 English of 114 third-graders
who accessed the program via smartphones for three terms to engage in
extensive community-of-inquiry activities. Participants and a matched
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control group of 190 pupils, who were taught using a traditional
worksheet-based curriculum, were pre-/post-tested on oral
communication and completed pre-/post treatment surveys of selfreported creativity and critical thinking. The intervention resulted in
significant improvement for oral communication and critical thinking
scores but not creativity scores.
Kohnke, L. (2020). Exploring learner perception, experience and motivation of using
a mobile app in L2 vocabulary acquisition. International Journal of ComputerAssisted Language Learning and Teaching, 10(1), 15-26.
This study investigated the attitudes of 14 L2 English university students
in Hong Kong regarding their use of a custom-designed vocabulary app
(Alphabet vs Aliens @PolyU), which they trialled in and out of class for
three weeks. In general, they were satisfied with the app and noted in
particular its anytime/anywhere flexibility as a particular strength.
Participants reported that example sentences and opportunities to practice
pronunciation were the most beneficial and motivating features. Overall,
participants appreciated the opportunities to compete against each other
through the scoring system and time-limit features.
Kohnke, L., Zhang, R., & Zou, D. (2019). Using mobile vocabulary learning apps as
aids to knowledge retention: Business vocabulary acquisition. The Journal of ASIA
TEFL, 16(2), 683-690.
This study evaluated the effectiveness of a game-based app
(Excel@EnglishPolyU) upon the acquisition of business-related L2
English vocabulary by 51 L1 Chinese Hong Kong university students. For
a month, using their own smartphones, participants accessed the app out
of class to learn 30 words at four difficulty levels: beginner, elementary,
intermediate, advanced. There was an increase in scores between a pre/post-test in which students indicated whether or not they knew the
meaning of words. Overall, participants appear to have learned
vocabulary better at the higher levels than the lower ones.
Kohnke, L., Zou, D., & Zhang, R. (2020). Exploring discipline-specific vocabulary
retention in L2 through app design: Implications for higher education students. RELC
Journal, xx, 1-18.
This paper describes the effect over a month of a mobile-based tutorial
game app (Books vs Brains@PolyU) upon the L2 English vocabulary
recognition of Hong Kong university students in four disciplinary
domains: Nursing (N=29), Business (N=51), Engineering (N=45), and
Design (N=24). A pre-/post-test consisted of 120 words, at four levels of
difficulty (beginner, elementary, intermediate, advanced), to which
participants responded whether or not they knew the word. For all subject
domains, each level showed an increased number of proficient
participants in the post-tests, with the greatest increase at intermediate
level.
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Kongcharoen, C., Prasunpaengsri, S. & Wongmeekaew, T. (2017). Investigating
applications of mobile translator for assisting English vocabulary learning.
Proceedings 10th International Conference on Ubi-media Computing and Workshops.
Pattaya, Thailand.
This Thai study compared the effectiveness upon L2 English vocabulary
acquisition of two affordances (Mobile Dictionary and Camera Instant)
in a mobile-based English to Thai translation app. Mobile Dictionary
required words to be manually typed in, whereas Camera Instant
translations were obtained just by hovering the mobile device over the
text. Over two months, 21 third graders used Camera Instant to assist
their reading of three stories while a matched control group of 19 did
likewise using Mobile Dictionary. The experimental group significantly
outperformed the control group on pre-/post-test comparisons.
Korkmaz, H. (2010). The effectiveness of Mobile-Assisted Language Learning as a
supplementary material for English language teaching course books. MA thesis,
Bilkent University, Turkey.
This Turkish MA thesis investigated the effectiveness of mobile phones
in supplementing course books used in the teaching of pre-intermediatelevel L2 English. For eight weeks, textbook-related SMS and MMS
materials were regularly sent to 50 students. Compared to a control group
of 50 students who did not receive any supplementary materials, the
results of two course achievement tests, which included grammar,
vocabulary, reading, writing, showed that the experimental group did
significantly better. Responses of the experimental group to a posttreatment questionnaire revealed positive attitudes towards MALL
supplementation in language learning.
Korlu, H., & Mede, E. (2018). Autonomy in vocabulary learning of Turkish EFL
learners. The EUROCALL Review, 26(2), 58-70.
This Turkish study examines the effects of the use of Quizlet upon the
vocabulary acquisition of pre-intermediate L2 English university students.
A cohort of 40 students was divided into an experimental group that did
Quizlet vocabulary exercises on their mobile phones for 8 weeks and a
control group that learned vocabulary without Quizlet. The experimental
group significantly outscored the control on a pre-/post-test of
vocabulary. The overall perceptions of teachers and students was positive.
Students indicated that using Quizlet had increased their interest in
studying vocabulary on their own devices.
Kose, T. & Mede, E. (2018). Investigating the use of a mobile flashcard application
Rememba on the vocabulary development and motivation of EFL learners.
MEXTESOL Journal, 42(4), 1-26.
This Turkish study investigated the effect of using a mobile-based
flashcard app (Rememba) upon the vocabulary acquisition of 19 upperintermediate-level L2 English university students. Participants used the
app on their smartphones in class two hours per week for seven weeks to
create 10-20 flashcards, which they then studied using the spaced
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repetition system provided by Rememba. A matched control group
studied the same vocabulary in class without the use of any type of
flashcards. The experimental group significantly outscored the control on
a 70 item pre-/post-treatment vocabulary test.
Koyama, T. (2010). Teaching strategies for an effective use of E-dictionary: A pilot
study. Studies in English Language and Literature, 37, 35-44.
This Japanese paper presents the results of an experiment of eight weeks’
duration conducted with 14 L2 English university students which sought
to demine the effectiveness of teaching explicit strategies to improve the
effectiveness of word look-ups using handheld electronic dictionaries.
The strategies were those observed by good language learners described
in Koyama and Takeuchi (2009). Although comprehension scores were
higher on a post-test, participants looked up fewer words and used fewer
strategies than before their training.
Koyama, T., & Takeuchi, O. (2003). Printed dictionaries vs. electronic dictionaries: A
pilot study on how Japanese EFL learners differ in using dictionaries. Language
Education and Technology, 40, 61-79.
This Japanese paper is the first of several studies by Koyama and
Takeuchi investigating the use of handheld English/Japanese edictionaries (ED) by L2 English learners. It investigates the differences in
the searching behavior and English word retention of a group of 16 high
school and 26 university students when using EDs compared to their
printed counterparts during a 20 minute session. No significant
differences were found with regard to the number of words looked up, the
time taken, nor word retention after a seven-day delay.
Koyama, T., & Takeuchi, O. (2004a). How look-up frequency affects EFL learning?:
An empirical study on the use of handheld-electronic dictionaries. Proceedings of the
CLaSIC 2004 Conference (pp. 1018-1024). Singapore, Singapore: Centre for
Language Studies (CLS) of the National University of Singapore.
This Japanese study describes a half-hour university class experiment
which was designed to measure L2 English word look-up frequency,
reading time and comprehension based on a short English text (~400
words). One group of 37 intermediate-high-level students used an
English/Japanese handheld e-dictionaries and another matched group of
35 used their printed counterparts. Users of the electronic dictionaries
looked up more words and read their text more quickly, but there was no
significant difference in reading comprehension between the two groups.
Koyama, T., & Takeuchi, O. (2004b). Comparing electronic and printed dictionaries:
How the difference affected EFL learning. JACET Bulletin, 38, 33-46.
This Japanese study examines the L2 English dictionary look-up times
and word retention of 18 intermediate-level university students in an
experiment involving the reading of two short English texts (~475 words)
using an English/Japanese handheld e-dictionary compared to its printed
counterpart. No significant differences were found between search times;
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however, use of the printed dictionary resulted in significantly better word
retention in a recognition and recall test administered seven days later.
Koyama, T., & Takeuchi, O. (2005a). How has the difference affected the retention?
Two empirical studies on electronic dictionaries. Proceedings of FLEAT-V
Conference, 2005 (pp. 1-6).
This Japanese study describes two short lab experiments that evaluate
L2 English word retention of intermediate-level university students
using an English/Japanese handheld e-dictionary compared to its
printed counterpart. The first (see Koyama & Takeuchi (2004b)
showed better retention after a week using the printed dictionary. The
second experiment measured retention immediately after reading a
text. Using an e-dictionary, 17 students looked up twice as many
words in half the time, but did not retain any more vocabulary than a
control group of 16 that used the printed dictionary.
Koyama, T., & Takeuchi, O. (2005b). Does an assigned task result in better retention
of words?: Two empirical studies on hand-held electronic dictionaries. Language
Education & Technology, 42, 119-132.
This Japanese article reports on two handheld electronic dictionary
investigations of the effect of task assignment upon L2 English word
retention. The first study involved 34 junior college false-beginnerlevel students and the second 61 more advanced level university
students. Both experiments lasted for one session during which
participants used an electronic dictionary to look up English words
while reading a text. In the first experiment, half the group did so with
the additional task of also extracting example sentences. In the second
experiment, 26 participants performed the additional task. On a oneweek-delayed post-test, students were assessed on word definitions,
rate of recall, and rate of recognition. While the task-assigned students
in the second experiment significantly out-performed the control on
word definitions, there was no difference on word recognition between
the two groups in the first experiment. In neither experiment was there
any significant difference between the rate of recall or rate of
recognition between the task-assigned and control groups.
Koyama, T., & Takeuchi, O. (2007). Does look-up frequency help reading
comprehension of EFL learners? Two empirical studies of electronic dictionaries.
CALICO Journal, 25(1), 110-125.
This Japanese study describes two short-term lab experiments that
evaluated L2 English text comprehension of university students using an
English/Japanese handheld e-dictionary compared to its printed
counterpart in relation to word look-up frequency and time on task. In the
first experiment, the performance of a group of 34 false-beginner-level
students was compared with each participant using both types of
dictionary. In the second experiment, involving more advanced level
students, 15 used an electronic dictionary and 16 its printed counterpart.
In both experiments, participants using e-dictionaries looked up
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substantially more words in much less time, but did not do any better on a
text comprehension quiz than users of the printed dictionaries.
Koyama, T., & Takeuchi, O. (2009). How effectively do good language learners use
handheld electronic dictionaries: A qualitative approach. Language Education &
Technology, 46, 131-150.
This Japanese paper compares the L2 English word look-up behavior of
five good language learners (EFL/SLA post-graduate students) using
handheld electronic dictionaries with that of five false-beginner level
college students. Look-up strategies were investigated using a single
session individually conducted think-aloud protocol. The results revealed
that the more advanced level students were good electronic dictionary
users and that the functions of the electronic dictionaries had provided not
only good language learners but also false beginners with scaffolding for
L2 English learning.
Koyama, T., & Yabukoshi, T. (2011). A study on E-dictionary strategy training by
implementing metacognitive tasks. Language Education & Technology, Kansai
chapter Collected Papers, 13, 79-91. [in Japanese]
This Japanese paper follows up on the Koyama (2010) study that
unsuccessfully attempted to teach look-up strategies when using handheld
English-Japanese electronic dictionaries to read English texts. In this
eight-week-long project, particular attention was paid to teaching eight
intermediate-level L2 English university students to internalize the
strategies taught and to consciously apply them when using the electronic
dictionaries. A pre-/post-test comparison after five weeks of treatment
demonstrated a significant increase in vocabulary comprehension.
Kožuh, I., Hauptman, S., Kosec, P., & Debevc, M. (2015). Assessing the efficiency of
using augmented reality for learning sign language. Proceedings of the International
Conference on Universal Access in Human-Computer Interaction (pp. 404–415).
This conference presentation evaluated the effectiveness of a smartphonebased augmented reality Slovenian sign language app. It was tested using
three pairs of words during one session with eleven deaf/hard of hearing
signers and fourteen hearing non-signers. Use of the app was compared to
the results obtained from a picture symbolizing a sign and a physically
present sign language interpreter. The lowest success rates occurred when
watching pictures. The best results were obtained with the sign language
interpreter. No differences were found between deaf/hard of hearing
signers and hearing non-signers.
Krasulia, A., & Saks, K. (2020). Students’ perceptions towards mobile learning in an
English as a foreign language class. Conference presentation: 2020 IEEE 20th
International Conference on Advanced Learning Technologies
This study investigated the attitudes of Ukrainian university students
towards mobile-accessible technologies used in the acquisition of their
L2 English reading, writing, listening, and speaking skills. Over three
academic years, a total of 43 students regularly supported their L2
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English learning with a great variety of applications (e.g., Google Docs,
VoiceThread, LearnEnglish Podcasts). According to end-of-year
surveys, students were 100% in favor of MALL. The overwhelming
majority of the students indicated that mobile-assisted tasks helped them
develop not only their language skills but also positive attitudes and
interpersonal teamwork skills.
Krystalli, P., Arvanitis, P., & Panagiotidis, P. (2020). Augmented reality and the
development of oral language skills: Challenges and perspectives. Langues &
Cultures, 1(2), 99-112. [in French]
This study investigated the effect of an augmented reality app (Blippar) upon
the L2 French oral skills of 25 Greek university French students of B1-B2+
proficiency level. For five weeks, participants accessed the app via their
smartphones to add an overlay image and descriptive two-minute audio sound
track to Greek cultural images. The content of the sound track was first
produced in written form, corrected by the instructor, then revised before
recording. Despite the treatment, assessment of the sound tracks revealed all the
typical pronunciation problems of native Greek speakers.
Kuimova, M., Burleigh, D., Uzunboylu, H., & Bazhenov, R. (2018). Positive effects
of mobile learning on foreign language learning. TEM Journal, 7(4), 837-841.
This study describes the attitudes of 20 pre-intermediate-level L2 English
students in a Russian university regarding the use of a social networking
app (WhatsApp). Participants used the app via their mobile phones for ten
weeks to complete obligatory weekly task-based assignments that
involved individual comment and group discussion. The great majority of
participants thought that the intervention was or could be useful.
Kumar, A., Reddy, P., & Kam, M. (2011). SMART: Speech-enabled mobile assisted
reading technology for word comprehension. Lecture Notes in Computer Science,
6738, 497-499.
This pilot study of 31 4th-5th graders in rural India explored the
effectiveness of using mobile phone-based speech recognition technology
to support the learning of 25 L2 English words selected from
government-issued textbooks. The study was undertaken with two
English literacy learning games in which learners bought or recovered
items either receptively by choosing images or productively by saying the
word corresponding to the desired item. A pre-/post-test comparison
demonstrated that the productive group significantly outperformed the
receptive group after 30 minutes of targeted practice of words and their
meanings.
Kumar, A., Reddy, P., Tewari, A., …, & Kam, M. (2012). Improving literacy in
developing countries using speech recognition-supported games on mobile devices.
CHI’12 Conference, Austin, Texas, USA. Published by ACM.
This conference paper follows-up on Kumar et al. (2011), presenting the
results of two experiments involving the use of speech recognition in two
mobile-phone-based games to teach L2 English words to Indian school
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children. Both experiments lasted an hour, half of which was devoted to
game playing and half to pre-/post-testing. In the games, learners bought
or recovered items either receptively by choosing images or productively
by saying the word corresponding to the desired item. The first
experiment involved 21 children and demonstrated significantly better
gains with productive word usage in combination with speech recognition
software. The second experiment involved 40 different children from
other schools and added written and spoken hints (first letter/sound of
word) with the productive condition. The results, which compared an
immediate and (7-10 day) delayed post-test, demonstrated that adding an
orthographic hint facilitated significant decoding gains (but not semantic
extraction), adding a phonological hint facilitated significant semantic
extraction gains (but not decoding), and introducing both hints together
(in the short-term only) and separately (in both the short- and long-term)
facilitated significant gains on word reading.
Kumar, V., Lian, T-Y., & Vasudevan, H. (2016). UNiKL RCMP undergraduates’
perception on using WhatsApp as a tool for Mandarin language teaching and learning.
This Malaysian paper investigated the perceptions of 66 university
students regarding their use of a social networking messaging app
(WhatsApp) as part of their L2 Mandarin class. Students were required to
send in voice recordings which consisted of their pronunciation or
dialogues in Mandarin to suit situations posted by the instructor. Pictures
were also posted and the students were required to write the correct word
in Mandarin characters and post it to the group. Participants expressed
positive attitudes regarding the use of WhatsApp in Mandarin language
teaching and learning.
Kurt, M., & Bensen, H. (2017). Six seconds to visualize the word: improving EFL
learners' vocabulary through VVVs. Journal of Computer Assisted Learning, 33(4),
334-346.
This Turkish paper evaluated the effect of using a smartphone-based
video recording app (Vine) upon the L2 English vocabulary acquisition of
16 L1 Turkish university students. For six weeks, participants used Vine
to produce six-second video clips illustrating the meaning and
connotations of 30 words, which other students in the group had to guess.
On a pre-/post-treatment 30-item vocabulary test, Video users
significantly outscored a matched control group of 16 who studied the
same vocabulary without using Vine. Participants enjoyed the whole
process and found it very motivating and effective.
Laban, M. (2017). The Effectiveness of Using Mobile Learning in Developing
Eleventh Graders’ English Grammar Learning and Motivation for English. MA
thesis, The Islamic University–Gaza.
This study describes the effect of mobile app usage upon the L2 English
grammar learning of 35 high school students in Gaza. While a group of
35 matched students in a control group studied grammar in class for a
term with the same instructor, the experimental group did so entirely by
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means of the app, which provided explanations and quizzes. The
experimental group significantly outscored the control on a post-treatment
grammar test. Likewise, an assessment of motivation demonstrated
significantly higher levels for the experimental group than the control.
Laghari, Z., Kazi, H., & Ali Nizamani, M. (2017). Mobile learning application
development for improvement of English listening comprehension in rural primary
school students of grade 1, 2 and 3 of Pakistan. International Journal of Advanced
Computer Science and Applications, 8(8), 229-337.
This Pakistani study evaluated a mobile-based app intended to improve
the L2 English of 30 third-grade rural students. In a two-hour daily afterschool program that lasted 30 days, participants received one hour of
traditional instruction and used the app via tablet computers for one hour
on tasks that involved phonemic awareness, letter names, word spelling,
object naming and reading comprehension. A control group of 15
matched students received only traditional instruction in these skills
during each two-hour session. The experimental group obtained a
significantly higher mean score on a post-test.
Lai, A. (2016). Mobile immersion: An experiment using mobile instant messenger to
support second-language learning. Interactive Learning Environments, 24(2), 277290.
This paper from Hong Kong describes a smartphone-based experiment
that used a mobile messaging app (WhatsApp) to support L2 English
vocabulary acquisition. Eight groups of three seventh grade L2 English
learners were encouraged to use high frequency English verbs delivered
to them daily five at a time for three months. A pre-/post recall
vocabulary test revealed no significant difference compared to a control
group of seven triads which did not participate in text chats. However,
within the experimental group there was a significant correlation between
chat frequency and vocabulary gain.
[The author’s first name is different, but this appears to be the published
version of Lai, W-H (2014).]
Lai, C-H., Jong, B-S., Hsia, Y-T., & Lin. T-W. (2020). Integrating flash cards with
narratives for mobile learning of English vocabulary. International Journal of
Interactive Mobile Technologies, 14(4), 4-16.
This Taiwanese study evaluated the effectiveness of an Android
smartphone-based L2 English flashcard app (Words716) under two
implementations: with and without accompanying stories that
incorporated the vocabulary studied. For two weeks, 38 university
students used the app with stories while a control group of 20 did likewise
without the story component. The experimental group significantly
outscored the control on a pre-/post-treatment vocabulary test. So, too, on
a pre-/post-treatment questionnaire, the experimental group expressed
significantly greater learning motivation and less anxiety than the control.
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Lai, W-H. (2014). Using Mobile Instant Messenger (WhatsApp) to Support Second
Language Learning. M.Ed., University of Hong Kong, Hong Kong.
This MA thesis from Hong Kong investigated the effect of using
WhatsApp as a text chat platform upon the L2 English vocabulary
acquisition of seventh-grade L1 Chinese speakers. For three months, 45
students organized into groups of three attended weekly after-school L2
English game activity sessions. Using their own smartphones, eight of
the groups also chatted freely in English on topics of their own choice. A
pre-/post recall vocabulary test of frequently occurring verbs revealed no
significant difference compared to the control group which did not
participate in text chats.
Lakshmi, K., & Nageswari, R. (2014). Smart learning using smartphone: Current spell
on language learning. Elixir Educational Technology, 68, 22218-22221.
This Indian study describes the effectiveness of three smartphone-based
applications in improving the speaking proficiency of low ability L2
English university students. Over 30 hours an experimental group of 30
students engaged in group and paired speaking activities supported by the
out-of-class use of the WhatsApp, WeChat, and Line apps. A control
group of 30 did likewise without the benefit of the apps. A comparison
of pre-/post-tests demonstrated significant improvements in vocabulary,
sentence structure, coherence and fluency within the experimental group,
which also significantly outperformed the control on the post-test.
Lakshmi, K., & Nageswari, R. (2015). L2 Learners' achievement in acquiring
academic vocabulary in m-learning environment. Modern Journal of Applied
Linguistics, 7(1), 19-37.
This Indian paper presents the results of a study of L2 English vocabulary
acquisition involving 60 university students. A control group of 30
learned vocabulary through traditional methods (e.g., note taking, rote
learning of word lists) whereas an experimental group of the same
number used the smartphone-based IELTSAcademic flashcard application
for 20 hours in class. A comparison of pre-/post-test situational
conversational speaking tasks demonstrated significant vocabulary
improvements within the experimental group, which also significantly
outperformed the control on the post-test.
Lam, P., Lam, S., Lam, J., & McNaught, C. (2009). Usability and usefulness of
eBooks on PPCs: How students’ opinions vary over time. Australasian Journal of
Educational Technology, 25(1), 30-44.
This study compared the short-term versus long-term impressions of L2
English university students in Hong Kong regarding the reading of e-texts
on mobile devices. A short-term group of six participants read e-texts
sporadically for a week or two whereas a long-term group of six did so
extensively for twelve weeks. Over all, the short-term users expressed
positive views about the ease of use, enjoyability and usefulness of the ebooks. With the long-term users, initial positive expectations became
more negative and in the end many complaints and considerable
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dissatisfaction were expressed.
Lan, K., Lin, Y-T., Gupta, K., …, & Liu, T-C. (2015). A study of mobile-assisted oral
communication in Mandarin Chinese as a second language. Conference paper: The
International Conference on Digital Learning Strategies and Applications (DLSA
2015), At Sapporo, Hokkaido, Japan.
This Taiwanese study compared the L2 Chinese oral performance of 34
high school students, 18 of whom used a mobile device to access a webbased multimedia collaborative learning system (Mobile Language
Learning) while visiting shops out of class. A control group of 16
students role-played shopping scenarios in class with the aid of printed
materials. A post-test conducted after six weeks revealed no significant
difference between the two groups in oral performance. However, the
experimental group used more language learning strategies and produced
more target language than the control group.
Lan, Y-J., & Lin, Y-T. (2016). Mobile seamless technology enhanced CSL oral
communication. Journal of Educational Technology & Society, 19(3), 335-350.
This Taiwanese study evaluates the effect of learning L2 Chinese in a
real-world compared to a simulated in-class environment. Over a fourweek period, beginner-level young adults received in-class instruction
for the task of receiving a friend from abroad. An experimental group of
18, using a smartphone/iPad-based location-aware language-prompting
program (MOSE), practiced in real-world locations whereas a control
group of 16 did role plays in class. Both groups made significant
improvements in the Mandarin oral performance test. However, the realworld group made significantly fewer errors when executing language
tasks.
Lan, Y-J., Sung, Y-T., & Chang, K-E. (2007). A mobile-device-supported peerassisted learning system for collaborative early EFL reading. Language Learning &
Technology, 11(3), 130-151.
This Taiwanese article reports on two studies, each involving 52 thirdgrade primary school children for ten weeks, that focus on the
collaborative acquisition of L2 English reading skills. The first assessed
the weaknesses of collaborative learning in the classroom. The second
describes the evaluation of a tablet-PC based peer-assisted learning
system (MPAL) that was developed to address the identified collaborative
weaknesses. MPAL was found to promote motivation to learn and
enhance oral reading confidence in elementary L2 English learners.
Lan, Y-J., Sung, Y-T., & Chang, K-E. (2014). Bridging in-and-out class learning:
Mobile seamless Mandarin learning. In Y. Cao, T. Valjataga, J. K-T. Tang, H. Leung,
& M. Laampere (Eds.), New Horizons in Web Based Learning (pp. 101-105). 8699,
LNCS Berlin: Springer.
This Taiwanese paper explored the effectiveness of a mobile-based
elementary L2 Chinese learning app (MobileMan) which 41 Australian
adolescent L1 English volunteer students used for 4 weeks.as a
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complement to a two-hour per week course. The app provided a locationbased service that exploited QR codes to support context-aware out-ofclass exploration undertaken both individually and co-operatively in small
groups. Post-treatment testing demonstrated that MobileMan successfully
played a role in stimulating the participating students, engaging them in
social interaction in real contexts and consequently improved their
Mandarin oral practices and learning motivation.
Lan, Y-L., Sung, Y-T., & Chang, K-E. (2013). From particular to popular: Facilitating
EFL mobile-supported cooperative reading. Language Learning & Technology, 17(3),
23-38.
This Taiwanese paper describes the trialing of a cooperative elementary
L2 English reading program (MCER) with 20 third-grade primary school
children which took place over two weeks (four 40-minute in-class
sessions). The program was an enhancement of the MPAL system
reported in Lan, Sung & Chang (2007) enhanced to support the instructor
development of mobile-accessible reading materials for Asus EeePads.
The system included modules for material and class management as well
as lesson sharing. A pre-/post-test comparison based upon the same early
reading ability assessments demonstrated significant improvements.
Larabee, K., Burns, M., & McComas, J. (2014). Effects of an iPad-supported phonics
intervention on decoding performance and time on-task. Journal of Behavioral
Education, 23, 449-469.
This American paper compared the use of an iPad app (Build A Word—
Easy Spelling with Phonics) to a word box intervention in teaching
sound/letter correspondences to three first-graders (one L1 English and
two L2 English) who lacked basic decoding skills. Over three weeks, in
11 sessions, participants alternated between treatments. These lasted
about 8 minutes and were followed by a retention test at the beginning of
the next session. The effects of the iPad application on student decoding
performance were mixed and task engagement was high for both
conditions.
Latypova, L., Polyakova, O., & Sungatullina, D. (2018). Mobile applications for
English learning performance upgrade. Lecture Notes in Computer Science (pp. 403411).
This Russian paper describes the extracurricular use of a mobile gamebased L2 English learning app (ELEVATE). An undisclosed number of
C1-level university students accessed ELEVATE via their mobile phones
for nine months to improve their vocabulary, pronunciation, listening and
comprehension without the teacher’s help. Participants were required to
use the app and report back their progress on a regular basis. On a posttreatment test, they are said to have significantly outperformed a control
group that did not use ELEVATE, but statistical data is only provided
relating to critical thinking ability.
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Lawrence, D. (2014). Students’ experiences of using SMS for vocabulary
development - A case study. In Conference Proceedings of ICT for Language
Learning (np).
This South African case study explored the use of SMS in the learning of
L2 Africaans. For seven weeks, five university students of various
proficiency levels received weekly SMS that contained target vocabulary
in various formats: single words, phrases, sentences with translations as
simple text as well as with images and audio. Students found the approach
useful, but preferred short single words. They also would have preferred
using WhatsApp rather than SMS. The use of SMS lessons for vocabulary
development proved to be a worthwhile and satisfying experience for
students.
Lee, B. (2019). A case study of writing task performance: Smartphone input vs.
handwriting. Memoirs of Fukui University of Technology, 49, 225-231.
This Japanese study evaluated the written productivity (word count) of
two intermediate-advanced-level L2 English university students. For 14
weeks, the volunteers answered a weekly open-ended question to which
they provided a personal response. Half the time, the question was
presented in printed form, to which the participants answered by hand
writing. Half the time it was sent to their smartphones as an online
Google form, to which the answer was written via the phone’s keypad.
Both participants produced vastly more English prose when the task was
undertaken via hand writing.
Lee, B. (2020). Smartphone tapping vs. handwriting: A comparison of writing
medium. The EUROCALL Review, 28(1), 15-25.
This Japanese study assesses the productivity (word count) of L2 English
university students under two conditions. L1 Japanese students from three
levels of English courses (first/second/third year) were asked to write
about how they spent their summer holidays; 725 did so via a Google
Form using their smartphones and 724 by hand writing their response.
The mean production of English prose was higher for hand writing
participants over smartphone users throughout the entire spectrum of
proficiency levels, with differences being more pronounced for learners
of higher proficiency than lower ones.
Lee, C-M., & Oh, E. (2014). Exploring the effects of a learner response system on
EFL reading. Multimedia-Assisted Language Learning, 17(2), 130-151.
This Korean study evaluated the effect of a clicker-based learner response
system (Quiz Bell RF-219) upon the intermediate-level L2 English
reading comprehension of 43 university students. The system was used
for 15 weeks to allow participants to respond to multiple-choice reading
questions presented on PowerPoint slides. A control group of 44 received
the same instruction and questions, but responded by hand-raising. The
clicker group significantly outperformed the non-clicker group on a
midterm and final reading exam. The clicker group also showed an
improvement in behavioral engagement and general course satisfaction.
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Lee, H., Hampel. R., Kukulska-Hulme, A. (2019). Gesture in speaking tasks beyond
the classroom: An exploration of the multimodal negotiation of meaning via Skype
videoconferencing on mobile devices. System, 81, 26-38.
This study describes the role of gestures in negotiating meaning in the
mobile-based communication of ten adult B1/B2-level L2 English
learners in a UK language center. Over several months, using a
combination of smartphones and tablets, participants spent about five
hours speaking with each other via Skype VC, then another eight hours in
stimulated recall sessions using video recordings of their conversations.
The study found that gestures support forms of negotiation through
affording participants a range of visual and embodied clues which operate
in close conjunction with their language use.
Lee, J., & Jeong, D. (2012). The effectiveness of recording assignments of university
students’ speaking through mobile devices. English Literature Studies, 38(1), 267297. [in Korean]
This study investigated the effect of mobile-based e-mail activities upon
the L2 English speaking ability of Korean university students. Over six
weeks, sixteen students were assigned a reading passage, which they
summarized and sent via e-mail to their instructor. Half of the group did
so with audio recordings made on their smartphones, to which the
instructor responded with corrections and comments. The other half sent
a text-based summary followed up by a face-to-face meeting with the
instructor. The audio recording group significantly outscored the texters
on a post-treatment speaking test.
Lee, J., & Song, J. (2020). The impact of group composition and task design on
foreign language learners' interactions in mobile-based intercultural exchanges.
ReCALL, 32(1), 63-84.
This study investigated the effect of group composition and task design
on mobile phone-based communication between a group of 54 Korean
and American university students, half L2 English speakers and half L2
Korean learners. Over eight weeks, thirty minutes per week in each
language, they communicated textually and orally via an instant
messenger app (KakaoTalk). Paired communication promoted a higher
level of intimacy while larger groups learned more about different
perspectives on the target cultures. Teacher-assigned tasks resulted in
more productive interactions whereas student-selected tasks elicited
more personal investment.
Lee, K-S., & Kim, B-G. (2016). Cross Space: The exploration of SNS-based writing
activities in a multimodal learning environment. Educational Technology & Society,
19(2), 57-76.
This Korean study investigated the effectiveness of using a Social
Network Service (Kakao-Talk) as an out-of-class communication and
discussion platform for L2 English collaborative writing. It was tested for
15 weeks with 62 B1-level university students to promote participation in
writing activities and student anxiety about making mistakes. Although
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Kakao-Talk is a multi-platform app, it was assumed that students
accessed it via their smartphones. Post-test results of 38 participants
demonstrated significant writing improvement. Overall, students
expressed positive attitudes regarding the use of the app for writing
practice.
Lee, L. (2016). Multisensory modalities for blending and segmenting among early
readers. Computer Assisted Language Learning, 29(5), 1-16.
This Malaysian study investigated the use of iPads compared to printed
materials in an experiment that ran for two twenty-minute sessions and
required blending and segmenting letters of non-words in L1 Malay and
L2 English. Participants were early-literate second-graders, 32 highperforming and 24 low-performing in English. To blend letters with
printed words, participants physically moved letter cards around and with
the iPads they dragged and dropped them. Separation was done by
drawing a line or finger motion. Regardless of ability level, there were no
significant differences on an immediate post-test.
Lee, P. (2014). Are mobile devices more useful than conventional means as tools for
learning vocabulary? IEEE 8th International Symposium on Embedded
Multicore/Manycore SoCs (pp. 109-115). Washington, D.C.
This Taiwanese study evaluated the effectiveness of teaching L2 English
vocabulary to three groups of 40 intermediate-level senior high school
and university students. During 20 class periods over one month, one
group learned with their teacher and a textbook, one used a mobile-based
app without their teacher and the third learned with the app and their
teacher. Most students preferred to learn from a conventional printedbased book, but pre-/post-test scores indicated that learning from mobile
devices enhanced their learning, both when used independently and when
combined with a teacher's instruction.
Lee, S-M., & Park, M. (2019). Reconceptualization of the context in language
learning with a location-based AR app. Computer Assisted Language Learning, xx,
936-959.
This Korean study reports the results of a five-week experiment during
which forty L2 English university students used a location-based AR app
(7scenes) installed on their mobile devices to collaboratively create
gamified digital stories from scenes captured around their campus.
Working together both in and out of class, participants created twelve
scenes each involving between 15-42 events. According to a posttreatment survey, overall, participants regarded the activity as useful,
authentic, interesting, motivating and meaningful. Students also thought
that it had helped improve their productive language skills, most notably
writing.
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Lei, Q-Q., Liu, H-Y. (2020). Design of a WeChat mobile learning platform for multimodal language learning and its application. Journal of Physics: Conference Series,
1616(1), 3rd International Symposium on Big Data and Applied Statistics (pp. 1-6).
Kunming; China.
This study, presumably undertaken in China, evaluates the effectiveness
of a mobile multi-modal L2 English learning platform supported by a
social messaging app (WeChat). For an unspecified period of time, the
app was used to transmit texts, pictures, audio, and graphics to an
experimental group of 48 higher vocational college students. A matched
control group of 48 received its instruction via PowerPoint presentations.
The experimental group significantly outscored the control on a pre-/posttreatment test of listening, writing and speaking skills, but there was no
significant difference for translating or reading.
Lei, Z. (2018). Vocabulary learning assisted with smart phone application. Theory and
Practice in Language Studies, 8(11), 1511-1516.
This Chinese paper evaluates perceptions of 30 university students
regarding the use of smartphones with a mobile-based messaging app
(WeChat) to learn 300 high-frequency L2 English words. For a month,
every two days, participants learned 20 words pre-selected by their
teacher. WebChat was then used to make sentences, provide Chinese
sentences for others to translate, or seek pronunciations and explanations
of words. According to a post-treatment questionnaire, overall student
response to vocabulary learning assisted by smartphones was
significantly positive. In particular, participants claimed that it enhanced
their self-regulation study ability.
Leis, A., Tohei, A., & Cooke, S. (2015). Smartphone assisted language learning and
autonomy. International Journal of Computer-Assisted Language Learning and
Teaching, 5(3), 75-88.
This Japanese paper investigates the effects of smartphone usage upon the
autonomous study habits of 80 L2 English university students. Compared
to a control group of 60 who were prohibited from using their
smartphones in class during the semester, experimental group members
used their smartphones to video-record and review in-class role-plays.
They were also encouraged to use their smartphones to access a
pronunciation practicing and online testing application. The results
indicated that students who were encouraged to use their smartphones
during class studied twice as much in their free time.
Leone, S., & Leo, T. (2011). The synergy of paper-based and digital material for
ubiquitious foreign language learners. Knowledge Management & E-learning, 3(3),
319-341.
This Italian case study describes the integration of paper-based and QR
code-based digital learning materials within three different L2 English
courses consisting of 23 A1-level high school teachers, 16 B1+ high
school students, and 15 A1-level vocational school adults. QR codes were
individually and collaboratively accessed by 39 students using their own
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devices (laptops or ultra-mobile PCs or smartphones). Fifteen other
students carried out assignments exploiting hardcopies only. Over four
weeks learners undertook a variety of activities using all four language
skills. Results of this study show that, despite some difficulties, QR codes
can increase the impact of mobile devices to enhance the flexibility and
personalization of learning.
Leung, R., Lumsden, J., & Fritz, J. (2006). Accommodating special needs users in the
evaluation of an m-learning application: A case study. Proceedings of the IADIS
Mobile Learning Conference (pp. 177-184). Dublin, Ireland.
This Canadian paper describes the evaluation of a prototype system
(ALEX) for low level adult L1 English literacy. ALEX is designed to
facilitate the transcription of spoken words to text and the editing of text.
Though ultimately intended for use on a handheld device, a proof of
concept application was simulated on a touch screen tablet computer and
trialed by six adult literacy students in a 90 minute session. This involved
completing three letter writing tasks: formatting, correcting and revising.
Text entry using an on-screen virtual keyboard proved particularly
problematic.
Levy, M., & Kennedy, C. (2005). Learning Italian via mobile SMS. In A. KukulskaHulme & J. Traxler (Eds.), Mobile Learning: A Handbook for Educators and Trainer
(pp. 76-83). London, UK: Taylor and Francis.
This Australian paper describes the experimental use of mobile phone
SMS primarily to promote vocabulary acquisition in an intermediate-high
university level L2 Italian class. For seven weeks, at various times and
daily frequencies, 18 students were sent word definitions and example
context sentences extracted from an assigned class novel. They also
received messages on grammar, news, literature and course
administration. A user survey revealed the messages encouraged students
to look-up vocabulary and grammar points afterwards.
Lewin, C., Scrimshaw, P., Mercer, N., & Wegerif, R. (2000). The KS1 Literacy
Evaluation Project using low cost computers. Open University Centre for Language
and Communication. Coventry: Bect.
This British report evaluates an L1 English-speaker literacy project that
used a special-purpose portable electronic word processor (Dreamwriter)
to improve the literacy skills of very young inner city primary school
children. Gains in reading comprehension and writing skills (spelling,
grammar, punctuation, editing, and re-drafting) are reported, but for only
some of the schools involved.
Li, C. (2009). SMS-based Vocabulary Learning for ESL Students. MA thesis,
Auckland University of Technology, New Zealand.
This MA thesis from New Zealand describes two studies involving the
use of mobile phone SMS as a communication tool between the
researcher and 20 intermediate-level L2 English university student
volunteers. The focus of communication was on vocabulary acquisition
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through questions and replies about unknown words. In the first study
questions were initiated by the researcher for seven weeks. Some students
engaged actively in communication with the researcher while others
stayed quiet most of the time. In the second study, which lasted six
weeks, questions were initiated by the students. Although not all students
liked using SMS, most engaged actively with it in memorizing and
understanding new words.
Li, J., & Cummins, J. (2019). Effect of using texting on vocabulary instruction for
English learners. Language Learning and Technology, 23(2), 43-64.
This Canadian study investigated the effectiveness of text messaging
upon the direct (targeted) and transferred (untargeted) vocabulary
acquisition of 35 advanced-low L2 English university students. For nine
weeks, participants received three academically-related words per day on
their mobile devices. Each text message included a target word, its page
reference in their assigned reading, part of speech, definition, and sample
sentence. Compared to a control of 49 matched students who received the
same class instruction without SMS intervention, the experimental group
learned significantly more targeted words, but no more untargeted
vocabulary.
Li, J., Cummins, J., & Deng, Q. (2017). The effectiveness of texting to enhance
academic vocabulary learning: English language learners’ perspective. ComputerAssisted Language Learning, 30(8), 816-843.
This Canadian study investigated the perceptions of 40 foreign-born
advanced-low level L2 English undergraduate students regarding their
use of an SMS-based program (Word Matters) to learn vocabulary related
to the content of their English for Academic Purposes courses. For two
months, three times per day, students received a text message containing
three words, the page reference of the words in their assigned reading, the
words’ definition and example sentences. In all, a total of 189 words.
Survey and interview results revealed students’ overall positive
experience with the intervention.
Li, J., & Deng, Q. (2018a). What influences the effect of texting-based instruction on
vocabulary acquisition? Learners’ behavior and perception. Computers & Education,
125, 284-307.
This Canadian study investigated the effect of learner behaviors and
perceptions upon the vocabulary acquisition of 108 English for Academic
Purposes university students who received via SMS, three times per day
for nine weeks, 200 words related to course content. Each message
contained a target word, its part of speech, the page reference of the target
word in the assigned reading, the word's definition and example sentence.
A 30-item pre-/post-test showed significant learning gains of target words
and provided empirical evidence that student perceptions and behaviors
can impact their learning.
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Li, J., & Deng, Q. (2018b). Priorities for vocabulary intervention design using texting:
Data to examine the critical role of language learners' behaviors and perceptions. Data
in Brief, in press.
This Canadian paper summarizes the intervention design underlying Li &
Deng (2018a). This involved the same 108 English for Academic
Purposes university students, but this time divided into an SMS treatment
group of 48 and a non-SMS control of 60. The former received via SMS,
three times per day for nine weeks, 189 academic and low frequency
words. Both groups took a 30-item vocabulary pre-/post-test and the
treatment group completed as well a pre-/post-treatment
attitude/perceptions survey. However, no results are presented in the
paper.
Li, J., & Tong, F. (2019). Multimedia-assisted self-learning materials: The benefits of
E-flashcards for vocabulary learning in Chinese as a foreign language. Reading and
Writing, 32, 1175-1195.
This American study investigated the effectiveness of iPad-based
multimedia e-flashcards on the acquisition of beginner-level L2 Chinese
vocabulary. Participants were 100 L1 English elementary school children,
half ab initio fourth-graders and half fifth-graders with one year of
previous Chinese learning experience. Each grade spent one 45-minute
session learning 20 words, half of each group using e-flashcards and half
paper flashcards. Students who used e-flashcards statistically
outperformed those who used paper flashcards on immediate post-tests of
Chinese word reading and listening, as well as on a one-week delayed
listening test.
Li, L., Chen, G., & Yang, S. (2013). Construction of cognitive maps to improve ebook reading and navigation. Computers & Education, 60(1), 32-39.
This Taiwanese study investigated the e-book comprehension and
navigational ability of university students reading academic textbook
chapters in Chinese. During one session of about two hours, 20 volunteers
read a total of 38 pages on a ten-inch tablet using an e-reader that
provided cognitive mapping and reading guidance. Two matched control
groups of 20 each did likewise using an Acrobat reader, one with an
accompanying printed reading guide and the other without. The
experimental group navigated significantly more quickly and significantly
outscored both controls on a one-week-delayed reading comprehension
test.
Li, L., & Guo, M. (2018). Study on the WeChat-based after-class translation teaching
mode of college English from the perspective of eco-translatology. CrossCultural
Communication, 14(1), 25-31.
This Chinese paper evaluated the use of a mobile-based instant
messaging app (WeChat) as a platform for L2 English translation studies.
For three months, 70 university students used WeChat out of class in two
groups. The first was created for daily translation exercises and the
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second served as a communication channel for translation thoughts
among students and the teacher. Student competency was tested pre/post-treatment by a 100-150 word Chinese-English and English-Chinese
translation (College English Test Band 4 level). Results demonstrated a
significant improvement in median test scores.
Li, M., Ogata, H., Hashimoto, S., & Yano, Y. (2009). Adaptive Kanji learning using
mobile-based email. In S. Kong et al. (Eds.), Proceedings of the 17th International
Conference on Computers in Education (pp. 520-526). Hong Kong: Asia-Pacific
Society for Computers in Education.
This Japanese paper describes the design and one-month pilot testing of
an adaptive mobile phone-based SMS system for the learning of Kanji.
An experimental group of 5 L2 Japanese learners initially pulled lessons
and tests at their discretion. Based on the correctness of responses and
the times at which materials were requested, the system adapted the
difficulty level then pushed lessons at the most appropriate times. Based
on a pre-/post-test comparison, the experimental group outscored a
control group of 5 non-native Japanese learners who received only nonadapted pushed SMS materials.
Li, M., Ogata, H., Hou, B., …, & Yano, Y. (2010a). Development of adaptive kanji
learning system for mobile phone. International Journal of Distance Education
Technologies, 8(4), 29-41.
This Japanese article is the published version of two previous conference
presentations, Li et al. (2009) and Li et al. (2010b), which describe an
IRT adaptive learning system for Kanji based on mobile phone
SMS/email. The system was pilot tested for a month by beginner-level L2
Japanese learners, five using the adaptive algorithm and five without it.
All participants showed improvement though users of the adaptive
version of the system more so than the control. All participants wanted to
continue using the system.
Li, M., Ogata, H., Hou, B., …, & Yano, Y. (2010b). Development of adaptive
vocabulary learning via mobile phone e-mail. 6th IEEE International Conference on
Wireless, Mobile, and Ubiquitous Technologies in Education (pp. 34-41). Los
Alamitos, CA: IEEE Computer Society.
This Japanese conference presentation presents the same study as that
described in Li et al. (2009) and published in Li et al. (2010a).
Li, Q. (2017). Application of mobile learning in English teaching in higher vocational
colleges. Proceedings 3rd International Conference on Management Science and
Innovative Education (pp. 492-497).
This Chinese paper describes the effect of a mobile-based application
(My Word) upon the vocabulary acquisition of 60 L2 English majors at a
higher vocational college. For four months, My Word was used to deliver
a Daily Sentence to students. During the first 10 minutes of each class,
students in small groups engaged in discussions based on the Daily
Sentence. A matched control group of 49 followed the same curriculum
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without the use of My Word and associated discussions. The experimental
group significantly outperformed the control on a pre-/post-test
comparison.
Li, S., & Gao, G. (2016). An empirical study on the effectiveness of mobile
technology-assisted foreign language teaching for English vocabulary acquisition.
Foreign Language World), 4, 73-81. [in Chinese]
This Chinese study compared the CALL versus MALL mediated learning
of L2 English vocabulary. Over four weeks, four groups of 34 university
students learned 97 targeted nouns in ten-minute class sessions under four
conditions. A CALL condition used PowerPoint slides and MALL
delivery used WeChat. Vocabulary was presented either only as text or as
text+graphic. Each session was followed by an immediate post-test. There
was no significant difference between CALL/MALL on the immediate
post-tests, but MALL groups were clearly superior on two delayed-posttests, with the text+graphic group doing the best.
Li, Z. (2019). Promoting L2 Idiomatic Competence among Chinese College Students
via WeChat. PhD dissertation, University of South Florida, ProQuest Dissertations
Publishing.
This Chinese study evaluated a mobile-based instant messaging app
(WeChat) as a platform for the learning of L2 English idiomatic
expressions. For eight weeks, 30 intermediate-level college students
accessed WeChat in and out of class to collaboratively practice dialogues
and video record role-play activities based on idioms learned in class. A
matched control group practiced dialogues and performed role-plays only
in class, collaboratively but without WeChat. The experimental group
participants significantly outscored the control on a pre/post-treatment
idiom test. They also expressed more positive learning attitudes, but not
significantly so.
Li, Z., & Hegelheimer, V. (2013). Mobile-assisted grammar exercises: Effects on selfediting in L2 writing. Language Learning & Technology, 17(3), 135-156.
This American study investigated the effect of a cross-platform webbased mobile application (Grammar Clinic) upon the grammatical
accuracy of 19 intermediate level English L2 university students.
Between the first and second drafts of four compositions, students used
their own mobile devices to complete a set of three sentence-level error
identification and correction exercises. Over 16 weeks, students improved
their Grammar Clinic scores, but only three comparisons showed
statistical significance. No statistically significant differences were found
in the students’ self-editing practices. A pre-/post-test comparison
indicated relatively poor performance on both.
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Liakin, D., Cardoso, W., & Liakina, N. (2013a). Mobile-assisted learning in the
second language classroom. International Journal of Information Technology &
Computer Science, 8(2), np.
This conference presentation evaluated the pronunciation of the vowel
/y/ by L1 English speakers. Forty-two L2 French beginner-level
Canadian university students were divided into three groups. For five
weeks, two groups undertook weekly 20-minute pronunciation activities,
one on their own time using Automatic Speech Recognition (ASR)
software (Dragon Dictation) with text feedback via their iPodTouches/iPhones and the other in individual sessions with teacher
correction. A control group spent the same amount of time in
conversation practice without phonetic correction. On a pre-/post-test
comparison, the ASR group outperformed the other groups in French /y/
production.
Liakin, D., Cardoso, W., & Liakina, N. (2013b). Mobile speech recognition software:
A tool for teaching second language pronunciation. Cahiers de l’ILOB, 5, 85-99.
This Canadian study is a re-presentation of Liakin, Cardoso & Liakina
(2013a) with greater detail and more statistical analysis. It evaluated the
effect of the independent usage of Automatic Speech Recognition (ASR)
software separately upon the pronunciation and perception of the vowel
/y/ by beginner-level L2 French students. One group did ASR assessed
pronunciation activities, one did teacher-corrected pronunciation
activities and another practiced conversation without phonetic
correction. While the ASR group outperformed the other groups in
French /y/ production, there was no significant difference between the
groups in /y/ perception.
Liakin, D., Cardoso, W., & Liakina, N. (2015). Learning L2 pronunciation with a
mobile speech recognizer: French /y/. CALICO Journal, 32(1), 1-25.
This is another publication of the same study described in Liakin,
Cardoso & Liakina (2013a) and Liakin, Cardoso & Liakina, (2013b).
Liakin, D., Cardoso, W., & Liakina, N. (2017a). The pedagogical use of mobile
speech synthesis (TTS): Focus on French liaison. Computer Assisted Language
Learning, 30(3-4), 325-342.
This Canadian paper evaluated the use of a mobile-based Text-to-Speech
app (NaturalReader) for pronunciation practice with A2 level L2 French
university students. Over five weeks, 9 participants completed 20-minute
out-of-class liaison pronunciation activities using NaturalReader. A
second group of 9 did likewise in class with their instructor while a
control group of nine met individually with their instructor for
conversation practice with no focus on liaison or pronunciation
feedback. While the two experimental groups improved on a post-test
and delayed post-test, there was no significant difference between the
three groups.
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Liakin, D., Cardoso, W., & Liakina, N. (2017b). Mobilizing instruction in a secondlanguage context: Learners’ perceptions of two speech technologies. Languages, 2(3),
np.
This Canadian paper reports on two studies that describe the perceptions
of A2-level L2 French university students regarding their use of mobilebased text-to-speech synthesizers (TTS) and automatic speech
recognition (ASR). All participants, who were either native or fluent
English speakers, spent 20 minutes per week for five weeks practicing
their pronunciation, 9 using TTS and 14 ASR. Pronunciation exercises
focused both on discrete sounds and across-word re-syllabification
(enchainement/liaison). According to a post-treatment questionnaire,
respondents viewed the use of both mobile TTS and ASR positively.
They noted the tools’ pedagogical usefulness, their ability to increase
involvement outside of class (e.g., learning and practicing pronunciation
at their own convenience, anytime anywhere), and their ability to boost
their confidence levels to practice and to speak. The questionnaire also
revealed some weaknesses, notably the time to complete some ASRbased tasks and lack of accuracy in synthesizing text (TTS) or
recognizing speech (ASR).
Liao, P., & Lin, C-S. (2016). Innovation design: Integrating mobile-mediated
communication with computational intelligence for task-based EFL learning in
Taiwanese higher education. Eighth International Conference on Advanced
Computational Intelligence (pp. 186-192). IEEE.
This Taiwanese study investigated the effect of combining a mobileaccessible game (Egyptian Tomb Adventure) and instant messaging app
(LINE) upon the communication skills and writing ability of 20 beginnerlevel (TOEIC 350-370) L2 English university students. Over six weeks,
working in pairs, participants communicated with each other via LINE
about the game they were playing. They then wrote a game report, which
was self-and peer-corrected. A pre-/post-treatment comparison
demonstrated that the participants’ task-based communication activities
resulted in improved writing performance. Overall, participants agreed
that the experience was interesting, motivating, and inspiring.
Lim, C., & Lee, J. (2015). The effects of task modality and type on Korean EFL
learners’ interactions. Journal of Asia TEFL, 12(2), 87-123.
This Korean paper involved 16 intermediate-high to advanced-level L2
English university students who were divided into two groups to assess
the effect of face-to-face conversations versus mobile-phone text chatting
upon communicative interactions. Performance was evaluated relative to
one convergent (decision-making) versus one divergent (opinionexchange) task. Participants spent much longer completing tasks in
mobile mode though the length of text chats, measured by the number of
words and turns, was shorter than that of face-to-face conversations. Text
chatters also tended to use meaning negotiation devices less frequently
than in face-to-face mode.
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Limsukhawata, S., Kaewyounb, S., Wongwatkitc, C., & Wongta, J. (2016). A
development of augmented reality-supported mobile game application based on jolly
phonics approach to enhancing English phonics learning performance of ESL learners.
In W. Chen et al. (Eds.), Proceedings of the 24th International Conference on
Computers in Education (np). India: Asia-Pacific Society for Computers in
Education.
This conference presentation describes the design and pilot testing of an
augmented reality-supported mobile game app (P-Whale) intended to
teach children L2 English letter/word sound correspondences. The app
works with related Augmented Reality cards that are accessed via the
camera of a mobile device. The system, which was based on the Jolly
Phonics approach, was trialed by 36 Thai first-graders during one and a
half class sessions. The children significantly improved their scores on a
pre-/post-treatment phonics test comparison. A post-treatment survey also
revealed their positive attitudes towards the application.
Lin, C-C. (2014). Learning English reading in a mobile-assisted extensive reading
program. Computers & Education, 78, 48-59.
This Taiwanese paper investigated the effect upon extensive reading done
via tablets compared to PCs on the attitudes and performance of 84 L2
English high school students. For 10 weeks, once per week, participants
read in class assigned Raz-Kids stories, half the group using iPad minis
and the other PCs. Students were also encouraged to read out of class as
many additional Raz-Kids stories as possible. The tablet group
appreciated online reading more than the PC group and significantly
outperformed it in time spent reading, books read, and tests taken.
Lin, C-C. (2017). Learning English with electronic textbooks on tablet PCs.
Interactive Learning Environments, 24(8), 1035-1047.
This Taiwanese study evaluated the reading of texts on tablet computers
compared to a printed textbook. The evaluation took place over four
weeks (250 minute class time per week) and involved 152 lowintermediate-level L2 English senior high school students of which 75
used tablet computers for all reading. No significant differences were
observed on pre-/post-tests of either reading proficiency, reading
comprehension or vocabulary learning. However, according to posttreatment questionnaire responses, those using tablet PCs held positive
perceptions about them mainly because of immediate access to lexical
information and reading resources.
Lin, C-C., Barrett, N, & Liu G-Z. (2020). English outside the academic sphere: A
mobile-based context-aware comparison study on collaborative and individual
learning. Journal of Computer Assisted Learning, 36(7), 1-15.
This Chinese study evaluated the effects of a mobile-based physical
fitness app (Fitness-Based English and Ubiquitous Learning) upon
listening and reading comprehension. Over eight weeks, intermediatelevel L2 university students using their smartphones accessed QR codes
attached to training machines in a gym. The codes linked to videos,
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audios and texts relating to the machine’s physical fitness function.
Thirty-one participants accessed this information individually and thirty
in collaborative pairs. In terms of listening and reading comprehension
the collaborative group outscored the individual learners on a posttreatment test, but not significantly so.
Lin, C-C., & Hsiao, H-S. (2011). The effects of multimedia annotations via PDA on
EFL learners’ vocabulary learning. Proceedings of the 19th International Conference
on Computers in Education (pp. 579-586).
This Taiwanese study examined the effect of annotation types upon the
vocabulary learning of 121 pre-intermediate L2 English high school
students. Participants used PDAs to read four passages each containing
five annotated verbs. Two groups did this with Chinese definitions
accompanied by either a picture or an animation. Two other groups did
likewise with English definitions. An immediate post-test revealed no
significant differences between the definition languages but a significant
difference in favor of animations. A one-month delayed post-test showed
no significant difference for either definition language or visual aid.
Lin, C-C., & Yu, Y-C. (2012a). Learning English vocabulary on mobile phones. In J.
Colpaert, A. Aerts, W-C. V. Wu, & Y-C. J. Chao (Eds.), The Medium Matters
(Proceedings from the 15th International CALL Conference) (pp. 416-420).
This Taiwanese paper describes a mobile phone MMS-based L2 English
vocabulary learning program that was trialed by 32 junior high school
pupils for four weeks. Nine words a week were delivered in one of four
modes: text (syntactic category, Chinese translation, example sentence),
text + audio (word/sentence pronunciation), text + image, and text +
audio + image. Student evaluations of the system were very positive, but
the effects of different presentation modes on vocabulary learning were
not significantly different.
Lin, C-C., & Yu, Y-C. (2012b). EFL learners’ cognitive load of learning vocabulary
on mobile phones. ICCE 2012 Conference. Singapore. November 26-30, 2012. np.
This Taiwanese paper is an extended version of the paper presented in
Lin, C-C., & Yu, Y-C. (2012a). It describes the same mobile phone
MMS-based L2 English vocabulary program that was trialed by 32 junior
high school pupils for four weeks. No significant differences were found
in the L2 English vocabulary acquisition between the four presentation
modes: text, text + audio, text + image, and text + audio + image.
However, the text-audio-picture mode imposed the least cognitive load
and the text-audio mode induced lower cognitive load on learning than
the text mode.
Lin, C-C. & Yu, Y-C. (2017). Effects of presentation modes on mobile-assisted
vocabulary learning and cognitive load. Interactive Learning Environments, 25(4),
528-542.
This Taiwanese paper appears to be a reanalysis of the data presented in
Lin, C-C., & Yu, Y-C. (2012a) and Lin, C-C., & Yu, Y-C. (2012b). It
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describes a mobile phone MMS-based L2 English vocabulary program
that was trialed by 32 junior high school pupils for four weeks. No
significant differences related to presentation mode were found with
immediate tests. However, significantly greater vocabulary retention was
observed in two-week delayed post-tests when words were presented with
sounds and pictures. New words without audio support imposed a
significantly higher cognitive load than words presented with audio
support.
Lin, C-J., & Hwang, G-J. (2018). A learning analytics approach to investigating
factors affecting EFL students’ oral performance in a flipped classroom. Educational
Technology & Society, 21(2), 205-219.
This Taiwanese study evaluated the oral competence development of
elementary-level (TOEIC 350-550) L2 English university students under
two pedagogical approaches. Over 10 weeks, two classes received the
same instruction, 16 in a traditional class and 33 in a flipped classroom
via a mobile-accessible social networking app (Facebook), which was
used to preview and discuss class lesson materials and do related
supplementary oral and written assignments. All students submitted three
oral performance video clips, the first and last serving as a pre-/post-test.
The results were significantly better for the flipped-class group.
Lin, C-P., Liu, K-P., & Niramitranon, J. (2008). Tablet PC to support collaborative
learning: An empirical study of English vocabulary learning. In Fifth IEEE
International Conference on Wireless, Mobile, and Ubiquitous Technology in
Education (pp. 47-51). Los Alamitos, CA: IEEE Computer Society.
This Taiwanese paper studies the effect of hand-drawn sketches using the
Group Scribbles app on web-linked tablet PCs to support the in-class
collaborative learning of L2 English vocabulary by primary school
children. The system was trialed by 20 fifth graders during an 80 minute
class session. The outcomes after the completion of learning activities
showed the system increased vocabulary learning, aroused students’
motivations and improved their mutual interactions.
Lin, C-Y., Yu, W-J., Chen, W-J., …, & Lin, C-C. (2016). The effect of literacy
learning via mobile augmented reality for the students with ADHD and reading
disabilities. Lecture Notes in Computer Science (pp. 103-111).
This Taiwanese study investigated the effectiveness of an augmented
reality mobile-based L1 Chinese reading app used by two male twin 5thgraders diagnosed with Attention Deficit Hyperactivity Disorder and
reading disabilities. For six weeks, 120 minutes per week, the children
accessed the app in a classroom setting to learn 60 targeted words. The
performance of both participants improved during the intervention.
Compared to a pre-test, both children demonstrated significantly
improved results on a post-test that required them to read the words and
select them in a blank-fill activity.
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Lin, J. M-C., & Wu, Y-J. (2010). Netbooks in sixth-grade English language
classroom. Australasian Journal of Educational Technology, 26(7), 1062-1074.
This Taiwanese paper describes the effect of integrating the in-class use
of netbook computers into the L2 English curriculum of sixth-grade
pupils, For 19 weeks, an experimental group of 45 used the netbooks to
collaboratively create a mini online dictionary, introduce themselves with
webcam photos and voice recordings, act out stories and solve a suspense
story. A control group of 44 did similar activities without technology. The
experimental group performed significantly better only in the written
portion of the final exam and had a more positive attitude toward learning
English.
Lin, N., Kajita, S., & Mase, K. (2007). Story-based CALL for Japanese kanji
characters: A study on student learning motivation. The JALT CALL Journal, 3(1,2),
25-44.
This Japanese article describes the design and trialing of a mobile-based
system intended as a textbook complement to support the learning of
Kanji by L2 Japanese university volunteers through the creation of
mnemonic stories, which learners record orally to help memorize
characters. The effect of the system on learner motivation (not learning
results) was evaluated in a trial with eight university volunteers for two
weeks using a specially configured COWON iAudio device. The results
showed that the story-based Kanji system positively affected student
motivation.
Lin, N., Kajita, S., & Mase, K. (2008). Mobile user behavior and attitudes during
story-based kanji learning. JALT CALL Journal, 4(1), 3-18.
This Japanese article investigates the usage patterns and attitudes of eight
volunteers who trialed the story-based mobile Kanji learning system
described in Lin, Kajita & Mase (2007). System user results were
complemented by a survey of six L2 Japanese learners who used the same
mnemonic technique without the mobile program. The results showed
significant correlations between user behavior and self-reported user
attitudes and general agreement among the system non-users that a
mobile system would be useful for learning Kanji.
Lin, N., & Mase, K. (2006). An audio-based approach to mobile learning of Japanese
Kanji characters. Proceedings of the 5th World Conference on Mobile Learning,
Banff, Alberta, Canada.
This Japanese paper describes the design of a PDA-based audio-only
system intended as a textbook complement for the passive review of
Kanji characters by L2 Japanese learners who are only required to listen.
Using voice synthesis, a web-based prototype of the program presented in
random order the names of 2000 kanji characters and their
subcomponents. For a month, 16 volunteers tested the relative
effectiveness of learning the meaning of Kanji characters as opposed to
learning their subcomponents, with learning the parts being the more
effective.
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Lin, V., Liu, G-Z., & Chen, N-S. (2020). The effects of an augmented-reality
ubiquitous writing application: A comparative pilot project for enhancing EFL writing
instruction. Computer Assisted Language Learning, np.
This study investigates the effect of a mobile-based augmented-reality
app upon the L2 English writing of Taiwanese university students. Over
seven weeks, seventeen participants collected information, within an
environmentally green building, related to global warming about which
they wrote an analytical report. Using the same background information,
a control group of seventeen did likewise without visiting the building or
using the app. Pre-/-post-tests showed that both modes led to significant
improvement in writing the analytical essay, but additional cognitive
processing during AR-based learning led to mixed results in writing
performance.
Lin, Y-T., & Chen, H-J. (2012). Investigating the effects of podcasts via smartphones
on foreign language learning. In J. Colpaert, A. Aerts, W-C. V. Wu, & Y-C. J. Chao
(Eds.), The Medium Matters (Proceedings 15th International CALL Conference) (pp.
446-449).
This Taiwanese paper reports the preliminary results of a study of the
effect on L2 English learning of podcasts sent to student smartphones via
e-mail. Twenty-five intermediate-high-level college volunteers
participated in the study, which exploited publicly available podcasts
targeting specific vocabulary items and grammar points sent to them
twice daily for a month. A post-test after the first two weeks confirmed
large gains in listening ability, vocabulary learning and grammar
knowledge.
Lin, Y-T., Kao, C-L., & Lan, K-Y. (2016). The effects of mobile learning on students'
oral performance in Mandarin Chinese and their attitudes. International Journal of
Mobile Learning and Organisation, 10(1/2), 78-101.
This Taiwanese study investigated the effect of the Mobile Language
Learning System upon a mixed level cohort of overseas L2 Chinese
learners. For 2 weeks, one hour per week, a Real-World-Context group
of 18 visited shops and interacted with shopkeepers using the mobile
app. A Classroom-Context group of 16 did likewise through simulated
role play in class without access to the mobile app. A significant
improvement in oral performance was observed only for the advancedlevel Real-World-Context group students. There was no significant
difference in learning attitudes between the two groups.
Lindström, N., & Hashemi, S. (2019). Mobile technology for social inclusion of
migrants in the age of globalization: A case study of newly arrived healthcare
professionals in Sweden. The International Journal of Technology, Knowledge, and
Society, 15(2), 1-18.
This Swedish study describes the reactions of adult education immigrants
to the use of a smartphone-based app (Welcome!). It involved 21
healthcare practitioners who nearly all rated their L2 Swedish competence
as average or better. Participants used the app out of class for two weeks
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to complete assigned tasks which encouraged them to interact with local
native speakers. Post-treatment focus group interviews revealed little
usage of the app owing to a perceived lack of clear relevance between its
content and what the participants perceived to be their immediate
employment-related needs.
Lindsay Pummel, M-B. (2015). The Use of an iPad App to Deliver a Time-Delay
Taped-Words Intervention to Students At-Risk for Reading Difficulties. PhD
dissertation, The University of Utah. ProQuest Dissertations Publishing.
This American PhD dissertation describes the effect of an iPad-based
time-delayed sight word reading app upon the L1 English reading ability
of six 2nd-3rd-graders with reading difficulties. Over six weeks, four days
per week/three times per day, the children practiced sight reading sets of
10 words taken from the first 500 words of the 1,000 Instant Words list.
On a pre-/post-test comparison, all six participants demonstrated gains in
reading Instant Words as well as generalized oral reading fluency. The
intervention app was also well received by both teachers and students.
Listiani, G. (2016). The effectiveness of Instagram writing compared to teachercentered writing to teach recount text to students with high and low motivation (The
case of eight grade students in SMP Kesatrian 1 Semarang in the academic year of
2015/2016). ELT Forum - Journal of English Language Teaching, 5(1), 1-8.
This Indonesian paper assesses the effect of using a mobile-based social
networking app (Instagram) for the writing of simple narrative L2
English texts. Over an undisclosed period, an experimental group of
twenty eighth-graders uploaded pictures to their Instagram account. To
these they added descriptions and commented on their friends’ picture. A
matched control group of 20 followed a teacher-centered curriculum
without use of the app. On a pre-/post-treatment comparison, the writing
of both groups, regardless of motivation level, showed significant
improvement, but the experimental group more so than the control.
Liu, G-Z., Chen, J-Y., & Hwang, G-J. (2018). Mobile-based collaborative learning in
the fitness center: A case study on the development of English listening
comprehension with a context-aware application. British Journal of Educational
Technology, 49(2), 305-320.
This Taiwanese paper describes a twelve-week experiment in which 36
intermediate-level L2 English university students used their smartphones
to watch videos about the use of exercise machines, which they located
by means of QR codes that were attached to them. Participants worked
collaboratively in groups of three to understand recorded aural questions,
to which they responded individually in writing. Significant
improvement in listening comprehension was demonstrated in a pretest/post-test/delayed-post-test (two weeks) comparison (mean scores of
67.33, 76.92, and 84.50, respectively). Participants considered the system
to be useful for learning English.
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Liu, G-Z., Kuo, F-R., Shi, Y-R., & Chen, Y-W. (2015). Dedicated design and
usability of a context-aware ubiquitous learning environment for developing receptive
language skills: A case study. International Journal of Mobile Learning and
Organisation, 9(1), 49-65.
This Taiwanese paper investigated the effect of a PDA-based learning
system upon the reading and listening comprehension of intermediatelevel L2 English learners. The system exploited wireless Internet and
RFID readers & tags to present context-aware reading units and scenariobased conversations about a local site. For three weeks, 24 participants
explored the site using their PDA devices while a control group of 23
studied the same content via an e-learning program. The PDA group
significantly outscored the control on a post-test of vocabulary and
content based on the lesson materials.
Liu, J., Yu, S., & Ran, M. (2008). Research on the communicative mobile English
learning model. In Fifth IEEE International Conference on Wireless, Mobile, and
Ubiquitous Technology in Education (pp. 60-64). Los Alamitos, CA: IEEE Computer
Society.
This Chinese paper describes a language learning system (CMEL Model)
based on the Noah NP860, a specialized mobile device designed to
support the independent, extra-curricular, acquisition of L2 English by
primary school children. The program, which includes family education
activities, mainly consists of reading, listening and information look-up.
71 pupils and their parents tested the system for three weeks. Post-tests
confirmed learning gains and students, teachers and parents all expressed
their acceptance of the system.
Liu, K-P., & Liu, C-C. (2013). Facilitating EFL with storytelling on tablet PCs. In LH. Wong et al. (Eds.), Proceedings of the 21st International Conference on
Computers in Education (pp 527-532). Indonesia: Asia-Pacific Society for Computers
in Education.
This Taiwanese study evaluated the effectiveness of storytelling with
iPads to improve the L2 English performance of 32 12-year old school
children over a five month period. Participants used the platform to draw
a four-image scene, about which they wrote and orally recorded a story.
On a post-test assessment, this experimental group outscored in overall
performance a matched control group of 32 students which had not
engaged in storytelling exercises. However, there was no statistically
significant difference in terms of listening and sentence reading/writing
performance between the two groups
Liu, P-H., & Tsai, M-K. (2013). Using augmented-reality-based mobile learning
material in EFL English composition: An exploratory case study. British Journal of
Educational Technology, 44(1), E1-E4.
This exploratory study investigates the effects of a GPS-based augmented
reality system on the writing of five L2 English majors at a Taiwanese
university. The students visited several on-campus locations about which
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descriptive information was sent to their smartphones. They then wrote an
essay describing the observed scenery and completed a questionnaire
relating to their experience with the system. Analysis of the compositions
revealed that the AR-based mobile learning material not only provided
linguistic and content knowledge for the participants, but also helped
them construct knowledge and produce meaningful essays.
Liu, P-H., & Wu, W-C. (2016). Exploring the effectiveness of LINE for EFL
vocabulary and reading. International Journal of Learning, Teaching and Educational
Research, 15(13), 71-83.
This study evaluated the effect of a communication app (LINE) upon the
L2 English reading and vocabulary acquisition of forty Taiwanese
university students. For fifteen weeks, working in small groups,
participants accessed LINE to undertake out-of-class role-play
assignments. A pre-/post-test comparison demonstrated statistically
significant improvement in vocabulary knowledge and reading
comprehension. The study also showed that students who were more
engaged in the LINE-based activities tended to have improved more than
those who were less active. Overall, participants had positive perceptions
of the LINE –based activities.
Liu, P-L. (2016). Mobile English vocabulary learning based on concept-mapping
strategy. Language Learning & Technology, 20(3), 128-141.
This Taiwanese mobile-phone-based experiment studied the effect of
concept mapping upon the L2 English vocabulary retention of
intermediate-level university students. For two weeks, 100 students
received a total of 32 words. The experimental half of the group did so via
daily MMS which included images that served as the basis of studentmade concept maps. The control half of the group received the words as
text-based SMS that included syntactic categories, Chinese translations,
and example sentences. The concept-mapping group significantly
outperformed the text-only group on a post-test and one-week delayed
post-test.
Liu, P-L., & Chen, C-J. (2012). A study of mobile-assisted photo-taking for English
phrase learning and sentence making. In J. Colpaert, A. Aerts, W-C. V. Wu, & Y-C. J.
Chao (Eds.), The Medium Matters (Proceedings 15th International CALL Conference)
(pp. 762-765).
This Taiwanese conference paper is essentially an abridged version of Liu
et al. (2011). It explores the effect of mobile phone-based photo taking
upon L2 English phrase learning and sentence making performance of
intermediate-level L2 English university students.
Liu, P-L., & Chen, C-J. (2015). Learning English through actions: A study of MobileAssisted Language Learning. Interactive Learning Environments, 23(2), 158-171.
This Taiwanese study investigated the use of mobile-phone cameras for
picture-taking to support a Total Physical Response approach to the
learning of L2 English phrases. For seven weeks, a control group of 48
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university students used the Internet to find photos illustrating 20 English
phrases. An experimental group of 68 did likewise with photos taken on
their own mobile phones. Students then worked in pairs to create new
sentences incorporating the newly learned phrases. The experimental
group outperformed the control on both an immediate and delayed posttest of these phrases.
Liu, P-L., Ju, L-H., Chen, C-J., & Wen, P-C. (2011). A study of mobile-assisted
photo-taking for English phrase learning. In A. Mohd Ayub et al. (Eds.), Workshop
Proceedings of the 19th International Conference on Computers in Education (pp. 4755), ICCE 2011.
This Taiwanese paper examines the phrase learning of intermediate-level
L2 English university students. An experimental group of 68 worked in
pairs for seven weeks to create English sentences with 20 phrases learned
in class, based on photos taken with their mobile phones. A control group
of 49 worked in pairs to create their sentences without taking
photographs. Overall, the experimental group significantly outscored the
control on an immediate post-test (consisting of translation, fill-in blanks,
and multiple-choice items) as well as on a delayed post-test four weeks
later.
Liu, T-Y. (2009). A context-aware ubiquitous learning environment for language
listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
This Taiwanese paper describes the pilot testing of a server-based mobile
learning system (HELLO) for L2 English listening and speaking first
reported in Liu, Tan & Chu (2007). It consists of three games, two of
which involve location-aware task-based activities: one is played
individually with a virtual learning tutor, the other collaboratively with
other learners. The system was trialed for eight weeks by 64 seventh
graders equally divided into an experimental and control group. All test
results of the HELLO group were significantly better than those of the
control group.
Liu, T-Y., & Chu, Y. (2010). Using ubiquitous games in an English listening and
speaking course: impact on learning outcomes and motivation. Computers &
Education, 55(2), 630-643.
This Taiwanese paper is a more detailed account of the study first
reported in Liu (2009). It describes the pilot-testing, by 32 seventhgraders over eight weeks, 45 minutes per week, of the location-aware
HELLO language learning system for L2 English listening and speaking.
HELLO consists of three task-based games, two played collaboratively
and one independently. The latter is a treasure hunt played with a virtual
online tutor. All test results of the HELLO group were significantly better
than those of a control group of 32 that studied without the system.
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Liu, T-Y., Tan, T-H., & Chu, Y-L. (2007). 2D barcode and augmented reality
supported English learning system. Proceedings of the 6th IEEE International
Conference on Computer and Information Science (pp. 5-10). Los Alamitos, CA:
IEEE Computer Society.
This Taiwanese conference presentation is the first of several by Liu and
colleagues that describe the game-based HELLO language learning
system. HELLO integrates PDAs, 2D barcodes, the Internet, augmented
reality, mobile computing, and database technologies to support L2
English listening and speaking. A prototype of the system was trialed for
four weeks by 20 college students to evaluate the effects of the learning
system and student attitudes towards it use. Results indicated that the
technology was useful for English learning.
Liu, T-Y., Tan, T-H., & Chu, Y-L. (2010). QR code and augmented reality-supported
mobile English learning system. In X. Jiang, M-Y. Ma, & C-W. Chen (Eds.),
Workshop of Mobile Multimedia Processing 2008, Lecture Notes in Computer Science
(pp. 37-52).
This Taiwanese paper describes the ongoing development of the mobile
handheld HELLO context-aware language learning system reported
previously in Liu, Tan & Chu (2007), Liu (2009), Liu & Chu (2010). This
study focuses on the use of QR codes to determine user location. Pilot
testing of the QR-based system was undertaken over a period of four
weeks by 20 university students playing two games, one of which
involved an online virtual tutor. Student questionnaire responses indicated
that most participants found HELLO easy to use and useful for assisting
learning.
Liu, X., Zhu, C., Jiao, J., & Xu, M. (2018). Promoting English pronunciation via
mobile devices-based automatic speech evaluation (ASE) technology. International
Conference on Blended Learning (pp. 333-343). Springer, Cham.
This conference presentation describes the use of an L2 English
pronunciation app (Fluent English) with 32 Chinese seventh-graders. For
two months, students used smartphones to access the app and listen to
dialogues, read after the dialogues, and receive feedback on their
pronunciation. A control group of 32 other seventh-graders received only
traditional instruction. The experimental group significantly outscored the
control on a post-treatment audio recording test that assessed their
pronunciation, intonation and total effect.
Liu, Y. (2016). Improving Chinese University Students' Speaking Performance in
Mobile-Assisted English Learning. PhD dissertation, University of Illinois at Chicago.
ProQuest Dissertations Publishing.
This American PhD dissertation explored the effect of feedback upon the
L2 English speaking ability of Chinese university students. Over one
week, working in pairs, participants used their smartphones to access
WeChat and orally discuss two decision-making tasks, for which they
submitted an oral summary. Following the first task, 52 participants
received positive feedback about their oral summary while 47 received
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only neutral feedback. On the second recorded discussion summary, the
use of positive feedback was found to significantly improve the
complexity of speaking performance but not accuracy or fluency.
Llerena, E., & Rodriguez, C. (2017). Kahoot! A digital tool for learning vocabulary in
a language classroom. Revista Publicando, 4(12), 441-449.
This paper describes the in-class use of an audience response system
(Kahoot!) to foster the L2 English vocabulary learning of 70 B1-level
university students in Ecuador. At the end of each vocabulary unit, once
per week for ten weeks, participants used their mobile phones to access a
game-based vocabulary review via the app. Overall, students improved
their scores on a post-treatment vocabulary test compared to a pre-test
taken after five weeks. In a post-treatment survey, students indicated that
playing Kahoot! improved their learning motivation and they expressed
satisfaction using it.
Loewen, S., Crowther, D., Daniel D., …, & Rawal, H. (2019). Mobile-assisted
language learning: A Duolingo case study. ReCALL, xx, 1-19.
This American study evaluated the effectiveness of a commercial
language learning program (Duolingo) for the acquisition of ab initiolevel L2 Turkish. A group of eight university graduate students and one
professor used the program entirely on their own for a semester, on
average 23 minutes weekly using mobile devices and 32 minutes weekly
on desktops/laptops. Participants showed improvement on L2 measures at
the end of the study, and results indicated a positive, moderate correlation
between the amount of time spent on Duolingo and learning gains.
Participants generally viewed Duolingo positively.
Loewen, S., Isbell, D., & Sporn, Z. (2020). The effectiveness of app‐based language
instruction for developing receptive linguistic knowledge and oral communicative
ability. Foreign Language Annals, 53(2), 209-233.
This American study evaluated the effectiveness of a mobile-accessible
L2 Spanish learning program (Babbel) with 54 L1 English university
students. Over three months, at least 20 min per week, the participants
used Babbel entirely on their own. Most participants started the study
with OPIc results of Novice-Low or Novice-Mid proficiency. By the end
of the study, the majority of participants' results were at Novice-Mid. On
a pre-/post-treatment OPIc speaking test comparison, 48% of the students
advanced one ACTFL sublevel. However, nearly as many participants
(39%) remained at their pre-treatment level.
Long, D. (2014). E-readers and the Effects on Students' Reading Motivation, Attitude,
and Comprehension. EdD dissertation, Texas A&M University – Commerce.
This American EdD dissertation compared the effect of two
presentation modes upon the L1 English reading motivation, attitude
and comprehension of fifth-graders. Over 10 weeks, 16 children used
e-readers to access level-appropriate texts from Scholastic Science
World magazines while a control group of 19 read the same texts in
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printed format. According to pre-/post-tests and student interviews,
there was no significant difference between the e-reader and the
traditional paper text in regard to reading motivation, attitude toward
reading, or reading comprehension.
Long, D., & Szabo, S. (2016). E-readers and the effects on students’ reading
motivation, attitude and comprehension during guided reading. Cogent Education, 3.,
1-11.
This American study is the same as Long (2014). It evaluated the use of
an e-reader upon the reading motivation, attitude toward reading and
reading comprehension of 16 L1 English fifth-graders compared to a
matched group of 19 that read the same stories in paper format. All
children participated in guided reading instruction, 20 minutes twice a
week for ten weeks. There were no significant differences between the
groups, but the e-readers retrogressed, while the traditional text group had
a significant positive gain in attitude toward reading.
Looi, C-T., Wong, L-H., So, H-J., …, & Soloway, E. (2009). Anatomy of a mobilized
lesson: Learning my way. Computers & Education, 53(4), 1120-1132.
This paper from Singapore is the first of two that describe the use of
PDAs to teach L2 English to primary school children. The experiment
lasted two hours and involved 30 pupils who took photos with PDAs
around the schoolyard to exemplify newly learned prepositions. This was
followed in class by the use of the PDs to draw prepositional relationships
and the sharing of the sketches and photos in group discussions. It was
concluded that the use of the mobile device succeeded in creating highly
personalized and differentiated instruction.
Lora, J., & Agresott, L. (2019). Using Mobile-Assisted Language Learning (MALL) to
Enhance 10th Graders’ Listening Skill: An Exploratory Case Study. BA thesis,
University of Cordoba.
This co-authored BA thesis describes the effect of MALL upon the L2
English listening ability of five tenth-graders in Spain. Over four weeks,
participants used their smartphones, presumably in class, to undertake
listening-related activities. However, no details are given about these
activities. Participants scored higher on a pre-/post-treatment listening test
comparison, in which discriminating between sounds was the least
developed sub-skill. The statistical significance of the differences was not
indicated. According to their questionnaire responses, students generally
perceived the use of mobile devices in learning as a facilitator of learning.
Lowman, J., & Dressler, E. (2016). Effects of explicit vocabulary videos delivered
through iPods on students with language impairments. Journal of Special Education
Technology, 31(4), 195-206.
This American study investigated the effect of viewing iPod-delivered
videos on the L1 English vocabulary acquisition of 18 5th/6th-graders
with language impairments. The children spent four weeks, 30 minutes
per session, reading one book on its own and four weeks reading a second
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book, each session followed by a fifteen-minute video that was viewed
twice. Each book contained 12 targeted words, three of which were
explicitly taught in each post-reading video. Participants were tested on
target words immediately after completing each book. Reading with
video-lesson follow-up produced significantly better results.
Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of
Computer Assisted Learning, 24(6), 515-525.
This Taiwanese paper investigates the effectiveness of mobile phone SMS
on L2 English vocabulary learning. One week, half of a group of 30
intermediate-level high school students received a printout of 14 target
English/Chinese word pairs while the other half received via SMS two
target word pairs twice daily. The next week the two groups swapped the
way they received a second set of 14 word pairs. Vocabulary tests at the
end of each week showed learning gains for all students, but no
significant differences remained after a three-week delay.
Ludwig, C. (2018). Using vocabulary apps to enhance students' vocabulary
knowledge. Studies in Self-Access Learning Journal, 9(3SI, 306-323.
This German study describes an experiment involving the use of a
mobile-accessible quiz app (Socrative) for the out-of-class learning of L2
English vocabulary. Over four weeks, 28 high school students were
supposed to learn two sets of words. Each vocabulary set was organized
into four multiple-choice exercises. Actual student usage of the app was
very low for both word sets. Reasons students gave for not using the app
were that guessing word meanings of multiple-choice exercises did not
support their learning and that incoming messages and notifications
aborted the app.
Luján García, D. (2018). Educational Mobile Application of Augmented Reality Based
on Markers to Improve the Level of Learning in the Use of Vowels and Numbers in
Children over 4 Years Old in the “Juana Alarco de Dammert” Kindergrten - Trujillo
in 2017). System Engineer thesis, Universidad César Vallejo, Trujillo – Perú. [in
Spanish]
This System Engineer thesis describes the development and trialing of a
mobile-based augmented reality app designed to teach pre-literate L1
Spanish children to recognize vowels and numbers. It was tested, for an
undisclosed period of time, with ten kindergarten children in Peru. A pre/post-test confirmed a substantial increase in scores for both vowel and
number recognition.
Luke, J., Wiharja, C. & Sidupa, C. (2018). The effectiveness level and positive values
of practicing translation using mobile app DUOLINGO for Indonesian freshmen
students. ACM International Conference Proceeding Series (pp. 26-29).
This conference presentation describes the effect of a language learning
app (Duolingo) upon the Indonesian-English translation skills of 30
Indonesian university students of intermediate-level L2 English ability.
During one trial session, using their smartphones, participants accessed
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the app to translate a total of 25 sentences in both directions. The majority
of students scored highly on a post-test and indicated in a post-treatment
survey that they found the app effective in improving their translation
accuracy. In particular, they appreciated the ease of accessibility and
time-flexibility offered by the app.
Luo, B-R., Lin, Y-L., Chen, N-S., & Fang, W-C. (2015). Using smartphone to
facilitate English communication and willingness to communicate in a communicative
language teaching classroom. In Advanced Learning Technologies (ICALT), 2015
IEEE 15th International Conference (pp. 320-322). IEEE.
This study examined the effect of a smartphone-based app (Let’s Talk)
upon the L2 English communication performance and willingness to
communicate of 16 pairs of Taiwanese university students engaged
during one session in information gap activities. A post-treatment test
demonstrated that, compared to a control group of 32 students who did
not use the app, Let’s Talk enhanced the learning of vocabulary and
sentence structure but not comprehension. Experimental group students
indicated that Let’s Talk reduced language learning anxiety, but did not
increase their communicative competence or willingness to communicate.
Luo, H., & Yang, C. (2016). Using WeChat in teaching L2 Chinese: An exploratory
study. Journal of Technology and Chinese Language Teaching, 7(2), 82-96.
This American paper describes the perceptions of 22 first/second year L2
Chinese college students regarding the semester-long use of WeChat.
WeChat-based activities were integrated into the curriculum and counted
for 10% of the course grade. Exercises included asking/answering
questions, mini-writing tasks, and mini-oral projects in pairs/small
groups. According to an end-of-semester questionnaire and follow-up
interviews, the WeChat project was well received by the students.
Participants reported five major benefits of using WeChat: expansion of
time in learning Chinese, linguistic gains, promotion of cultural learning,
enhancement of learning motivation.
Lys, F. (2013). The development of advanced learner oral proficiency using iPads.
Language Learning & Technology, 17(3), 94-116.
This American paper describes a nine-week project in which 13 advanced
level L2 German university students used iPads for oral practice.
Participants spent on average 24 minutes per week in out-of-class FaceTime video conversations and produced eight recorded solo videos
gradually increasing from one to more than seven minutes. A pre-/posttest comparison demonstrated significant improvements in time duration,
word count, and syntactic complexity, though fluency decreased by about
15%. Five students received a higher final rating of overall oral
performance while the remainder scored the same or slightly lower.
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Madeira, J., Silva, C., Marcelino, L., & Ferreira, P. (2015). Assistive mobile
applications for dyslexia. Procedia Computer Science, 64, 417-424.
This Portuguese study describes the design and prototype testing of an
Android-based game app designed to foster L1 Portuguese vocabulary
acquisition in dyslexic children. It was trialed for a week, during four 15minute sessions, with eight fifth-graders, four dyslexic males and a
control group of four normal children of undisclosed sex. Overall, the
dyslexics obtained similar, and sometimes better, results than the control
group.
Magagna-McBee, C. (2010). The Use of Handheld Devices for Improved Phonemic
Awareness in a Traditional Kindergarten Classroom. EdD dissertation, Walden
University. ProQuest Dissertations Publishing.
This American EdD dissertation investigated the effectiveness of the
Bee-Bot, a handheld device for the teaching of pre-literacy English skills.
Over four months, 38 kindergarteners used the device in class daily to
develop letter recognition and sound identification skills. A matched
control group of 38 did likewise without using the device. Teachers
reported that students using Bee-Bot remained on task longer, increased
motivation, developed leadership skills, and enjoyed learning with the
devices. However, a pre-/post-test comparison of DIBELS initial sound
fluency scores revealed no significant difference between the two groups.
Mahayuddin, Z. & Mamat, N. (2019). Implementing augmented reality (AR) on
phonics-based literacy among children with autism. International Journal on
Advanced Science, Engineering and Information Technology, 9(6), 2176-2181.
This Malaysian paper describes the prototype of an Android game-based
app designed to teach phonics-based literacy to pre-literate L1 Malay
autistic children. It operates on the basis of a marker card that is read via
the camera on a mobile device. It was tested for an undisclosed amount of
time with ten children in an Autism Education Centre. The children
engaged in three activities: letter recognition, word spelling and
pronunciation, question answering. Mean scores were higher for all three
activities when using the app compared to conventional methods.
Mahdi, H. (2017). The use of keyword video captioning on vocabulary learning
through mobile-assisted language learning. International Journal of English
Linguistics, 7(4), 1-7.
The Saudi Arabian study investigated the effect of full versus keyword
captioning of two video clips upon the L2 English pronunciation of 34 L1
Arab university students. Participants received the six-minute videos on
their mobile phones via WhatsApp and watched each three times, half of
the group with full captions and the other half with keyword captions.
Although the keyword group performed better than the control on a pre/post-treatment pronunciation test based on 40 words taken from the
video, there was no statistically significant difference between the two
conditions.
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Mahmoodi Moemen Abadi, S., & Fahandezh Saadi, F. (2015). Exploring Iranian EFL
university students’ attitudes toward mobile applications for vocabulary learning.
International Journal of Language Learning and Applied Linguistics World, 9(1),
130-142.
This Iranian study compared the effectiveness of a mobile-based L2
English vocabulary app (504 Software) to its printed book counterpart.
For four weeks, 100 higher-intermediate university students studied
vocabulary from the 504 resource. Half the group used their smartphones
to access the app while the other half used the printed book version. The
504 app users significantly outscored the book users on a post-treatment
vocabulary test. They also expressed very positive attitudes towards the
mobile app as a means of vocabulary learning.
Mahmoud, S. (2013). The effect of using English SMS on KAU foundation year
students’ speaking and writing performance. American International Journal of Social
Science, 2(2), 13-22.
This Saudi Arabian study investigates the use of mobile phone-based
SMS upon the speaking and writing ability of L2 English first-year
university students. While a control group of 20 received only classroom
instruction, for seven weeks an experimental group of 20 wrote 10-15
word text messages in standard English to their teacher on a daily basis.
Corrected versions of these were immediately returned to students. On a
post-test, both the writing and speaking performance of the SMS group
improved significantly more than that of the control.
Mahzoun, F., & Zohoorian, M. (2019). Employing Telegram application: Learners'
attitude, vocabulary learning, and vocabulary delayed retention. Electronic Journal of
Foreign Language Teaching, 4(1), 151-165.
This Iranian study evaluated the effect of Telegram app usage upon the
vocabulary learning of 15 L2 English university students. During the last
15 minutes of eight classes, participants used their smartphones to receive
via Telegram multimedia prompts for seven words from the day’s lesson,
which they used, individually and collaboratively, to construct sentences.
A control group of 17 attended classes without the use of Telegram. The
experimental group significantly outscored the control on an immediate
vocabulary post-test. Results of the experimental group remained
essentially unchanged on a three-week delayed-post-test.
Malekzadeh, R., & Najmi, K. (2015). The effect of mobile-assisted language learning
(MALL) on guided writing skill of Iranian upper-intermediate EFL learners. Journal
of Applied Linguistics and Language Research, 2(4), 42-52.
This Iranian paper evaluates the use of text messaging to provide feedback
on passive voice and conditional usage in the writing of 15 intermediatehigh-level L2 English language center students. In groups of 5, with the aid
of the Oxford A-Z of Grammar and Punctuation app, participants exchanged
sentences and corrective feedback with their instructor and each other via
smartphones for six weeks. A matched control group did likewise in class
using paper and pencil without the app. The experimental group significantly
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outperformed the control on an IELTS pre-/post-test essay comparison.
Malik, R. (2010). Pre & Post Evaluation Report Mobile Based Post Literacy - Phase
II.
This project report describes the outcomes of an internationally funded
program to teach basic L1 Urdu literacy skills to women in Pakistan. The
program provided post-literacy follow-up support to 250 adolescent girls
via the mobile-phone delivery of texts relevant to daily rural life.
Following a five-month pilot project, for four months the participants
continued to receive SMS messages to which they were expected to
respond. Monthly evaluations demonstrated remarkable progress, with
average scores increasing from 19.5% on a pre-test to 79.7% on a posttest.
Malik, R. (2012). Mobile Based Post Literacy Programme - Phase III.
This report describes a projected internationally funded project targeting
basic L1 literacy in Urdu among young rural women in Pakistan, the first
two phases of which were reported in Malik R (2010). As before, the
program exploits mobile phones to deliver post-literacy SMS texts. 1250
young women would receive and respond to daily messages relating to
everyday needs. Language progress would be measured through monthly
evaluations and pre-/post-test literacy assessments. Pre-evaluation
indicated that 80% of the participants could at best write the name of
three objects presented to them.
Malmir, P., & Rajabi. P. (2016). The effect of teaching vocabulary through text
messaging by social networks on vocabulary comprehension of Iranian upperintermediate EFL learners. International Journal of Educational Investigations, 3(7),
139-152.
This Iranian study evaluated the effect of an SMS-based program upon
the vocabulary acquisition of 30 upper-intermediate level L2 English
university students. Using their mobile phones, students engaged in outof-class Telegram and Viber sessions with their instructor for a half an
hour twice a week for sixteen weeks. During these sessions, participants
discussed the meaning of new words, created example sentences, and
took multiple-choice tests related to weekly in-class vocabulary lessons.
On a delayed-post-test, the experimental group significantly outscored a
matched control group that had not engaged in SMS activities.
Manan, N. (2017). WhatsApp mobile tool in second language learning. Indonesian
EFL Journal, 3(1), 97-103.
This Indonesian study investigated the effect of using a mobile-based
messaging app (WhatsApp) upon the L2 English speaking ability of 120
students in a teacher training institution. Participants were encouraged to
use WhatsApp on their own time to discuss class activities, practice
grammatical patterns and peer-correct their writing. A pre-/post-test
comparison demonstrated significant improvement in the students’
speaking skills. Students also indicated that the use of WhatsApp had
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increased their motivation to practice English, both in writing and
speaking, and they particularly appreciated the help provided by peer
editing.
Mancilla, R. (2014). The Smartpen as a Mediational Tool for Learning Language and
Content Areas: The Case of English Learners in Mainstream Classrooms. PhD
dissertation, Duquesne University.
This American PhD dissertation examined the eight-month usage of the
Echo Smartpen as a mediating tool for developing the language skills of
seven mixed-ability L2 English fifth-graders with L1 Turkish
backgrounds. Participants especially used the device with a digital
notebook to create multimedia vocabulary glosses from academic
language used within the classroom. Learners recorded their teacher and
classmates reading aloud and used the Smartpen to record oral messages
for an audience not present during the actual recording. The Smartpen
also supported extensive writing practice through note taking during
classroom instruction.
Mandala Putra, M., Santosa, M., & Susanti, K. (2018). Investigation of the effect of
Orai smartphone-based application on speaking competency for adult learners. In M.
Santosa, I. Paramarta, N. Adnyani & I.G.A. Utami (Eds.), Conference ProceedingsThe Fourth International Conference on English Across Cultures (pp. 341-348).
This conference presentation compared the effectiveness of two
pedagogical treatments upon the L2 English speaking ability of 68 adult
Indonesian students in an English Language Education Department. For a
period of unspecified duration, half of the students formed an
experimental group that practiced their speaking skills using their
smartphones to access a mobile speech coach app (Orai) while the other
half formed a control group that practiced speaking skills via classroom
conversation activities. The experimental group significantly outscored
the control on a pre-/post-test comparison.
Mansor, N., & Rahim, N. (2017). Instagram in ESL Classroom. Man in India, 97(20),
107-114.
This Malaysian study investigated the effect of using a mobile-based
social networking app (Instagram) upon the participation of twenty L2
English university students in online discussions. Working individually
within four groups, participants first spent a week creating a video on
Malaysian-themed topics, which they uploaded to their Instagram
group. Using their smartphones, they spent the next week discussing
each other’s video. Students enjoyed participating and interacting with
other students involved in the task. Using Instagram in language
learning motivated them to participate and boosted their confidence to
communicate in English.
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Marello, C. (2014). Using mobile bilingual dictionaries in an EFL class. Proceedings
of the XVI EURALEX International Congress: The User in Focus (pp. 63-83).
Abel/Vettori/Ralli (Eds.).
This conference paper describes a one-session experiment in which B1level L2 English senior technical high school students used different
versions of the same bilingual dictionary (Ragazzini) to translate five
sentences from English to Italian. Five participants accessed the
electronic version via their smartphones, seven via a PC and five used the
printed version. It was concluded that, without knowing how to
effectively consult a dictionary, users do not take full advantage of the
electronic dictionary whereas knowledgeable users can get the
information needed from a paper dictionary just as well.
Margolin, S., Driscoll, C., Toland, M., & Kegler, J. (2013). E-readers, computer
screens, or paper: Does reading comprehension change across media platforms?
Applied Cognitive Psychology, 27(4), 512-519.
This American study investigated the effect of three presentation modes
upon the L1 English reading comprehension of 90 volunteer college
students. In a session lasting 45-60 minutes, participants read five
expository and five narrative texts. One third did so using a Kindle ereader, one third via a PDF text on a 17-inch computer monitor and the
remainder in printed form on 8.5 x 11 inch paper sheets. Comprehension
was immediately checked after each text. The three different presentation
modes did not differentially affect comprehension of either narrative or
expository texts.
Martín, M., & Beckmann, E. (2011). Simulating immersion: Podcasting in Spanish
teaching. In B. Facer & M. Abdous (Eds.), Academic podcasting and mobile assisted
language learning: Applications and outcomes (pp. 111-131). Hershey, PA: IGI
Global.
This Australian paper describes and evaluates a program involving the
intensive use of Academic Podcasting Technology in the teaching of L2
Spanish to university students over a four-year period in which students
became active users and producers of Spanish language podcasts in a
simulated immersion environment. The program received very positive
feedback from students and provides a pedagogically-sound model for the
effective use of Academic Podcasting Technology in immersive-style
language teaching.
Marlowe, Z. (2018). Technology in the EFL Classroom: Effects of a Mobile English
Learning Application on Turkish University Student Achievement and Motivation.
EdD dissertation, University of Southern California. ProQuest Dissertations
Publishing.
This American EdD dissertation evaluated the effect of a mobile-based
language learning app (English Quickly) upon the A2/B1-level L2
English proficiency of 10 L1 Turkish university students in Turkey. The
app focused on watching videos and associated speaking and vocabulary
learning exercises. Participants used the app on their own for eight weeks.
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According a post-treatment survey and interviews, the majority of
participants reported having positive experiences with English Quickly,
and felt they had increased their motivation to learn English. The app was
also shown in particular to improve their pronunciation.
Marrone, A. (2014). The Effects of Enhanced e-Books vs. Traditional Print Books on
Reader Motivation, Comprehension, and Fluency in an Elementary Classroom. MA
thesis, The William Paterson University of New Jersey. ProQuest Dissertations
Publishing.
This American MA thesis evaluated the effect of reading electronically
enhanced stories (Scholastic Storia) on an iPad compared to printed
format. For four weeks, three days per week, 22 L1 English first-graders
read stories of their choosing under guided conditions using an assigned,
alternating, format. Two days per week, the children were free to read in
either format. While, when given the choice, participants were much more
motivated to read on the iPad, no significant differences in reading
fluency or comprehension could be attributed to one format or the other.
Martínez Parejo, R. (2016). Development of writing skills using mobile devices for
the teaching of foreign languages. Revista Complutense de Educación, 27(2), 779803. [in Spanish]
This Spanish paper evaluated the effect of a mobile-based messaging
system (WhatsApp) upon the L2 French writing proficiency of 12
intermediate-level university students. For twelve weeks this group used
WhatsApp out of class for course-related discussions in French to
collaborate on assignments, ask questions, request help. A control group
of 10 followed the same class instruction without the use of WhatsApp.
Both groups undertook a pre-/post-test modeled on the Test de
Connaissance du Français, the results of which demonstrated
significantly greater improvement in the writing skills of the WhatsApp
group.
Matis, K. (2013). Using Electronic Reading Devices to Gauge Student Situational
Interest in Reading: A Quantitative Study with Ninth-Grade Language Arts Students.
Ed D. dissertation, Indiana University of Pennsylvania.
This American doctoral dissertation investigated the effect of e-reader
usage upon the reading motivation of 74 L1 English ninth-grade high
school students in a General English course that did not include any
advanced-level students. Participants used the Kindles to read an assigned
full-length novel over six weeks. According to a post-treatment
questionnaire, students were initially excited to use an e-reader in the
classroom, and the initial excitement was maintained six weeks later in
the form of valuing the e-readers and having positive feelings related to
using them.
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Marzban, A., & Nafarzadehnafari, F. (2018). The effect of interventionist classroom
vs. MALL dynamic assessment on EFL learners’ vocabulary learning. Applied
Linguistics Research Journal, 2(3), 58-66.
This Iranian semester-long study evaluated the effect of Dynamic
Assessment (DA) upon B1-level L2 English vocabulary learning. Using a
keyword method, DA was implemented in class and via a mobileaccessible messaging app (Telegram) and compared to traditional
classroom teaching without DA. Each treatment group consisted of 30
language institute students. There was a significant improvement in all
the three groups in a pre-/post-treatment vocabulary test. Although the
classroom DA group outperformed the other two groups in the post-test,
the difference was significant only between the classroom DA and control
group.
Mauricio, M., & Genuino, C. (2020). Writing performance and attitude of ESL
learners engaged in smartphone assisted collaborative activity. LEARN: Language
Education and Acquisition Research Network Journal, 13(2), 445-468.
This study investigated the effect of a social networking app (Facebook
Messenger) upon the collaborative L2 English essay writing of 40
eleventh-graders in the Philippines. During a one-hour session, working
in groups of four, participants accessed Facebook Messenger via their
smartphones to collaboratively prepare and write a composition about 15
pictures reflecting local social issues. The essays were assessed for
content, organization, grammar, vocabulary and mechanics. The results
demonstrated a positive influence on the content, organization and
vocabulary of the essays. However, no influence was seen in
grammar or mechanics.
McCarty, D. (2012). An Investigation of Using iPod Fluency Apps and Repeated
Reading with Self-Recording for CLDE Students. EdD dissertation, Northern Arizona
University. ProQuest Dissertations Publishing.
This American EdD dissertation investigated the effect of repeated
oral reading upon the L2 English reading competence of five L1
Spanish 2nd-5th-graders. Over 13 sessions, using an iPod Touch, these
struggling readers spent five minutes recording a short gradeappropriate text from the Timed Reading Practice app and five
minutes recording a similar second teacher-created text. All
participants showed a gain in reading speed for the second condition,
but only the three grade 2-4 students improved for the first condition.
The reading comprehension of all students improved, but not
significantly so.
McCarty, S., Sato, T., & Obari, H. (2017a). Tokyo University of Agriculture and
Technology case study: Smartphone app LINE for EFL peer learning. In S. McCarty,
T. Sato & H. Obari (Eds.), Implementing Mobile Language Learning Technologies in
Japan (pp. 33-56). Singapore: Springer.
This Japanese case study investigated the effect of using a
communication app (LINE) upon the L2 English writing skills of two
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groups of seven lower/upper intermediate-level university volunteers.
The first group wrote its comments in English whereas the second group
wrote in Japanese, which the system automatically translated into
English. Both groups used the program on their own mobile devices for
a month, three posts every weekday, to discuss everyday topics of their
choice. A pre-/post comparison of TOEIC scores and essays evaluated
for readability and sentence length revealed small increases and
decreases, with positive results related to the amount that was written in
the posts, whether in English or Japanese. Feedback from the
participants showed their overall positive attitude toward the use of LINE
only for the first condition.
McCarty, S., Sato, T., & Obari, H. (2017b). Aoyama Gakuin University case study:
Blended learning and flipped classrooms utilizing mobile devices. In S. McCarty, H.
T. Sato & H. Obari (Eds.), Implementing Mobile Language Learning Technologies in
Japan (pp. 71-92). Singapore: Springer.
This presentation discusses three different Japanese case studies that
investigated the effectiveness of blended learning and flipped
classrooms using a combination of mobile devices and PCs for the
preparation of course assignments with L2 English learners, all L1
Japanese university students. The first and second studies are the same
as reported in Obari & Lambacher (2015). The third case study, which
followed the same format and assignments as the second but using the
online Lecture Ready 3 textbook, involved 24 students over two
semesters. A pre-/post-comparison of the CASEC TEST revealed a
statistically significant increase of mean scores as well as an increase of
about 20% on the OPIc. Although the blended and flipped classroom
pedagogy definitely improved English proficiency, the extent to which
the use of mobile devices as opposed to PCs contributed to this
improvement could not be established since such usage was not
systematically tracked.
McKenzie, T. (2014). The Challenges and Opportunities of Using Mobile Devices to
Attain Māori Language Proficiency. Ph.D. thesis. Victoria University of Wellington,
Wellington, New Zealand.
This PhD dissertation from New Zealand evaluated the effect of iPads
and i-pods upon the Māori writing and speaking proficiency of 29
teachers in Māori medium educational settings. The application was
based upon a 20-week face-to-face professional learning/development
program. It included 4-13 minute videos about language grammar and
language acquisition. Participants were required to audio record
themselves to reflect on their progress. Six who scored below 25/50 on
the pre-test increased by 10.66 points on the post-test compared to 19
scoring 25+ on the pre-test who increased by 6.29 points.
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McLaren, A., & Bettinson, M. (2014). Digital learning and student motivation:
Chinese for second language learners. Submitted for publication in R. Moloney & H.
Xu (Eds.), The Teaching of Chinese as a Foreign Language in the 21st Century:
Australian and Chinese Perspectives (pp. 1-19).
This paper describes the trial of two mobile-accessible L2 Chinese
programs by Australian university students. The first, which was
conducted over two years with two groups of some 30 intermediate level
learners, involved the use of a bilingual online dictionary to support the
reading of assigned course texts available in digital and printed format.
The second trial, which was conducted with 105 beginner level learners
over 12 weeks, involved the use of a character writing and recognition
program (Skritter). While, overall, students found both programs useful, a
high percentage chose to access them via desktop computers rather than
mobile devices, 80% in the case of dictionary look-ups and 37% for
character writing and recognition.
McLaren, A., & Bettinson, M. (2016). Digital tools for Chinese character acquisition
and their impact on student motivation. In R. Moloney & H-L. Xu (Eds.), Exploring
Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign
Language (pp. 235-251). Singapore: Springer Science Business Media.
This Australian paper, a follow-up to McLaren & Bettinson (2014),
describes the voluntary use of a character-learning program (Skritter) by
123 beginner-level L2 Chinese University students over two semesters.
The system operates on desktop computers as well as mobile devices, but
64% of the participants accessed it via smartphones or tablets. Log data
showed that only 52 students used Skritter for at least 120 minutes,
learning between 25 and 225 characters. Students found it helpful in
learning correct stroke order and pronunciation of Chinese characters
with the correct tones.
McMahon, D., Cihak, D., Wright, R., & Bell, S. (2016). Augmented reality for
teaching science vocabulary to postsecondary education students with intellectual
disabilities and autism. Journal of Research on Technology in Education, 48(1), 3856.
This American study describes an Aurasma-based augmented reality app
used to teach L1 English science vocabulary to four post-secondary
students with intellectual disabilities/autism spectrum disorders. This
involved learning three word lists with ten items each relating to human
bones, human organs, and cell biology. The camera of a mobile device
was used to scan a printed marker, which triggered the display a 25-30
second video on the mobile device screen. Participants worked under
supervision three times per week until an 80% correct threshold was
reached, i.e., between 13-34 sessions.
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McTaggart, M. (1997). Palms take root in East London. The Times Educational
Supplement. 20 June 1997, p. 23.
This British study was part of the Docklands Learning Acceleration
Project that examined the use of word processing and PDAs to improve
basic literacy skills of some 600 seven year old native English-speaking
students in 15 primary schools in central London. The aim was to increase
the amount of children’s reading and writing. Only brief anecdotal reports
are given.
Mejia, G. (2016). Promoting language learning: The use of mLearning in the Spanish
classes. Revista de Lenguas para Fines Especificos, 22(1), 80-99.
This Australian study describes the implementation of a mobile-based
video recording component in a second-semester first-year and secondyear A1-level Spanish course. Students used their mobile devices, mostly
smartphones, to create a 1-3 minute video. For first-year students this was
a selfie giving a brief description of their physical appearance and their
personality, and their likes and dislikes. Second year students recorded a
video about their neighborhood. For both groups, it is claimed that this
activity resulted in a demonstrable improvement in oral skills, vocabulary
and grammar, though this is unsubstantiated.
Mellati, M., & Khademi, M. (2015). The impacts of distance interactivity on learners'
achievements in online mobile language learning: Social software and participatory
learning. International Journal of Web-Based Learning and Teaching Technologies,
10(3), 19-35.
This Iranian study of one month duration evaluated the effectiveness
of using WhatsApp on a daily basis with 25 intermediate-level L2
English university students. The app was used as a collaborative
platform to share ideas and constructed sentences relating to 30 idioms
and 60 collocations taken from the VOA English in a Minute series. A
control group of 43 students learned the same idioms and collocations
in class sessions three times per week. On a 30-item multiple-choice
pre-/post-test comparison, the experimental group significantly
outperformed the control group.
Mellati, M., Khademi, M., & Abolhassani, M. (2018). Creative interaction in social
networks: Multi-synchronous language learning environments. Education and
Information Technologies, 23(5), 2053-2071.
This study evaluated the B1-level L2 English vocabulary acquisition of
Iranian language institute students. Over a month, three times per week,
45 participants learned 100 words using their smartphones to access an
online course based on a mobile vocabulary app (GRE) with synchronous
meetings via a social networking app (WhatsApp) to discuss course
content and learning problems. A control group of 45 studied the same
vocabulary in class during the same period without the use of either app.
The experimental group significantly outscored the control in a posttreatment vocabulary test.
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Meurant, R. (2007). L2 digital literacy: Korean EFL students use their cell phone
videocams to make an L2 English video guide to their college campus. Proceedings of
the 2007 International Conference on Intelligent Pervasive Computing (pp.169-173).
Los Alamitos, CA: IEEE Computer Society.
This Korean article describes a one-week long task-based project
intended to promote the L2 English learning of university students
through the use of their own mobile phones. Using the camera on their
phones, individual students created a video guide of their campus,
some of which included interviews. They posted these via MMS to the
instructor who then uploaded them to a video blog on the English
language version of a Korean social networking website
(Cyworld.com). Students then commented on each other’s guides.
Meurant, R. (2008). The key importance of L2 digital literacy to Korean EFL
pedagogy: College students use L2 English to make campus video guides with their
cell phone videocams, and to view and respond to their videos on an L2 English
language social networking site. The International Journal of Hybrid Information
Technology, SERSC 1(1), 65-72.
This Korean paper is essentially the same as Meurant (2007).
Milliner, B. (2015). Class blogging in the EFL classroom. Frontiers of Language and
Teaching 6, 1-11.
This Japanese paper investigated the effect of a mobile-accessible class
blog upon 92 intermediate/high-intermediate level L2 English university
students, of which 87 were Japanese and the remainder non-Japanese.
During the 15-week semester, students made weekly 300-500 word blog
entries reflecting upon class content and their individual contributions. A
slight majority of students (52%) used PCs in preference to mobile
devices. Despite serious problems with the mobile-based blog software
(Posterous), students had a very positive perception of the blogging
component, participation in which also had a positive influence on
students’ motivation.
Milliner, B. (2016). Implementing a mobile-based extensive reading component: A
report on student engagement and learning outcomes. In M. Iguchi & Yoffe, L. (Eds.),
Mobile learning in and out of the Classroom: Balancing Blended Language Learner
Training (pp. 41-50). JACET Summer Seminar Proceedings No. 14. The Japan
Association of College English Teachers.
This Japanese paper reports the results of a 15-week project where 54
advanced-mid level (TOEIC 397) L2 English university students used a
mobile-accessible extensive reading system (Xreading) to improve
reading proficiency. Out of class, students were required to read at least
100,000 words in e-books of their choice. All but three students read over
the 100,000-word benchmark. By the end of the treatment, average
reading speed increased 36.5 WPM and a pre-/post-test comparison of
TOEIC reading test scores demonstrated a 12-point increase which,
however, did not correlate with reading volume.
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Milliner, B. (2017). One year of extensive reading on smartphones: A report. JALT
CALL Journal, 13(1), 49-58.
This Japanese study investigated the effect of an online graded extensive
reading program (Xreading) upon the TOEIC scores of 19 university L2
English learners. Using Xreading, students were required to read a total
of 250,000 words over two semesters. All but two of the students
managed this, over 97% of the time via their smartphones. Although most
students achieved a significant increase in their overall and reading
section scores on the TOEIC tests from one year to the next, no
relationship was observed between reading volume and test score
changes.
Milliner, B. (2019). Comparing extensive reading to extensive reading-while-listening
on smartphones: Impacts on listening and reading performance for beginning students.
The Reading Matrix: An International Online Journal, 19(1), 1-19.
This Japanese study evaluated the effect of extensive reading (100,000
words) upon the L2 English skills of A2-level university students over
fifteen weeks. Using smartphones, one group of 22 read while
simultaneously listening to audio recordings of the texts while a second
group of 17 read without listening to audio. A matched control group of
21 did no extensive reading. Pre-/post-treatment tests showed no
significant difference between the groups in TOEIC listening score
increases or LVLT vocabulary results. Only the control group
significantly improved in TOEIC reading test scores.
Milliner, B., & Cote, T. (2015a). Mobile-based extensive reading: An investigation
into reluctant readers. International Journal of Computer-Assisted Language Learning
and Teaching, 5(4), 1-15.
This Japanese study examined why 35 first-year university students, with
average TOEIC scores of 524, failed to complete within a semester a
50,000-word L2 English reading assignment using the mobile-accessible
XReading application. According to a questionnaire and focus group
discussions, the participants enjoyed reading English and had a favorable
opinion of reading on their smartphones. The failure to reach the word
reading target was attributed to (a) insufficient software training, (b)
technical problems with the software, and (c) a lack of understanding
about the principles and practice of reading extensively.
Milliner, B., & Cote, T. (2015b). One year of extensive reading on mobile devices:
Engagement and impressions. In F. Helm, L. Bradley, M. Guarda,,& S. Thouësny
(Eds.), Critical CALL - Proceedings of the 2015 EuroCALL Conference, Padova, Italy
(pp. 404-409). Dublin Research-publishing.net.
This Japanese study investigates the use of an online graded reading
program (Xreading) designed to foster extensive L2 English reading. The
program, which was accessible via smartphones and PCs, was used for
two semesters by 35 A2-level university students. According to an endof-year questionnaire, 53% of students preferred accessing the program
via smartphone compared to only 27% on PCs. Although students
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indicated a positive attitude towards using the program, they in fact read
very little, on average only 13,500 of 50,000 words expected for 10% of
their final course grade.
Milone, M. (2011). Student comprehension of books in Kindle and traditional formats.
Wisconsin Rapids, WI: Renaissance Learning.
This American study reports the effect upon L1 English reading
comprehension of school children using a Kindle e-reader compared to
printed texts. Over a period of 2 months, 31 fourth graders read between
two and seven freely chosen narrative stories, once in one format then
again in the other. Testing showed no statistically significant difference in
reading comprehension. Survey results indicated that 76% of students
thought the Kindle very easy to use and over half found it easier to
understand than a printed book.
Min, J-Y., & Lee, E-J. (2018). The effects of using smartphone education applications
on Korean elementary school learners’ English vocabulary learning and attitudes. [In
Korean] Foreign Languages Education, 25(1), 103-128
This Korean study describes the use of a mobile game-based app (Wordy
Buddy) for the teaching of L2 English vocabulary. Using smartphones, a
group of 28 fifth-graders trialed Wordy Buddy in three 15-minute class
sessions to learn 24 words each time. A matched control group of 29
learned the same vocabulary without the use of the app. Although both
groups evidenced increased scores on a pre-/post-test comparison, there
was no significant difference between the two groups. Neither was any
significant difference between the two groups evidenced in a one-weekdelayed post-test.
Miqawati, A. (2020). Pronunciation learning, participation, and attitude enhancement
through Mobile-Assisted Language Learning (MALL). English Review, 8(2), 47-54.
This Indonesian study describes the integration of an Android-based L2
English pronunciation app (Tflat) into the language curriculum. During
seven classes, 28 technical college students accessed the app in class via
their mobile phones in conjunction with teacher led pronunciation
exercises. Class observations confirmed a very high degree of student
involvement and a post-treatment questionnaire showed that all
participants enjoyed learning using the app. All students obtained score of
at least 66 on a post-test, indicating that the courseware could enrich
students' pronunciation learning.
Miranda, T., Williams-Rossi, D., Johnson, K.A., & McKenzie, N. (2011). Reluctant
readers in middle school: successful engagement with text using the e-reader.
International Journal of Applied Science and Technology, 1(6), 81- 91.
This American study reports the effects of using Kindle e-readers upon
the L1 English reading competency and attitudes of 199 school students
(grades 6-8). Over a period of two months, students spent 15-25 minutes
in daily classes using Kindles for silent reading. Participants
demonstrated motivation, engagement and expressed high levels of
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satisfaction with the e-readers. A pre-/post-treatment survey of 26
randomly selected students found significant increases in the value of
reading for boys. Compared to a randomly selected control group, no
difference in improvement was found in state reading scores.
Miyakoda, H., Kaneko, K., & Ishikawa, M. (2011). Effective learning materials for
mobile devices: Image vs. Sound. In S. Barton et al. (Eds.), Proceedings of Global
Learn Asia Pacific 2011 (pp. 1683-1690). Chesapeake, VA: AACE.
This Japanese paper describes a vocabulary learning environment that
allows instructors and learners to create flashcards for mobile devices and
compares the effectiveness of their use with two groups of University
students, with 59 and 40 participants. Students in both groups had five
minutes to learn 15 L2 English/Japanese word pairs under one of four test
conditions: text only, text + audio, text + video, text +audio + video. Both
groups were pre-tested and immediately post-tested. The second group
returned one week later for a second pre-/post-test. Contrary to
expectations, with both groups the presence of visual data did not
positively affect learning outcomes.
Miyakoda, H., Kaneko, K., Ishikawa, M., & Shinagawa, N. (2010). Online
multilingual vocabulary system and its application in L2 learning. International
Journal of Cyber Society and Education, 3(1), 1-14.
This Japanese paper describes the vodcast-based vocabulary learning
system previously presented in Amemiya et al. (2007), Hasegawa et al.
(2007), and Ishikawa et al. (2007), which consists of three modules:
HodgePodge, PodBase, and Multipod. This study also repeats the results
of L2 English tests taken by 10 university students with a delay of two
weeks and two months, which showed better word retention than with pen
and paper rote learning. The system was also trialed by three students for
the teaching of L2 Japanese onomatopoeic expressions.
Miyata, M., Ogata, H., Kondo, T., & Yano, Y. (2008). JAMIOLAS 2.0: Supporting to
learn Japanese mimetic words and onomatopoeia with wireless sensor networks.
Presented at the International Conference on Computer in Education (pp. 643-650).
Taipei, Taiwan: ICCE.
This Japanese paper describes the design of an improved version of the
JAMIOLAS system for the learning of Japanese mimetic words and
onomatopoeic expressions using palmtop computers with RFID readers
which can direct learners to tagged objects and ask multiple-choice
questions about them. Twenty university students (16 Japanese and four
international L2 Japanese learners) field tested JAMIOLAS2 for 10
minutes. Foreign students found the system more informative than did
Japanese informants.
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Miyazawa, I. (2009). Literacy promotion through mobile phones. Paper presented at
the 13th UNESCO-APEID International Conference and World Bank-KERIS High
Level Seminar on ICT in Education. Hangzhou, China, 15-17 November.
This paper describes the outcomes of an internationally funded SMSbased pilot project designed to maintain basic L1 Urdu literacy skills of
adolescents in Pakistan. Over four months, via the mobile phones given to
them, 250 semi-literate participants received nearly 600 messages on a
wide range of topics of daily interest which they answered and copied
into workbooks for writing and reading practice. Learners were very
enthusiastic and made remarkable improvements in their literacy skills.
Usage of mobile-phone SMS for literacy maintenance was found to be
both effective and affordable.
Moayeri, M., & Khodareza, M. (2020). The effect of mobile-assisted language
learning on speaking accuracy of EFL learners. Technology in Language Teaching &
Learning, 2(1), 22-35.
This study investigated the effect of an oral chat app (ACO) upon the
speaking ability of 16 adolescent/young adult intermediate-level L2
English learners in an Iranian language institute. Participants used
their mobile phones entirely out of class for three weeks to access the
app for pair-oriented exchanges. A matched control group of 19
attended the same classes and engaged in whole class discussions, but
without the out-of-class supplementary speaking activity. The
experimental group significantly out-performed the control on a pre/post-test comparison and expressed positive attitudes regarding use
of the app.
Moghaddas, B., & Bashirnezhad, H. (2016). The pedagogical applications of MobileAssisted Language Learning (MALL) in improving the Iranian EFL learners' oral
performance. International Journal of Applied Linguistics and Translation, 2(1), 8-14.
This Iranian study investigated the effect of using mobile phones to
audio-record, over a period of 10 sessions, the in-class oral presentations
of 15 intermediate-level L2 English language institute students, who used
these recordings for detecting and correcting errors in their own oral
performance as well as that of their classmates. In a pre/post-treatment
comparison of breakdown fluency, speed fluency, and repair fluency, this
experimental group significantly outperformed a control group of equal
number who did classroom presentations without the use of audio
recording and related follow-up auto/peer correction.
Mohammadi, M., & Safdari, N. (2015). Pedagogical values of mobile-assisted taskbased activities to enhance speaking skill. Paper presented at the 2015 EUROCALL
Conference (pp. 416-420).
This conference presentation investigated the effect of interaction upon
the intermediate-level L2 English speaking ability of L1 Persian language
institute students. For seven weeks, 60 participants used their mobile
phones to access a social networking communication app (WeChat) to
engage in weekly 20-30 minute out-of-class oral discussions, half with
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student/student interactions and half with student/teacher interactions. A
control group of 20 only engaged in classroom-based student/instructor
discussions with no use of WeChat. The student/student interaction group
outperformed the two other groups in a post-treatment speaking test.
Monk, B., Ozawa, K., & Thomas, M. (2006). iPods in English language education: A
case study of English listening students. Journal of Language, Culture and
Communication, 8(1), 85-102.
This Japanese paper presents a two-semester case study involving 169
University L2 English majors who were given iPod Shuffles to listen to
podcasts. However, since the written transcripts of the podcasts were
available, only 18% of students used the iPods for activities related to the
learning of English, compared to 70% for listening to music. Only 15%
thought that faculty had used podcasting effectively. 64% of students
indicated that they had never or hardly ever used their iPods for listening
to English while traveling to and from campus.
Moon, A., Francom, G., & Wold, C. (2020). Learning from versus learning with
technology: Supporting constructionist reading comprehension learning with iPad
applications. Tech Trends, 1–11.
This American study investigated the relative effect of MALL
interventions upon reading comprehension under two conditions: with
directed tutorial learning (from technology) and the creative construction
of reading-related artifacts (with technology). Using iPads, over two and a
half months, part of a group of 47 5th-graders followed one approach and
the remainder the other. The with-mobile-technology experimental group
was more motivated than the control from-mobile-technology group and
significantly outperformed it on unit reading tests. However, in a pre/post-treatment test comparison, both groups improved to the same degree
on reading fluency.
Moon, E-J., & Kim, J-K. (2011). Effects of web-based and mobile bloggings on
Korean college students’ writing. Multimedia-Assisted Language Learning, 14(3),
225-243. [In Korean]
This Korean study compared the effects of two types of blogging upon
the writing of 28 advanced-level (C1) L2 English university students,
twelve of whom used a web-based and sixteen a mobile-based blog to
write five essays, one a week, over a seven-week period. The results of a
pre-/post-test holistic assessment showed that the mobile blogging group
performed significantly better than the web-based blogging group.
However, when T-units and dependent clauses were analyzed, no
significant differences were observed in syntactic complexity between the
two different groups.
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Mooney, A., Bedrick, S., Noethe, G., …, & Fried-Okena, M. (2018).
Mobile technology to support lexical retrieval during activity retell in primary
progressive aphasia. Aphasiology, 32(6), 666-692.
This American study investigated the lexical retrieval during activity
retell of six L1 English adults, aged 58-80, with primary progressive
aphasia. Over a three-month period, participants in a communication
disorders clinic first engaged in activity retelling with no technology, then
with the presence of photos only, and lastly with a specially designed
social networking app (CoChat) that generated lexical displays on an iPad
based on user-captured photos, related comments from one of the
researchers, and an automatically curated list of target words. In a second
phase, the same three interventions were followed in a counterbalanced
sequence. A higher number of target words were produced in the CoChat
condition for all participants in the fixed sequence condition, but only for
two-thirds of the participants when the sequence was counterbalanced.
Moreno, M., Manahan, D., Fernandez, M., …., & Rodrigo, M. (2019). Development
and testing of a mobile game for English proficiency among Filipino learners. In M.
Chang et al. (Eds.), Proceedings ICCE 2019 - 27th International Conference on
Computers in Education, 2, (pp. 246-251). Taiwan: Asia-Pacific Society for
Computers in Education.
The topic of this conference presentation is the same game-based L2 English
learning app (Learning Likha) as described in Rodrigo, Agapito & Manahan
(2019). In this case, it was trialed with 55 Filipino 4th-6th-graders. Trialing,
which lasted one session, showed that students who performed better and had
greater confidence enjoyed using the software but were less engaged than
those who performed more poorly. However, results of the analyses did not
find a significant correlation between test scores, engagement or intrinsic
motivation.
Morgana, V., & Shrestha, P. (2018). Investigating students' and teachers' perceptions
of using the iPad in an Italian English as a foreign language classroom. International
Journal of Computer-Assisted Language Learning and Teaching, 8(3), 29-49.
This Italian exploratory study describes the incorporation of iPads into
the L2 English curriculum of two high school classes consisting of 43
sixteen-year olds. Students used the iPads in class to perform listening,
speaking and writing task-based learning activities. Teachers perceived
improvement in student work with collaborative tasks involving speaking
and listening skills. They also observed students’ increased engagement
in the learning process. According to a student survey and interviews,
students felt more independent in their school work inside and outside the
classroom due to their access to the iPad.
Morini, L., Charitonos, K., Arnab, S., …, & Brick, B. (2016). ImparApp: Designing
and piloting a game-based approach for language learning. Proceedings of The
European Conference on Games Based Learning 2016, Paisley, Scotland.
This conference presentation describes the design and pilot testing of a
prototype mobile game-based, location-aware, beginning level L2 Italian
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app (ImparAp). ImparApp is designed to be used in a blended mode:
learners spend one week in class with a tutor, and the following week
complete challenges and tasks with the app in self-guided mode at
campus locations collecting items to solve a time travel mystery. Seven
intermediate-level (A2) L2 Italian university students in the UK fieldtested the app during one session. Their reaction to the game was
overwhelmingly positive.
Moseley, D., Higgins, S., Bramald, R., …, & Stout, J. (1999). Developing writing
skills in Years 3 and 4 with Palmtop computers. Effective Pedagogy Using ICT in
Literacy and Numeracy in Primary Schools (pp. 62-64). Newcastle upon Tyne, UK:
University of Newcastle.
This British study is part of a report on the use of Information and
Communications Technology for literacy and numeracy in primary
schools. Regarding literacy, it describes the effects of the use of PDAs
upon the writing behavior of native English-speaking third-fourth-grade
primary school students. The study, which involved 24 pupils over a
period of one term, reports increased motivation to write, revise and
redraft written work across a range of ability. However, it was not
possible to attribute the improvements specifically to the ICT activities.
Moser, G., Morrison, T., & Wilcox, B. (2017). Supporting fourth-grade students’
word identification using application software. Reading Psychology, 38(4), 349-368.
This American study evaluated the effectiveness of an L1 English iPadbased tutorial app designed to teach common word letter patterns and
practice building, reading, writing words. Fourteen fourth-graders trialed
it for ten weeks, 10-15 minutes daily. Compared to a group of 15 children
who did not use the app, post-treatment assessments showed no
differences in rate and accuracy of oral reading, and little effect on
motivation to read. However a significant difference was found for the
experimental group in gains in percentile rank scores on standardized
vocabulary and comprehension measures.
Mostafa, Z., & Zahra, A. (2014). Exploring the effect of Java mobile dictionaries on
Iranian EFL students’ vocabulary learning. International Journal of Research Studies
in Educational Technology, 3(1), 23-35.
This Iranian study evaluated the effectiveness of using three mobile
phone-based e-dictionaries (Cambridge Advanced Learners’ Dictionary,
Concise Oxford Thesaurus Dictionary, Mobile English to Persian
Dictionary) upon the intermediate-level L2 English vocabulary
acquisition of 20 university students. Participants used the dictionaries in
class three sessions per week for 45 days over nine weeks to check
spelling, pronunciation, meaning and obtain example sentences. During
the same period, a control group of 20 students attended class without the
use of e-dictionaries. The experimental group significantly outscored the
control on a multiple-choice pre-/post-test comparison.
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Motallebzadeh, K., Beh-Afarin, R., & Daliry Rad, S. (2011). The effect of short
message service on the retention of collocations among Iranian lower intermediate
EFL learners. Theory and Practice in Language Studies, 1(11), 1514-1520.
This Iranian study investigates the effectiveness of mobile phone SMS
compared to printed paper for the rote learning of L2 English
collocations. For five weeks, 40 intermediate-low-level university
students received twice weekly seven collocations with definitions and
example sentences. Half of the group received these via SMS, the other
half as a printed hand-out. Students took two quizzes in the same format
as the presentation mode. Participants in the SMS group showed
significantly better vocabulary retention than the ones in the printed paper
group.
Motallebzadeh, K., & Ganjali, R. (2011). SMS: Tool for L2 vocabulary retention and
reading comprehension ability. Journal of Language Teaching and Research, 2(5),
1111-1115.
This Iranian study investigates the effectiveness of mobile phone SMS
compared to printed paper for the rote learning of L2 English vocabulary.
For 16 sessions, three times a week over a period of five weeks, 34
intermediate-low-level university students received a total of 50 words
with definitions and example sentences. Half of the group received these
via SMS, the other half as a printed hand-out. Based on the results of a
post-test, participants in the SMS group showed significantly better
vocabulary retention than the ones in the printed paper group.
Moura, A., & Carvalho, A. (2009). Mobile learning: Two experiments on teaching
and learning with mobile phones. In R. Hijón-Neira (Ed.), Advanced Learning (pp.
89-103).
This study reports two studies describing the attitudes of adolescent
students regarding the in-class use of their mobile phones in their
Portuguese literature and language lessons. During each language class,
18 10th-grade vocational students used their phones as a notebook to
create a personal dictionary of synonyms for three or four difficult words
they encountered. The majority of participants thought that mobile phone
use in the classroom was good for learning and that it helped them learn.
Only one student thought that in-class use of mobile phones was a
distraction.
Moura, A., & Carvalho, A. (2010). Mobile learning: Using SMS in educational
contexts. In N. Reynolds & M. Turcsányi-Szabó (Eds.), KCKS 2010, IFIP AICT 324
(pp. 281-291). International Federation for Information Processing.
This conference presentation describes the attitudes of a mixed group of
68 Portuguese high school and adult vocational school students regarding
the use of SMS to support their learning of Portuguese and French. For
six weeks, participants received daily messages on their own phones three
times per day. One type was simply stored and required no response. A
second type involved activities asking questions or demanding individual
tasks. A third type involved activities including collaborative tasks.
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Students liked the activities, recognized them as stimulants and felt that
they promoted learning.
Mouri, K., Uosaki, N., & Ogata, H. (2018). Learning analytics for supporting
seamless language learning using e-book with ubiquitous learning system.
Educational Technology & Society, 1(2SI), 150-163.
This Japanese study investigated the effect of a mobile-based analytical
app (VASCORLL2) upon the frequency of L2 Japanese learning episode
entries in a mobile user-created vocabulary e-book (SCROLL). SCROLL
allowed users to capture, review, reuse and share knowledge with other
learners. VASCORLL2 automatically visualized and analyzed all learning
logs in SCROLL. Over two weeks, 20 students used SCROLL, all without
VASCORLL2 during the first week and half with it during the second
week. Whereas the number of learning episode entries increased for the
VASCORLL2 users, it decreased for the non-users.
Mousavinia, S., Hayati, A., & Khazaie, S. (2014). An investigation into the impact of
abbreviated didactic texting on language learning. International Journal of Applied
Linguistics & English Literature, 3(2), 220-226.
This Iranian study examined the effect of abbreviations in SMS messages
used to transmit L2 English grammar notes to intermediate-level
university students. During 15 sessions throughout an academic year,
grammar notes were sent via SMS to 120 students, one half of which
received them in typically abbreviated SMS form while the other half
received them in standard English. The abbreviated SMS group
significantly outscored the control students on a post-treatment 30 item
English grammar test. It is suggested that the use of abbreviations reduces
distance and anxiety thus enhancing learning.
Mu, Z. (2017). Affordance-based mobile learning in a flipped classroom to enhance
CFL learners’ oral proficiency: A comparative study. Paper presented at The 2nd
International Conference on Education, E-learning and Management Technology
(pp.106-111).
This paper describes the effect of a mobile-based flipped classroom
intervention, realized via an instant messaging app (WeChat), upon the
oral proficiency of 32 L2 Chinese university students in China. Compared
to a control group of 32 that attended class three days per week for
sixteen weeks, the flipped class met only twice per week during that time.
WeChat was used to deliver background information, audios and videos
relating to the course and also to support an interactive online learning
community. WeChat participants significantly outperformed the control
on a post-test.
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Munteanu, C., Lumsden, J., Fournier, H., …, & Maitland, J. (2010a). ALEX Supporting low-literacy adults through mobile computing. Proceedings of the ACM
SIGCHI Conference on Human Factors in Computing Systems (CHI’ 2010). New
York, NY: Association for Computing Machinery.
This Canadian conference presentation describes the same basic literacy
L1 English program involving the mobile-based app ALEX as that
provided in greater detail in Munteanu et al. (2010b).
Munteanu, C., Lumsden, J., Fournier, H., …, & Maitland, J. (2010b). ALEX: Mobile
language assistant for low-literacy adults. Proceedings of the 12th International
Conference on Human Computer Interaction with Mobile Devices and Services
(MobileHCI ’10) (pp. 427-430). New York, NY: Association for Computing
Machinery.
This Canadian study is related to the work done on L1 by Leung,
Lumsden and Fritz (2006). It describes the three-week trial by five adult
low-level literacy students of a prototype of the ALEX application carried
out using a 7” tablet computer. The system included a (Harper-Collins)
dictionary and thesaurus with a near spelling feature to facilitate look-ups,
a text-to-speech feature to assist reading definitions, and a speech
recognition system for pronunciation practice. ALEX was well received
by the learners.
Munteanu, C., Molyneaux, H., McDonald, D., …, & Maitland., J. (2011). “Showing
Off” your mobile device: Adult literacy learning in the classroom and beyond.
Proceedings of the 13th International Conference on Human-Computer Interaction
with Mobile Devices and Service (MobileHCI ’2011) (pp. 95-104). New York, NY:
Association for Computing Machinery.
This Canadian study involved 11 volunteers who trialed for six-months a
support program (ALEX) for L1 English low level literacy adults
described in detail in Munteanu et al. (2010a) and Munteanu et al.
(2010b). The application was implemented on a 7” tablet computer,
which was loaned to participants for in-class and out-of-class usage.
Based on semi-structured oral interviews and informal teacher
observations, students rated the mobile device very positively, found it
easier to use than a paper dictionary, shared it with others, and used it
unobtrusively in public.
Murphy, P., Bollen, D., & Langdon, C. (2012). Mobile technology, collaborative
reading, and elaborative feedback. In J. Díaz-Vera (Ed.), Left to my own devices:
Learner autonomy and mobile-assisted language learning innovation and leadership
in English language teaching (pp. 131-159). Bingley, UK: Emerald Group Publishing
Limited.
This Japanese paper investigates the potential of a web-based
environment using iPhones, laptops, and tablet computers to promote
collaborative L2 English reading through the support afforded by
computer-mediated feedback. Two types of feedback were compared,
computer-generated only or elaborative feedback from an instructor. The
system was pilot tested by 95 university students using classroom laptops
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compared to a control group of 62 who received instructor feedback.
Scores attained on a reading comprehension exercise revealed no
significant difference between the feedback modes.
Musti-Rao, S., Lo, Y., & Plati, E. (2015). Using an iPad® app to improve sight word
reading fluency for at-risk first graders. Remedial and Special Education, 36(3), 154166.
This paper describes two studies that examined the effect of an iPadbased L1 English reading app (The Sight Words: Kids Learn App for
iPad) upon the sight reading and oral reading fluency of six first-graders
deemed to be at risk. In the first study, three of the children used the app
under teacher direction, ten minutes three times per week for thirteen
weeks. In the second study, a different group of three children did
likewise for twelve weeks via self-mediated iPad instruction. Under both
iPad instruction conditions, results showed increases in sight word
fluency, but only limited gains were seen in oral reading fluency. For the
self-mediated group, for all three students, academic engagement was
consistently higher during the iPad condition in comparison with
independent reading time.
Mwakapina, J., Mhandeni, A., & Nyinondi, O. (2016). WhatsApp mobile tool in
second language learning: Opportunities, potentials and challenges in higher
education settings in Tanzania. International Journal of English Language Education,
4(2), 70-90.
This Tanzanian paper investigated the perceptions of 120 university
students regarding the use of an instant messaging app (WhatsApp) in a
semester-long L2 English remedial grammar course. Via their
smartphones, students used WhatsApp to participate in discussions,
access online links and take quizzes relating to two weekly short
readings. The majority of students viewed the use of WhatsApp positively
and thought that it had improved their overall English language
proficiency. Notwithstanding, a large percentage of participants felt
negatively regarding any specific improvements in their reading,
speaking, listening and writing skills.
Nagaraja, S-H., & Dange, J. (2018). Effectiveness of mobile assisted learning in the
development of vocabulary among student-teachers. International Journal of
Research and Analytical Reviews, Special Issue, 353-357.
This Indian study compares the L2 English vocabulary acquisition of two
groups of 30 student teachers. One group used mobile-assisted learning,
the details of which, however, are not described. The control group
followed what is identified as conventional instruction, but again no
details are given. On a pre-/post-treatment 33-item multiple-choice
vocabulary test, the experimental group significantly outscored the
control, which made no significant improvement. The experimental group
also evidenced a significant increase in median scores on a delayed-posttest compared to the post-test.
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Nah, K-C. (2010). The use of the internet through mobile phones for EFL listening
activities. Proceedings Applied Linguistics Association of Korea 2010 Annual
Conference (pp. 197-205).
This Korean conference presentation describes a three-month study that
investigated the attitudes of 20 intermediate-level L2 English university
students towards the use of mobile phones to access Internet-based
listening exercises. Students could also discuss the topic with other
participants on the mobile discussion board. The learners’ attitudes
towards using the site on the mobile Internet changed after the
experiment, with both positive and negative attitudes decreasing. The
decrease in positive attitudes was attributed in particular to the extra
expense for the Internet connection and the limitations of mobile phone
technology.
Nah, K-C. (2011). Optimising the use of wireless application protocol (WAP) sites for
listening activities in a Korean English as a foreign language (EFL) context. Computer
Assisted Language Learning, 24(2), 103-116.
This Korean article is the published version of Nah (2010).
Nah, K-C., White, P., & Sussex, R. (2008). The potential of using a mobile phone to
access the Internet for learning EFL listening skills within a Korean context. RECALL
Journal, 20(3), 331-347.
This Korean study investigates the attitudes of language learners toward
using mobile phones to browse a mobile-accessible WAP site for L2
English listening comprehension. The site was trialed by 30 intermediatelevel university students for 12 weeks. In addition to listing
comprehension materials, the site also incorporated a discussion board
which was used to exchange course information and to help complete preand post-listening activities. Overall, language learners expressed positive
attitudes towards the use of the WAP site.
Nair, S., Siddique, M., & Wider, W. (2019). The effects of utilizing smart phones in
enhancing students' English essay writing skills in Pakistan. International Journal of
English Language and Literature Studies, 9(1), 1-17.
This study describes the effect of an SMS-based composition intervention
upon the intermediate-level L2 English descriptive essay writing skills of
45 Pakistani college students. Over six weeks, in class, participants
collaboratively wrote six essays on the basis of pictures sent via SMS to
their mobile phones, about which they collaboratively wrote an essay. A
control group of 65 viewed the same pictures via a PowerPoint
presentation, then individually undertook the writing of a related essay.
The experimental group was more motivated and significantly
outperformed the control on a post-treatment essay.
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Nakaya, K. & Murota, M. (2013). Development and evaluation of an interactive
English conversation learning system with a mobile device using topics based on the
life of the learner. Research & Practice in Technology Enhanced Learning, 8(1), 6589.
This Japanese study describes the design and preliminary evaluation of a
mobile-based Android system for L2 English conversation practice
provided through pseudo-interactions via Twitter tweets based on the
interests of learners. It was trialed by four junior high school students for
seven days compared to a control group of four who were only presented
general conversation topics. In a post-treatment interview, three of the
four participants using lifelog-based topics indicated that they enjoyed
practicing the conversation provided the topics offered were really related
to the tweet on their Twitter account.
Nakaya, K., & Murota, M. (2016). Improvements to a learning design: The
combination of mobile application for summary speaking task by self-study and pair
work in a class: The effectiveness in scaffolding tasks and visualizing learning
achievement. Proceedings - IEEE 16th International Conference on Advanced
Learning Technologies (pp. 337-341), ICALT 2016.
This Japanese paper examines the effectiveness of improvements made to
the design of the mobile-based self-study app (MAST) described in
Nakaya & Murota (2013). For four weeks, 25 L2 English university
student volunteers used the app to read and audio record summaries of
short newspaper articles, one per week, which they then in class peer
reviewed in pairs to improve their speech. Analysis of MAST usage
showed a statistically significant increase in the number of self-study
days compared to the results achieved with the previous version of the
app
Nasab, H., & Taki, S. (2016). Effects of MALL in blended learning on Iranian EFL
learners' reading comprehension. Modern Journal of Language Teaching Methods,
6(1), 854-869.
This Iranian paper evaluates the use of a mobile instant messaging app
(Viber) as the basis of a blended learning environment and its effect upon
the L2 English reading competence of 20 intermediate-level language
school students. For eight weeks, out of class, participants used Viber on
their smartphones and tablets to discuss class readings. During the same
period, a matched control group of 20 did the same readings, but did not
discuss them out of class. On a pre-/post-treat reading test comparison,
the experimental group significantly outperformed the control.
National Council for Curriculum and Assessment (2007). Mobile-Assisted Language
Learning Report on the Pilot Project (58 pp).
This report describes the outcomes of a four-week pilot project that used
mobile phones to support the teaching of Irish with 69 second year
students in Ireland. Students used the phones both in and out of class to
dial into pre-recorded question prompts to which they recorded their
responses. They also received one word or phrase daily via SMS.
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Students viewed the system favorably and reported progress in speaking
Irish, particularly their increased vocabulary, improved comprehension,
and grammatical competence. Teachers indicated that the system was
especially effective for weaker students.
Nel, M-L. (2018). The computer and mobile phone in FLE class to develop oral
skills). French Studies in Southern Africa, 48, 161-188. [in French]
This study describes the attitudes of twenty L2 French university students
in South Africa regarding their preference of platform for developing oral
skills. In class, twice a week for two weeks, participants engaged in
monologues and interactive speaking activities, half of the time using a
computer-based program (Papotons) and the other half using a social
networking app (WhatsApp) via their mobile phones. According to a posttreatment questionnaire, students preferred using a mobile phone with
WhatsApp because they found this quicker, easier, and more effective
than the computer program.
Ng, S., Azlan, M., Kamal, A., & Manion, A. (2020). A quasi-experiment on using
guided mobile learning interventions in ESL classrooms: Time use and academic
performance. Education and Information Technologies, np.
This Malaysian study evaluated the effect of guided mobile-based
activities upon the L2 English of 264 B2-level university students. During
eight weekly classes, participants used their smartphones to access a
mobile app that linked them to six web-based tools for the teaching of
course contents. A matched control group of 155 studied the same content
using textbooks, text-related cards, pictures. Out of class, all students
could access a mobile-accessible learning management system to
upload/download course materials. The guided mobile activities group
significantly outscored the control on a post-test comparison.
Nguyen, T-H., Hwang, W-Y., Pham, X-L., & Ma, Z-H. (2018). User-oriented EFL
speaking through application and exercise: Instant speech translation and shadowing
in authentic context. Educational Technology & Society, 2 (4), 129-142.
This Taiwanese paper reports the results of two experiments involving the
use of a GPS location-aware bi-directional Chinese-English Androidbased translation app (ezTranslate) with L2 English university students.
In response to oral input, ezTranslate provides text translations and their
pronunciation, which users can shadow with evaluation via an Automatic
Speech Recognition algorithm. The app also allows audio recordings to
be made and sent to an instructor. In the first experiment, as a course
assignment, 44 students used ezTranslate for two weeks to describe onsite, one per week, two favorite locations. A group of 36 did likewise
without their physical on-site presence. Students who used the app on-site
tended to express more complex, longer sentences. When evaluated for
accent, grammar, fluency, and vocabulary, students who completed the
second assigned recorded location description in an authentic context
outperformed those who made their recordings off-site. In the second
experiment, 36 volunteers used ezTranslate for a week with no required,
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pre-selected, topics or assignments. It was found that students who
walked more in arriving at their on-site locations also tended to speak
more.
Nguyen, V., & Pham, V. (2011). Learner open modeling in adaptive mobile learning
system for supporting student to learn English. International Journal of Interactive
Mobile Technologies, 5(4), 22-29.
This Vietnamese article is the published version of Nguyen & Pham
(2012).
Nguyen, V., & Pham, V. (2012). CAMLES: An adaptive mobile learning system to
assist student in language learning. In Wireless, Mobile and Ubiquitous Technology in
Education (WMUTE), 2012 IEEE Seventh International Conference (pp. 72-76).
IEEE.
This conference presentation describes the design and evaluation of an
adaptive mobile phone-based app (CAMLES) intended to prepare L2
English learners for the TOEFL. It focuses on five main topics: nouns,
verbs, adjectives, adverbs and prepositions. Content can be adapted
according to location, time, and learner's knowledge. The prototype was
tested by three groups of 35 Vietnamese students based on prior TOEFL
scores: none, below 450, above 500. Participants generally rated
CAMLES positively for usefulness, question difficulty and topic
appropriateness, use of contextual features and desire to reuse the system.
Niccoli, A. (2015). Paper or tablet? Reading recall and comprehension. EDUCAUSE
Review, 1-16.
This American study describes the results of a one-session experiment
that assessed the effectiveness upon recall and comprehension of L1
English reading via a tablet compared to a printed version of an 800-word
text. Participants were adult students at a US Coast Guard Center, of
which 119 read using a tablet and 112 with a printed text. An immediate
post-test consisted of ten multiple-choice questions to measure recall
accuracy and two short essay questions for comprehension. There was no
significant difference between the results of the two groups.
Nickerson, C. (2018). Mobile and multidimensional: Flipping the business English
classroom. ESP Today. Journal of English for Specific Purposes at Tertiary Level,
6(1), 65-83.
This study describes a flipped classroom experience in an online Business
English course mediated entirely by student-owned mobile devices. For a
semester, 41 B2-level university students in the UAE completed 19
communicative tasks intended to promote interaction, language
production and reflection, and develop two critical computer-mediated
workplace communication skills, i.e., dealing with different audiences
and selecting appropriate media. According to a post-treatment
questionnaire, participant reactions to the flipped course were
significantly more positive compared to the course evaluation of 161
matched students who had received normal face-to-face instruction.
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Nikoopour, J., & Kazemi, A. (2014). Vocabulary learning through digitized & nondigitized flashcards delivery. Procedia - Social and Behavioral Sciences, 98, 13661373.
This Iranian study investigated the effectiveness of flashcards for L2
English vocabulary learning. A total of 109 advanced-level university
students, divided into three groups, used flashcards containing
definitions, example sentences, synonyms and antonyms to learn 70
words per week for 10 weeks. One group did so via mobile phone, one
via an online program, and one using printed flashcards. In a pre-/posttest comparison, the mobile phone group significantly outperformed the
online group, though there was no significant difference in performance
compared to students who used printed flashcards.
Nobre, A., & Moura, A. (2017). Mobile learning scenarios in language teaching:
Perceptions of vocational and professional education students. In D. René & C. Aubin
(Eds.), Education in a Competitive and Globalizing World (pp. 33-60). Nova Science
Publishers.
This Portuguese paper describes student reactions to two mobile-based
studies involving the integration of MALL into the L1 Portuguese
curriculum at a vocational high school and L2 French at an adult
vocational school. Both studies were carried out over an entire school
year. A number of apps were used, with a micro writing app (Diminuto)
being the main platform for teaching reading and writing skills in
Portuguese. A mobile-accessible adventure game-based website (Magos
da Sabedoria) was also developed for the study of two classic books of
Portuguese literature. Participants in both studies viewed very favorably
the integration of MALL into the language curriculum.
Novack, M., Hong, E., Dixon, D., & Granpeesheh, D. (2019). An evaluation of
a mobile application designed to teach receptive language skills to children with
autism spectrum disorder. Behavior Analysis in Practice, 12(1), 66-77.
This American study evaluated the effectiveness of a mobile-based game
app (Camp Discovery) designed to teach receptive language skills to
children with autism spectrum disorder. Using mobile phones and tablets,
it was initially trialed for four weeks, three hours per week, with 15
Health Center participants. When these were then evaluated on their
ability to correctly identify previously named target vocabulary images,
they significantly outscored a control group of 13 that had not used the
app. In the second phase of the study, the previous control group
participants received the experimental treatment for four weeks, three
hours per week, and demonstrated significant improvement on a
subsequent post-test. The first experimental group was also given a
delayed post-test at the same time and, although the results were below
that of their immediate post-test, the difference was not significant.
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Novawan, A., Aisyiyah, S., Wijayanti, F., …, & Indrastana, N. (2019). Investigating
students’ MALL experience in light of an ecological perspective. Journal of English
in Academic and Professional Communication, 5(2), 64-75.
This study investigated the attitudes of four Indonesian university
students regarding a six-month long MALL-supported L2 English
program. The course exploited a variety of mobile-accessible apps
(Moodle, WhatsApp, Airmore, etc.) to teach integrated language skills and
strategic/functional grammatical forms. Open-ended interviews revealed
positive impacts of the MALL implementation. These involved the
nurture of ecological learning habit through mobile technology which
revealed an increase in motivation, improvement of English skills,
enhancement of content-knowledge, and advancement of technological
skill.
Nugrahini, Y. (2019). The influence of MALL (Mobile Assisted Language Learning)
on English as foreign language students’ reading comprehension. Journal of English
Language Teaching and Learning Literature, 2, 51-57.
This study assessed the effect upon reading comprehension of distributing
and receiving tutorial assignments via mobile phones. Over sixteen class
sessions, 60 Indonesian vocational high school students of matched
intermediate-level L2 English read eight texts and completed
comprehension homework assignments on them, half the group via
mobile phone texting and the other half in paper & pencil form. The
texting group significantly outscored the paper & pencil group on a posttreatment reading comprehension test.
Nwaocha, V. (2010). SMS-based mobile learning system: a. veritable tool for English
language education in rural Nigeria. MobileActive.org. Postgraduate strand at
ICTD2010 (pp. 49-53).
This conference presentation describes the results of a term-long pilot
study involving the use of mobile phone-based SMS to support the
learning of L2 English phrases by 60 Nigerian senior high school
students. On a pre-/post-test comparison, this cohort significantly
outperformed a control group of the same size that received extra
classroom instruction in lieu of SMS support. All SMS participants
expressed their satisfaction with the new instructional device.
O, K-M. (2015). The effectiveness of Mobile-Assisted Language Learning on L2
listening comprehension. Multimedia-Assisted Language Learning, 18(2), 135-158.
This South Korean paper examined the effect of a smartphone-based
social networking app (Naver Band) upon the L2 English listening
comprehension of thirty university English majors. Students used Naver
Band out of class for nine weeks, principally while commuting to school.
The study found a statistically significant mean increase from pre-/posttest results for these students. A control group of 18 students, who did
not participate in Naver Band activities, made no progress. According to
a post-treatment questionnaire and interviews, students considered the
m-learning experience useful for improving listening skills.
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Obari, H. (2009). Integration of e-learning and m- learning in teaching EFL in Japan.
In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World
Conference on E-Learning in Corporate, Government, Healthcare, and Higher
Education (pp. 1009-1015). Vancouver, Canada: Association for the Advancement of
Computing in Education (AACE).
This conference presentation describes the use of mobile devices like the
i-Pod and mobile phones over a three-month period to provide TOEIC
practice exercises for sixty intermediate-level L2 English learners in a
Japanese university. No details are given relating either to the content or
procedures of the mobile intervention. Students also used a computerbased program (Hatsuon Ryoku) to improve their pronunciation.
Participants demonstrated a significant increase in scores on the CASEC,
which was used for a pre-test and post-test.
Obari, H. (2013). The impact of employing mobile technologies and PC for learning
Coursera on-line lectures and TOEIC practice kit. Multimedia-Assisted Language
Learning, 16(4), 97-109.
This Japanese article reports the results of two university pilot studies
which investigated the effectiveness of e-learning programs, accessible
via PCs and mobile devices, upon L2 English proficiency. The first study
involved 50 advanced-level students in a blended learning environment
(Coursera) over a four-month period, though only 30% of students used
mobile devices. During this time they wrote weekly 400-word summaries
of video recorded lectures. Their average pre-/post TOEIC scores
increased from 585 to 645. In addition, the students’ listening and oral
communication skills improved as a result of their on-line English lecture
activities. The second study focused on the use of an on-line TOEIC
training kit. Some 60 intermediate-level students used the program out of
class for about 50 hours over a three-month period, at the end of which
time their average pre-/post TOEIC scores increased from 452 to 566.
Obari, H., Goda, Y., Shimoyama, Y., & Kimura, M. (2008). Mobile technologies and
language learning in Japan - learn anywhere, anytime. Proceedings of the
WorldCALL2008 Conference (pp. 201-204).
This Japanese article summarizes the results of four experimental mobile
phone-based L2 English applications for university students. In the first,
an unspecified number of students received SMS grammar and
vocabulary tutorials for an unspecified amount of time in preparation for
the TOEIC exam. Both the experimental group and a control group that
used computers improved their scores in a pre-/post-test comparison. The
second and third applications exploited video clips for listening
comprehension of news program. One lasted a week and involved an
experimental group of 11 with a control of 27 that used computers. The
other involved an experimental and control group of 20 low proficiency
learners each for an unspecified amount of time. In both of these
experiments the experimental groups outperformed the controls. The
fourth application, tested by 136 students for three weeks, targeted the
rote learning of 50 English words under three conditions: with a Japanese
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translation, with a picture, highlighted in a sentence with a Japanese
translation. Most students improved their scores greatly.
Obari, H., & Lambacher, S. (2012). Improving the English proficiency of native
Japanese via digital storytelling, blogs, and e-mobile technologies. In L. Bradley & S.
Thouësny (Eds.), Proceedings CALL: Using, Learning, Knowing (pp. 223-227).
EUROCALL Conference, Gothenburg, Sweden, © Research-publishing.net Dublin.
This Japanese study describes a two-semester blended learning
experiment that involved 60 L1 Japanese university students. During
the first semester students listened to at least six L2 English lectures
on YouTube, which they downloaded with scripts onto their mobile
devices and summarized. They subsequently broke up into small
groups of four or five to prepare PowerPoint class presentations based
on their summaries. The presentations were delivered both
individually and as a group. A comparison of pre-/post-test results
(Computerized Assessment System for English Communication)
revealed a significant increase in average scores.
Obari, H., & Lambacher, S. (2014). Impact of a blended environment with m-learning
on EFL skills. In S. Jager, L. Bradley, E. J. Meima, & S. Thouësny (Eds.), CALL
Design: Principles and Practice - Proceedings of the 2014 EUROCALL Conference,
Groningen, The Netherlands (pp. 267-272). Dublin Ireland: Research-publishing.net.
This Japanese study assessed the effectiveness of a 50-hour mobileaccessible blended L2 English course on the TOEIC results of 100 L1
Japanese university students over a full academic year. The program
included the use of Globalvoice English, ATR CALL Brix, the TOEIC
Practice Kit, Course Power and online materials (MOOCs, TED Talks).
A pre-/post TOEIC test comparison demonstrated significantly increased
average scores from 570 to 687. A post-treatment questionnaire indicated
students were satisfied with the online TED Talks and blended learning
activities and motivated by the BL environment incorporating m-learning.
Obari, H., & Lambacher, S. (2015). Successful EFL teaching using mobile
technologies in a flipped classroom. In F. Helm, L. Bradley, M. Guarda, & S.
Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference,
Padova, Italy (pp. 433-438). Dublin: Research-publishing.net
This Japanese paper presents the findings from two 24-week-long case
studies involving a flipped-classroom approach that exploited mobile
devices to improve the TOEIC scores of L2 English university learners.
In the first study, 60 first-year students watched course video lectures and
online English learning materials using their mobile devices out of class,
then created PowerPoint presentations for interaction and small group
discussions in class. In the second study, 25 third-year undergraduates
used i-Pads to access a variety of tutorial programs out of class then
created PowerPoint slides in preparation for classroom presentations and
discussions. In the first study, pre-/post-treatment administration of the
TOEIC demonstrated that students in the flipped-lesson class improved
their scores significantly more than a control group, from an average of
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474 to 649 compared to 484 to 617 for the control. In the second study,
students in the flipped-lesson group increased their average TOEIC score
from 577 to 758, with a 24% improvement on the speaking test. Students
expressed satisfaction with variety of the online course materials and
were motivated by the flipped-class environment that incorporated mlearning.
Obari, H., Lambacher, S., & Kikuchi, H. (2020). The impact of using AI and VR with
blended learning on English as a foreign language teaching. In K.-M. Frederiksen, S.
Larsen, L. Bradley & S. Thouësny (Eds.), CALL for Widening Participation: Short
Papers from EUROCALL 2020 (pp. 253-258). Research-publishing.net
This conference paper describes two case studies involving intermediatelevel L2 English university students in Japan, each over a ten-month
period entirely out of class. In both studies, students used personal
smartphones and smart speakers, about which they filmed and wrote
journals entries. In the first study, 30 students interacted with Amazon
Alexa to respond to everyday needs (e.g., assistance in cooking, weather
reports, movie recommendations). Meanwhile a control group of 29 used
the ATR CALL Brix app without smart speakers. The smart speaker
group significantly outscored the control in a post-treatment TOEIC test.
In the second study, 23 students used virtual reality goggles to interact
with a variety of authentic environments as well as Google Home Mini to
practice English listening, speaking, and vocabulary skills along with
other various tutorial apps. Based on pre-/post-treatment TOEIC and
OPIC test comparisons, participants demonstrated statistically significant
improvements. The majority of students agreed the smart speaker was
helpful in improving their English listening and listening skills.
Conversely, only a small percentage of students agreed it was helpful in
improving their reading and writing skills.
Obari, H., Nagae, T., & Yamagishi, N. (2013). The effect of using online TOEIC
related materials via mobile technologies. Proceedings WorldCALL 2013 (pp. 251253). Glasgow, UK: University of Glasgow.
This Japanese study describes a three-month project during which some
60 L2 English students prepared for the TOEIC using an online program
(Newton TLT) accessible via PC as well as iOS and Android mobile
devices. Students spent on average about 8 hours a week for a total of 42
hours, in principle during commuting time. Pre-/post-test comparisons
revealed that their reading and listening comprehension skills improved
significantly on both the TOEIC and CASEC results. Students found the
activities very helpful in improving their overall English skills.
Oberg, A., & Daniels, P. (2013). Analysis of the effect a student-centred mobile
learning instructional method has on language acquisition. Computer Assisted
Language Learning, 26(2), 177-196.
This Japanese paper investigated the in-class self-paced instructional use
of the iPod Touch to access an online L2 English textbook-based program
of listening and quizzes. The results of 61 university students who used
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the iPods for 15 weeks were compared to those of a control group of 61
who used only the printed textbook as instructed by their teacher. The
iPod group scored consistently higher than the control in post-tests. The
experimental group also indicated very positive attitudes towards selfstudy iPod-based learning.
Ockert, D. (2015). Using a tablet computer for positive self-review: Influence on
students’ EFL motives. Accents Asia, 8(1), 22-26.
This Japanese study examined the effect of using iPad-based video
recordings to provide a six-week delayed self-review for nine L2 English
junior high school students who made a short oral presentation before
their classmates. Compared to a control group of 12 students who made
their presentations without video recording review, post-treatment
questionnaire results indicated significant increases in students’ intrinsic
motives and their identified regulation (Ideal L2 Self). It is suggested that
the positive self-review provided by the iPad recordings contributed to
the increased motivation of these students to study English.
Ogata, H., Hui, G-L Wada, M., & Yano, Y. (2008a). Supporting task assignments for
language learning outside classroom with handhelds. Eighth IEEE International
Conference on Advanced Learning Technologies.
This Japanese conference presentation describes the design and initial
evaluation of LOCH, a PDA-based L2 Japanese learning system. LOCH
is intended allow overseas students to learn Japanese while involved in
real life situations with authentic learning that takes place around real
world situations. Students, of unspecified number, who trialed it for one
day thought that it was interesting. However, they also expressed negative
reactions relating to restrictions in terms of battery life, ease of inputting
words and connection speed.
Ogata, H., Hui, G-L., Yin, C., ..., & Yano, Y. (2008b). LOCH: Supporting mobile
language learning outside classrooms. International Journal of Mobile Learning and
Organisation, 2(3), 271-282.
This Japanese article is a slightly expanded version of the description of
the PDA-based L2 Japanese learning LOCH system design and
experimental field test results presented in Ogata et al. (2008a). The 22
university students who trialed LOCH for a day enjoyed the experience
and indicated that they would like to use the system again. In particular,
they found the PDA to be helpful when confronted with situations that
aroused doubts or questions to bring back to the classroom.
Ogata, H., Kondo, T., Yin, C., …, & Yano, Y. (2007). Computer supported ubiquitous
learning environment for Japanese mimicry and onomatopoeia with sensors. In T.
Hirashima et al. (Eds.), Proceedings of ICCE 2007, Supporting Learning Flow
through Integrative Technologies (pp. 463-470). Fairfax, VA: IOS Press.
This Japanese conference presentation describes the context-aware
JAMIOLAS system for the learning of L2 Japanese mimetic words and
onomatopoeic expressions (MIO). JAMIOLAS operates through Phidgets,
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physical sensors which are worn by learners who are alerted to the
presence of MIO-related objects and asked questions about them over a
wireless network. Ten university students (half foreign, half Japanese)
who trialed the system in one 60-minute session, using a tablet computer
prototype, found it more effective than studying with just a dictionary.
Ogata, H., Li, M., Hou, B., ..., & Yano, Y. (2011). SCROLL: Supporting to share and
reuse ubiquitous learning log in the context of language learning. Research and
Practice in Technology Enhanced Learning, 6, 69-82.
This Japanese study describes the pilot testing of a smartphone-based
system, SCROLL, designed to keep track of what users learn through
daily life experiences. SCROLL was trialed for two weeks by 5
university students to evaluate its effectiveness in learning 60 L2 English
names of everyday objects. A control group of 15 students used only a
printed dictionary to learn the vocabulary. While all students improved in
a post-test, except for the weakest participants in the experimental group,
there was no significant difference in learning gains between the two
groups.
Ogata, H., Miyata, M., Bin, H., & Yano, Y. (2010). JAMIOLAS2: Supporting
Japanese mimetic words and onomatopoeia learning with wireless sensor networks for
overseas students. International Journal of Mobile Learning and Organisation, 4(4),
333-345.
This Japanese article is a follow-up to Miyata et al. (2008). It was
published after the more updated Hou et al. (2009). It describes the
version of the JAMIOLAS2 system for the learning of Japanese mimetic
words and onomatopoeic expressions that uses palmtop computers with
RFID readers to direct learners to tagged objects and ask multiple-choice
questions about them. The system was trialed during one session by
sixteen Japanese students and four international students. The latter
regarded JAMIOLAS2 positively and their scores improved on a pre/posttreatment vocabulary test comparison.
Ogata, H., & Yano, Y. (2004a). CLUE: Computer supported ubiquitous learning
environment for language learning. Information Processing Society of Japan, 45 (10),
2354-2363. [in Japanese]
This Japanese paper describes the implementation and trialing of CLUE, a
mobile-based vocabulary learning system intended for use with L2
English and L2 Japanese. CLUE supports the learning of sentences, L2
Japanese polite expressions and L2 English vocabulary based on the
identification of objects using RFID tags. Three primary school children
and three graduate students learned English words an hour a day for a
week, half using CLUE and half without. CLUE users regarded the
system favorably and on a pre-/post-test of vocabulary outscored those
who did not use it.
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Ogata, H., & Yano, Y. (2004b). Knowledge awareness map for computer-supported
ubiquitous language-learning. In J. Roschelle, T-W.Chan, Kinshuk, S. Yang (Eds.),
Proceedings 2nd IEEE International Workshop on Wireless and Mobile Technologies
in Education: Mobile Support for Learning Communities (pp.19-26). Los Alamitos,
CA: IEEE Computer Society.
This Japanese paper describes the design of CLUE, the collaborative
ubiquitous learning system presented in Ogata &Yano (2004a) and
evaluates a week-long field test of a PDA + GPS/Wireless LAN prototype
which provided 89 location-aware L2 English expressions. The trial
compared the vocabulary retention of three university students who used
the prototype to three others who studied the same vocabulary list on
paper. The CLUE users regarded the program favorably and significantly
outscored the control group on a pre-/post- test of vocabulary.
Ogata, H., & Yano, Y. (2004c). Context-aware support for computer-supported
ubiquitous learning. In J. Roschelle, T-W.Chan, Kinshuk, & S. Yang (Eds.),
Proceedings 2nd IEEE International Workshop on Wireless and Mobile Technologies
in Education: Mobile Support for Learning Communities (pp. 27-34). Los Alamitos,
CA: IEEE Computer Society.
This Japanese study reports on a user survey evaluation of lab
experiments involving two context-aware vocabulary learning systems
based on the PDA+GPS/RFID/Web infrastructure described for the
CLUE system in Ogata & Yano (2004b). Both systems were tested by L1
Japanese high school students. In the first, eighteen participants used the
JAPELAS system to find polite Japanese expressions for a role play. In
the second, six participants used the TANGO system to answer English L2
questions about RFID-tagged objects. Students expressed satisfaction
with both systems.
Ogata, H., & Yano. Y. (2004d). Knowledge awareness for a computer-assisted
language learning using handhelds. International Journal of Continuing Engineering
Education and Lifelong Learning, 14(4-5), 435-449.
This Japanese paper describes the design and pilot testing of a PDA-based
mobile collaborative learning app (CLUE) that provided useful L2
English expressions based upon the GPS-identified location of users.
Three university students trialed CLUE for a week at simulated locations
(a hospital, restaurant, store, hotel) on campus. Non-Japanese students
who spoke English were at each spot and conversed with the participants.
On a pre-/post-treatment vocabulary test, CLUE users significantly
outscored a control group of three students who studied the same
expressions in paper format without communicative interaction.
Ogata, H., Yin, C., El-Bishouty, M., & Yano, Y. (2010). Computer supported
ubiquitous learning environment for vocabulary learning. International Journal of
Learning Technology, 5(1), 5-24.
This Japanese study reports on a user evaluation of a two-day lab
experiment involving the context-aware TANGO vocabulary learning
system based on the PDA+GPS/RFID/Web infrastructure described in
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Ogata & Yano (2004c). In this experiment, eight L1 Japanese university
students used TANGO to learn the English names of RFID-tagged objects
while eight foreign university students used the system to learn the
Japanese names of the same objects. According to a post-treatment
survey, the learners were very interested in using the system and thought
that it was helpful in supporting vocabulary learning.
Ogata, H., Yin, C., Paredes R., ..., & Ueda, T. (2006). Supporting mobile language
learning outside classrooms. Paper presented at the ICALT Conference 2006,
Kerkrade, The Netherlands.
This Japanese paper extends the data from one to two trials of the
experiment described in Paredes et al. (2005) using the mobile LOCH
learning system to support the collaborative task-based learning of L2
Japanese. The two one-day field trips involved 13 foreign university
students and two teachers. Learners were given tasks that required them
to use Japanese in real life situations (e.g., interview someone, gather
information, buy something) and to collect and share data with each other,
which participants found useful and valuable.
Oh, J., Lee, H-K., Park, M., & Cho, Y. (2014). Exploring the effects of tablet PCbased English learning. English Teaching, 69(3), 151-176.
This Korean study compared the pedagogical effectiveness of a traditional
paper-based versus tablet-based L2 English curriculum. Over three
months, six hours per week, 154 elementary and middle school children
received the same instruction, an experimental group of four classes via
in-class tablets and a control group of three classes via printed materials.
On a pre-/post/treatment comparison, the tablet users significantly
outscored the traditional classes in reading but there was no significant
difference in listening skills. Overall, the experimental group expressed
positive attitudes towards the use of tablets to learn English.
Ojanen, E., Jere-Folotiya, J., Yalukanda, C., ..., & Lyytinen, H. (2015). Mobile
solution for better reading instruction in rural Africa. IST-Africa Conference (pp. 113).
This conference presentation describes the implementation of a gamebased mobile L1 ChiNyanja app (GraphoGame) designed to teach
sound/letter correspondences to pre-literate learners. Mobile phones were
provided for a five-week trial in Zambia with 96 2nd-graders in class and
144 at home with their parents. In a post-treatment sound/letter test, a
subgroup of 66 child app users significantly outscored a control group of
65 children who had not used GraphoGame. However, the number of
zero scores in both groups was large, 24% in the first and 42% in the
control.
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Omede, J., & Achor, E. (2015). Gender dimensions in the use of mobile phone SMS
on note taking and comprehension of audio-taped lecture materials in Kogi State of
Nigeria. Research Journal of Education, 1(1), 8-14.
This Nigerian study examined the influence of gender upon the lecture
note taking and listening comprehension ability of 250 male and 150
female L2 English university students. Participants were trained in the
use of SMS-style abbreviations for note taking. They then used their
mobile phones to take notes of an audio-recorded lecture and were
immediately tested on their comprehension of its contents. In a pre-/posttest comparison, the mean scores of all students improved significantly on
note taking and listening comprehension. However, there were no
significant gender-based differences on either test.
Önal, N., Çevik, K., & Şenol, V. (2019). The effect of SOS Table learning
environment on mobile learning tools acceptance, motivation and mobile learning
attitude in English language learning. Interactive Learning Environments, xx, 1-14.
This Turkish study investigated the attitudes of 110 L2 English university
students regarding a mobile-based grammar app (SOS Table) which they
used for eight weeks to learn English tenses. The perceptions of students
was objectively measured pre-/post-treatment using the Mobile Learning
Tools Acceptance Scale, the Motivation Scale in English Language
Learning and the English Mobile Learning Attitude Scale. The results
indicated that SOS Table usage increased both the mobile learning tools
acceptance of the participants and motivation in English, and mediated
the positive attitude development for mobile learning in English.
Ono, Y, Ishihara, M., & Yamashiro, M. (2012). Mobile-based shadowing materials in
foreign language teaching. Proceedings of the 1st IEEE Global Conference on
Consumer Electronics, (pp. 90-93).
This Japanese paper describes two iPod Touch-based studies involving
L2 English high school students. The first involved 34 participants who
used the iPods for four weeks to audio record their repetition (shadowing)
of short oral monologue passages (35-40 words) at the 5.1 Flesch-Kincaid
grade level, which they uploaded to a learning management system for
follow-up face-to-face peer work. Students demonstrated significant
improvement on a pre-/post-test comparison that assessed word/sentence-level stress, fluency, volume and sentence intonation. The
second study involved 76 students for seven weeks in a blended reading
course focused on learning as much vocabulary as possible for a TOEIC
and/or TOEFL test. They undertook the same shadowing activities as
participants did in the first study. A pre-/post-treatment questionnaire
indicated that these activities affected students’ awareness or
consciousness towards a more communicative approach to language
learning.
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Ono, Y., Ishihara, M., & Yamashiro, M. (2015). Blended instruction utilizing mobile
tools in English teaching at colleges of technology. Electrical Engineering in Japan,
192(2), 1-11.
This Japanese paper describes two experiments involving the effect of an
iPod Touch-based app (starQuiz) upon the L2 English performance of
College of Technology students. The app was used for the exchange of
speech and text data, quizzes, and questionnaire surveys. The first
experiment lasted six weeks and targeted the reading and vocabulary
acquisition of 68 fourth-year students. A control group of 31 was taught
the same content by a traditional translation method, with iPod
Touch.activities replaced by group reading and other speech tasks. The
experimental group significantly outscored the control on a pre-/post-test
60 item vocabulary test. Questionnaires completed by the experimental
group suggested that the course stimulated the learners’ interest and
changed the attitude of their learning strategies in a more communicative
direction. Specifically, in terms of the ARCS model, higher Satisfaction
and Confidence were noted. The second experiment lasted four weeks
and targeted the speaking proficiency of 20 second-year students, who
practiced shadowing native-speaker recordings. A pre-/post-test of
reading aloud demonstrated statistically significant improvements in
naturalness, volume, and intonation
Osaki, S., Ochiai, N., Iso, T., & Aizawa, K. (2003). Electronic dictionary vs. printed
dictionary: Accessing the appropriate meaning, reading comprehension, and retention.
In M. Murata, S. Yamada, & Y. Tono (Eds.), Dictionaries and Language Learning:
How Can Dictionaries Help Human and Machine Learning? (pp. 205-212). Urayasu,
Japan: The Asian Association for Lexicography
This Japanese paper compares the performance of 167 Japanese
university students on L2 English vocabulary acquisition using handheld
English/Japanese electronic dictionaries (ED), their printed counterparts
(PD), and no dictionary (ND). In a reading comprehension test ED users
outscored PD and ND was the lowest. Both dictionary groups also took an
immediate and one-week delayed test of word definitions and word
retention. ED users scored better than PD on word definitions but there
was no significant difference on word retention.
Osman, M. (2013). Evaluation of mobile and communication technologies for
language learning. Unpublished MA thesis, Loughborough University, UK.
This MA thesis from the UK evaluated the effect of mobile-phone SMS
support and use of a desktop-based wiki upon written L2 English
performance. The five-week study involved 61 undergraduate students in
Malaysia. All received the same class instruction but only an
experimental group of 25 was given supplementary support. The SMS
consisted of lesson reminders, URL links to reference materials and
quizzes. The wiki was used to allow students to collaboratively update
their learning activities. The experimental group performed significantly
better than the control group in a written post-test.
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Osman, M., & Chung, P. (2010). Feasibility study on mobile and communication
technologies for language learning. IADIS International Conference Mobile Learning
(pp. 265-268).
This Malaysian paper investigates the feasibility of using mobile phone
text messaging with communication technologies to support the
collaborative acquisition of L2 English. Six students participated in the
study for 10 days, half using a blog and half a wiki. They were sent five
types of messages at fixed intervals: update reminders, lesson reminders,
multiple-choice questions, web links, and feedback requests. The majority
of the participants had positive attitudes towards the technologies and
agreed their use could help them in learning English.
Osman, M., & Chung, P. (2011). Language learning using texting and wiki: A
Malaysian context. e-CASE & e-Tech International Conference (pp. 1888-1903).
n.loc: Knowledge Association.
This Malaysian paper is a follow-up of Osman & Chung (2010). It
describes a 38-day test that compared the use of mobile phone SMS with
and without a wiki component to support the L2 English writing of
university students. A pre-/post-test showed that the writing of the 26
wiki- group participants was better than a non-wiki group of 35.
However, students in the experimental group did not like to use a wiki for
collaborative learning and they much preferred working from home on
desktop PCs to using mobile phones anywhere.
O’Toole, K., & Kannass, K. (2018). Emergent literacy in print and electronic
contexts: The influence of book type, narration source, and attention. Journal of
Experimental Child Psychology, 173, 100-115.
This American study describes how preschoolers’ word and story
comprehension differed as a function of four conditions: book type (print
or electronic) and narration source (live reader or audio narration). It
involved 100 four-year olds in a single session, randomly distributed
between the four conditions. An identical wordless cartoon picture book
was created for each presentation format. Ten pages illustrated an
object/action corresponding to a nonsense target word. Children learned
more words from the e-book and the audio narrator, but story
comprehension did not differ as a function of condition.
Ou, K., Tarng, W., & Chen, Y. (2018). Vocabulary learning through picture-viewing
and picture-drawing on tablets. International Journal of Distance Education
Technologies, 16(3), 64-80.
This Taiwanese study compares the effectiveness of mobile-accessible
flashcards under three conditions for L2 English vocabulary learning.
Using tablets, sixth-graders studied in total twenty words, fifteen minutes
daily for a month. Twenty-six did so drawing their own illustrative
pictures, twenty-four others did likewise, but shared their pictures with
their classmates. A control group of twenty-six used flashcards with
illustrative pictures already provided. There was no significant difference
between the groups’ performance on either an immediate or one-week-
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delayed post-test. However, both drawing groups significantly outscored
the control on a one-month-delayed post-test.
Ou-Yang, F-C., & Wen-Chi V. (2017). Using mixed-modality vocabulary learning on
mobile devices. Journal of Educational Computing Research, 54(8), 1043-1069.
This Taiwanese study is a follow-up of Ou Yang et al. (2013) which
investigated the effectiveness of a smartphone-based L2 English
vocabulary app (MyEVA) that allowed users to choose between four
learning strategies: wordcard, flashcard, imagery, and Chinese assonance.
For two weeks, a group of university students, 53 non-English majors and
55 English majors, used the app to learn 50 vocabulary items of various
levels of difficulty. On a 50-item pre-/post-test the mean scores of both
groups increased significantly, but those of the English majors more so
than the non-majors.
Ou Yang, F-C., Wu, W-C., Chao, Y-C., & Liu, J-W. (2013). MyEVA mobile®: A
mixed-modality vocabulary learning and offline-supported mobile system for English
learning. In L-H. Wong et al. (Eds.), Proceedings of the 21st International Conference
on Computers in Education (pp 811-814). Indonesia: Asia-Pacific Society for
Computers in Education.
This Taiwanese pilot study evaluated the effectiveness of an Android
smartphone-based L2 English vocabulary app (MyEVA) with a group of
20 university students who used it on their own phones out of class for
one week. MyEVA offered participants four learning strategies:
WordCard (English word, example sentence, Chinese equivalent), Flash
Card (English word, Chinese equivalent), Imagery (English word,
Chinese equivalent, image), and Chinese Assonance (similar sounding
words). A 50-item pre-/post-test, that included English-Chinese
translation, single-choice and matching, showed a significant learning
gain. WordCard was the most frequently used learning strategy.
Özbek, A., & Girli, A. (2017). The effectiveness of a tablet computer-aided
intervention program for improving reading fluency. Universal Journal of
Educational Research, 5(5), 757-764.
This Turkish study evaluated a tablet-aided intervention program
designed to improve the L1 Turkish reading fluency of three primary
school children with reading difficulties. In weekly 20-minute sessions
extending over 13-15 sessions, participants used iPads to first listen to the
model reading of a short narrative passage, 23 in all. They then recorded
themselves reading the same text, listened to their recording, received
feedback from the investigator, and read the text out loud two more times.
The program improved the reading fluency of the students and motivated
them to study.
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Ozer, M., & Kılıç, F. (2018). The Effect of Mobile-Assisted Language learning
environment on EFL students’ academic achievement, cognitive load and acceptance
of mobile learning tools. EURASIA Journal of Mathematics, Science and Technology
Education, 14(7), 2915-2928.
This Turkish study examined the effect upon the language skills of 32
A2-level L2 English university students who used a variety of mobile
apps for six-weeks. A matched control group of 31 followed the same
curriculum without mobile technology. On a pre-/post-test comparison,
only students in the experimental scored significantly better. A pre-/post
treatment evaluation of technology acceptance showed a significant
increase by the experimental group who also perceived a low level of
mental effort when completing learning activities, compared to the
cognitive overload reported by control group students.
Pacheco, B. (2017). The Impact of iPad Multimodalities on the Literacy Skills of
Adolescent Males Identified as Low-Achieving Readers. EdD dissertation, Spalding
University. ProQuest Dissertations Publishing.
This American EdD dissertation did a post hoc analysis of the gains in L1
English vocabulary and reading competence of low achieving male high
school students over a five-year period, the first two without iPads
(N=37) and the last three using iPads (N=58). All students received the
same instruction. While all participants made statistically significant
improvements from the beginning to the end of each year, there was no
significant difference between the groups for vocabulary acquisition and
the pre-iPad groups improved significantly more in reading
comprehension than the iPad groups.
Palalas, A. (2009). Using mobile devices to extend English language learning outside
the classroom. In D. Metcalf, A. Hamilton, & C. Graffeo (Eds.), mlearn2009: 8th
World Conference on Mobile and Contextual Learning Proceedings (pp. 179-183).
Orlando, FL: University of Central Florida.
This Canadian paper is the first of a series describing experiments
undertaken with the iPod Touch to facilitate the out-of-class learning of
L2 English for Specific Purposes. Twelve college students pilot tested
vocabulary-based podcasts for 15 weeks. While participants expressed
high levels of satisfaction with the program, minimal levels of interaction
were observed and the connectivity features of the mobile devices were
hardly utilized. Learning was thus limited to non-reciprocal listening and
rote memorization of vocabulary.
Palalas, A. (2011a). ESP for busy college students: Is the blend of in-class, online &
mobile learning the answer? The IALLT Journal, 41(1), 108-136.
This Canadian paper describes a hybrid L2 English for Specific Purposes
accounting course that included a mobile component based on a webaccessible iPod Touch program which provided vocabulary and listening
podcasts (with video). The program was pilot tested by 12 college
students for 15 weeks. It was concluded that the iTouch allowed for
effective learning and teaching of listening, but the cost of the device and
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Internet connectivity were rated as the greatest barriers to iPod Touch
effectiveness in a learning context.
Palalas, A. (2011b). Mobile-Assisted Language Learning: Designing for your
students. In S. Thouësny & L. Bradley (Eds.), Second language teaching and learning
with technology: Views of emergent researchers (pp.71-94). Dublin, Ireland:
Research-publishing.net.
This Canadian paper, a sequel to Palalas (2011a), describes the pilot
testing of an iPod Touch-based program designed to support the learning
of L2 English for Specific Purposes. It was trialed by 21 college students,
for ten weeks, during which time participants used the iPod individually
to create audio dictionaries and collaboratively to build an online
repository of idioms. The majority of tasks involved listening
comprehension practice, followed by recording of audio files which
capture the usage of English in the real world.
Palalas, A. (2012). Design Guidelines for a Mobile-Enabled Language Learning
System Supporting the Development of ESP Listening Skills. PhD dissertation, Centre
for Distance Education, Athabasca, Canada.
This Canadian PhD presents the results of an 18 month study that is the
culmination of research previously reported in Palalas (2009) and Palalas
(2011a), Palalas (2011b). The goal of this project was to develop
guidelines for the design of a web-based mobile-enabled learning system
intended to improve the listening skills of college level L2 English for
Specific Purposes students. Over 100 students undertook eight listening
comprehension tasks. According to a summary survey completed by 20
students, these tasks were completed on mobile phones less than 19% of
the time.
Palalas, A., & Olenewa, J. (2012). Mobile-assisted language learning: Enhancing
student learning with mobile phones at George Brown College. Contact
North/Contact Nord, n vol n., 1-5.
This Canadian paper explored the use of the iPod Touch as an L2 English
for Specific Purposes learning tool. It was pilot tested by 100 college
students who used the device to create personalized audio dictionaries
which they posted to a class website to produce an audio-visual idiom
definition repository. Student teams also went on scavenger hunts, getting
hints, directions, and maps through the iPods and solving puzzles.
Students shared their reflections on the learning to a voice-based blog.
High levels of language learning were perceived by students and
instructor.
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Palfreyman, D. (2012). Bringing the world into the institution: Mobile intercultural
learning for staff and students. In J. Díaz-Vera (Ed.), Left to my Own Devices:
Learner Autonomy and Mobile-Assisted Language Learning Innovation and
Leadership in English Language Teaching (pp. 161-181). Bingley, UK: Emerald
Group Publishing: Limited.
This study from the United Arab Emirates describes the use of mobile
phone cameras by L2 English university students who took pictures of
their everyday life to introduce themselves and their culture. Firstly, this
was done by 15 volunteers for the benefit of newly arrived foreign
instructors. Secondly, 22 students wrote a paragraph based on the photo
they took as an English composition course assignment. It was concluded
that the use of mobile phone cameras was an effective means of fostering
learner autonomy and intercultural exchanges.
Palomo-Duarte, M., Berns, A., Cejas, A., …, & Caballero-Hernández, J. (2016).
Assessing foreign language learning through mobile game-based learning
environments. International Journal of Human Capital and Information Technology
Professionals, 7(2), 53-67.
This Spanish paper evaluates the four-week trialing of an L2 German
vocabulary mobile app game (Anon_APP) by 120 beginning-level
university students, who accessed it out of class on their own time. The
game operated on the basis of definitions for which learners had to supply
the corresponding word. For every 20 correct responses, learners were
able to provide a definition for other participants to guess. Following a
60-item pre-test, students took three similar weekly vocabulary tests. All
100 students who took all four tests greatly improved their test scores.
Palomo-Duarte, M., Berns, A., Cejas, A., …, J., & Ruiz-Rube, I. (2017). Assessing
foreign language learning through mobile game-based learning environments. Blended
Learning: Concepts, Methodologies, Tools, and Applications (9). Information
Resources Management Association.
This is the same paper as Palomo-Duarte et al. (2016) with the addition of
I. Ruiz-Rube as co-author.
Palomo-Duarte, M., Berns, A., Cejas A., ..., & Ruiz-Rube I. (2018). A communitydriven mobile system to support foreign language learning. In V. Ahuja & S. Rathore
(Eds.), Multidisciplinary Perspectives on Human Capital and Information Technology
Professionals (pp. 95-116).
This study describes the effect of a game-based mobile-accessible tutorial
program (Anon_app) upon the vocabulary and grammar acquisition of
some 52 A1-level L2 German learners at a Spanish university. All tasks
were based on the idea of guessing and explaining words previously
selected by the teacher. Participants used the app entirely out of class for
four weeks, half the group independently and half collaboratively with
other students. On a pre-/post-treatment comparison, both groups
improved substantially on a 60-item test, but the collaborative group
more so than the independent players.
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Palomo-Duarte, M., Berns, A., Dodero, J., & Cejas, A. (2014). Foreign language
learning using a gamificated APP to support peer-assessment. In. F. J. García-Peñalvo
(Ed.), Proceedings TEEM’14. Second International Conference on Technological
Ecosystems for Enhancing Multiculturality, Salamanca, Spain, October 1st - 3rd, 2014
(pp. 381-386). Salamanca: ACM.
This conference presentation describes the effect of an Android
smartphone game-based vocabulary learning app (Guess it!). Each student
has to write definitions for a specific term which has previously been
delivered by the system. Once this is done, the definition enters in the
game and other players have to guess the term defined. The app was
trialed for four weeks by 100 A1-level L2 German higher education
students. Compared to a 60-item pre-test, median scores improved
significantly on all three weekly post-tests taken by the participants.
Papadima-Sophocleous, S., Georgiadou, O., & Mallouris , Y. (2012). iPod
impact on oral reading fluency of university ESAP students. GloCALL 2012
Conference 2012 International Symposium on CALL Abstracts and Short
Papers. (CD-ROM, np). Beijing: China.
This Cypriot study reports the results of an experiment that sought to
measure the impact of iPod Touches upon L2 English oral reading skills.
The six-week project involved 15 university students who downloaded
three B1 (CEFR) level texts with accompanying audio recordings that
served as models of pronunciation. Participants used the iPods to listen to
the models and record their own pronunciation. The iPod-supported
activity helped students increase their automaticity in speed and accuracy
and improve the prosodic features of their oral reading.
Papadima-Sophocleous, S., & Charalambous, M. (2014). Impact of iPod Touchsupported repeated reading on the English oral reading fluency of L2 students with
specific learning difficulties. EuroCALL Review, 22(1), 47-58.
This Cypriot study describes an eight-week experiment involving oral
reading skills that duplicates Papadima-Sophocleous et al. (2012) with a
different group of learners. Eight L2 English university students with
Special Learning Difficulties (SpLD) downloaded three A1-level texts
with accompanying audio recordings that served as models of
pronunciation. Participants used iPods to listen to the models and record
their own pronunciation. The iPod-supported activity helped students
increase their automaticity in speed and accuracy and improve the
prosodic features of their oral reading, however less so compared to a
non-SpLD group.
Pardoel, B. (2018). Gamification and Its Potential for Foreign Language LearningLessons From a Six-Week Gamified Moodle Course for German as a Foreign
Language at Secondary School Level. MA thesis. Cyprus University of Technology.
This Cypriot MA thesis evaluated the effectiveness of a mobileaccessible gamified app (Berlin Mission) in motivating the learning of
A1-level L2 German by 39 Dutch vocational secondary school students.
For six weeks, working in triads, about 80% of the time students did this
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during school hours using their own mobile devices. Mission Berlin was
their only experience with German lessons, and no grades were given.
Students with an average-activity level believed they learned more from
this course than either low- or high-activity-students. Student feedback
about Mission Berlin was very positive.
Pardoel, B., Papadima-Sophocleous, S., & Athanasiou, A. (2019a). Moodle app
gamification features and their potential for foreign language learning. Proceedings
WorldCALL 2018 CALLing all the CALLers Worldwide (pp. 94-97).
This publication describes the same study presented in Pardoel (2018).
Pardoel, B., Papadima-Sophocleous, S., & Athanasiou, A. (2019b). Mission Berlin -A mobile gamified exploration of a new educational landscape. In A. Plutino, K.
Borthwick & E. Corradini (Eds.), New Educational Landscapes: Innovative
Perspectives in Language Learning and Technology (pp. 25-31).
This publication describes the same study presented in Pardoel (2018).
Paredes, R., Ogata, H., Saito, N., …, & Ueda, T. (2005). LOCH: Supporting informal
language learning outside the classroom with handhelds. Proceedings of IEEE
International Workshop on Wireless and Mobile Technologies in Education (pp. 182186). Los Alamitos, CA: IEEE Computer Society.
This Japanese paper describes the prototype testing of the LOCH learning
system for foreign university L2 Japanese students. LOCH provides text
and voice communication between instructors and students and as well
supports collaborative task-based learning through the collection and
sharing of multimedia data in real life situations via GPA-equipped PDAs
linked to a web server. A group of two teachers and seven foreign
students trialed the system during a one-day field trip and found the
system interesting and valuable.
Pareja Lora, A., Calle Martinez, C., & Pomposo Yanes, L. (2016). Learning to make
effective English presentations with BusinessApp. Revista Iberoamericana de
Educacion a Distancia, 19(1), 41-61. [in Spanish]
This Spanish paper describes the results of a one-month trial of a mobile
phone-based app (Business App) designed to teach the theoretical content
underlying C1 level L2 English business oral presentation skills. University
students in an experimental group of 14 used the application on their own
while a control group of 13 was taught the same content by a language
center instructor in four two-hour sessions. A post-treatment test revealed
no significant difference in results, thus indicating that students could learn
as effectively with the application as with classroom instruction.
Park, J-Y. (2013). A Study on the Effects of Smartphone Application along with Types
of Learning on University Students' Vocabulary Ability and Learning Attitudes). MA
thesis, Ewha Woman’s University. Kyo, Seoul. [in Korean]
This study investigated the effect of a game-based mobile vocabulary app
(Magical Vocabread) upon the intermediate-level L2 English vocabulary
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acquisition of Korean university students. Over five weeks, in four groups
of 14, participants played the game on their smartphones individually or
competitively. Half of each treatment condition had to play 30 minutes
per day and half were encouraged to obtain a score of at least 70%. All
groups significantly increased their scores on a pre-/post-test comparison,
but the self-regulated groups more so than those with an imposed time
condition.
Park, M., Purgina, M., & Mozgovoy, M. (2016). Learning English grammar with
WordBricks: Classroom experience. Proceedings of 2016 IEEE International
Conference on Teaching and Learning in Education (pp. 220-223). Washington, DC:
IEEE.
This conference presentation describes the effect of a mobile-based gameenhanced app (WordBricks) upon the L2 English grammar competence of
ten Japanese university students. Over four months, using an Androidbased tablet PC, participants autonomously interacted with WordBricks to
complete two chapters derived from their course textbook. A control
group of eleven studied the same material using just the printed textbook.
Students were pre-tested before starting each chapter and again after
finishing each chapter. The experimental group significantly
outperformed the control on both post-tests.
Park, S. (2013). Utilizing iPads to Enhance Student Engagement in Vocabulary
Learning: A Case Study. MSci thesis, University of Central Florida Orlando, Florida.
This American Masters thesis describes a case study that used an iPad to
improve the learning engagement and L1 English vocabulary acquisition
of one third-grader with reading difficulties. On a daily basis over three
weeks, under the researcher’s supervision, the child worked with five
apps (Popplet, iBook, Show Me, Quizlet, Pictello) on vocabulary related
to a non-fiction short story that was read as part of a pre-/post-test.
Results of a pre-/post-treatment attitude survey and vocabulary test
demonstrated considerably enhanced engagement in vocabulary learning
and substantial improvement in vocabulary knowledge.
Park, S., Kim, T., & Lee, B-G. (2011). Developing English learning content for
mobile smart devices. In J. Park, L. Yang & C. Lee (Eds.). Future Information
Technology. Communications in Computer and Information Science, 185, 264-271.
Springer, Berlin, Heidelberg.
This Korean paper describes an Android/Windows mobile-accessible
learning system (m-Live) designed to deliver L2 English course contents.
This consisted of nine units exemplifying how to make formal business
presentations and included an online dictionary, model letters, sound, and
movies. The system was trialed in one session by 60 university students.
According to the user questionnaire, 95% of the participants were
satisfied at a neutral or higher level with m-Live.
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Park, S-J., & Kim, K-J. (2019). A study on the effects of mobile app-based grammar
learning on college students’ grammar ability and their perceptions. Foreign
Language Education Research, 33(2), 301-325. [In Korean]
This Korean study investigated the effectiveness of a mobile-based L2
English learning app that focused on grammar problem solving exercises.
Fourteen university students of mixed ability levels (low = 6, intermediate
= 6 and high = 2) used the app for nine weeks in conjunction with an
English language course, conducted three times per week, that covered
fifteen grammar lessons. A pre-/post treatment grammar test
demonstrated no significant difference. However according to a posttreatment questionnaire, students' perceptions about the usefulness of
mobile learning were positive.
Passos, H. (2012). Mobile application directed to the training of verbal conjugation
and consolidation of vocabulary. MA thesis, Universidade Do Porto, Porto. [in
Portuguese]
This Portuguese MA thesis describes the design and prototype testing of
an Android game-based mobile app (Tugar) for the learning of beginninglevel L2 Portuguese verbal conjugation and vocabulary. It was tested by a
dozen A1.1-level Portuguese learners. Although some operational
problems were encountered, overall students appraised the app as being
fun, appealing and motivating for learning. They noted in particular that
making scoring dependent upon response time made the game more
challenging and attractive.
Patchan, M., & Puranik, C. (2016). Using tablet computers to teach preschool children
to write letters: Exploring the impact of extrinsic and intrinsic feedback. Computers &
Education, 102, 128-137.
This American study investigated the learning of the alphabet by
(presumably L1 English) pre-schoolers under three conditions. Using the
Writing Wizard app, over eight weeks, three times per week, sixteen
children practiced writing a total of eight letters with an iPad and their
finger, fourteen with an iPad and a stylus, Sixteen children practiced
letter writing with paper and pencil. A post-test demonstrated no
significant difference between tablet stylus users and those who practiced
using paper and pencil. The iPad finger users wrote more letters correctly
than the stylus users.
Patronis, M. (2014).The effect of using the iPad on students’ performance in writing
and reading comprehension: Pilot study report. Arab World English Journal, Special
Issue on CALL 1, 67-80.
This paper from the UAE explores the effectiveness of iPads usage upon
L2 English writing and reading comprehension. Using their iPads in a 30minute session, 77 third-semester university students read an e-text then
wrote a paraphrase and ten sentences based upon it. On a second day, they
did likewise with an equivalent printed text using paper and pen to write
their paraphrase and 10 sentences. Despite very positive student
perceptions that the iPad helped improve their writing and reading
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comprehension, its use made no statistically significant difference in the
results.
Patten, K., & Craig, D. (2007a). e-Literacy and Literacy: iPods, popular culture, and
language learning. International Journal of the Book, 4(1), 69-74.
This American study describes a three-month project that involved the
integration of iPod Shuffles into the literacy curriculum of three schools
with a high level (25-55%) of English Language Learner populations.
Teachers used iPods to present audiobooks of assigned texts. Students
used the corresponding printed books for oral reading, shared them in
literary circle groups, or used them for sustained silent reading. A fourthgrade class in one school significantly improved its post-treatment writing
scores. In another school, the frequency of academic vocabulary usage
was higher in the writing of 6th-8th-grade students after the project than
before. In the third school, the number of 7th-8th-graders in a class of ten
who passed a standardized test increased from six to nine.
Patten, K., & Craig, D. (2007b). iPods and English‐language learners: A great
combination. Teacher Librarian, 34(5), 40‐44.
This American paper is a follow-up to Patten & Craig (2007a). It extends
the original study to four schools and describes in greater detail the
related action research studies that utilized the iPod Shuffle with literature
books. The projects were conducted in two elementary and two middle
schools. The first project focused on reading and writing skills and based
on pre-/post-test scores writing improved significantly, though many of
the reading scores remained the same. In the second project, students
successfully read two literature books. Findings were organized around
three themes: vocabulary, depth of discussion and quality of writing. The
frequency of academic vocabulary was higher after the project than
before. Discussion within the small groups was in-depth and on target.
Students used a higher frequency of descriptive language and writing was
more focused on prompts. However, it was not possible to attribute
improvements in these three areas to the use of the iPods. The third
project focused on reading skills and involved ten middle school pupils,
nine of whom were L1 Spanish speakers and one L1 Japanese. Results on
the reading assessment instruments were positive for the whole group.
The last project involved L2 English students operating at the
intermediate and advanced levels. Owing to problems with student
attendance and varying language proficiency levels of students this
project was abandoned.
Pearson, L. (2011). Exploring the effectiveness of mobile phones to support English
language learning for migrant groups. Journal of the Research Centre of Educational
Technology, 7(1), 90-105.
This British paper describes a 10-week project that sought to explore the
potential of a mobile phone-based L2 English language tutorial program
(Anspear English) within a predominantly Bangladeshi community of
immigrant adult learners. The application was used by one group of 15 as
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a supplement to their language course and also by a second group of 29
independent learners. The project findings indicated increased confidence
levels for both groups and extensive use of the mobile phone resources
within families.
Pearson, L., & Anspear (2011). Family-centred learning for Eastern European
migrants using a mobile English language application. Proceedings 10th World
Conference on Mobile and Contextual Learning (mLearn) (pp. 7-14). Beijing, China:
Beijing Normal University.
This British paper describes a 14-week project that explored the use of a
mobile phone-based L2 English language tutorial program (Anspear
English) as a family-centered learning tool for Eastern European migrant
families who had recently arrived in the United Kingdom. The application
was used by 20 adult learners as a supplement to their language course as
well as for independent study. Participants experienced increased
confidence levels across English language skills, and particularly felt
more confident in their writing abilities.
Pellerin, M. (2014). Using mobile technologies with young language learners to
support and promote oral language production. International Journal of ComputerAssisted Language Learning and Teaching, 4(4), 14-28.
This Canadian study evaluated the effect of using tablet computers and
handheld MP3 players upon the oral competency of some 350 L2 French
immersion primary school children. Over two years, sixteen instructors
created exercises that required the children to video and audio record
descriptions of self-selected pictures related to the literacy themes they
were studying in class. Findings showed that the affordances of the
mobile technologies contributed to the creation of innovative learning
environments and authentic language learning experiences that promoted
the production of oral language among young language learners.
Pemba, D., Mann, V., Sarkar, T., & Azartash, K. (2016). Learning English in China:
A tablet-based app using the voices of native speakers. Open Journal of Social
Sciences, 4(7), 85-91.
This Chinese study evaluated the effectiveness of a mobile-based L2
English pronunciation app (Kadho English) with L1 Chinese kindergarten
and primary school children. Over six months, twice a week for 30
minutes in class, 510 participants accessed the app via tablets to practice
their pronunciation by listening to and imitating native speaker
recordings. A control group of 512 children spent the same amount of
time learning English from non-native-speaker teachers. The
experimental group significantly outperformed the control in
pronunciation on perceived foreign accent on both an immediate post-test
and four-month delayed-post-test.
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Pennestri, S. (2012). Effectiveness of clickers as a source of feedback in a Spanish
language classroom.
This American report describes the use of an audience response system
(i-clicker) to teach beginner-level L2 Spanish to 58 L1 English university
students. Participants took a pre-test prior to receiving instruction on the
use of ser/estar then answered a series of 20 multiple-choice clickerbased questions. Half of the learners were immediately shown the correct
answer while the other half had to first give the reason why the answer
was correct before seeing it. Both groups made significant improvements
on an immediate post-test and retained the gains on a two-week delayedpost-test.
Pérez, B., Vigil, M., Níkleva, D., …, & Sanchidrián Rodríguez , L. (2011). The
Esepod project: Improving listening skills through mobile learning. ICT for Language
Learning International Conference.
This Spanish paper describes ESEPOD, a podcasting project accessible
via mobile phones that provides extensive L2 English listening practice
complemented by collaborative online interaction. The project uses sixminute BBC broadcasts and was trialed by three groups of university
students. The first trial involved 27 participants working independently
and lasted seven weeks. The second involved 29 students working
collaboratively and lasted 10 weeks. Although there was an increase in
interactivity among participants, they did not frequently help each other.
To improve interactivity, in the third trial Facebook discussion groups
were used for two months with over 50 participants, resulting in increased
student interaction. In all three projects, participants’ acceptance of the
project was positive.
Pérez-Paredes, P., Ordonana Guillamon, C., Van de Vyver, J., …, & Sanchez
Hernández, P. (2019). Mobile data-driven language learning: Affordances and
learners' perception. System, 84, 145-159.
This study describes the design and testing, on smartphones and tablets,
of an L2 English writing app (TELL-OP) by three groups of B2+-level
university students: 70 in Belgium for three weeks, 55 in Spain for one
week and 60 in the UK for 10 minutes. The app was based on data-driven
learning principles involving the discovery of linguistic patterns of use
and meaning by examining extensive samples of attested uses of
language. The results suggested a generally positive evaluation of the
app’s instant and personalized feedback and variety of tools.
Perks, B., & Warchulski, D. (2019). Promoting student autonomy, engagement and
interaction through Mobile-Assisted Language Learning. APA CALL Journal, 1-27.
This study investigated the effect of the use of a mobile-accessible social
networking site (Edmodo) to increase the frequency of student interaction
in English in an informal social media setting. Over 14 weeks, 18 B1level L2 English university students in Japan communicated weekly with
31 L2 English university students in Chile. Students were asked to post
comments and exchange photos and videos on assigned topics. Edmodo
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encouraged autonomous learning in a social networking setting among
the Japanese students and facilitated their improvement in reading,
writing, and listening habits and skills.
Petersen, S. (2007). Mobile community blog: Enhanced support for mobile
collaborative language learners. Proceedings of the 2007 International Symposium on
Collaborative Technologies and Systems (pp. 337-346), Orlando, FL, USA, 21-25
May 2007.
This Norwegian article follows-up on Petersen, Chabert, and Divitini
(2006) and describes the implementation of a multimedia class blog
accessible via mobile phone to maintain a community of learning between
two L2 French study-abroad university student volunteers and their stayat-home teacher and classmates. Despite highly rating the idea of the
blog, students only made 24 contributions over an 11 week period. This
low level of participation was attributed to the lack of support for
SMS/MMS blogging and general absence of a sense of community.
Petersen, S., Chabert, G., & Divitini, M. (2006). Language learning: Design
considerations for mobile community blogs. IADIS International Conference Mobile
Learning 2006. Dublin.
This Norwegian article describes the design of a multimedia class blog
accessible via mobile devices (phone, PDA, smartphone) to maintain a
community of learning between 19 L2 French study-abroad university
students and their 14 stay-at-home teacher and classmates. The blog
focused on the discussion of French cultural topics (e.g., films, music,
cuisine) to foster the exchange of ideas and data (text, images, sound,
video), provision of feedback and maintenance of social interaction while
students were away for four weeks. Student study-abroad blog data were
collected but were not yet analyzed.
Petersen, S., Divitini, M., & Chabert, G. (2008). Identity, sense of community and
connectedness in a community of mobile language learners. ReCALL Journal, 20(3),
361-379.
This Norwegian paper is an extended version of Petersen, S. (2007). It
focuses in particular on the failure of a mobile-accessible class blog to
create a community of learning between university L2 French studyabroad students and their stay-at-home teacher and classmates. Based on
informal interviews with three students, it is concluded that participants
lacked any sense of community from the start and could not establish
their identities via the blogs, which are better suited to supporting existing
communities than to creating new ones.
Petersen, S., Markiewicz, J-K., & Bjørnebekk, S. (2009). Personalized and
contextualized language learning: Choose when, where and what. Research and
Practice in Technology-Enhanced Learning, 4(1), 33-60.
This Norwegian paper confirms the continuing prototype status of the
mobile-accessible personalized context-adaptable PALLAS language
learning system. The authors explain that, due to the lack of any content,
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the system has not been used by language learners and no user evaluation
is available. However, the design of the system was evaluated by three
university L2 French teachers, who overall were very positive about its
potential usefulness.
Petersen, S., Procter-Legg, E., Cacchione, A., …, & Nefzaoui, S. (2012). Lingobee –
Creating a buzz in mobile language learning. MLearn 2012 (pp. 1-8). Helsinki,
Finland.
This paper presents three case studies undertaken in Italy, England and
Norway that evaluated a web-linked smartphone-based application
(Lingobee) that allowed students to collaboratively create multimedia
entries for language and culture learning. The Italian study lasted three
months and involved two groups of L2 Italian Erasmus students. The first
consisted of ten beginners who used LingoBee entirely on their own. The
second consisted of seven advanced-level learners who used the program
with teacher guidance. The group lacking instructor support made much
less use of the application. No direct correlation was observed between
engagement in LingoBee use and proficiency in Italian. The UK study
lasted between 14-15 weeks and involved two groups of L2 English
university students, six intermediate-level in the first and seven advancedlevel in the second. A teacher led approach was used in both studies. The
advanced-level group produced twice as many LingoBee entries as the
intermediate-level group. The Norwegian study involved two groups of
beginner-level L2 Norwegian ERASMUS students. The first consisted of
eighteen learners in an intensive language class that lasted two weeks.
The second consisted of 15 students in a non-intensive course that lasted
eight weeks. The LingoBee entries produced by the second group were
more advanced, had sentences and questions consisting of 6-7 words,
some of which were of a communicative nature.
Petersen, S., Sell, R., & Watts, J. (2011). Let the students lead the way: An
exploratory study of mobile language learning in a classroom. Proceedings 10th
World Conference on Mobile and Contextual Learning (mLearn) (pp. 55-61). Beijing,
China: Beijing Normal University.
This Norwegian paper describes an exploratory study of the in-class use
of mobile phones to access a server-based L2 English vocabulary
repository (Cloudbank). The program enabled advanced language learners
to collect, describe, and share multimedia language and culture-related
content they came across in everyday life. The system was trialed for
three months by 28 primary school pupils whose main focus was on the
acquisition of figures of speech in English. Cloudbank proved a success
in the classroom for both teachers and students.
Philiyanti, F., Haristiani, N., Rasyid, Y., & Emzir (2019). Android-based learning
teaching media in contextual and learning on Japanese language reading. Journal of
Engineering Science and Technology, 14(3), 1138-1149.
This Indonesian study describes the design and testing of an Androidbased L2 Japanese reading app (Yomimashou) that was trialed over three
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sessions by 14 beginner-level (presumably university) learners. The app
was accessed via smartphones and involved the individual reading of
short texts, 20-70 words, mostly written in Hiragana. In pairs, participants
then used a social networking app (WhatsApp) to discuss their reading
and share their results with other participants. A pre-/post-treatment
reading test comparison demonstrated a substantial improvement in
learning achievement after the students used the app.
Piotrowski, J., & Krcmar, M. (2017). Reading with hotspots: Young children’s
responses to touchscreen stories. Computers in Human Behavior, 70(1), 328-334.
This study investigated the effect of hotspots upon the reading attention
and text comprehension of early-literacy L1 Dutch preschool children in
the Netherlands. During one session, 38 participants read an e-story
(Victor Wil Spelen) on a tablet with 46 hotspots activated and 40
participants with them deactivated. A post-treatment comprehension test
revealed no significant differences between the two groups. Children in
the hotspot condition commented more in general with significantly
greater irrelevant and narrative relevant comments. Children in the
deactivated hotspots condition reportedly paid greater attention to the
story content.
Piper, B., Zuilkowski, S., Kwayumba, D., & Strigel, C. (2016). Does technology
improve reading outcomes? Comparing the effectiveness and cost-effectiveness of
ICT interventions for early grade reading in Kenya. International Journal of
Educational Development, 49, 204-214.
This study evaluated the effect of e-reader usage upon the early L2
Kiswahili and L3 English literacy of Kenyan L1 Dholuo second-graders.
E-readers were used by 1174 learners in class and at home. For 393
leaners, their teachers/teacher supervisors had no access to ICT. For the
others, either their teachers or teacher supervisors were provided with
laptops. On a pre-/post-treatment reading test comparison, while there
was no significant difference between the three groups of e-reader users,
they all significantly outscored a control group of 386 that did not use ereaders.
Pirasteh, P., & Mirzaeian, V. (2015). The effect of Short Message Service (SMS) on
learning phrasal verbs by Iranian EFL learners. Language in India, 15(1), 144-161.
This Iranian mobile phone-based study investigated the effect of SMS on
the learning of 25 L2 English phrasal verbs by 38 university students,
who over 25 days received twice per day an SMS containing one phrasal
verb, its meaning and 2-3 related examples. A control group of 37
students received the same material in a printed booklet and were
instructed to learn one phrasal verb per day. Although the scores of both
groups improved on a pre-/post-test comparison, those of the
experimental group were significantly higher, independently of student
gender.
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Pitts, C., & Weschler, R. (1999). Gadgets and gizmos: Gimmicks or godsends?
Proceedings of the 1998 Japan Association of Language Teaching (JALT)
International Conference (pp. 106-110).
This paper describes the results of an experiment with 23 Japanese
university learners of L2 English which focused on the relative look-up
speeds of English words using a handheld English-Japanese e-dictionary
compared to its printed counterpart. The results demonstrated that edictionary look-up was 23% faster. A survey also revealed that students
used electronic and paper dictionaries in the same way and did not take
advantage of the mobile device’s portability or extra speed.
Polakova, P., & Klímová, B. (2019). Mobile technology and generation Z in the
English language classroom-a preliminary study. Education Sciences, 9(3), 1-11.
This study evaluated the effect of a mobile-accessible game app
(Kahoot!) on the B1-level L2 English vocabulary acquisition of ten
vocational high school students in an undisclosed location. Over two 45minute sessions, participants played the game together in pairs while a
control group of ten working independently used a textbook and
dictionary to find out and explain the meaning of the target words. The
experimental group outscored the control on a post-test. A post-treatment
questionnaire and interviews showed that using the app was more
enjoyable than the traditional teaching methods.
Pollitt, D. (2013). Effects of an iPad iBook on Reading Comprehension,
Electrodermal Activity, and Engagement for Adolescents with Disabilities. PhD
dissertation, University of Kansas. ProQuest Dissertations Publishing.
This American PhD dissertation investigated the effect of two
presentation modes upon the L1 English reading comprehension gains
and learning engagement of 22 middle school students with cognitive
disabilities. Over eight successive days, one hour per day, participants
received instruction about the organizational features of textbooks and,
alternating between a printed textbook and an iPad iBook presentation,
read six science textbook chapters. Post-treatment test results indicated no
significant differences in reading comprehension scores or cognitive load
scores for the two interventions. Satisfaction measures indicated students
significantly preferred the iPad iBook.
Pooley A. (2018). Exploring Language Contact and Use Among Globally Mobile
Populations: A Qualitative Study of English-Speaking Short-Stay Academic
Sojourners in The Republic of Korea. PhD dissertation, University of Southern
Queensland, Australia.
This Australian PhD dissertation describes a ten-month study of the use
of smartphones and Mobile Instant Messaging (MIM) via KakaoTalk
chatrooms to support the informal learning of L2 Korean by 96 short-stay
English-speaking Korean university students with no prior knowledge of
the Korean language or culture. MIM chatrooms supported the students’
screen-to-screen, face-to-face and face-to-screen interactions. These
included the exchange of emoticons, expressive images, video and audio
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recordings as well as typed text, all of which supported the students’ shift
from dependence on their Korean-speaking hosts to self-reliant language
learning.
Popova, S. (2015). Mobile learning as a new foreign language teaching technology for
university students (by a case study of Tomsk Polytechnic University). Privolzhskiy
nauchnyy vestnik, 4-2(44), 49-52. [in Russian]
This Russian study describes the integration of a mobile-accessible
Moodle program (The World of Work) into the curriculum of an L2
English university course. Over a semester, 46 students accessed the
program as a required part of their 20-hour course. The Moodle course
contained various types of materials for the development of grammar and
vocabulary as well as a large number of links to online resources for
independent work. Most students obtained excellent results in the course.
According to a post-treatment survey, participants regarded the course
positively.
Prince, J. (2014). A Case Study of English Language Learners in a Digital Classroom:
Exploring the Experiences of Students and Teachers Using iPads for Linguistic
Development and Content Knowledge Acquisition. EdD dissertation, The University
of Maine.
This American EdD dissertation describes the use of individually
assigned iPads with 10 fourth-graders in a Swiss primary school. The
iPads were used for six months in a class for which L2 English was the
language of instruction. The English competence of the children ranged
from beginner to native-speaker. The instructor reported that the built-in
functionalities of the iPad, international settings, language tools, Internet,
and many apps personalized student learning. Students thought that use of
the iPads had improved their language skills and reported that they
enjoyed using the devices.
Priyanti, N., Santosa, M., & Dewi, K. (2019). Effect of Quizizz towards the eleventhgrade English students’ reading comprehension in mobile learning context. Language
Education Journal Undiksha, 2(2), 71-80.
This study evaluates the effect of a mobile-accessible game-based quiz
app (Quizizz) upon the L2 English reading ability of 37 Indonesian 11thgraders. On six occasions, this experimental group used the app in
undisclosed ways to study English while a matched control group of 36
learned the same materials without the app. The experimental group
significantly outscored the control on a post-treatment reading
comprehension test.
Procter-Legg, E. Petersen, S., & Cacchione, A. (2014). LingoBee mobile app:
Connecting to language learners through technology. In S. Leone (Ed.), Integration of
Formal and Informal E-Learning Environments for Adult Lifelong Learners (pp. 199221). Hershey, PA: IGI Global Publishing.
This e-book chapter is a sequel to Petersen et al. (2012). It describes the
use of an Android smartphone-based situated-language-learning app
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(LingoBee) in a project involving five L2 case studies in Britain, Italy,
Lithuania, The Netherlands and Norway. The languages studied were
English, Italian, Dutch, Lithuanian, Hungarian and Norwegian. Using
LingoBee, (pre-)university students took on-site pictures to create,
cooperatively and collaboratively, an annotated web-based vocabulary
repository (SIMOLA). The case studies highlighted that the support and
guidance provided by instructors can impact positively on learners’
engagement and use of LingoBee.
Pukšič, D., & Krašna, M. (2015). M-Learning in practice: Language learning mobile
application. Proceedings from Central European Conference on Information and
Intelligent Systems (pp. 105-114).
This Slovenian study describes the design and pilot testing of an Androidbased mobile language learning app (BlaBla) for A1/A2-level L2
Slovenian. It was trialed for two weeks by twelve university students in
an Erasmus intensive language course. Although students from the
experimental group found the application useful, compared to twelve
control students in the same class who did not use the app, no significant
learning difference was observed on a post-treatment test.
Puspandari, L., & de Haviland Basoeki, O. (2020). The use of mobile device in the
application of Education 3.0 to increase students' English-speaking ability at
shipbuilding polytechnic. Asian EFL Journal, 27(3), 247-258.
This study investigated the effect of a social networking messaging app
(WhatsApp) upon the L2 English speaking ability of 90 Indonesian
university students. For seven weeks, participants undertook discussions
in class. For the remainder of the semester, in addition to face-to-face
classroom activities, they accessed WhatsApp via their smartphones for
discussion and explanation of the material. Student reaction to the
innovation was overall very positive. Those who before were passive in
class became more actively involved in discussion groups and made a
significant improvement in the end-of-year course test.
Puspitasari, C., & Subiyanto, S. (2017). A new tool to facilitate learning reading for
early childhood. Malaysian Online Journal of Educational Technology, 5(3), 1-15.
This study describes the design, development and trialing of Android
mobile reading game app with 13 pre-literate kindergarteners, presumably
L1 Indonesian in Indonesia. The app, which ran on Android
tablets/smartphones, was based on the Belajar Membaca Tanpa Mengeja
teaching method. It targeted sound/letter correspondences in syllable
formation and was tested for a total of four hours. A control group of 13
children undertook the same activities via a printed book. The mean score
of the experimental group was twice that of the control on a posttreatment test.
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Pyke, N. (1997). £1m heals reading blight. The Times Educational Supplement. 31
January 1997, p. 1.
This British year-long study was part of the Docklands Learning
Acceleration Project that examined the use of word processing and PDAs
to improve basic literacy skills of some 600 seven year old native
English-speaking students in 25 primary schools in central London. The
aim was to increase the amount of children’s reading and writing. Only
brief anecdotal reports are given.
Qin, W. (2015). Learning Chinese vocabulary through Mobile-assisted activities: An
investigation in China. International Journal of Education and Research, 3(10), 387400.
This two-week study evaluated the effect of smartphone usage upon
beginning-level L2 Chinese vocabulary acquisition. During eight 50minute classes, 47 African students in a Chinese university learned
vocabulary with the aid of multimedia. In preparation for follow-up class
presentations, 25 of these students used their own smartphones out of
class to take pictures corresponding to the targeted vocabulary and then
posted these to WebChat accounts as prompts for collaborative
discussions. On a pre-/post-test of vocabulary, the experimental group
significantly outscored the control group of 22 which undertook no outof-class activities.
Qing, X. (2016). A brief study on English autonomous learning ability based on
mobile learning in EFL curriculum. Canadian Social Science, 12(11), 114-118.
This Chinese paper describes in very general terms the effect of using a
mobile-based communications app (WeChat) to promote the learning of
L2 English by 60 intermediate-level college students. Over a 16-week
period, these students used WeChat in their course while a control group
of 60 did not. The experimental group achieved much better scores on
their English test compared to the control group. A post-treatment
questionnaire showed that the experimental group had a positive attitude
and high learning motivation toward mobile learning.
Quan, Z. (2016). Introducing “mobile DDL (data-driven learning)” for vocabulary
learning: An experiment for academic English. Journal of Computers in Education,
3(3), 273-287.
This study from New Zealand investigated the attitudes of upperintermediate-level L2 English pre-entry bridging university students
towards the use of a mobile-based concordancing app (AKWIC) for the
acquisition of academic vocabulary. Two groups of volunteers trialed
AKWIC with loaned tablet computers, eight for four weeks and twenty for
two weeks. Despite generally positive comments from post-treatment
student questionnaires and interviews, about three-quarters of participants
indicated that they would not want to use AKWIC in the future. They
disliked the approach because of the need to find meanings on their own.
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Quan, Z. (2018). The Potential of Mobile-Based and Pattern-Oriented Concordancing
for Assisting Upper-Intermediate ESL Students in Their Academic Writing. PhD
dissertation, Auckland University of Technology, NZ.
This PhD dissertation describes the results of three studies that evaluated
the effectiveness of two mobile-based concordancers, an experimental
app (Patterns in Context) and a traditional keyword in context (KWIC)
app. All studies were run using a Samsung T110 tablet computer,
involved academic English, and were undertaken by B2/C1-level L2
English pre-university students in New Zealand. The first study was
preliminary in nature and intended to pilot test the experimental app. It
was trialed for four weeks by ten volunteers while another eight used the
KWIC version. Based on the results of this trial, improvements were
made to Patterns in Context (PIC) and a second trial was undertaken, this
time with ten students alternating between two weeks using PIC and two
weeks using the KWIC version. The results confirmed the participants’
preference for the PIC version. The third study involved 20 students, all
of whom used PIC for two weeks. Overall, the participant’s evaluation of
the usefulness of PIC was positive, though about a quarter of the users
expressed only a neutral appreciation of it.
Rachels, J., & Rockinson-Szapkiw, A. (2018). The effects of a mobile gamification
app on elementary students' Spanish achievement and self-efficacy. Computer
Assisted Language Learning, 31 (1-2), 72-89.
This American study investigated the effectiveness of a game-based
language learning app (Duolingo) upon the L2 Spanish
vocabulary/grammar acquisition and academic self-efficacy perceptions
of 79 L1 English third-fourth graders. Compared to a matched control
group of 88 who were taught face-to-face, the experimental group learned
the same content exclusively through the in-class use of Duolingo via
loaned iPads during the same 40 minutes per-week/12 week instruction
period. A post-treatment 50-item vocabulary/grammar test revealed no
significant difference between the two groups, nor was any significant
difference observed in post-treatment self-efficacy perceptions.
Rahimi, M., & Miri, S. (2014). The impact of mobile dictionary use on language
learning. Procedia - Social and Behavioral Sciences, 98, 1469-1474.
This paper reports on the effect of the use of a mobile phone-based
dictionary (Longman Mobile) on the language performance of Iranian
lower-intermediate English L2 university students. Over a period of a
semester, 17 participants completed course assignments using their
mobile dictionaries whereas a control group of 17 did so using the printed
version of the same dictionary. The experimental group outperformed the
control by a significant margin on an end-of-semester achievement test.
Rahimi, M., & Soleymani, E. (2015). The impact of mobile learning on listening
anxiety and listening comprehension. English Language Teaching, 8(10), 152.
This Iranian study investigated the effect mobile device usage upon L2
English listening anxiety and comprehension. During a semester, 25
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intermediate-level learners listened to 12 podcast activities on their
mobile phones or MP3 players whereas a control group of 25 did so
using desktop computers. Pre-treatment and post-treatment, listening
anxiety was assessed by a questionnaire while listening comprehension
was evaluated by the Key English Test. A significant difference in favor
of the experimental group was found for both a reduction of listening
anxiety and increase in listening comprehension.
Rajayi, S., & Poorahmadi, M. (2017). The impact of teaching vocabulary through
“Kik” application on improving intermediate EFL learner’s vocabulary learning.
International Journal of English Language Teaching, 5(1), 22-28.
This Iranian study investigated the effect of using a mobile phoneaccessible messaging app (Kik) upon the vocabulary acquisition of 31
intermediate-level L2 English language institute students. During twelve
class sessions of 15-20 minutes duration, participants used the app to
complete word definition and matching activities with five-six words per
session. A matched control group of 30 did similar tasks in class without
the use of the app. The experimental group significantly outscored the
control on a pre-/post-treatment multiple-choice vocabulary test.
Rashid, N., Salleh, S., & Noor, N. (2018). The role of game elements in improving
Jawi Skills through a Mobile Game 'G-Jawi'. International Journal of Interactive
Mobile Technologies, 12(7), 20-30.
This Malaysian study describes the pilot testing of a prototype mobilebased game (G-Jawi ) intended to teach children the Jawi alphabet. It was
trialed in one session by 20 second-grade children and five teachers. On a
pre-post-test comparison, the children demonstrated statistically
significant improvement, ranging from 5% to 40%. So, too, the comments
about the game on a post-treatment questionnaire from both the learners
and teachers alike were very positive.
Rashid, S., Cunningham, U., & Watson, K. (2017). Task-based language teaching
with smartphones: A case study in Pakistan. Teachers and Curriculum, 17(2), 33-40.
This paper describes a task-based experiment in which eleven L2 English
Pakistani university volunteers used their smartphones to create a
personal blog. Over five-weeks, the students wrote at least three entries
on their phones which they then published to the blog website.
According to post-treatment questionnaires and interviews, students’ and
teachers’ perceptions regarding the use of smartphones in this way was
positive. The findings confirmed that a combination of smartphones and a
task-based learning approach could have a beneficial impact on students’
motivation and engagement with the learning process.
Rashid, S., Howard, J., Cunningham, U., & Watson, K. (2020). Learner training in
MALL: A Pakistani case study. Innovation in Language Learning and Teaching, xx,
1-14.
This Pakistani study investigated the effect of formal MALL training in
creating mobile-based web blogs upon the writing of 23 self-evaluated
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beginner-high/intermediate-mid-level L2 English university students.
Over eight weeks, in an extracurricular course, the participants received
weekly instruction on how to use their smartphones to create a blog with
the Blogger app. In all, they created five blogs averaging about 250 words
each. The study found the learner-training model used was successful in
motivating and enabling the students to create blogs and practice their
English writing skills.
Rashtchi, M., & Mazraehno, M. (2019). Exploring Iranian EFL learners’ listening
skills via TED Talks: Does medium make a difference? Journal of Language and
Education, 5(4), 81-97.
This Iranian month-long study compared the effect of delivery mode on
the intermediate-level L2 English listening comprehension of L1 Persian
language institute students. Two groups of 20 viewed Ted Talk videos
(American File 2), one using mobile phones out of class, and the other
with laptops in class three times per week. The instructor played
textbook-related CDs and DVDs thrice weekly in class for a control
group of 20. On a listening post-test, except for the mobile group
outscoring the control, there was no significant difference between the
groups.
Rassaei, E. (2019). Recasts during mobile-mediated audio and video interactions:
Learners’ responses, their interpretations, and the development of English articles.
Computer Assisted Language Learning, xx, 1-27.
This Iranian study compared the effect of mobile-delivered recasts upon
the intermediate-level L2 English grammatical competency of students
under two conditions. Using WhatsApp, over ten days, 36 students
summarized a short story orally while 34 did so in writing. Half of each
group received error recasts in the same format as its response, while the
other half received no recasts. Participants who received recast error
correction significantly outscored those who did not on a post-treatment
test of article usage, recipients of written recasts more so than recipients
of oral recasts.
Rassaei, E. (2020). Effects of mobile-mediated dynamic and nondynamic glosses on
L2 vocabulary learning: A sociocultural perspective. Modern Language Journal,
104(1), 284-303.
This Iranian study assessed vocabulary acquisition using smartphones and
a mobile-accessible messaging app (Telegram) to send short L2 English
texts and word definitions to adult language school students of
intermediate-level proficiency. Each text contained a small number of
underlined words, for which 32 participants communicated with an
interlocutor to give or request Persian translations. The response was
given to half the group interactively by prompts and increasingly explicit
definitions. The other half immediately received explicit definitions. A
control group of 15 read the same texts without recourse to any
definitions. On both an immediate and two-week-delayed post-treatment
vocabulary test, the groups that received definitions significantly
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outscored the control, the interactive participants more so than the
immediate response group.
Rastegar, B. (2019). The effect of real-life online discussions on content-based
vocabulary learning of Iranian IELTS test takers: With a focus on Telegram
application. Sapiens Journal of Modern Education, 2(1), 5-17.
This Iranian study investigated the effect of a mobile-accessible instant
messaging app (Telegram) upon the advanced-level L2 English
vocabulary acquisition of 29 adults in an IELTS preparation course. Over
sixteen sessions, participants used the app to discuss real-life topics
involving problems which they had to collaboratively resolve.
Interactions were of 3 types: audio, written, and video. A matched control
group of 28 received only classroom instruction. The experimental group
significantly outperformed the control on a pre-/post-treatment 30-item
vocabulary test. Overall, learners found online discussions an effective
way to learn vocabulary.
Rathakrishnan, M., Raman, A., Singh, M., & Jagdish S, (2019). The usage of WIM to
enhance the acquisition of English. Opcion, 35, 12-45.
This Malaysian study evaluates the effect of social networking app
(WhatsApp) usage upon the L2 English grammar and writing skills of 40
high school students. Over three months, participants used their
smartphones to undertake course-related activities via WhatsApp. What
these were is not described. A control group of 40 students followed a
traditional curriculum, again with no information given about content or
procedures. The experimental group significantly outscored the control on
a post-treatment test and expressed positive attitudes towards the use of
WhatsApp, especially regarding the two-way communication it provided.
Raymond, R. (2012). The Impact of E-Readers on Adolescent Students’ Reading
Motivation: A Case Study. PhD dissertation, Sam Houston State University,
Huntsville, TX.
This American PHD dissertation presents a case study into the effects of
using Kindle Keyboard e-readers upon the reading motivation of five 7th8th-graders. Participants represented a range of profiles: an avid reader, a
student with dyslexia, two ESL students, and a reluctant reader. They met
the researcher as a group 30 minutes per week for seven weeks to discuss
books they had chosen. At the end of the study, all five believed that the
Kindle was easier to read than a printed book and made them want to read
more.
Read, T., & Bárcena, E. (2016). The development of listening comprehension via
mobile-based social media and the role of e-leading students. In A. Palalas & M. Ally,
International Handbook of Mobile-Assisted Language Learning. China Central Radio
& TV University Press, Co., Ltd. (pp. 290-315).
This paper reports the same data as presented in Read & KukulskaHulme, (2015).
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Read, T., & Kukulska-Hulme, A. (2015). The role of a mobile app for listening
comprehension training in distance learning to sustain student motivation. Journal of
Universal Computer Science, 21(10), 1327-1338.
This study examined the effects of social media interaction upon the L2
English listening comprehension activities of 90 volunteers enrolled in a
Spanish distance education pre-university entrance course. For eleven
weeks, half the group used a mobile-based app (Audio News Trainer) to
listen to news broadcasts and automatically send written summaries to a
Facebook page for peer comments. The other half of the group used the
app without the social networking link. Only 9 of the latter group
actually used the application to compared to 33 in the Facebook group.
Redcay, J., & Preston, S. (2016). Improving second grade student’s reading fluency
and comprehension using teacher-guided iPad® app instruction. Interactive
Technology and Smart Education, 13(3), 218-228.
This American study describes the L1 English oral reading performance
of second-graders under two conditions. During one session, forty
children read a short grade-appropriate text six times. Twenty participants
did so using an iPad and an audio-recording app (Chatterpix) to record
and listen to their reading between five retries with teacher feedback. The
remaining twenty children also re-read the text five times, but without
audio recording their attempts nor any instructor guidance. The
Chatterpix group significantly outscored the control on an immediatepost-test of reading fluency, comprehension and story retelling.
Redd, J. (2011). Supporting vocabulary growth of high school students. An analysis of
the potential of a mobile learning device and gaming app. PhD dissertation, Iowa State
University.
This American PhD dissertation incorporates three articles. The first is a
general description of mobile devices and gaming as a means of building
vocabulary. The second and third describe an implementation involving
the Vocab Challenge game which 25 L1 English high school students
played on an iPod Touch for three weeks to learn SAT-level vocabulary.
A pre-/post-test comparison demonstrated no significant difference for
either of these implementations.
Redd, J., & Schmidt-Crawford, D. (2011). The potential of building high school
students’ vocabulary using an iPod Touch and gaming app. Journal of Open, Flexible
and Distance Learning, 15(2), 55-67.
This American paper integrates the three articles on the same topic that
appear in Redd (2011). It describes how 25 L1 English high school
students used the Vocab Challenge game on an Ipod Touch to test its
effectiveness on SAT-level vocabulary acquisition. Self-reported out-ofclass usage varied between 10 and 500 minutes. Participants called upon
the ‘process of elimination’ and ‘roots/word parts’ as tools to help them
master the vocabulary. A pre-/post-treatment 20-item vocabulary test
comparison indicated a direct correlation between the pre-test score as a
predictor for the post-test score.
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Rezaee, A., Alavi, S., & Razzaghifard, P. (2019). The impact of mobile-based
dynamic assessment on improving EFL oral accuracy. Education and Information
Technologies, 24(5), 3091-3105.
This Iranian study assessed the effect of dynamic assessment on oral
accuracy in a mobile environment. Over four weeks, using their
smartphones twice per week out of class, 80 pre-intermediate-level L2
English university students took part in eight communicative tasks via a
social networking app (WhatsApp), half doing so orally and half by text.
A control group of 40 students received normal instruction with no
WhatsApp activities or related dynamic assessment. Both WhatsApp
groups outperformed the control on a post-treatment speaking test, with
the texting participants doing the best.
Refat, N., Kassim, H., Rahman, M., & Razali, R. (2020). Measuring student
motivation on the use of a mobile assisted grammar learning tool. PloS ONE, 15(8), 120.
This Malaysian study investigated the effect of a mobile-accessible app
upon the L2 English learning motivation and acquisition of grammatical
tense. In four one-hour sessions conducted in a computer lab, using PCs
and personal smartphones, 115 university students learned present tenses.
In a post-treatment questionnaire and interviews, students found usage of
the app to be motivating, but few students replied that the tool helped
them to know more about the present tense than they would have
otherwise done. A pre-/post-test of present tense demonstrated significant
learning gains.
Refat, N., Rahman, M., Taufiq Asyhari, A., …, & Rahman, M. (2020). MATT: A
mobile-assisted tense tool for flexible m-grammar learning based on cloud-fog-edge
collaborative networking. IEEE Access 8, 66074-66084.
This study evaluated the effectiveness of a mobile-based grammar app
(MATT Mobile Assisted Tense Tool) in teaching L2 English tense usage to
103 Malaysian university students. The app was used over an unspecified
period of time under unspecified conditions. In a pre-/post-test
comparison, participants made a statistically significant improvement.
They likewise outscored on the post-test a control group of 25 that did not
use the app. The experimental group also expressed very positive
attitudes towards their use of the app.
Regan, K., Evmenova, A. & Good, K., ..., & Mastropieri, M. (2018). Persuasive
writing with mobile-based graphic organizers in inclusive classrooms across the
curriculum. Journal of Special Education Technology, 33(1), 3-14.
This American study describes the effect of an iPad-based mobile graphic
organizer app (MBGO) upon the writing of seventh-graders that included
L1/L2 English speakers and children with and without disabilities. Over
two weeks, in eight sessions, 43 participants practiced writing persuasive
essays using the MBGO and 51 without the app. On an immediate posttest, while there was no significant difference in the number of words or
sentences, regardless of disabilities, students who used the MBGO
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significantly outperformed students in the control group for number of
transition words and writing quality.
Reichenberg, J. (2014). The Use of iPads to Facilitate Growth in Reading
Comprehension Skills of Second Grade Students. EdD dissertation, Liberty
University. ProQuest Dissertations Publishing.
This American EdD dissertation compared the L1 English reading
comprehension gains of 78 2nd-graders under two presentation conditions:
iPad and printed book. For six weeks, half of the children spent four class
days per week, 15 minutes per day, reading books of their choice via the
Storia app. During the same time, the other half of the group read selfselected printed books. Whether or not the e-reader group consistently
used the multimodal features of the iPad, there was no significant
difference in a pre/post-treatment reading comprehension test
comparison.
Reinders, H., & Cho, M-Y. (2010a). Extensive listening practice and input
enhancement using mobile phones: Encouraging out-of-class learning with mobile
phones. TESL-EJ, 14(2), n.p.
This Korean study reports on the use of a mobile phone-based audiobook
(Peaks and Valleys) to provide extensive out-of-class L2 English listening
practice. The application slightly raised the volume to highlight certain
adverbial and passive constructions. The system was trialed for a week by
68 university students, most of whom were enthusiastic about using
mobile phones for learning. Some, however, found the volume changes
distracting and a number did not complete the reading assignment.
Reinders, H. & Cho, M-Y. (2010b). Enhancing informal language learning with
mobile technology - Does it work? Journal of Second Language Teaching and
Research, 1(1), 3-29.
This study of 16 advanced-level (90-116 TOEFLiBT) L2 English Korean
university students examined the effect of moble phone-based audio
enhancement upon grammar acquisition. For a week, out of class the
students listened to an audiobook (Peaks and Valleys) within which the
volume of certain adverbial and passive constructions was augmented by
20-30%. A matched control group of 67 listened to the audiobook
without audio enhancement. A timed pre-/post-test involving
grammaticality judgements of 60 sentences showed no significant
difference in mean scores between the two groups for either adverbs or
passives.
Reinders, H., Lakarnchua, O., & Pegrum, M. (2014). A trade-off in learning: Mobile
augmented reality for language learning. In M. Thomas & H. Reinders. (Eds.), TaskBased Language Teaching in Asia (pp. 244-256). London, Bloomsbury.
This Thai paper describes the use of a mobile phone-based augmented
reality app (Wikitude) to foster the L2 English proficiency of 34
university students. Participants had to create a campus tour for foreign
visitors using prompts about five campus locations. This took students
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about 2 and a half hours to complete, during which students
enthusiastically helped each other respond to the prompts. Participants
were then supposed to take a tour created by their classmates. Due
especially to technical problems, this activity saw a marked reduction in
the enthusiasm of students.
Retter, S., Anderson, C., & Kieran, L. (2013). iPad use for accelerating reading gains
in secondary students with learning disabilities. Journal of Educational Multimedia
and Hypermedia, 22(4), 443-463.
This study investigated the effect of iPad usage upon the L1 English
reading proficiency of thirteen struggling readers in an American high
school. Over twelve weeks on a weekly basis in class, in conjunction
with the Second Chance Reading program, students accessed four
reading apps (Flashcards, BlueFire, MiniMod Reading for
Details/Inference). Compared to their results the preceding semester,
reading fluency (words read per minute) changed little on the Jamestown
Reading Assessment. However, according to the Stanford Diagnostic
Reading Test, use of the iPad did increase reading comprehension and
vocabulary acquisition.
Rezaei, A., Mai, N., & Pesaranghader, A. (2013). Effectiveness of using English
vocabulary mobile applications on ESL's learning performance. Proceedings 2013
International Conference on Informatics and Creative Multimedia (pp. 114-118).
This Malaysian study investigated the effect of using mobile-based
vocabulary apps on the vocabulary acquisition of 42 intermediate-level
L2 English students of an English Language Academy. The students used
the apps during a “Vocabulary and Talk” course in English for academic
purposes. A pre-/post-test comparison based on a 20-item multiple-choice
assessment revealed a positive change in learners’ performance. In a posttreatment questionnaire, students indicated that using the applications
helped increase learning of vocabulary, confidence, class participation
and that they had a positive tendency toward the use of multimedia in
education.
Rezaei, A., Mai, N., & Pesaranghader, A. (2014). The effect of mobile applications on
English vocabulary acquisition. Jurnal Teknologi, 68(2), 73-83.
This Malaysian article, the published version of Rezaei, Mai &
Pesaranghader (2013), investigated the effectiveness of two mobile apps,
BUSUU and Interactive English, on the L2 English vocabulary
acquisition of 42 mostly pre-intermediate level English Language
Academy students. Participants completed assigned exercises in both
apps which they accessed in class and at home over a four-week period.
A comparison of two twenty-item multiple-choice assessments, a pre-test
based on the course textbook and a post-test on the content of the apps,
confirmed a significant increase in vocabulary knowledge in the latter.
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Rezaei, M., & Davoudi, M. (2016). The influence of electronic dictionaries on
vocabulary knowledge extension. Journal of Education and Learning, 5(3), 139-148.
This Iranian paper investigated the effectiveness of e-dictionaries
compared to paper dictionaries in the learning of vocabulary. Over eight
twice-weekly sessions, 35 intermediate-level L2 English university
students used eight mobile-based dictionaries (from Blue Dict) to read 30
texts. A matched control group of 35 students did likewise using paper
dictionaries. Post-treatment, students immediately took a 60-item
multiple-choice vocabulary test and the same test again two weeks later.
The experimental group significantly outscored the control on both posttests. There were no significant differences between male and female
participants on the delayed-post-test.
Richter, A., & Courage, M. (2017). Comparing electronic and paper storybooks for
preschoolers: Attention, engagement, and recall. Journal of Applied Developmental
Psychology, 48, 92-102.
This Canadian study describes the effect of e-books upon the behavior of
79 pre-literate L1 English preschoolers. During one 45-minute session,
the children listened to one paper-based story read to them by an adult
and a second comparable e-text story narrated to them via an iPad, which
also included interactive multimedia features, a dictionary and games.
While there was no difference in recall by format, with the e-book
children were more attentive and engaged, taking twice as long to
complete it, and communicated more about the device than the story.
Rico, M., Agudo, J., & Sánchez, H. (2015). Language learning through handheld
gaming: A case study of an English course with engineering students. Journal of
Universal Computer Science, 21(10), 1362-1378.
This Spanish paper describes the results of two case studies conducted
over three academic years that explored the use of the Nintendo gamebased Practise English application with A2+/B1 level university L2
English learners. Practise English provided almost 400 exercises that
included songs, tongue twisters and revision covering exercises
previously completed incorrectly, which students accessed on a voluntary
basis outside of class. The first case study, which involved 18 participants
who used the application two hours per week for 15 weeks, focused on
student perceptions of motivation, attitude, and pedagogical
effectiveness. The great majority of participants enjoyed using the
application and found it most effective for pronunciation and listening
practice. The second case study involved 38 participants, who accessed
the application on average 20 minutes per session ten times over a sixweek period. A pre-/post-test of grammar, vocabulary, pronunciation,
reading abilities, writing, listening and speaking demonstrated that
students who spent nine or more sessions playing Practise English could
improve some of their English skills. The degree of improvement was
related to the amount of time actively spent using the application.
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Rivera, C., Mason, L., Moser, J., & Ahlgrim-Delzell, L. (2014). The effects of an
iPad® multimedia shared story intervention on vocabulary acquisition for an English
language learner. Journal of Special Education Technology, 29(4), 31-48.
This American study describes a case study involving the L1 Spanish/L2
English vocabulary acquisition of one ten-year old elementary school
student with a moderate intellectual disability. Over four weeks, an iPad
was used to present two personalized iBook stories, in both a Spanish and
English version. The stories contained 50 noun pictures, ten of which the
participant did not know in either Spanish or English. The student initially
acquired Spanish vocabulary words more quickly, but his English
vocabulary words accelerated at a faster rate over the course of the
investigation.
Riveros, A. (2016). The Effectiveness of iPad and Computer-Based Recording
Applications on Oral Proficiency in a 7th Grade Spanish Class. MA thesis, The
William Paterson University of New Jersey. ProQuest Dissertations Publishing.
This American Masters thesis examined the effect of daily audio
recording upon the L2 Spanish oral skills of 35 7th-graders of novice-level
competency. For two weeks, participants recorded stories individually
using the Videolicious app on iPads. The following two weeks, they
recorded oral tasks, mostly in pairs, using Audio Dropbox on laptops. A
pre-/post-test comparison demonstrated that 80% of the participants
increased their level of oral proficiency by one tier (Novice-low/mid,
Novice-mid/high). Participants reacted positively to making recordings
and thought that it had helped them improve their oral competency.
Rivers. D. (2009). Utilizing the Quick Response (QR) Code within a
Japanese EFL Environment. The JALT CALL Journal, 5(2), 15-28.
This Japanese study evaluated the perceptions of 132 university L2
English students regarding the use of mobile phones and QR codes.
Three activities were undertaken which involved the writing of opinion
paragraphs, a teamwork task, and a collaborative treasure hunt concerning
different locations around the university campus. While over half the
students expressed positive attitudes towards the use of mobile phonebased QR decoding to help language learning and wanted to use QR
codes as a regular part of the curriculum, the sizable remainder were
negative about both.
Robertson, L, O’Connor, G., Holdsworth, R., & Mitchell, C. (2009). MALL research
project report. Mobile Application for Language Learning (pp. 1-48). The Learning
Federation. Adelaide, South Australia, Australia: Curriculum Corporation.
This Australian report describes a six-week pilot test of the commercial
mobile phone-based Learnosity language learning system by 95 L2
Indonesian post-primary school students. The project involved students
viewing stimulus materials (photographs, a map, a menu, a travel
brochure), listening via a mobile phone to questions in Indonesian about
those materials, and recording their oral responses in Indonesian. A pre/post-test of conversational skills demonstrated significant improvement.
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Although, teachers strongly supported use of the system, nearly half the
students indicated they would only like to use it occasionally and 25%
never.
Robles Noriega, H. (2016). Mobile learning to improve writing in ESL teaching.
TEFLIN Journal, 27(2), 182-202.
This Columbian case study involved one B1-level L2 English university
student who accessed, via a loaned mobile device, podcasts designed to
teach writing skills. These were based on a genre approach inspired by a
Functional Systemic Linguistic analysis and targeted three genres:
personal recounts, autobiography and short story. A pre-/post-treatment
comparison after eight weeks focused on genre structure, text cohesion,
and grammar. It showed that the texts produced by the student improved
in use of the language as well as in the organization of the stages of the
genre structure.
Rocca, S. (2015). iPadding sixth graders to impact language learning: An empirical
mobile study. The International Association for Language Learning Technology
Journal, 45(1), 23-43.
This American paper describes a one-year experiment that integrated the
use of iPads and the Notability app into the curriculum of a beginninglevel L2 Italian class of bilingual French-English sixth-graders.
Compared to a control group of 8 learners who shared the same teacher,
curriculum, textbook and class time, an experimental group of 14 did all
their work using iPads. On an end-of-year test, the experimental group
scored the same as the control in writing but performed better in listening,
speaking and reading. So, too, they outperformed seventh graders in
speaking.
Rocca, S. (2017). To iPad or not to iPad: Mobile language learning with middleschool children. The IALLT Journal, 47(1), 1-26.
This American paper is a follow-up study of Rocca (2015). It involved
the same group of bilingual French-English middle school beginninglevel L2 Italian learners who shared the same curriculum, teacher and
class time. Fourteen of the children studied using the Notability app on
their iPads whereas eight had no access to either. While both groups
made progress over the two-year period in reading, writing, speaking and
listening on A1-level CILS end-of-year examinations, the experimental
group performed better and at a higher level than the control group
across all skills.
Rocha, T., Goncalves, C., Fernandes, H., …, & Barroso, J. (2019). The AppVox
mobile application, a tool for speech and language training sessions. Expert Systems,
36(3SI), 1-13.
This Portuguese study describes the design and testing of a mobile-based
pronunciation app (AppVox) intended to provide support for children with
speech and language impairments in their speech therapy sessions. Using
a Sony Xperia Z1, it was trialed over two months with 15 speech-
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impaired and 20 normal L1 Portuguese second- to fifth-graders.
Participant reactions provided positive feedback concerning efficiency,
effectiveness, and satisfaction in user interaction. Therapists thought that
the interaction of the app was appropriate for children and quite engaging,
meaning they could actually use it in therapy sessions.
Rodgers, C. (2014). Augmented Reality Books and the Reading Motivation of FourthGrade Students. EdD dissertation, Union University. Jackson, Tennessee. ProQuest
Dissertations Publishing.
This American EdD dissertation investigated the effect of the Augmented
Reality (AR) features in three children’s books upon the reading
motivation of L1 English 4th-graders. For 3 weeks, during three weekly
15-minute sessions, 41 participants read the books with the AR features
enabled while a control group of 36 read the same books with the AR
features disabled. A pre-/post-treatment questionnaire revealed that there
was no statistically significant difference in the reading motivation of
those who utilized the augmented reality component in augmented reality
books and those who did not.
Rodrigo, M., Agapito, J., & Manahan, D. (2019). Analysis of student affect and
behavior while playing a mobile game for English comprehension. In M. Chang et al.
(Eds.), Proceedings ICCE 2019 - 27th International Conference on Computers in
Education, 1 (pp. 537-542). Taiwan: Asia-Pacific Society for Computers in
Education.
This conference presentation describes the design of a mobile-based L2
English reading and listening comprehension game (Learning Likha) that
was trialed with thirty 4th-6th-graders in the Philippines. For twenty
minutes, the children played the interactive storybook game which
required them to fetch indigenous Filipino musical instruments from
different shops in the town. Despite the high level of engagement and ontask behavior, and despite the positive feedback about the game,
comprehension scores were low, though the older students understood
more than the younger ones.
Rodríguez, C., & Cumming, T. (2017). Employing mobile technology to improve
language skills of young students with language-based disabilities. Assistive
Technology, 29(3), 161-169.
This American study evaluated a language learning app (Language
Builder) used to improve receptive vocabulary, expressive vocabulary,
and sentence formation skills of 20 L1 English first-grade to third-graders
with identified language-based disabilities. Using i-Pads, pupils accessed
the app in class 30 minutes/day 4 days/week for eight weeks. A matched
control group of 11 children followed the same curriculum but without
the use of Language Builder. A pre-/post comparison revealed that the
experimental group made significantly greater gains than the control in
sentence formation, but not in receptive or expressive vocabulary.
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Ronimus, M., Eklund, K., Westerholm, J., …, & Lyytinen H. (2020). A mobile game
as a support tool for children with severe difficulties in reading and spelling. Journal
of Computer Assisted Learning, X, 1-15.
This study evaluated the effect of two mobile-based reading instruction
games (GL Reading, GL Spelling) upon the word reading fluency of L1
Finnish first-graders with severe reading and spelling difficulties. Over
six weeks, five hours 44 minutes average, one group of 23 learned with
GL Reading while another of 24 used GL Spelling. A control group of 22
received pre-reading instruction without use of the apps. A pre-/post-test
comparison revealed no differences in the development of reading or
spelling skills between GL players and the control group.
Ros i Solé, C., Calic, J., & Neijmann, D. (2010). A social and self-reflective approach
to MALL. RECALL Journal, 22(1), 39-52.
This British paper investigates over an eight week period the patterns
of behavior that could be established from language learners’ use of
MP3 devices by having six L2 Icelandic and six L2 Serbian/Croatian
university students log their use of the devices in a diary, by having the
teacher observe or elicit information in classroom discussions and
conducting ethnographic- style interviews. It was concluded that MP3
devices could allow students to adopt a social practices approach and
use a variety of locations to enact and rehearse a personal voice.
Roskos, K., Burstein, K., You, B-K., …, & O’Brien, C. (2011). A formative study of
an e-book instructional model in early literacy. Creative Education, 2(1), 10-17.
This American paper describes an evaluative study of a prototype e-book
model for the development of early L1 English literacy. It involved 12
pre-school children in four Early Reading First program locations who
trialed the system using i-Pod Touches in class for 8 weeks, 15 minutes
twice per week. The model was assessed in four categories: (1) e-book as
a quality technology-mediated environment; (2) physical place criteria;
(3) engagement indicators; and (4) instructional potential. Strengths and
weaknesses of the four-component model design were identified for
purposes of revision and stabilizing.
Roussel, S., & Galan, J. (2018). Can clicker use support learning in a dual-focused
second language German course? Language Learning & Technology, 22(3), 45-64.
This French study compared the acquisition of legal terminology and
subject content with 36 B1/C1-level L2 German university students with
and without the use of a student response system (i.e. clickers). Over ten
weeks, two one-hour lectures per week, students attended law course that
included in-class question sessions. These alternated between interactive
clicker responses and traditional instructor/student oral interactions. A
pre-/post-test comparison demonstrated higher scores with vocabulary
and content learned through clicker usage than without, but significantly
so only for legal terminology as opposed to course content.
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Rozina, A., Shima, T., Shah, M., …, & Hafiza, A. (2017). Mobile-assisted language
learning (MALL) in developing second language learners' understanding of grammar.
Journal of Academia UiTM Negeri Sembilan, 5, 187-208.
This ten-week Malaysian study investigated the effectiveness of a digital
board game (Throw Back Time) upon the L2 English grammar
proficiency of 47 university students. Out of class, participants played the
game and undertook MALL lessons based on content extracted from the
game. They attended a weekly 2-hour tutorial session in which they
played the game. They took a two-hour grammar test of verbal tense and
aspect every other week. Significant improvements were observed
between a pre-test and three successive class tests, but not between the
third and fourth test.
Russo-Johnson, C., Troseth, G., Duncan, C., & Mesghina, A. (2017). All tapped out:
Touchscreen interactivity and young children’s word learning. Frontiers in
Psychology, 8(578), 1-15.
This American paper describes two studies involving the use of an iPad
with pre-/early-literate L1 English preschool children. Each experiment
lasted less than ten minutes and was followed by an immediate-posttreatment test. The first involved 30 two-year-olds, 22 four-year-olds and
25 five-year-olds. It focused on self-regulation with a flashcard app that
presented labelled pictures of four unknown objects. Girls and children
with high self-regulation tapped significantly less than did boys and
children with low self-regulation. Greater than chance responses were
consistently observed only with the five-year-olds. The second
experiment involved 170 children aged 2-4-years old and focused on
learning the same four words as before. It was undertaken with a gamebased vocabulary learning app on a Galaxy Tab. One group of 60 children
played the game by screen tapping, another 52 by dragging screen objects
and a control group of 58 just watched the game with no interactions.
Girls who dragged named objects learned significantly more of the words
than boys did. Boys in the non-interactive watch condition learned
significantly more words than boys in the interactive drag condition.
Ruan, G., & Wang, J. (2008). Design of English learning system based on mobile
technology. Proceedings of International Conference on Computer Science and
Software Engineering (pp. 1062-1065). Los Alamitos, CA: IEEE Computer Society.
This Chinese paper describes a language learning system that incorporates
three applications for L2 English learners. The first uses web-enabled
mobile phones to provide speaking practice by having students record
responses to question prompts. The second supports vocabulary learning
by sending a word or expression via SMS during class time. Students then
use these in class conversations or a web-based text chat application,
which they access on laptops in class. Students and instructors regarded
the system very favorably and thought that it had improved speaking
ability.
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Ruge, B. (2012). Learning Greenlandic by SMS: The potentials of text messages
support for second language learners in Greenland. In J. Díaz-Vera (Ed.), Left to my
Own Devices: Learner Autonomy and Mobile-Assisted Language Learning Innovation
and Leadership in English Language Teaching (pp. 197-212). Bingley, UK: Emerald
Group Publishing Limited.
This paper from Greenland describes the use of mobile phone SMS in the
teaching of L2 Greenlandic to adult immigrants. The method consisted of
daily language-based mini-tasks sent by SMS and carried out face-to-face
in collaboration with local L1 Greenlandic mentors. For eight weeks adult
education students combined their SMS tasks with classroom instruction,
web-based exercises, and video conferencing. The SMS-mentoring
system helped overcome social and practical barriers that prevent learners
from practicing the language.
Rush, K. (2017). Augmented Reality (AR): A School Library App to Engage High
School Reluctant Readers to Read for Pleasure. PhD dissertation, Northern Illinois
University. ProQuest Dissertations Publishing.
This American PhD dissertation investigated the effectiveness of two
Augmented Reality apps (Aurasma, LayAR) in motivating the selection of
books by seven L1 English high school students identified as reluctant
readers. In nine weekly sessions, using an iPad, they accessed the apps to
watch book trailers or click links for 55 pre-selected books of different
genres to guide them in finding something to read for pleasure. Although
the students showed enjoyment and engagement in using the apps, they
relied on the teacher, school librarian or parent’s recommendation to
select books.
Rusman, E., Ternier, S., & Specht, M. (2018). Early second language learning and
adult involvement in a real-world context: Design and evaluation of the "ELENA
Goes Shopping" mobile game. Journal of Educational Technology & Society, 21(3),
90-103.
This Dutch study describes the field testing of an Android smartphonebased L2 German game-based language learning app (ELENA Goes
Shopping) designed to support early language learning (pronunciation,
vocabulary) by L1 Dutch 4-8-year-olds. The game, which was played onsite in a supermarket, requires participants to listen to instructions in
German accompanied by images relating to ingredients they have to find
to make pancakes. The game was trialed for about 25 minutes twice by 68-year olds, first by a group of 8 randomly-selected children and 7
(grand)parents and a second time by 26 Scouts and 7 adult supervisors.
Semi-structured interviews with the first group and questionnaires from
the second revealed very positive reactions to playing the game from the
children and adults alike. The second group also completed a ten-item
pre-/post-treatment Dutch-German translation test which demonstrated a
small (1.08) but significant mean score improvement. Some children
could not recall words from the 10-word list, but could recall other
German words that were activated by playing the game.
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Saeidi, M., & Mozaheb, M. (2012). Comparing vocabulary learning of EFL learners
by using two different strategies (mobile learning vs. flashcards). International
Journal of Mobile Learning and Organisation, 6(3/4), 303-315.
This Iranian study investigated the effectiveness of a mobile-based
vocabulary learning app (Spaced Repetition System) compared to printed
flashcards with a group of L2 English university students who had
average TOEFL (IBT) scores of 90. For seven weeks, 40 participants
used their mobile phones/PDAs to access the app while another 40 used
flashcards to learn 1200 new words. The instructor also sent vocabulary
information via SMS to the app users, who were obliged to respond. The
mobile app users significantly outscored the control on a post-treatment
20-item multiple-choice vocabulary test.
Safar, A., Al-Jafar, A., & Al-Yousefi, Z. (2017). The effectiveness of using
augmented reality apps in teaching the English alphabet to kindergarten children: A
case study in the state of Kuwait. Eurasia Journal of Mathematics, Science &
Technology Education, 13(2), 417-440.
This Kuwaiti study evaluated the effect of two mobile-based Augmented
Reality apps (AR Flashcards Animals-Alphabet and AR Alphabet
Flashcards) upon the learning motivation and L2 English alphabet
learning of 21 kindergarteners who used the apps on iPads during 20minute class lessons for seven weeks. A control group of 21 learned the
English alphabet via what is described as traditional methods. The
experimental group demonstrated a significantly higher degree of
interaction during the lessons than did the control. This higher interaction
correlated strongly with significantly higher scores on a 30-item post-test.
Şahan, O., Çoban, M., & Razi, S. (2016). Students learn English idioms through
WhatsApp: Extensive use of smartphones. Erzincan Üniversitesi Eğitim Fakültesi
Dergisi Cilt-Sayı, 18(2), 1230-1251.
This Turkish paper investigated the use of a social networking messaging
app (WhatsApp) as a platform for the learning of L2 English idioms by 33
B1-level university students. For five weeks, participants learned three
idioms per week, the meaning and use of which they discussed out of
class in WhatsApp chat groups via their smartphones. On a post-test
consisting of gap-filling questions and dialogue completion, participants
achieved a median score in excess of 87%. Interviews with ten students
confirmed students’ positive attitudes toward WhatsApp and its
motivational effects on learning.
Said Ahmed, M. (2015). The effect of Twitter on developing writing skill in English
as a foreign language. Arab World English Journal, Special Issue on CALL (2), 134149.
This study investigated the effect of Twitter microblogging on the L2
English writing of 30 Saudi Arabian college students. Over eight weeks,
every school day, participants accessed Twitter via their smartphones to
summarize reading materials and respond to the instructor’s reading
prompts. During the same time, a control group of 30 studied the same
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material and undertook the same writing exercises but without the Twitter
support. On a post-treatment writing test of five paragraphs the
experimental group significantly outscored the control for all sub-skills:
ideas and content, organization, style, voice.
Salamat, A., & Pourgharib, B. (2013). The effect of using mobile on EFL students
speaking. International Research Journal of Applied and Basic Sciences, 4(11), 35263530.
This Iranian paper evaluated the effect of in-class mobile phone usage
upon the L2 English speaking ability of 20 university students. For a
semester, in each of 30 class sessions, students spent 10 minutes via
mobile phone discussing with their instructor everyday topics taken from
their textbook (Vocabulary in Use). Errors were noted by the instructor,
which students then worked on individually as a homework assignment.
In a post-test of speaking ability, this experimental group significantly
outperformed a control group of 20 students, which received no treatment
at all.
Salameh, O. (2011). A multimedia offline cell phone system for English language
learning. International Arab Journal of e-Technology, 2(1), 44-48.
This Palestinian study describes the design of a prototype mobile phone
off-line multimedia language learning system primarily intended to
support L2 English reading and listening comprehension. Each Flashbased lesson consists of several slides containing text, picture and audio
followed by multiple choice comprehension questions. Pilot testing of the
system by 60 university students revealed that it worked correctly on 73%
of their (mostly Nokia) mobile phones. Overall, student evaluation of
lesson content was very positive.
Salih, A. (2019). Effects of mobile-assisted-language-learning on developing listening
skill to the department of English students in college of education for women at Al
Iraqia University. European Journal of Language and Literature Studies, 5(1), 31-38.
This is the same paper as Azeez & Bajalani (2018).
Samaie, M., Mansouri Nejad, A., & Qaracholloo, M. (2018). An inquiry into the
efficiency of WhatsApp for self‐ and peer‐assessments of oral language proficiency.
British Journal of Educational Technology, 49(1), 111-126.
This Iranian study evaluated a smartphone-based social networking app
(WhatsApp) as an assessment platform for L2 English speaking ability.
Thirty advanced-level private language institute adolescents used the app
to make a five-minute recording within a WhatsApp group. They
evaluated their own recording and that of all their classmates for
pronunciation, fluency, grammar, vocabulary/content and communication
skills/strategies. There was a statistically significant difference between
self- and peer-assessment scores, with the participants assigning higher
grades to their peers than themselves. WhatsApp usage generally had
negative effects on the participants’ attitudes towards assessment.
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Samaka, M., Ismail, L., Abu Abdulla, N., & Clark, B. (2012). M-learning for training
English at workplace. In L. Gómez Chova, A. López Martínez & I. Candel Torres
(Eds.), INTED2012 Proceedings of the 6th International Technology, Education and
Development Conference, Valencia, Spain, 5-7 March, Spain.
This conference presentation describes the design and evaluation of a
prototype Android-based mobile L2 English learning system for oil/gas
industry workers in Qatar. The system supports four learning approaches:
exposition, exploration, assessment, and communication. It focuses on
grammar as well as workplace-related listening comprehension and
vocabulary. The system was trialed by 27 trainees from five different oil
and gas companies. The testing outcome demonstrated that the m-learning
approach and particular app used in this study were effective in promoting
retention in language learning.
Samimi, F., & Abadi, S. (2016). The mediation of mobile application in boosting the
vocabulary learning of upper-intermediate EFL learners: Advantages and
disadvantages. Modern Journal of Language Teaching Methods, 6(5), 302-311.
This Iranian study compared the L2 English vocabulary acquisition of
100 upper-intermediate-level university students under two conditions:
mobile-app based and printed. For four weeks, half the group studied 96
words from the 504 printed vocabulary book while the other half did
likewise using a digital version via their smartphones. The mobile-based
users significantly outscored the control on a pre-/post-test comparison.
Smartphone users expressed satisfaction with the efficiency, portability
and convenience of the mobile app, but also indicated small screen size,
limited battery life and limited memory size as disadvantages.
Samuels, J. (2003). Wireless and handheld devices for language learning. Proceedings
of the 19th Annual Conference on Distance Teaching and Learning, Madison, WI.
This paper describes three experimental semester-long projects which
trialed web-enabled PDAs used by American university students as an inclass alternative to a computer lab. The first project focused on an L2
Norwegian grammar and vocabulary Hot Potatoes-based review program
involving a single class. The PDAs were also used for a class text chat. In
the second experiment, PDAs were used to support six 30-minute text
chat sessions in an L2 French course consisting of six classes. Both the
Norwegian and French instructors expressed an interest in continuing to
use the PDAs in their courses. In the third project, two Latin classes used
PDAs to mark vowel length to learn scansion in Latin poetry. Several
obstacles related to font control were encountered during the
development and implementation of this project.
Samur, Y. (2019). Kes Sesi: A mobile game designed to improve kindergarteners'
recognition of letter sounds. Journal of Computer Assisted Learning, 35(2), 294-304.
This Turkish study describes the design of a mobile game-based app (Kes
Sesi) and its effect upon letter recognition of L1 Turkish kindergarteners.
The study involved two experimental iPad-based treatments, one (N=31)
in which the targeted letters were introduced organized by sound-based
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categories and the second (N=29) where they occurred independently of
any categorization. For six weeks, participants played the game by
practicing previously taught letters, then for six weeks they did so with
letters they were learning in class. A control group (N=23) reviewed
letters and learned new ones categorically without iPads. In pre/post-test
comparisons, both treatment groups always had better sound/letter
recognition performance than the control group. The game was most
successful in letting children practice uncategorized letters (Treatment 2)
and learn new categorized letters (Treatment 1).
Sandberg, J., Maris, M., & de Geus, K. (2011). Mobile English learning: An evidence
based study with fifth graders. Computers & Education, 57(1), 1334-1347.
This Dutch article reports on the trialing of a smartphone-based GPS and
off-line L2 English vocabulary learning game with fifth-graders. Two
groups followed up a classroom lesson about zoo animals with a zoo visit
guided by their GPS-equipped phones. Twenty-four of the pupils had
access to the mobile phones only at the zoo, while 22 were also allowed
to take the phones home for two weeks. A control group of 29 had
classroom lessons only. Pupils who took the mobile phones home
performed the best on a 50-word vocabulary post-test.
Sandberg, J., Maris, M., & Hoogendoorn, P. (2014). The added value of a gaming
context and intelligent adaptation for a mobile learning application for vocabulary
learning. Computers & Education, 76, 119-130.
This Dutch study examined the effect of adding a game component to the
mobile phone-based Mobile English Learning (MEL) L2 English
vocabulary application described in Sandberg, Maris, & de Geus (2011).
For two weeks, one group of 42 fifth graders used the original MEL while
another of 49 used the game-enhanced version. In a pre-/post-test
comparison of vocabulary acquisition, students in the game-enhanced
group outperformed the control without spending any more time with the
learning material. They also valued the game-enhanced application more
than the control group valued the MEL-original.
Sandvik, M., Smørdal, O, & Østerud, S. (2012). Exploring iPads in practitioners’
repertoires for language learning and literacy practices in kindergarten. Nordic
Journal of Digital Literacy, 7(3): 204-220.
This Norwegian study explored the effects of iPad usage upon the
teacher-led L2 English learning of five kindergarteners, four of whom
were bilingual. Using two apps (Se og si and Puppet Pals) as language
elicitation prompts, both in pairs on shared devices and full-group on a
large display, the teacher engaged children in conversation and fairy tale
production. It was concluded that iPads and educational apps can provide
opportunities for kindergarten children to engage in useful and purposeful
first-/second-language and literacy interactions with sensitive
interlocutors, both adults and peers.
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Sanosi, A. (2018). The effect of Quizlet on vocabulary acquisition. Asian
Journal of Education and e-Learning, 6(4), 71-77.
This Saudi Arabian study evaluated the effect of a flashcard program
(Quizlet) upon the vocabulary acquisition of 21 low-level L2 English
university students, all L1 Arabic speakers. Participants used Quizlet in
and out of class for four weeks to learn 90 words. Though Quizlet was
accessible as a computer application, participants were instructed to
download and use it on their mobile phones. During the same period, a
matched control group studied the same vocabulary without the use of
Quizlet. On a pre-/post-test comparison, the experimental group
significantly outperformed the control.
Santos, A., Silva, A., Garrido, C., …, & Restivo, T. (2020). Child friendly app for
spelling training. International Journal of Online and Biomedical Engineering, 16(4),
82-90.
This study describes the design and trialing of an Android-based game
app (Piggy Bank) used to teach the sound/symbol correspondence of four
complex Portuguese graphemes (“nh”, “lh”, “rr”, “in”) to seven L1
Portuguese second-graders. Five of the children were normally
developing and two cognitively deficient. The children played the game
over five ten-minute sessions, the first being an introduction and the last
four each involving one of the targeted graphemes. Only the normally
developing children improved their scores on a pre-/post-treatment
spelling test comparison of orthographically complex pseudo-words.
Saran, M. (2009). Exploring the Use of Mobile Phones for Supporting English
Language Learners’ Vocabulary Acquisition. MA thesis, Middle East Technical
University, Ankara, Turkey.
This Turkish MA thesis reports the results of two studies investigating the
effect of mobile phone-based MMS/SMS vocabulary instruction with L2
English pre-university students fairly equally distributed between
elementary and pre-intermediate level learners. In the first study, which
lasted ten weeks, 31 students received three words per day via MMS in
addition to classroom instruction. The MMS included word definitions,
example sentences, related pictures, and pronunciations. This was
supported by weekly SMS vocabulary quizzes. A control group of
31students received only classroom instruction. Regardless of
competency level, the mobile-based group significantly outscored its
control group counterpart on an immediate and one-month-delayed posttreatment vocabulary test. In the second study, which lasted four weeks,
the MMS delivery of vocabulary instruction was compared to new word
distribution by printed and web-based materials. Each treatment group
consisted of 34-35 students, again with a near equal distribution of
elementary and pre-intermediate learners in the three groups. The mobilebased group at both competency levels significantly outscored its
counterparts in the other two groups on an immediate and one-monthdelayed post-treatment test of vocabulary knowledge and pronunciation.
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Saran, M., Çağıltay K., & Seferoğlu, G. (2008). Use of mobile phones in language
learning: Developing effective instructional materials. 5th International Conference
on Wireless, Mobile and Ubiquitous Technologies in Education (pp. 39-43). Los
Alamitos, CA: IEEE Computer Society.
This Turkish paper describes the use of mobile phone MMS to support L2
English vocabulary acquisition. At fixed intervals, three times a day for
10 weeks, a total of 120 words were “pushed” to 32 beginner/preintermediate-level prep school students. The system allowed learners to
see the definitions of words, example sentences, audio pronunciations and
related visual support, and take multiple choice vocabulary quizzes.
Though no objective data is given, it is claimed that using MMS in
enhancing vocabulary knowledge was very effective and that all students
provided positive feedback.
Saran, M., Seferoğlu, G., & Çağıltay, K. (2012). Mobile language learning:
Contribution of multimedia messages via mobile phones in consolidating vocabulary.
The Asia-Pacific Education Researcher, 21(1), 181-190.
This Turkish paper investigates the effectiveness of using mobile phonebased multimedia messages (MMS) in learning L2 English vocabulary
compared to delivery through web pages and printed form. The MMS
included the definitions of words, exemplary sentences, related visual
representations, word formation information, and pronunciation. The
four-week trial involved beginner/pre-intermediate-level prep school
students, 34 each using the web and printed materials and 35 using mobile
phones. Pre-/post-tests indicated that students who were sent MMS
learned more words than those who studied on the web or with printed
materials.
Saran, M., & Seferoglu, G. (2010). Supporting foreign language vocabulary learning
through multimedia messages via mobile phones. Hacettepe University Faculty of
Education Journal, 38, 252-266. [In Turkish]
This Turkish paper describes a year-long mobile phone-based project that
tested the effectiveness of MMS and SMS in the learning of 120 words by
32 L2 English university prep-school students compared to a control
group of the same size which did not receive this support. The MMS,
pushed at regular intervals, included word definitions, example sentences,
visual representations and pronunciations. These were accompanied by 60
follow-up SMS quizzes. In pre-/post- and delayed post-test comparisons
the experimental group significantly outscored the control. Student
feedback about the program was unanimously positive.
Saran, M., Seferoğlu, G., & Çağıltay, K. (2009). Mobile assisted language learning:
English pronunciation at learners’ fingertips. Eurasian Journal of Educational
Research, 34, 97-114.
This Turkish study compared the effectiveness of a mobile phone MMS
L2 English pronunciation application to delivery of the same materials via
a website and printed handouts. The materials consisted of 80 word
definitions, example sentences, related pictures, plus for the MMS and the
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web application, pronunciations. The materials were provided to three
groups of eight preparatory school students, one for each condition, four
words a day for four weeks. The MMS group significantly outperformed
the two control groups in a pre-/post-test comparison.
Saran, M., Seferoğlu, G., & Çağıltay, K. (2013). Supporting foreign language
vocabulary learning through multimedia messages via mobile phones. Flourishing
ideas in English Language Teaching (FIELT), np.
This Turkish paper compares the effectiveness of using mobile phonebased multimedia messages (MMS) in learning L2 English vocabulary
(N=35) with delivery through web pages (N=34) and printed text (N=34).
All three conditions included the definitions of words, exemplary
sentences, related visual representations, word formation information, and
pronunciation. The four-week trial involved elementary and preintermediate level English preparatory school students. Though no
objective data is given, it is claimed that within each level the mobile
groups outperformed all the other groups not only in post- test but also in
delayed post-test.
Sarhandi, P., Bajnaid, A., & Elyas, T. (2017). Impact of smartphone-based activities
on EFL students' engagement. English Language Teaching, 10(6), 103-117.
This Saudi Arabian paper investigated the effect of using student-owned
smartphones upon the learning engagement of intermediate-level L2
English university students. For two weeks, a group of 50 was divided
into an experimental and control section. The former undertook course
book activities in class using smartphones whereas the latter did the same
with printed materials. The experimental group participants demonstrated
significantly higher levels of task engagement. They initiated their
activities significantly faster and were observed to have significantly
more sustained behavioral involvement than the control while exhibiting
generally positive emotions.
Saritepeci, M., Duran, A. & Ermiş, U. (2019). A new trend in preparing for foreign
language exam (YDS) in Turkey: Case of WhatsApp in mobile learning. Education
and Information Technologies, np.
This Turkish study describes the use of a smartphone-based messaging
app (WhatsApp) as a platform to support the preparation of a standardized
L2 English exam (YDT). Twenty-nine adult volunteers used the app for
six months as part of a WhatsApp group. The procedure, however, was
entirely teacher-centered as only the instructor could share questions,
materials, example sentences, videos or links. Participants thought
WhatsApp supported active learner-instructor interaction and increased
their motivation to learn. However, it was concluded that WhatsApp
activities did not support deep learning and only provided superficial
information.
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Sato, T., & Burden, T. (2016). The impact of cognitive styles in Mobile-Assisted
Language Learning: Is technologically enhanced courseware effective for every
learner? Proceedings of CLaSIC 2016 (pp. 265-272).
This Japanese study reports the results of a pilot test to determine the
effectiveness of using Quizlet with imagery or text support to teach
phrasal verbs to 27 intermediate-high level L2 English university
students who were classified as imagers or verbalizers on the basis of an
Information Processing Styles Questionnaire. Participants took a fill-inthe-blank pre-test then used the Quizlet app out of class for one week.
An immediate and one-week delayed post-test revealed no significant
difference between the imager and verbalizer students regardless of how
words were presented in Quizlet.
Sato, T., Murase, F., & Burden, T. (2015). Is mobile-assisted language learning really
useful? An examination of recall automatization and learner autonomy. In F. Helm, L.
Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015
EUROCALL Conference, Padova, Italy (pp. 495-501). Dublin: Researchpublishing.net.
This Japanese three-week study explored the effect of a smartphonebased app for the learning of L2 English phrases upon the vocabulary
recall and learner autonomy of 52 university students. The app
presented 100 phrases with Japanese translations and included matching
and blank-fill quizzes. A control group of 45 memorized the same
phrases and translations from a paper-based vocabulary list. Although
the experimental group significantly outperformed the control in a posttreatment vocabulary test, a student attitude questionnaire did not show
any statistically significant effects on the development of learner
autonomy.
Sato, T., Murase, F., & Burden, T. (2020). An empirical study on vocabulary recall
and learner autonomy through mobile-assisted language learning in blended learning
settings. CALICO Journal, 37(3), 254-276.
This Japanese study investigated the effect of a mobile-based vocabulary
quiz app (Quizlet) upon 40 intermediate-level L2 English university
students. Over three weeks, participants used their smartphones out of
class to learn 100 assigned expressions via Quizlet while a control group
of 54 did likewise using a paper-based list. The experimental group
significantly outscored the control on a post-treatment vocabulary test
and used more targeted expressions in a written essay. However, there
was no significant difference between the groups in writing quality. App
usage enhanced positive attitudes towards autonomous learning.
Schenker, T., & Kraemer, A. (2017). Maximizing L2 speaking practice through iPads.
Languages, 2(6), 1-11.
This American paper investigated the effect of an iPad-based app (Adobe
Voice) upon the oral proficiency of second-semester L2 German
university students. Over a 13 week semester, 16 students used the app
three times per week for out-of-class individual speaking practice on
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projects related to the course syllabus. On a post-treatment SOPI, the
iPad group achieved significantly higher scores than 39 students in a
control group which did not use the app. However, the results did not
show any statistically significant differences between the two groups for
fluency and complexity.
Schibeci, R., & Kissane, B. (1995). Learning with palmtop computers. In R. Oliver &
M. Wild (Eds.), Learning without limits -Proceedings of the Australian Computers in
Education Conference, Vol 1 (pp. 91-98). Claremont, Western Australia: Educational
Computing Association of Western Australia (ECAWA).
This is an early Australian study involving the use of word processing on
palmtop computers (PDAs) with native-speaking English language fifthgrade primary school students. Two classes were allocated the PDAs for
three terms of an academic year for in-class and home usage. Although
use of the PDAs improved presentation and facilitated spell checking, no
significant improvement nor decline in writing skill was observed. It was
concluded that the benefits outweighed the financial, human, and
educational costs.
Schigur, T. (2018). Engagement, iPads, and Reading Achievement in Middle School.
EdD dissertation, Edgewood College. ProQuest Dissertations Publishing.
This American EdD dissertation describes the effects of using
individually allocated iPads upon the L1 English reading ability of over
500 students during the entirety of their seventh and eighth grade school
years. No information is given about how the devices were actually
employed. Students’ reading ability was assessed four times a year using
three different tests. The study demonstrated a high level of perceived
student engagement and a significant increase in reading assessment
achievement from year one to year two, especially among those students
in the lowest proficiency categories.
Schneps, M., Thomson, J., Chen, C., …, & Pomplun, M. (2013). E-readers are more
effective than paper for some with dyslexia. PLOS ONE, 8(9), 1-8.
This American study examined the effects of reading on an iPod Touch
compared to printed material with a group of 103 dyslexic L1 English
high school students. Over four days, participants read one text per day
alternating between printed and digital formats. Compared with printed
presentations, use of the iPod significantly improved reading speed and
comprehension for those who struggled most with phoneme decoding or
sight word reading. However, it was the use of short lines on the iPod, not
the device per se, that led to the observed benefits.
Schneps, M., Thomson, J., Sonnert, G., …, & Heffner-Wong, A. (2013). Shorter lines
facilitate reading in those who struggle. PLoS ONE, 8(8), 1-16.
This American study investigated the effect of three reading conditions
upon the reading comprehension and rate (wpm) of 27 dyslexic L1
English high school students. In formal testing sessions, 16 texts of 208
words were presented alternatively on small screen iPod Touches and
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large screen iPads. With half of the texts, inter-letter spacing was normal
while with the other half it was widened. Lastly, half the time the devices
were handheld and the other half held in fixed position. When the text
was spaced, comprehension among weaker readers was indistinguishable
from that of the stronger readers. Participants with poor Visual Attention
Span (VAS) scores were better able to regulate their oculomotor
dynamics when the device was held in the hand, while the opposite was
true of those who had strong VAS scores. Owing to shorter line length,
participants read faster on the iPods than on the iPads, especially those
with high Sight Word reading scores.
Schugar, J., Schugar, H., & Penny, C. (2011). A Nook or a book: Comparing college
students’ reading comprehension level, critical reading, and study skills. International
Journal of Technology in Teaching and Learning, 7(2), 174-192.
This semester-long American study compared reading comprehension,
critical reading, and study skills of 30 first-year university students
reading L1 English literature-based texts on a Nook e-reader and those
reading the same texts in printed form. Based on four in-class essays, no
discernible differences were found in reading comprehension levels
between the two groups. Pre-/post survey data also revealed that while
students reported using active reading skills (e.g., highlighting,
bookmarking, and annotating text) when reading printed texts, they did
not transfer these active reading skills when reading with the Nook.
Seibert Hanson, A., & Brown, C. (2019). Enhancing L2 learning through a mobileassisted spaced-repetition tool: An effective but bitter pill? Computer Assisted
Language Learning, 33(1-2), 133-155.
This American study investigated the relationship between the usage of a
mobile-based vocabulary flashcard app (AnkiMobile) and the beginnerlevel L2 Spanish proficiency of 62 L1 English university students.
Participants accessed the app via their smartphones for twelve weeks. Use
of the app was compulsory and counted in the course grade.
Notwithstanding, usage was low and participants reported low enjoyment,
though they also reported having higher Spanish motivation and selfefficacy. Statistically, a positive relationship was shown between days
studying with AnkiMobile and Spanish performance at the end of the
semester.
Seifert, T., & Har-Paz, C. (2020). The effects of mobile learning in an EFL class on
self-regulated learning and school achievement. International Journal of Mobile and
Blended Learning, 12(3), pp. 49-65.
This study describes the effects of a mobile-based L2 English program
upon fifteen intermediate-level tenth-graders in Israel. For three months,
during ten double class periods, students used a variety of apps (Nearpod
WhatsApp, Facebook, Quizlet) to undertake, individually and
collaboratively, course assignments. During the same time, a control
group of 18 received traditional instruction without mobile learning
support. Mobile-based teaching did not affect the self-regulation learning
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abilities of the students. It did, however, increase external and internal
motivation and their post-treatment course grades were superior to those
of the control.
Seifert, T., & Zimon, V. (2019). Using tablet applications as assistive tools in teaching
English as a foreign language. In A. Baruch & H. Tal (Eds.), Mobile Technologies in
Educational Organizations (pp. 263-282).
This Israeli study describes the effect of tablet-computer usage upon the
L2 English reading skills of eight fourth-graders, half identified as having
learning difficulties and half without learning difficulties. Over five
months, the children practiced reading skills with 30 different mobilebased apps, once per week in class. Pre-/post-tests revealed greater
progress was made by the children with learning difficulties, most
notably in reading comprehension. The effect of the treatment upon
learning motivation produced mixed results for both groups, positive
according to their weekly diaries, but negative on a post-treatment
questionnaire.
Şendağ, S., Gedik, N., Caner, M., & Sacip Toker, S. (2019). Use of podcasts in
mobile-assisted language learning: Instructor-led intensive listening and mobile
extensive- listening. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 1-27. [In
Turkish]
This Turkish study compared the effect of two types of listening practice,
intensive instructor-led (N=29) versus extensive mobile (N=30), upon the
L2 English competence of B2-level university students. All participants
accessed listening materials via tablet-based podcasts. The instructor-led
group did so in a lab during 13-15 sessions over 10 weeks. The extensive
mobile group listened to whatever and however many podcasts they
wanted out of class for seven weeks, then collaboratively created their
own podcasts. The instructor-led group significantly out-performed the
mobile group on a pre-/post-treatment listening comprehension test.
Seo, W., & Choi, I-C. (2014). The effect of using a smartphone speaking application
on Korean middle school students’ English expression learning and satisfaction.
Multimedia-Assisted Language Learning, 17(1), 34-57.
This Korean study investigated the effectiveness of a smartphone-based
app (Speaking 200) on the L2 English vocabulary acquisition of 69
middle school pupils compared to a control group of 70 who studied the
same material from printed handouts. Each group consisted of a higher
and lower proficiency level cohort. Compared to a pre-test taken before
the six-week trial, average scores in the post-test improved for all groups,
though these were significantly higher only between the experimental and
control groups of lower ability. Overall, participants were satisfied with
the mobile app.
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Seong, T-S. (2018). On Mobile Assisted Language Learning (MALL) on English
Grammar. Journal of the Korea Society of Computer and Information, 23(9), 65-71.
[in Korean]
This Korean semester-long study evaluated the effect of a mobile-based
L2 English grammar app (Grammarize), in conjunction with the mobile
phone audio recording of example sentences, upon the grammatical
competence of 48 university students. Half of these participants were at
pre-intermediate level and half at advanced-low. A matched control group
of 22 pre-intermediate and 25 advanced-low students followed the same
curriculum without using the app or audio recording their example
sentences. On a pre-/post-treatment grammar test comparison, all
students made substantial progress, but the experimental group more than
the control.
Sepúlveda Valenzuela, E., Badilla Quintana, M., & Careaga Butter, M. (2014).
Mobile devices for teaching English as a second language in higher education. The
case of DUOC in Chile. Journal of Mobile Multimedia, 10(3-4), 234-243.
This Chilean study evaluated the effect of in-class mobile phone usage
upon the rate of participation in online discussions. Over five weeks, 32
professional institute students with basic-level L2 English proficiency
used their phones to access a weekly Blackboard discussion forum where
they were allowed 15-20 minutes to respond in writing to a personally
related prompt. Compared to results from the previous year, the number
of responses in the discussions forum greatly increased. Students also
favored in-class mobile phone usage because they felt more comfortable
and had their teacher’s help.
Serafini, E. (2013). Learner perceptions of clickers as a source of feedback in the
classroom. In K. McDonough & A. Mackey (Eds.), Second Language Interaction in
Diverse Educational Contexts (pp. 209-224). John Benjamins Publishing Company.
This American paper investigated how L1 English beginner-level L2
Spanish university students reacted to clicker-mediated feedback. During
seven classes, participants used clickers to respond to multiple-choice
questions relating to past tense usage. After each question, a PowerPoint
slide displayed the correct response either on its own (N=11), or
accompanied by a histogram of student responses (N=14) or a formal
grammatical explanation (N=12). Though participants’ perceptions of the
overall effectiveness of the clicker-based activities were positive there
were mixed reactions regarding the likely usefulness of continuing to use
them in future.
Sessions, L., Kang, M-O., & Womack, S. (2016). The neglected ‘R’: Improving
writing instruction through iPad apps. TechTrends, 60, 218-25.
This American study compared the writing outcomes of 30 L1 English
5th-graders under two teaching conditions. Over nine weeks, all students
received the same classroom writing instruction and assignments, with
half of the group doing so using iPad-based apps and the other half paper
& pencil material. Students with iPad apps wrote more cohesive,
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sequential stories using more sensory details than those with paper &
pencil. iPad apps also had a positive impact on motivation to write and
changed the classroom dynamics, making the writing process more social
and engaging.
Seyyedrezaei, S., Kazemi, Y., & Shahhoseini, F. (2016). Mobile-Assisted Language
Learning (MALL): An accelerator to Iranian language learners` vocabulary learning
improvement. Proceedings JIEB-4-2016 (pp. 36-40).
This Iranian study evaluated the effect of the use of a text messaging app
(Telegram) upon the vocabulary learning of 30 intermediate-level L2
English language institute students, who received via mobile phone
definitions and example sentences for 5 words every other day (15 words
per week) for twelve weeks (180 words total). A matched control group
of 30 students learned the same words at the same rhythm from their
course book. There was a significant difference between the pre-/post-test
scores of students in the experimental group but not the control.
Shadiev, R., Halubitskaya, Y., & Huang, Y-M. (2018). Designing strategic mobileassisted language learning activity aimed at minimizing cultural attributes. In Y-T.
Wu, N. Srisawasdi, M. Banawan, J. Yang, M. Chang, L-H. Wong, & M. Rodrigo
(Eds.), ICCE 2018: 26th International Conference on Computers in Education,
Workshop Proceedings (pp. 634-637). Taiwan: Asia-Pacific Society for Computers in
Education.
This conference presentation describes the ability of MALL to reduce the
cultural attributes of language learners inherent in Asian culture: shyness,
reservedness, passiveness, inhibition, lack of confidence, risk-avoidance,
rote learning, test-oriented learning, reliance on teachers for knowledge.
For a semester, three classes weekly, twelve L2 Russian students in China
used their mobile phones to complete homework by texting, audio
recording, picture taking, and messenger to share homework with the
instructor. Results of student interviews showed that the MALL activity
was useful in minimizing cultural attributes inherent in Asian culture.
Shadiev, R., Huang, Y-M., Hwang, W-Y., & Liu, T-Y. (2018). Facilitating application
of language skills in authentic environments with a mobile learning system. Journal of
Computer Assisted Learning, 34(1), 42-52.
This Taiwanese study investigated the effect of collaboration upon the L2
English learning of 26 junior high school students who used a mobilebased system on Android tablets for six weeks to complete three tasks.
First, students took pictures of objects which they described in writing
and orally using the mobile learning system. In the other tasks, they wrote
and audio recorded a description, then submitted it for peer-review, via
the system for the second task and face-to-face for the third. Student
performance was enhanced the most with face-to-face peer-review.
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Shadiev, R., & Huanga, Y-M. (2020). Using image to text recognition technology to
facilitate vocabulary acquisition in authentic contexts. ReCALL, 32(2), 195-21.
This study describes an Android-based image-to-text recognition system
used to provide L2 English vocabulary. Out of class, twenty beginnerlevel primary school children photographed food items studied in class,
from which the app generated the corresponding English words and L1
Russian translations. Over two weeks, the children used this vocabulary
to write descriptions of an imaginary shopping experience. A control
group of twenty matched students did likewise using only the vocabulary
in their textbook. Learners in the experimental group outperformed their
control counterparts on both a vocabulary post-test and delayed post-test.
Shadiev, R., Hwang, W-Y., Huang, Y-M., & Liu, T-Y. (2015). The impact of
supported and annotated mobile learning on achievement and cognitive load.
Educational Technology & Society, 18 (4), 53-69.
This Taiwanese paper, which focuses upon language acquisition and
cognitive load, reports the results of two experiments involving the use of
a tablet-based system designed to support L2 English acquisition in a
situated learning environment. The system allowed users to take out-ofclass pictures of objects, which they could then textually or orally
annotate and share with peers. It also provided text-to-speech, translation,
and dictionary assistance. The system was used by two groups of junior
high school classes, one consisting of 28 and the other of 31 students. The
first class used an electronic textbook and served as the experimental
group in the first experiment and control without the use of the electronic
textbook or learning system in the second and vice versa with the second
class. The experimental students outperformed the control students on
post-test items in both experiments. Learning activities undertaken with
the tablet learning system also caused less cognitive load for the students.
Shadiev, R., Hwang, W-Y., & Liu, T-Y. (2018a). A study of the use of wearable
devices for healthy and enjoyable English as a foreign language learning in authentic
contexts. Educational Technology Research & Development, 21(4), 217-231.
This study evaluated the use of smartwatches to support the L2 English
learning of 18 Taiwanese junior high school students in a course for
which they wrote a daily diary that applied their classroom learning.
Students were provided with smartwatches, which they used for one week
to translate vocabulary, communicate with their classmates, audio record
verbal content and get Automatic Speech Recognition feedback about
their pronunciation. During a second week, participants wrote their
diaries without the use of a smartwatch. Learning performance with
smartwatches was significantly higher than without them.
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Shadiev, R., Hwang, W-Y., & Liu, T-Y. (2018b). Investigating the effectiveness of a
learning activity supported by a mobile multimedia learning system to enhance
autonomous EFL learning in authentic contexts. Educational Technology Research &
Development, 66(4), 893-912.
The data in this Taiwanese paper relate to two studies, both of which
occurred over a total of six weeks and involved the use of a multimedia
mobile-based learning system accessed via Android tablets by 26 L2
English junior high school students. The system provided five functions:
Annotating, Recording, Dictionary, Sharing, Calendar. In the first study,
on a pre-/post-test comparison, these students significantly outperformed
a matched control group of 27 who studied the same learning content and
participated in the same three individually completed out-of-class
descriptive tasks without the use of the mobile learning system. In the
second study, the experimental group students undertook two further
descriptive tasks, the first individually and the second collaboratively.
Students had better learning performance when they completed tasks
collaboratively rather than individually.
Shahbaz, M., & Khan, R. (2017). Use of mobile immersion in foreign language
teaching to enhance target language vocabulary learning. The Journal of Educational
Research, 7(1), 66-82.
This Saudi Arabian paper examined the effect of WhatsApp on the
acquisition of 40 English phrasal expressions from Nation and Martinez
phrase test 1-5. For four weeks, 20 L2 English university students were
sent 10 WhatsApp messages weekly. These consisted of targeted phrasal
expressions, their meaning, an example of the phrases in sentences and an
image representing the meaning of the phrasal expressions. Compared to
a matched control group of 20 that learned the same phrases without
WhatsApp, learners in the experimental group achieved considerably
better development in a post-test.
Shahrokhi, M., & Kamyabi, M. (2016). The impact of Mobile-Assisted Language
Learning (MALL) on phrasal verbs of Iranian intermediate EFL students. Blended
Learning: Concepts, Methodologies, Tools, and Applications (886-908). Information
Resources Management Association.
This Iranian paper reports the results of a smartphone-based study that
evaluated the effectiveness of the use of SMS and a phrasal verb app
(Phrasal Verbs Machine) with 20 Iranian intermediate-level L2 English
university students. The instruction of a control group of 20 was limited
to class activities. Analysis of the data revealed that MALL instruction
was more effective than in-class language learning instruction alone.
Shakarami, A., & Khajehei, H. (2014). Tech-assisted language learning tasks in an
EFL setting: Use of hand phone recording feature. International Journal of Applied
Linguistics & English Literature, 3(5), 100-104.
This Iranian study investigated the effects of using mobile phone-based
audio recordings on the oral production of L2 English university students.
At the beginning and end of a 14-week semester, 18 experimental group
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students and 17 controls produced a 30-second recording. The
experimental group, but not the control, continued to make 30-second
recordings on topics discussed in class, which they submitted weekly via
e-mail without feedback from their instructor. A pre-/post-treatment
comparison of student recordings revealed no significant differences in
fluency or lexical count between the two groups.
Shao, Y. (2011). Second language learning by exchanging cultural contexts through
the mobile group blog. In S. Thouësny & L. Bradley (Eds.), Second language
teaching and learning with technology: Views of emergent Researchers (pp. 143-168).
Dublin, Ireland: Research-publishing.net.
This paper from Singapore describes two studies that used a mobile group
blog (Nottsblog) to foster the linguistic and cultural integration of foreign
university students in the United Kingdom. The first involved 12 newlyarrived Chinese students who described over a month their own activities
and shared observations of British culture. The second involved 23
prospective British students in China who spent a 30 minute session
reading the Nottsblog. Students in both groups reported that the blog gave
them a sense of belonging to the online community.
Shao, Y., Crook, C., & Koleva, B. (2007). Designing a mobile group blog to support
cultural learning. Proceedings of mLearn’07 (pp. 223-226). Beijing, China: Beijing
Normal University.
This British paper reports on the design of a mobile-enabled group blog
intended to foster the local cultural learning of international university
students. The study was carried out over three weeks with 16 newlyarrived mainland Chinese students. Analysis of blog activity revealed five
types of learning: awareness, information gathering, information transfer,
information sharing, and feedback. Participants agreed that the use of
mobile phones to capture visuals and send texts facilitated the
understanding of the local culture.
Shao, Y., Wang, L., & Lü, S. (2016). In search of the effectiveness of MALL: A case
study about smartphone based EFL learning in a Chinese vocational college. In A.
Palalas & M. Ally (Eds.), International Handbook of Mobile-Assisted Language
Learning. China Central Radio & TV University Press, Co., Ltd. (pp. 582-607).
This Chinese study investigated the effectiveness of a smartphone-based
multimedia textbook app (SPC) as a revision tool for L2 English among
first-year nursing students. For ten months, three classes totaling 153
students revised eight learning units. One group used traditional
textbooks, class notes, and paper-based exercises. A second used SPC.
The third was free to use either revision resource, though 90% opted for
SPC. Students who used m-learning methods completed more revision
exercises, spent almost twice as much time revising and had considerably
higher mid-term and final test results.
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Shakarami, A., & Khajehei, H. (2014). Tech-assisted language learning tasks in an
EFL setting: Use of hand phone recording feature. International Journal of Applied
Linguistics & English Literature, 3(5), 100-104.
This Iranian study investigated the effects of using mobile phone-based
audio recordings on the oral production of L2 English university students.
At the beginning and end of a 14-week semester, 18 experimental group
students and 17 controls produced a 30-second recording. The
experimental group, but not the control, continued to make 30-second
recordings on topics discussed in class, which they submitted weekly via
e-mail without feedback from their instructor. A pre-/post-treatment
comparison of student recordings revealed no significant differences in
fluency or lexical count between the two groups.
Shamsi, A., Altaha, S., & Gilanlioglu, I. (2019). The role of m-learning in decreasing
speaking anxiety for EFL learners. International Journal of Linguistics, Literature
and Translation, 2(1), 276-282.
This study examined the effect of using a social network messaging app
(WhatsApp) upon the speaking anxiety of nine pre-intermediate-level L2
English Syrian university students. Prior to the treatment, participants
completed the Foreign Language Classroom Anxiety Scale (FLCAS)
questionnaire. For four weeks, three times per week, students then made 315 minute voice recordings. They sent these to other group members and
received feedback on grammar, pronunciation, vocabulary and fluency from
the researchers. A post-treatment administration of the FLCAS demonstrated
a significant decrease in the learners' anxiety in speaking English.
Shao, Y. (2011). Second language learning by exchanging cultural contexts through
the mobile group blog. In S. Thouësny & L. Bradley (Eds.), Second language
teaching and learning with technology: Views of emergent Researchers (pp. 143-168).
Dublin, Ireland: Research-publishing.net.
This paper from Singapore describes two studies that used a mobile group
blog (Nottsblog) to foster the linguistic and cultural integration of foreign
university students in the United Kingdom. The first involved 12 newlyarrived Chinese students who described over a month their own activities
and shared observations of British culture. The second involved 23
prospective British students in China who spent a 30 minute session
reading the Nottsblog. Students in both groups reported that the blog gave
them a sense of belonging to the online community.
Shao, Y., Crook, C., & Koleva, B. (2007). Designing a mobile group blog to support
cultural learning. Proceedings of mLearn’07 (pp. 223-226). Beijing, China: Beijing
Normal University.
This British paper reports on the design of a mobile-enabled group blog
intended to foster the local cultural learning of international university
students. The study was carried out over three weeks with 16 newlyarrived mainland Chinese students. Analysis of blog activity revealed five
types of learning: awareness, information gathering, information transfer,
information sharing, and feedback. Participants agreed that the use of
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mobile phones to capture visuals and send texts facilitated the
understanding of the local culture.
Shao, Y., Wang, L., & Lü, S. (2016). In search of the effectiveness of MALL: A case
study about smartphone based EFL learning in a Chinese vocational college. In A.
Palalas & M. Ally, International Handbook of Mobile-Assisted Language Learning.
China Central Radio & TV University Press, Co., Ltd. (pp. 582-607).
This Chinese study investigated the effectiveness of a smartphone-based
multimedia textbook app (SPC) as a revision tool for L2 English among
first-year nursing students. For ten months, three classes totaling 153
students revised eight learning units. One group used traditional
textbooks, class notes, and paper-based exercises. A second used SPC.
The third was free to use either revision resource, though 90% opted for
SPC. Students who used m-learning methods completed more revision
exercises, spent almost twice as much time revising and had considerably
higher mid-term and final test results.
Shea, A. (2011). Teaching Japanese writing with a Smartpen. World Conference on
ELearning in Corporate, Government, Healthcare, and Higher Education (pp. 401403), Honolulu, HI.
This American study describes the use of smartpen technology
(Livescribe) to support the learning of kanji by 64 beginning-level L2
Japanese university students. Livescribe was used to capture the
instructor’s voice and handwriting of the kanji characters from one
chapter of the course textbook. The resulting pencasts were then posted
on YouTube and accessed voluntarily by students via Blackboard.
Although students perceived that the pencasts aided them in learning the
kanji, the instructor did not observe any noticeable difference in the
students’ kanji writing skills.
Shea, A. (2014). Student Perceptions of a Mobile Augmented Reality Game and
Willingness to Communicate in Japanese. Ed D dissertation, Pepperdine University.
ProQuest Dissertations Publishing.
This American EdD dissertation describes a mobile-based Apple iOS
augmented reality game (Yookoso), and the effect of its use upon the
Willingness to Communicate (WTC) of nine L2 Japanese higher
education students. Participants used the app on their own mobile devices
at least three times within three weeks. Through game logs, observations
and interviews it was determined that the app had an effect upon all five
of the antecedents of WTC: perceived competence, reduced L2 anxiety,
security, excitement, and responsibility. Reduced L2 anxiety was the most
frequently exhibited.
Shen, L. (2019). The construction and application of the WeChat-based mobile
interactive translation teaching model. International Journal of Emerging
Technologies in Learning, 11(9), 76-80.
This Chinese study evaluated the use of a mobile-based instant messaging
app (WeChat) as a platform for L2 English translation studies. Two
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classes of university students (N=82) used it over an academic year. Two
other classes (N=79) taught by traditional methods served as a control.
Students used WeChat out of class to practice translations, share
resources and add supplementary materials. Completed translations were
sent to the instructor via WeChat. On a final translation examination, the
average score of the experimental group was several points higher than
that of the control.
Shen, W-W., Hong, Z-W., Huang, C-P., Lin, J-M. (2020). Developing a mobileassisted software application to observe university students' vocabulary growth
through extensive reading. Journal of Internet Technology, 21(3), 681-687.
This Taiwanese study describes the design and pilot testing of an
Android-based app (MAER) intended to foster L2 English extensive
reading and increase vocabulary size. The app calculated the reading
difficulty and required vocabulary size of 96 articles, each 300-600
words, encompassing thirteen non-technical topics. It then recommended
paper-based articles according to the user’s interests and vocabulary size.
Over ten weeks, 35 university students, with an average Flesch–Kincai
3K reading level, read on average 24 articles out of class, and
significantly increased their vocabulary size on a pre-/post-test
comparison.
Sheppard, D. 2011. Reading with iPads–the difference makes a difference. Education
Today, 11, 12-15.
This Australian study investigated the effect of iPads compared to printed
texts upon the reading performance of 43 L1 English sixth-graders.
Students read one text in one format then another in the other during two
45-60 minute sessions. Immediately afterward they were tested
according to the first three levels of Bloom’s Taxonomy (Knowledge,
Comprehension, Application). In both the Knowledge and
Comprehension categories almost two-thirds of the students recorded
negative or no growth when using the iPad. The same was true for over
50% of the students in the Analysis category.
Shi, Z., & Luo, G. (2016). Application of WeChat Teaching platform in interactive
translation teaching. International Journal of Emerging Technologies in Learning,
11(9), 71-75. Kassel, Germany: International Association of Online Engineering.
This Chinese study describes a semester-long experiment that used a
mobile-accessible social communication app (WeChat) as a learning
platform for the university-level teaching of L2 English translation.
Instructors used the platform to distribute translation materials, which 30
students completed and shared via WebChat with the instructor and their
peers for comments and corrections. During the same period, a control
group of 30 students completed the same exercises without recourse to
the WeChat learning platform. The experimental group viewed the
system favorably and significantly outscored the control on a pre-/posttest comparison.
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Shi, Z., Luo, G., He, L. (2017). Mobile-Assisted language learning using WeChat
instant messaging. International Journal of Emerging Technologies in Learning,
12(2), 16-26.
This Chinese study evaluated the effectiveness of the out-of-class usage
of a messaging app (WeChat) upon the L2 English language proficiency
of 25 university students. Over a semester, they participated via their
smartphones an hour per day in a whole group WeChat discussion the
tropic of which was set by an instructor plus another hour per day in
student-led small chat groups dedicated to vocabulary, grammar,
listening, oral, and writing. On a pre-/post-test comparison, the
experimental group significantly outperformed a matched control group
of 25 that did not use WeChat.
Shih, R-C. (2013). Enhancing college students' environmental protection awareness
through a mobile LINE application in English Public Speaking course. Life Science
Journal, 10(3), 2137-2142.
This Taiwanese paper study explored the effects of combining a free
communication app (LINE) and in-class presentations for L2 English
public speaking. Over 16 weeks, 49 Junior-year English major
technological university students presented biweekly assigned public
speaking topics in front of class and, using their smartphones, via the
LINE APP. The findings of the study show that the students made
significant progress on their public speaking performance, including
articulation, intonation, posture, gesture, and usage of vocabulary and
phrases. Through this blended instruction, their learning motivation and
attitude were also enhanced.
Shih, R-C., Lee, C., & Cheng, T-F. (2015). Effects of English spelling learning
experience through a Mobile LINE APP for college students. Procedia - Social and
Behavioral Sciences, 174, 2634-2638.
This Taiwanese paper investigates the effectiveness of a mobile phonebased program (Line APP) used to teach L2 English spelling to 29
university students. For six weeks, three times per week, the audio
recording of four words was sent to students, who responded with the
corresponding written spelling and Chinese translation. A pre-/post-test
comparison demonstrated statistically significant learning gains by all
participants. In a post-treatment questionnaire, students expressed
moderate to high satisfaction with the program.
Shih, R-C., Papa, C., & Cheng, T-F. (2013). Establishment of a mobile-assisted
language teaching model for English teachers of technological universities and
colleges. In Robot, Vision and Signal Processing (RVSP), 2013 Second International
Conference (pp. 144-147). IEEE.
This Taiwanese paper describes the outcomes of integrating the voluntary
use of a smartphone-based messaging app (LINE) into the L2 English
classes of two junior college groups. The first involved 47 students for ten
weeks in a Public Speaking course in which LINE APP was used to
practice and record oral presentations delivered in class. In the second
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group, a four-week (36-hour) intensive remedial course of 51 students,
the instructor sent out a list of vocabulary words and phrases taught via
LINE APP after every class. No indication is given about the actual
number of students who used LINE APP, but in post-treatment
questionnaires and interviews those that did reported being moderately to
highly satisfied with the app. It is claimed that both groups of students
showed significant progress in their English performances, though no
details are given.
Shimoyama, Y., & Kimura, M. (2009). Development of and effectiveness in
vocabulary learning content for mobile phones in Japan. World CALL 2008
Conference (pp. 138-141). Kyushu-Okinawa, Japan: The Japan Association for
Language Education and Technology.
This Japanese paper investigated the use of mobile phones for the
learning of L2 English vocabulary in a six-week study that involved 137
university students. Firstly the study revealed that there were no
significant learning differences whether English/Japanese word pairs with
audio occurred alone or with an illustration or example sentence.
Secondly, it was confirmed that “anytime, anywhere learning” fit in well
with students’ learning style. Lastly, the study showed that the use of
mobile phones had little effect upon students’ learning strategies.
Shizuka, T. (2003). Efficiency of information retrieval from the electronic and the
printed versions of a bilingual dictionary. Language Education & Technology, 40, 1533.
This paper describes the results of a 50 minute experiment with 77 L2
English students in a Japanese university which measured the time taken
to look up English words and usage examples using a handheld EnglishJapanese e-dictionary compared to its printed counterpart. Participants
first used one dictionary then swapped and used the other. Word look-up
speed was substantially quicker with e-dictionaries and this advantage
was multiplied by the user’s familiarity with e-dictionaries. There was no
significant difference between the two dictionaries in the time taken to
find examples.
Shooshtari, G., Jalilifar, A., & Khazaie, S. (2013). Mobile, L2 vocabulary learning,
and fighting illiteracy: A case study of Iranian semi-illiterates beyond transition level.
Applied Research on English Language, 2(2), 65-79.
This mobile phone-based Iranian paper studied the interrelationship
between the use of formal versus informal language in instructions and
the occurrence or non-occurrence of pictorial annotations in the learning
of basic L2 English vocabulary by semi-illiterate adult Farsi speakers.
Over a five-week period, 123 participants received via SMS and MMS a
total of 36 basic English words. A post-test revealed significantly greater
learning gains with informal as opposed to formal instruction. However,
the use of pictorial annotations resulted in better results when they were
accompanied by instructions in formal language.
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Shraim, K. (2014). A case study of mobile technology-enabled English language
learning: The Amazon Kindle e-reader initiative in Palestine. International Journal of
Interactive Mobile Technologies, 8(3), 25-31.
This Palestinian study investigated the effects of using Kindle e-book
readers upon the L2 English of 114 fifteen-year olds. Over a six-week
period, students in a week-end learning center read 12 stories intended to
broaden their understanding of American culture. A pre-/post-test
comparison revealed improvements in vocabulary and pronunciation but
reading comprehension remained unchanged. Attitudes towards learning
English changed positively, though the majority of students found the
Kindle cumbersome and reported many unsatisfactory aspects of their
interaction with the texts relating to navigation, bookmarking, annotation
and clipping.
Siddique, M., & Nair, S. (2015). The effectiveness of using mobile phone in
enhancing writing skills: Teacher's and students' reflections. Australian Journal of
Basic and Applied Sciences, 9(37), 390-396.
This Pakistani study describes the effect of using mobile phone-based
SMS upon the writing skills of 40 intermediate-level L2 English college
students. For six weeks in class, via SMS, the instructor sent students the
topic of a descriptive essay along with writing instructions, pictures and
video clips. Students downloaded, discussed and collaboratively wrote
and edited the descriptive essays of their peers. Based on a pre-/post-test
essay comparison, students made less mistakes on the post-test and were
able to write the introduction, body and conclusion of the essay
coherently and cohesively.
Siha, A. (2019). In the palm of my hand: The efficacy of mobile devices in a
community college developmental writing class. Teaching English in the Two Year
College, 46(3), 192-209.
This American study investigated the experiences and perceptions of 23
L1 English community college students regarding the obligatory use of
iOS mobile devices in their developmental writing course over two
semesters. The course used a flipped format in which class posts
(documents, videos, examples, and discussion prompts) were sent to
students’ mobile devices a class or two before the related class activities.
Participants showed increased success in the writing course and expressed
an increase in their own confidence moving out of the developmental
writing sequence and into college-level writing courses.
Šimonová, I., & Poulova, P. (2016). Mobile-assisted model of teaching and learning
English for IT students. Lecture Notes in Computer Science, 9622, 336-345.
This Czech paper describes a hybrid flexible model of teaching/learning
L2 English to university students that included a mobile-accessible online
semester-length course via an LMS combined with six 90 minute face-toface sessions and two specially designed mobile apps. End-of-course
questionnaires relating to computer device usage and student opinions of
MALL indicated that notebooks (88%) and smartphones (81%) were the
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most frequently used. Students also indicated that the hybrid flexible
model of mobile-assisted teaching/learning English was highly
appreciated, with most learners considering it highly helpful, or helpful
for them.
Singaravelu, G. (2009). Mobile learning to enrich vocabulary in English. i- Manager's
Journal of Educational Technology, 6(2), 63-68.
This Indian study investigated the effect of a mobile phone-based
approach upon L2 English vocabulary acquisition. For one week, a group
of 60 high school students learned vocabulary, half the group through
conventional methods and half via SMS messages exchanged between
participants. The latter were divided into small sub-groups, each provided
with a mobile phone which they used to send each other words, reply with
synonyms, as well as blank fill-ins and words with missing letters to be
completed. The experimental group significantly outscored the control on
a pre-/post-test comparison.
Sittichansen, K., & Kanjug, I. (2018). Design and development of constructivism
mobile-based learning environment on English subject for junior high school students
in Thailand. In Y-T. Wu, N. Srisawasdi, M. Banawan, J. Yang, … & M. Rodrigo
(Eds.), ICCE 2018: 26th International Conference on Computers in Education,
Workshop Proceedings (pp. 614-619). Taiwan: Asia-Pacific Society for Computers in
Education.
This conference presentation describes the design an L2 English mobilebased learning environment management system (SCOCIALClassnet) that
was guided by social constructivist principles. It was pilot tested on the
formation and use of the past tense with junior high school students in
Thailand. Two classes, totaling 31 students, participated. One class used
SCOCIALClassnet and the other did not. Although users of the system
gave enthusiastic approval, preliminary test results demonstrated no
statistically significant difference between the two groups.
Small, N. (2017). The Effect of a Student Response System on Sixth-Grade Reading,
English, and Language Arts Achievement. EdD dissertation, Union University.
ProQuest Dissertations Publishing.
This American EdD dissertation examined the effect of the in-class usage
of a learner response (clicker) system upon English reading and language
arts scores on a standardized test. Over an academic year, a group of 78
sixth-graders used the system weekly to respond to multiple-choice/truefalse quizzes of reading comprehension, sentence structure, grammar and
convention. A matched control group of 88 only used the system
fortnightly or once a month for the same purpose. Whether they used
clickers weekly or not, the students performed equally well on the posttreatment test.
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Sofiana, N., & Mubarok, H. (2020). The impact of English game-based mobile
application on students’ reading achievement and learning motivation. International
Journal of Instruction, 13(3), 247-258.
This Indonesian study evaluates the effectiveness of a game-based L2
English learning app (Englishgame-based Mobile Application) on
improving the reading skills of 58 8th-graders. Playing in pairs, the
children accessed the app via their smartphones three times. A matched
control group of 61 received the same classroom instruction without use
of the app. The experimental group significantly outscored the control on
a post-treatment reading test and also demonstrated greater learning
motivation.
Soleimani, H., Jalilifar, A., Rouhi, A., & Rahmanian, M. (2019). Augmented reality
and virtual reality scaffoldings in improving the abstract genre structure in a
collaborative learning environment: A CALL study. Journal of English Language
Teaching and Learning, 11(23), 327-356.
This Iranian study compared the effect of three scaffolding formats on the
writing of L2 English university students. During four weekly 20-minute
sessions, working collaboratively in pairs of low and high intermediatelevel learners, participants all received the same scaffolding support while
writing abstracts. For eight students, this was delivered via an augmented
reality app. Another eight used virtual reality headsets for writing support
and a control group of eight received its writing support in paper-based
format. No significant differences were found among the three groups on
a post-treatment writing test.
Soleimani, H., & Morshedian, M. (2013). The relationship between attitude to
computer assisted language learning and language proficiency: Evidence from mobile
text message. International Journal of Basic Sciences and Applied Research, 2(5),
523-530.
This Iranian paper investigates the effect of language proficiency and
attitude towards CALL upon the grammar learning of 36 pre-intermediate
and intermediate-level L2 English students. For five days, twice daily, the
instructor sent to students via SMS grammar lessons on topics that were
not part of their routine syllabus. Two days later, students completed a
questionnaire relating to their attitudes towards Computer-Assisted
Language Learning and took a grammar test based on the SMS lessons.
No relation was found either between language proficiency or attitudes
towards CALL and improved grammar learning.
Somerville, J. (2019). Japanese students' interaction using smartphone apps: A study
of young learners in a private high school. Indonesian TESOL Journal, 1(2), 17-38.
This Japanese study describes the use of multiple mobile-based apps and
their effect upon the interaction level of 36 L2 English high school
students with A1-B1 proficiency-levels. In six sessions over four days
participants voluntarily engaged in oral activities focusing on Future
Sports, Theme Parks, Jobs and Careers, and Music. LINE, used for the
purpose of having a spoken conversation, was the most successful in
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encouraging student-student interaction. This was nearly twice as
frequent as when using Socrative for collaborative problem solving or QR
Scanner Mingler to present activity questions.
Somoano García, Y., & Menéndez Santurio, J. (2017). Mobile Assisted Language
Learning in compulsory secondary education: A didactic proposal. Conference
Presentation: II Congreso Virtual de Educación Mediática y Competencia Digital. [in
Spanish]
This conference presentation describes the implementation of a mobile
BYOD-based L2 English curriculum within a Spanish high school. Over
13 55-minute class sessions, 34 students used their own mobile devices to
undertake collaborative assignments that required consulting online
videos and podcasts related to news broadcasts in order to extract general
information, main points and relevant details relating to different news
topics. Students regarded very highly the pedagogical approach and
thought that the use of mobile-based technologies was very motivating.
Somoano García, Y., & Menéndez Santurio, J. (2018). Perceptions of students and
teachers about a mobile learning intervention in English as a foreign language.
International Journal of Technology and Educational Innovation, 4(1), 79-87. [in
Spanish]
This Spanish study investigated the perceptions of 18 L2 English high
school students and their instructor regarding the use of mobile-based
classroom learning activities. Over thirteen sessions, participants worked
in pairs and small groups using their own smartphones to scan QR codes
containing multi-word verbs, which they noted in MyWordBook. They
also posted grammatical exercises and maintained discussions on a class
blog. Post-treatment, students indicated they thought that MALL helped
them acquire vocabulary and grammar, and improve their oral and written
performance as well as their organizational skills.
Song, E-H. (2013). The effect of TOEIC learning using smartphone TOEIC app on
TOEIC score and perception of EFL college students. English Curriculum Education,
12(3), 49-68. [in Korean]
This Korean study investigated the effect of mobile-based TOEIC-prep
apps upon the listening and reading comprehension of 20 L2 English
university students. Over eleven weeks, entirely out of class, twenty
participants used their smartphones to access one of five TOEIC apps of
their choosing. Their study schedule was completely self-determined. On
a pre-/post-treatment comparison, although participants increased their
scores on both a mock TOEIC listening and reading comprehension test,
only the latter improved significantly. Most of the participants responded
positively about the use of the apps for their TOEIC preparation.
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Song, E-H. (2016). A study of the use of a smartphone English listening app and
Kakao Talk on English listening practice. Multimedia-Assisted Language Learning,
19(3), 83-109. [in Korean]
This Korean study investigated the effect of two smartphone-based apps
(English Pod-English Study Podcast, Kakao Talk) upon the intermediatelevel L2 English listening comprehension of forty university students.
Over about ten weeks, entirely out of class, participants listened to selfselected podcasts on average about three times per week for a total of
seven hours. Then, in groups of four, they used Kakao Talk once or twice
per week to write each other messages using vocabulary from the
podcasts. A pre-/post-treatment listening test comparison demonstrated a
significant improvement in scores.
Song, Y. (2008). SMS enhanced vocabulary learning for mobile audiences.
International Journal of Mobile Learning and Organisation, 2(1), 81-98.
This paper from Hong Kong is an extended study of the hybrid website +
mobile phone SMS vocabulary learning program described in Song &
Fox (2005). Twice a day, four times per week for four weeks, between
four and six thematically related words were sent via SMS to 10 volunteer
adult L2 English learners. The experiment demonstrated that the use of
SMS can work as a reminder and as a motivator for learning. Test results
demonstrated a marginal improvement in performance and a positive
learner attitude towards the use of the combined technologies.
Song, Y., & Fox, R. (2005). Integrating M-technology into web-based ESL
vocabulary learning for working adult learners. Proceedings of IEEE International
Workshop on Wireless and Mobile Technologies in Education 2005 (pp. 154-158).
Los Alamitos, CA: IEEE Computer Society.
This paper from Hong Kong reports on a pilot study that explores the use
of mobile phone SMS to support the L2 English vocabulary learning of
working adults. The system was trialed for four weeks by 10 volunteers as
a complement to a web-based multimedia tutorial program. New words
and expressions were delivered via SMS twice a day, four days a week.
Test results demonstrated a marginal improvement in performance and a
positive learner attitude towards the use of the combined technologies.
Song, Y., & Yang, Y. (2020). Enhancing primary students’ vocabulary learning
motivation and outcomes using the mobile user-generated-content tool. In K.-M.
Frederiksen, S. Larsen, L. Bradley & S. Thouësny (Eds.), CALL for Widening
Participation: Short Papers from EUROCALL 2020 (pp. 320-326). Researchpublishing.net
This conference paper investigates the effectiveness of a mobile-based
user-generated content tool (m-UGC) on the L2 English vocabulary
acquisition of 22 Hong Kong fourth-graders. The children used the app
for two weeks to create their own 32-word vocabulary logs, including
definitions and illustrative pictures. Students could also make comments
on others’ logs. A control group of 18 learned the same words without the
app. The experimental group outscored the control on a pre-/post-test
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comparison. Whereas the motivational attitudes of the m-UGC group
improved, those of the control were less positive.
Spooner, F., Ahlgrim-Delzell, L., Kemp-Inman, A., & Wood, L. (2014). Using an
iPad2® with systematic instruction to teach shared stories for elementary-aged
students with autism. Research and Practice for Persons with Severe Disabilities,
39(1), 30-46.
This American study describes an L1 English reading program used with
four autistic non-verbal primary school children. Four books were
adapted for iPad2 delivery that exploited an Augmentative and
Alternative Communication app (GoTalk Now) and text-to-speech
functionality. The iPad provided response options for prediction, target
vocabulary, and listening comprehension questions. The intervention
lasted 21-41 sessions depending upon the participant. All students
demonstrated fairly low and/or stable baseline trends on task analysis
performance. Student performance on listening comprehension questions
demonstrated a modest change from baseline to intervention for only two
students.
Stander, A. (2011). An Investigation into The Validity of Mobile Technologies as a
Support Structure for First Year Students Studying German as a Foreign Language in
a South African Context. MPhil thesis. University of Stellenbosch.
This South African MPhil thesis describes the reactions of 112 university
to the incorporation of a mobile phone-based SMS component into the
curriculum of a beginner’s level L2 German course. For five weeks,
Monday-Friday, volunteers received one of three types of SMS: a
language tip, a riddle or a quiz. Although the participation rate was very
low, according to a post-treatment questionnaire and interview, students
indicated that a system like this could make learning interesting, and
interactive, and that is was and could be useful and efficient when
implemented correctly.
Stockwell, G. (2007). Vocabulary on the Move: Investigating an intelligent mobile
phone-based vocabulary tutor. Computer Assisted Language Learning, 20(4), 365383.
This is the first of five Japanese studies comparing the use of L2 English
vocabulary learning software on web-enabled mobile phones and PCs.
The study involved eleven advanced-level university students over 13
weeks. The program required students to choose, write or match words,
definitions or translations. Mobile phone usage was very low, with eight
of eleven students using their phones little or not at all. Learners generally
spent more time per task when using a mobile phone, but achieved
slightly lower scores than when completing the tasks on the computer.
Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of
mobile learning. ReCALL Journal, 20(3), 253-270.
This Japanese study is a follow-up to Stockwell (2007). It evaluates the
use by 75 pre-intermediate level university students of a 13-week L2
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English vocabulary program available on both PCs and web-enabled
mobile phones. The study sought to identify how and why learners did or
did not use mobile phones for language learning. 61.3% of students did
not use mobile phones at all; 22.7% tried them, but quit. Students felt that
PCs were faster and easier to use. Learners were unprepared to pay for
using mobile phones for non-recreational purposes.
Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the
effect of the platform. Language Learning & Technology, 14(2), 95-110.
This Japanese study evaluates mobile phone compared to desktop PC
usage of a web-based L2 English vocabulary program by 175 university
students over a three-year period. In effect, it collates the results of
Stockwell (2007) and Stockwell (2008) with the outcomes of a similar
2009 study. Though still limited, mobile phone usage was higher in the
last year (35.6%) than in the first (17.4%) and second (14%) years.
Lessons took consistently longer to complete on mobile phones, but there
was not much difference in the scores achieved as a result of the platform.
Stockwell, G. (2012). Mobile phones for vocabulary learning: Do smart phones make
a difference? In J. Colpaert, A. Aerts, W-C. V. Wu, & Y-C. J. Chao, The Medium
Matters: Proceedings 15th International CALL Conference, (pp. 572-574).
This Japanese study compared the use of smartphones versus nonsmartphones and desktop PCs to access a web-based L2 English
vocabulary program (VocabTutor). It lasted one semester and involved
university students, of which 13 owned smartphones and 26 nonsmartphones. As in previous studies (Stockwell (2007); Stockwell (2008);
Stockwell (2010)), most students used a PC in preference to either type of
mobile phone to do exercises, which took longer to complete with phones.
There was no noticeable difference in scores achieved using either type of
phone or a PC.
Stockwell, G. (2013a). Tracking learner usage of mobile phones for language learning
outside of the classroom. In P. Hubbard, M. Schulze, & B. Smith (Eds.), LearnerComputer Interaction in Language Education: A Festschrift in Honor of Robert
Fischer (pp.118-1326). San Marcos, TX: CALICO.
This Japanese study investigates server logs compiled over 12 weeks
showing how fifty pre-intermediate level L2 English learners complete
listening and vocabulary activities on mobile compared to PC platforms.
As in previous studies (Stockwell (2007); Stockwell (2008); Stockwell
(2010); Stockwell (2012)), the number of learners using mobile phones
remained very low (28%). Mobile phone users typically required an extra
60-90 seconds to complete activities compared to using a PC. While
activities were undertaken at a range of times, locations were
predominantly centered around home and university.
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Stockwell, G. (2013b). Sustaining out-of-class mobile learning through a mobile
phone-based “push” mechanism. Proceedings WorldCALL 2013 (pp. 320-322).
Glasgow, UK: University of Glasgow.
This Japanese university study is based on the same server log data of 50
pre-intermediate L2 English learners reported in Stockwell (2013a). It
investigates the effect of pushing (i.e., automatically sending) email
homework reminders of vocabulary exercises which students pulled (i.e.,
voluntarily accessed) from a web-based source either via mobile phones
or PCs. The study indicated that the push notifications did not directly
link to immediate engagement in activities on either platform, but rather
that learners undertook these activities at a range of times, predominantly
centered around home and university.
Stockwell, G., & Liu, Y-C. (2015). Engaging in mobile phone-based activities for
learning vocabulary: An investigation in Japan and Taiwan. CALICO Journal, 32(2),
299-322.
This paper reports on an investigation that took place in Japan and
Taiwan which replicated the L2 English vocabulary acquisition study
reported in Stockwell (2010). The program, available to both mobile and
stationary devices, was used for a semester by 160 university students, 39
in Japan and 121 in Taiwan. The study sought to determine whether the
country of the learners and the availability of smartphones would affect
the devices used. Results indicated that neither the smartphone nor the
country of the learners seemed to have a particularly large impact.
Strasser, T., & Greller, W. (2015). Towards digital immersive and seamless language
learning. In M. Ebner, K. Erenli, R. Malaka, J., … & A.Walsh (Eds.), Immersive
Education (Vol. 486, pp. 52-62). CCIS Berlin: Springer.
This Austrian paper describes the integration of a mobile-accessible eportfolio platform (Mahara) into an L2 English university curriculum for
primary/secondary pre-service teachers. During the one-year course,
students used their smartphones to create audio recordings of themselves
in different situations talking about certain seminar-related topics. They
then uploaded their recordings to their personal e-portfolio in Mahara
and invited their peers and tutors to give constructive feedback on their
spoken performance. In a survey completed by 147 students, participants
agreed that Mahara provided a dynamic, seamless interface for
communicative and self-regulated learning.
Suell, J., Ratchford, D., Cook, T., & Cost, H. (2013). The impact of e-readers on
comprehension and reading interest. Review of Higher Education and Self-Learning,
5(17), 78-81.
This American study describes a summer reading program during which
university students met for one hour per week to individually mentor 20
L1 English high school students identified as struggling readers.
Participants used a Kindle e-reader and their post-intervention reading
comprehension was compared to the median scores obtained on the
Standardized Testing and Reporting and AR Book reading tests from
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printed book reading the previous summer. The results demonstrated an
increase in reading comprehension. According to a questionnaire,
students also found reading with the devices motivating and helpful.
Sufi, E., & Shalmani, H. (2018). The effects of Tflat pronunciation training in MALL
on the pronunciation ability of Iranian EFL learners. European Journal of Foreign
Language Teaching, 3(2), 87-103.
This Iranian study compared the effects of L2 English pronunciation
instruction under two pedagogical conditions. Over six weeks, once per
week, the pronunciation of four different words was taught in class to 30
intermediate-level university students, half via a mobile phone-base app
(TFlat) and half through instructor modeling with choral repetition. TFlat
users could hear the pronunciation of the words, see explanations of the
sounds, practice and audio record the words. All students improved on a
pre-/post-treatment pronunciation test comparison, but only the TFlat
users did so with statistical significance.
Suhaimi, N., Mohamad, M., & Yamat, H. (2019). The effects of Whatsapp in teaching
narrative writing: A case study. Humanities & Social Sciences Reviews, 7(4), 590-602.
This Malaysian study describes a two-week experiment using a
smartphone-based social networking messaging app (Whatsapp) as a
platform for improving the vocabulary and grammar in the writing of
eight A2-level English sixth-graders. Students used the app on to write
sentences based on questions and prompts posed by the teacher. These
were then discussed and corrected by the teacher and fellow students
within a Whatsapp group. This involved a total engagement of 23-hours.
Student progress was measured on a parallel 40-minute pre-/posttreatment essay. Improvements were observed for vocabulary but not
grammar.
Sukstrienwong, A., & Vongsumedh, P. (2013). Software development of word search
game on smart phones in English vocabulary learning. In L. Zhang (Ed.), The
Proceedings of the 2013 International Conference on Education and Modern
Educational Technologies, 39, 37-42.
This Thai study evaluated the effect of the use of an iPhone-based word
search game upon the L2 English vocabulary acquisition of 16 university
students who used the app for one week. Their learning was compared to
that of two control groups of 15 students each who were exposed to the
same 25 words, one group via e-mailed lists of five words sent out daily,
the other via a daily paper-based word search game. The experimental
group outscored both controls on a pre-/post-test comparison.
Summerfield, G. (2011). Crossing classroom settings and academic disciplines while
crossing geographical boundaries. In B. Facer & M. Abdous (Eds.), Academic
Podcasting and Mobile Assisted Language Learning: Applications and Outcomes (pp.
147-158). Hershey, PA: IGI Global.
This American paper examines how university learners enrolled in a onemonth L2 Italian abroad program benefitted from a curriculum which
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used iPods as repositories of study materials as well as tools for the
recording of interviews. This study suggests that the use of technology
was able to extensively engage students in language- and culture-based
tasks and was able to cultivate collaboration and creativity while
providing students with a real sense of an abroad classroom and a wealth
of information and resources at the fingertips.
Summet, V. (2010). Facilitating Communication for Deaf Individuals with Mobile
Technologies. PhD dissertation, Georgia Institute of Technology.
This American PhD dissertation compared the effect of a video-based
American Sign Language (ASL) vocabulary teaching program upon the
learning of 80 basic words under four conditions: iPhone-baseddistributed, iPhone-based-massed, desktop-based-distributed, desktopbased-massed. Forty ASL beginners, ten under each of the four
conditions, participated in the project over seven days. Participants were
assessed receptively by writing the English for 40 signs and expressively
by signing 40 other words. Participants under the Massed-conditions
completed significantly more lessons and answered more questions
correctly on both the receptive and expressive tests than the Distributedconditions participants.
Sun, Z., Lin, C-H., You, J., …, & Luo, L. (2017). Improving the English-speaking
skills of young learners through mobile social networking. Computer Assisted
Language Learning, 30(3-4), 304-324.
This Chinese study examined the effect a using a mobile Social
Networking Site (Papa) upon the speaking skills of 37 primary school L2
English learners. For 13 weeks, they submitted recordings of their oral
assignments via Papa to their instructor along with pictures relevant to
the assignments. A control group of 35 recorded, but did not submit, the
same assignments at home using whatever devices they had available. In
a pre-/post-test comparison, the experimental group significantly
outperformed the control group in speaking fluency but not in accuracy or
pronunciation.
Sung, K-Y., & Poole, F. (2017). Investigating the use of a smartphone social
networking application on language learning. JALT CALL Journal, 13(2), 97-115.
This American study examined how a group of ten university students
used a smartphone-based social networking application (WeChat) in
paired L1/L2 communication over a seven-week period. Five Mandarin
Chinese speakers self-assessed themselves as intermediate/advancedlevel L2 English learners whereas five English speakers self-identified as
novice L2 Chinese learners. As communication preparation, the L2
Chinese learners used the app to complete texting, voice and camera
tasks. The tandem language learning promoted highly authentic and
meaningful communication rather than improvement of language skills.
The majority of the participants preferred WeChat over face-to-face
learning.
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Surathamchanya, R. (2015). The Result of Using an Application for Teaching English
Vocabulary on a Tablet with English Subjects for Grade 2 Students in Ratchbradli
Primary Educational Service Area 2. MA thesis, Silapakorn University, Bangkok. [in
Thai]
This MA thesis evaluated the effectiveness of a locally produced mobilebased L2 English vocabulary app. It was trialled for eight hours over a
month with 30 second-graders in Thailand. In a pre-/post-treatment
vocabulary test comparison, the results demonstrated a significant
increase in scores. According to a post-treatment questionnaire, the
children expressed positive attitudes regarding use of the app.
Suwantarathip, O., & Orawiwatnakul, W. (2015). Using mobile-assisted exercises to
support students’ vocabulary skill development. The Turkish Online Journal of
Educational Technology, 14(1), 163-171.
This paper describes a mobile phone-based trial that used SMS to deliver
and receive L2 English vocabulary exercises. Twice-weekly week for five
weeks, an experimental group of 40 Thai university students did sentence
completion and story writing exercises via SMS on their own time while a
control group of the same size did likewise in class using printed
materials. While both groups improved their vocabulary knowledge
scores on a pre-/post-test comparison, the SMS group significantly
outperformed the control. Overall, these students also expressed positive
attitudes towards doing the mobile-assisted exercises.
Sydorenko, T., Hellermann, J., Thorne, S., & Howe, V. (2019). Mobile augmented
reality and language-related episodes. TESOL Quarterly, 53(3), 712-740.
This American study investigated meta-awareness and explicit attention
to language when playing an augmented reality app (ChronoOps). During
one session, four groups of three L2 English university students, two
intermediate-level/one advanced-level, used mobile phones to undertake
tasks embedded in the post-apocalyptic green technology themed game
narrative. Participants attended to language as part of the accomplishment
of tasks, but only for lexis not linguistic form. Intermediate-level
participants initiated language-related episodes via requests for assistance,
whereas advanced-level learners provided corrections and confirmations.
Vocabulary targeted in the tasks appeared in subsequent usage.
Sytwu, T-A., & Wang, C-H. (2016). An investigation of the effects of individual
differences on mobile-based augmented reality English vocabulary learning. In D.
Churchill, J. Lu, T. Chiu, & B. Fox (Eds.), Lecture Notes in Educational Technology
(pp. 387-410). Switzerland: Springer International Publishing.
This Taiwanese study examined the effects of two variables, field
independence/dependence and high/low L2 English proficiency, upon the
learning of English vocabulary using a mobile-based Augmented Reality
simulation learning system (Aurasma) during one class session with 52
third-grade pupils. Pre-/post-testing results showed that the learning
outcome of FD participants benefitted significantly from the mobile AR
system and that there was a borderline significant difference between
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high and low English proficiency learners on learning outcome. Neither
learning styles nor English proficiency affected learning motivation with
mobile AR instruction.
Ta’amneh, M. (2017). The effect of using WhatsApp messenger in learning English
language among university students. International Research in Education, 5(1), 143151.
This Saudi Arabian study evaluated the effect of using an instant
messaging app (WhatsApp) upon the L2 English learning of 19 university
students. The app was used over an eight-week period to provide
supplementary out-of-class course related drills, which participants
accessed via their smartphones. A matched control group of 21 received
the same classroom instruction without the use of WhatsApp. The
experimental group outscored the control on a pre-/post-test comparison.
Tabatabaei, O., & Goojani, A. (2012). The impact of text messaging on vocabulary
learning of Iranian EFL learners. Cross Cultural Communication, 8(2), 47-55.
This Iranian paper describes the results of a two-month mobile phonebased study into the effectiveness of SMS for L2 English vocabulary
acquisition. 30 high school students wrote sentences for between five and
six words per session, which were sent via SMS to the instructor and
fellow students. A control group of 30 did likewise by exchanging written
papers. The SMS group significantly outperformed the control group on a
vocabulary post-test. Both students and their teachers had positive
attitudes toward the application of SMS on vocabulary learning.
Taghizadeh, M., & Porkar, P. (2018). Tablet, flashcard and SMS and their effects on
EFL learners' attitudes and vocabulary knowledge. International Journal of English
Language & Translation Studies, 6(1), 105-118.
This Iranian study compared the effectiveness of three presentation
modes upon the vocabulary acquisition of advanced-level L2 English
students. Three groups of 15 students each learned 120 words over one
month. One group did so using tablets, a second via SMS on mobile
phones and the third with printed flashcards. The three modes provided
the same information: English word + definition, Persian translation, and
three example sentences. All students made significant progress on a 50item vocabulary pre-/post-test, but more so using tablets than flashcards
and least of all with SMS.
Tai, T-Y., Chen, H-H., & Todd, G. (2020). The impact of a virtual reality app on
adolescent EFL learners’ vocabulary learning. Computer Assisted Language Learning,
xx, np.
This Taiwanese study investigated the effect of a virtual reality app
(Mondly VR) upon the vocabulary acquisition of 24 elementary-level L2
English 7th graders. During one 25-35 minute session, participants used
mobile-rendered head-mounted displays to interact in conversations with
virtual characters and receive immediate feedback. A matched control
group of 25 watched the same video on PCs without any virtual reality
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effects, conversations or feedback. The VR players significantly
outperformed the video watchers in vocabulary gains on both an
immediate and one-week delayed post-treatment vocabulary test.
Tai, Y. (2012). Contextualizing a MALL: Practice design and evaluation. Educational
Technology & Society, 15(2), 220-230.
This Taiwanese paper describes the design and pilot testing of an L2
English program that exploits the communication and multimedia
capabilities of smartphones to complete a set of problem-solving tasks
intended to generate authentic interaction, discussion, and negotiation
among language learners. It was tested by 35 sixth-graders, working in
groups of between three and four. They used smartphones out of class to
collect and share Internet-based data and communicate with each other
and their teacher to obtain information and guidance. A pre-/posttreatment test of vocabulary and grammar demonstrated significant
progress.
Taj, I., Ali, F., Sipra, M., & Ahmad, W. (2017a). Effect of technology enhanced
language learning on vocabulary acquisition of EFL learners. International Journal of
Applied Linguistics & English Literature, 6(3), 262-272.
This Saudi Arabian study describes a hybrid mobile-based/computer-assisted
vocabulary learning experiment. For six weeks, 61 L2 English university
students learned vocabulary through WhatsApp multimodal word cards
consisting of Arabic/English definitions, a picture, and an example sentence.
These were sent to their smartphones once a week, five at a time.
Participants also did Hot Potatoes vocabulary quizzes and word puzzles in a
language lab. A matched control group of 61 students learned the same
vocabulary through paper & pencil exercises. The experimental group
significantly outperformed the control in a pre-/post-test comparison.
Taj, I., Ali, F., Sipra, M., & Ahmad, W. (2017b). Effect of technology enhanced
language learning on EFL reading comprehension at tertiary level. Arab World
English Journal, 8(1). 108-129.
This Saudi Arabian study describes the effect of a combination of CALL
and MALL activities upon the L2 English reading comprehension of 61
university students. Based on texts taken from the course textbook, Hot
Potatoes was used to create cloze type and comprehension exercises
undertaken in two 90-minute lab sessions per week for six weeks.
Vocabulary was pre-taught through flashcards via a communication app
(WhatsApp). On a post-test comparison, participants significantly
outscored a control group of 61 that had had access to neither the CALL
nor MALL activities.
Tajahmadi, A. (2018). Technical contextualized expression enhancement through
comparative effect of using guessing, word recognition, and app/mobile phone
dictionary strategies on Iranian ESP learners. Unpublished, np.
This unpublished Iranian paper compares the use of dictionary apps to
explicit inferential word-meaning strategy training upon the L2 English
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vocabulary recognition of 30 intermediate-level university students. For
14 weeks, half of two groups of 15 students received training in
construing word meaning, in one group by guessing and in the other
group through word recognition. The other half of each group used
mobile phone dictionaries to simply look up unknown words. Compared
to a pre-test, the mobile dictionary users significantly outscored both
strategy-trained groups in a two-week-delayed-post-treatment vocabulary
test.
Tajik, A. (2020). MALL for motivating and improving grammar skills of Iranian
middle school learners. International Journal of English Language and Translation
Studies, 8(2), 1-9.
This Iran study evaluated the effectiveness of a smartphone-based app
compared to traditional teaching methods in the learning of L2 English
grammar. For five weeks, two 90-minute classes per week, 35 high school
students studied grammar under one condition and a matched group of 35
under the other. A on a pre-/post-treatment 48-item grammar test
comparison, the smartphone users significantly outscored the traditionally
instructed group. Moreover, a post-treatment survey showed that the
motivation of the MALL group improved after the implementation of the
mobile learning application.
Taki, S., & Khazaei, S. (2011). Learning vocabulary via mobile phone: Persian EFL
learners in focus. Journal of Language Teaching and Research, 2(6), 1252-1258.
This mobile phone-based study investigated the effects of pictorial versus
written presentation modes upon the vocabulary acquisition of 158 preintermediate level L2 English young adult students of an Iranian English
institute. Four groups were formed based on tests of visual and verbal
learning ability. Presenting learning materials with pictorial or written
annotations to learners with high-visual abilities resulted in better
learning. Those with high-visual but low-verbal ability learned more
vocabulary with pictorial annotation. Low-visual and low-verbal ability
groups showed better results under the no annotation condition.
Tan, C-C., Chen, C-M., & Lee, H-M. (2013). Using a paper-based digital pen for
supporting English courses in regular classrooms to improve reading fluency.
International Journal of Humanities and Arts Computing, 7(Suppl.), 234-246.
This Taiwanese paper describes the use of digital pen technology (Quvoice) with 31 L1 Chinese high school students who used it for L2
English reading practice in weekly 45-minute in-class sessions for ten
weeks. Qu-voice provided a text-to-speech function and also allowed
learners to record and play back their own voice recordings of the texts.
Texts were read multiple times. The post-treatment reactions of the
students to Qu-voice were positive.
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Tan C-C., Chen, C-M., & Lee, H-M. (2019). Effectiveness of a digital pen-based
learning system with a reward mechanism to improve learners’ metacognitive
strategies in listening. Computer Assisted Language Learning, 33(7), 785-810.
This Taiwanese study reports the results of two experiments involving the
use of digital pens (Livescribe Echo Smartpen) to develop the L2 English
listening comprehension proficiency of intermediate-level eighth-graders.
The first experiment lasted 30 minutes and involved 52 students who used
the digital pens and their in-built help mechanism, in conjunction with
task cards, to listen to two 50-second audio recordings. Half of the group
did so with a points-awarding reward system and half without rewards.
Participants who worked with the reward system demonstrated greater
improvements in listening comprehension, motivation, and metacognitive
awareness. In the second experiment, nine of the original reward-group
students continued using the system in class three times per week for five
weeks for about one hour (15 hours in total). Participants were free to
choose from 1000 50-minute listening passages (and associated task
cards). A pre-/post-test comparison demonstrated a significant
improvement in learners’ listening comprehension. So, too, it was shown
that the reward system trained learners in the appropriate use of help
options to improve both top-down and button-up listening skills.
Tan, T-H., & Liu, T-Y. (2004). The mobile-based interactive learning environment
(MOBILE) and a case study for assisting elementary school English learning.
Proceedings of the 2004 IEEE International Conference on Advanced Learning
Technologies (pp. 530-534). Los Alamitos, CA: IEEE Computer Society.
This Taiwanese paper describes an experimental L2 English vocabulary
learning system (MOBILE) for primary school children based on webenabled student PDAs linked to a multimedia resource database on a
teacher’s notebook computer. For 12 weeks, 22 students trialed the
system, which allowed them to download learning materials, browse the
web, take notes and do tutorial exercises. A series of six pre-/post-tests
confirmed that use of the system resulted in significant vocabulary gains.
A student questionnaire demonstrated high levels of user satisfaction.
Tang, F., Wang, B., Kaneko, K., ..., & Yamada, M. (2017). Design and assessment of
a location-based game to support English vocabulary learning in university.
Conference presentation SITE 2017 - Austin, TX, United States, March 5-9, 2017, np.
This Japanese study reports the results of a one-hour pilot test of a
location-based L2 English vocabulary learning game (ItoScramble)
conducted with 63 first-year university students. Although a small gain
was evidenced in a pre-post-test comparison, the difference was not
statistically significant. Participant reaction to the game was generally
positive, with students indicating that they would like to play the
location-based game more not only for English vocabulary but also for
other subjects.
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Tarighat, S., & Khodabakhsh, S. (2016). Mobile-assisted language assessment:
Assessing speaking. Computers in Human. Behavior, 64, 409-413.
This Iranian smartphone-based study investigated the effectiveness of
using WhatsApp as an assessment tool for L2 English speaking
performance. During an academic term, for each class session, one of 17
advanced-level (CEFR B2) language institute students made a twominute WhatsApp recording based on the Cambridge FCE speaking
module format. This was then shared with all classmates, who
commented on grammar, vocabulary, pronunciation and overall
performance. Afterwards the teacher scored each recording for
acceptability. Personal interviews with 8 of the participants revealed a
concern regarding fairness and lack of authentic communication.
Taskiran, A. (2019). The effect of augmented reality games on English as foreign
language motivation. E-Learning and Digital Media, 16(2), 122-135.
This Turkish study evaluated the effect of four mobile-based augmented
reality (AR) games upon the learning motivation of 83 lowerintermediate/intermediate-level L2 English university students. Over four
sessions, participants used their smartphones to play games that targeted
listening, reading, speaking and dictation skills. This involved placing all
given objects correctly in a messy room, filling in movie schedules, going
on a treasure hunt and transcribing speech. According to a post-treatment
questionnaire, almost all participants enjoyed the use of learning
materials enriched by AR and found them highly motivating.
Taylor, M. (2014). From web-based learning to eText learning: Teaching Sanskrit
with an electronic textbook. International Journal of Mobile Learning and
Organisation, 8(1), 16-27.
This Australian paper describes the conversion of a web-based beginninglevel Sanscrit course to a Legend Marker e-text locally installed on iPads
distributed to over 20 university students worldwide. Students used the ebook for one semester to review course materials, watch videos, listen to
and repeat audio recordings, practice chanting verses and do gap-fill
exercises. They also meet the instructor in a 90-minute weekly webconferenced virtual classroom using Adode Connect. Student responses in
a post-treatment questionnaire were overwhelmingly positive. Retention
rates and student performance also improved compared to the previous
year.
Teles, V. (2013). The analysis of a learning object on a mobile device: English
language vocabulary. MA thesis, Universidade Federal de Pernambuco. [in
Portuguese]
This Brazilian MA describes the design of a smartphone-based L2
English vocabulary app (Here I GO, New York) and the reactions of 8
language course volunteers, aged from 15 to 49, who tested it. The app
consists of interactive situational contexts and mini-games. It is organized
into four modules: airport, hotel, Central Park, restaurant. According to a
post-treatment questionnaire about their experiences with the app,
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participants thought that it had contributed to the learning of new words
and found it motivating.
Tenelanda López, D., & Castelo, M. (2016). The use of mobile phones through audio
and voice recordings to improve English pronunciation and intonation. Conference
Proceedings ICT for Language Learning (np).
This conference presentation describes the integration of mobile phonebased audio listening and voice recording activities into the L2 English
curriculum of 25 Ecuadorian university students. Over 10 lessons,
participants used their mobile phones in and out of class to improve their
pronunciation and intonation. Students felt more confident working by
themselves and at their own pace to imitate the pronunciation and
intonation of model utterances. A substantial improvement was observed
between a pre-/intermediate-/post-test.
Terantino, J. (2016). Examining the effects of independent MALL on vocabulary
recall and listening comprehension: An exploratory case study of preschool children.
CALICO Journal, 33(2), 260-277.
This American study investigates the independent learning of 23 L2
Spanish animal names by seven 4-5 year old pre-school children who
freely used five i-Pad-based apps on average 23 minutes per day, five
days per week, for six months. The children accessed the apps on their
own, primarily at home. Overall, they preferred Bilingual Child and
Bilingual Child Bubbles because they were more game-like. A pre-/posttest comparison demonstrated a statistically significant average increase
of 11.15 in both vocabulary recall from image identification and
listening comprehension from the apps’ audio recordings.
Thabit, K., & Dehlawi, F. (2012). Towards using MP4 players in teaching English
language: An empirical study. Journal of Engineering, 2(8), 25-28.
This Saudi Arabian paper describes the trialing of a commercial L2
English learning program (Cambridge University Training Center), which
was transferred to MP4 players and distributed to 15 university students
for voluntary usage for one month. A post-test confirmed that students
who had access to the MP4-based materials outscored a control group of
44 classmates who had no such access. A survey administered to the
experimental group indicated a high level of MP4 device usage and
satisfaction with the program.
Thongsri, N., Shen, L., & Yukun, B. (2019). Does academic major matter in mobileassisted language learning? A quasi-experimental study. International Journal of
Information and Learning Technology, 36(1), 21-37.
This Chinese study compared the effect of academic major upon the
learning outcomes of L2 English university students. A cohort of 200
participants was equally divided into two groups consisting of STEM
(Science, Technology, Engineering and Mathematics) and non-STEM
majors. Over three weeks, both groups voluntarily used their smartphones
to access a vocabulary learning program (BW Vocabulary) out of class.
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On a pre-/post-treatment 100-item multiple-choice vocabulary test
comparison, the STEM students scored significantly higher and also
evidenced a higher degree of computer self-efficacy in using MALL than
their non-STEM counterparts.
Thornton, P., & Houser, C. (2001a). Learning on the Move: Foreign language
vocabulary via SMS. Ed-Media 2001 Proceedings (pp. 1846-1847). Norfolk, VA:
Association for the Advancement of Computing in Education.
This conference paper describes the same experiment involving the
teaching of English L2 vocabulary in Japan via mobile phones as reported
in Houser et al. (2001).
Thornton, P., & Houser, C. (2001b). Learning on the Move: Vocabulary Study via
Email and Mobile Phone SMS. In C. Montgomerie & J. Viteli (Eds.), Proceedings of
World Conference on Educational Multimedia, Hypermedia and Telecommunications
2001 (pp. 1896-1897). Chesapeake, VA: Association for the Advancement of
Computing in Education.
This conference paper describes the same mobile phone-based L2 English
vocabulary learning experiment as that which appears in Thornton &
Houser (2001a).
Thornton, P., & Houser, C. (2002). M-learning in transit. In P. Lewis (Ed.), The
changing face of CALL (pp. 229-243). Lisse, The Netherlands: Swets & Zeitlinger.
This is the published version of the study described in the conference
proceedings of Houser et al. (2001), Thornton & Houser (2001a), and
Thornton & Hauser (2001b).
Thornton, P., & Houser, C. (2003a). EduCall: Adding interactivity to large lecture
classes in Japan via mobile phones. In D. Lassner & C. McNaught (Eds.),
Proceedings of World Conference on Educational Multimedia, Hypermedia and
Telecommunications 2003 (pp. 1871-1874). Chesapeake, VA: Association for the
Advancement of Computing in Education.
This Japanese paper describes a prototype audience response system
(EduClick) that was trialed by 25 L2 English students during one
university lecture. The system used student mobile phones connected to a
website to conduct anonymous polls and administer comprehension
checks several times during the lecture. Working in groups of three,
students discussed questions and then submitted their responses, which
were automatically collated and displayed to the class. The system
provided greater interactivity and feedback than in a traditional lecture.
Thornton, P., & Houser, C. (2003b). Using mobile web and video phones in English
language teaching: Projects with Japanese college students. In B. Morrison, C. Green,
& G. Motteram (Eds.), Directions in CALL: Experience, Experiments & Evaluation
(pp. 207-224). Hong Kong: English Language Centre, Hong Kong Polytechnic
University.
This article summarizes three MALL studies undertaken in Japan with
university students of English L2: Learning on the Move, EduCALL, and
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Vidioms. Learning on the Move is described in Thornton & Houser
(2001a), Thornton & Houser (2001b), and Thornton & Houser (2002).
EduCALL is described in Thornton & Houser (2003a). Vidioms was a
class experiment involving a mobile-accessible website that used
animations with Japanese explanations to teach English idioms. It was
pilot-tested for feasibility by 31 female students during one ten minute
session. Although there were some complaints about sound quality,
overall, participant reaction was very positive.
Thornton, P., & Houser, C. (2004). Using mobile phones in education. In J. Roschelle
et al. (Eds.) Proceedings of the 2nd IEEE International Workshop on Wireless and
Mobile Technologies in Education (pp. 3-10). Los Alamitos, CA: IEEE Computer
Society.
This conference presentation summarizes three previous studies
undertaken with female Japanese university students. The first relates to a
2001 survey of mobile phone penetration, which revealed 100%
ownership with a 99% rate of SMS usage, sending and receiving on
average 200 per week. The second, Learning on the Move, is described in
Thornton & Houser (2001a), Thornton & Houser (2001b) and Thornton &
Houser (2002). The third, Vidioms, is described in Thornton & Houser
(2003b).
Thornton, P., & Houser, C. (2005). Using mobile phones in English education in
Japan. Journal of Computer Assisted Learning, 21(3), 217-228.
This is the published version of the study described in the Thornton &
Houser (2004) conference proceedings.
Thumtathong, A., Premthaisong, S., & Srisawasdi, N. (2019). Teaching English with
science: A result of content and language integrated learning approach and mobileassisted inquiry pedagogy. In M. Chang et al. (Eds.), Proceedings ICCE 2019 - 27th
International Conference on Computers in Education, 2, (pp. 286-293). Taiwan: AsiaPacific Society for Computers in Education.
This conference presentation describes the effect of a science-based
content and language integrated learning (CLIL) approach upon the
motivation of twenty L2 English eighth-graders in Thailand. In their
English class, using their mobile devices, via Lifesaver app they accessed
a video about respiration, a topic previously taught in their science class.
They the used the iStyle Science Note app to answer questions about the
video and the Nearpod app to write a shared summary about it. Students
increased their learning motivation and positive perceptions toward the
teaching English with CLIL.
Tian, F., Wang, J., Wang, H., …, & Canny, J. (2010). Let’s play Chinese characters –
Mobile learning approaches via culturally inspired group games. Proceedings of the
SIGCHI Conference on Human Factors in Computing Systems (pp. 1603-1612).
This conference presentation describes the design and trialing of two
mobile-based group game apps (Multimedia Word, Drumming Strokes)
that targeted beginner-level L1 Chinese character writing. It was tested
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with first-graders in China during two sessions lasting three hours in total.
Five children completed a pre-/post-gameplay dictation test involving 36
single component and 23 composed-component characters. Although
there was a high error rate in the stroke order test, only three participants
felt they had difficulties in mastering stroke order, while the others did
not consider it to be a serious problem.
Ting, D. (2019). Interactive translation teaching based on WeChat. Proceedings 5th
International Workshop on Education, Development and Social Sciences (pp. 41-47).
Francis Academic Press, UK.
This Chinese conference presentation evaluated the use of a mobile-based
messaging app (WeChat) as a platform for L2 English translation studies.
For a semester, one group of university students used WeChat out of class
to work collaboratively on assigned translations. A second group taught
by traditional methods served as a control. The size of both groups was
the same (N=114) as were the course content and in-class teaching hours.
The average score of the experimental group was several points higher
than that of the control on a pre-/post-treatment translation test.
Titova, S. (2015). Use of mobile testing system PeLe for developing language skills.
In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 523-528).
Dublin: Research-publishing.net
This Russian conference paper describes a four-month pilot study of a
mobile-based testing system (PeLe) used with B1 level L2 English
university students from Norway and Russia. The piloting involved 35
students distributed into four groups, three experimental and one control
(N=7). PeLe implementation (8 tests) included collaborative and peerlearning post-test activities and mobile learning opportunities (i.e.,
immediate feedback, formative assessment). The control group took
traditional pen-and-paper tests. The experimental groups improved their
overall results on the final test, whereas the control group demonstrated a
decrease in overall scores.
Titova, S., & Danilina, E. (2018). Experimental implementation of organization
mobile technology model of formative and summative assessment of students’ writing
skills in a nonlinguistic university. Tambov University Review, 23(172), 35-42. [in
Russian]
This Russian paper investigated the effect of two mobile apps (Socrative,
Essay Writing Lite) upon the writing of 23 A2-level L2 English university
students. Participants first completed four lessons that incorporated 38
formative test tasks in Socrative. These involved collaborative exercises
and peer assessment. Students then used Essay Writing Lite to compose a
personal letter/postcard of least 180 words which, working in pairs, they
collaboratively discussed and peer-edited. On a post-treatment writing
test, this experimental group significantly outscored a control group of 26
that had received only traditional instruction
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Titova, S., & Samoylenko, O. (2017). An enquiry-based approach to develop language
skills in mobile-supported classrooms. Journal of Language and Education, 3(3), 3949.
Although this study differs in some details, it is very similar to Titova
(2015). Over four months, three experimental Russian university groups
of B1-level L2 English students, one higher ability (N=12) and two lower
ability (N=17), used their mobile devices to take seven quizzes via the
PeLe mobile-testing system. PeLe provided immediate feedback and
collaborative post-test activities. These formative tests proved to be more
beneficial for the two lower-level groups. On a pre-/post-test comparison,
all three experimental groups outperformed a lower-ability control group
of seven that undertook no formative assessment.
Todd, R., & Tepsuriwong, S. (2008). Mobile mazes: Investigating a mobile phone
game for language learning. CALL-EJ Online, 10(1), 1-16.
This Thai article describes the pilot testing of a mobile phone-based
English L2 reading maze game (Mobile Mazes). Three short stories of
between 50 and 70 pages each were created for the game, which involved
students selecting how the storyline progressed. Because of screen size
limitations, most pages comprised only one or two sentences. Glosses
were provided, mostly in Thai, for words, phrases or difficult language
points. The program was trialed for a couple of weeks by 28 university
students, who reported mostly favorably on the experience.
Tsai, C-C. (2018). A comparison of EFL elementary school learners’ vocabulary
efficiency by using flashcards and augmented reality in Taiwan. New Educational
Review, 51(1), 53-65.
This Taiwanese study describes an experiment that compared the
effectiveness of a mobile-based augmented reality app to traditional
flashcards for L2 English vocabulary learning. Twenty words were
selected from a beginner-level resource for children (Happy Playground
Learning Box), which 66 third-graders studied for thirty-minutes. Half of
the group did so using smartphones to access the app and the other half
using flashcards. Both groups significantly improved their scores on a
pre-/post-test comparison, but the augmented reality users more so than
the control independently of the ability level of the children.
Tsai, C-C. (2020). An action research study exploring the effects of augmented reality
for English vocabulary learning in an elementary school in Taiwan. New Educational
Review, 59, 163-174.
This Taiwanese study compared the effectiveness of an augmented reality
app to paper flashcards in the learning of beginner-level L2 English
vocabulary. In one forty-minute session, thirty 4th graders using an iPad
accessed the app to learn twenty words while a matched control group of
thirty did likewise with paper flashcards. Both groups included children
of low, intermediate and high ability. In a pre-/post-treatment comparison
vocabulary test, both groups significantly increased their scores.
However, the augmented reality group did more so than the control,
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regardless of relative proficiency levels.
Tschirhart, C., O’Reilly, C., & Bradley, C. (2008). Language learning ‘On The Go’. In
J. Traxler, B. Riordan, & C. Dennett (Eds.), mLearn 2008 Conference Proceedings
(pp. 279-288). Beijing, China: Beijing Normal University.
This British article discusses the pedagogical and technical issues
surrounding the development and trialing of five online L2 French
language learning applications for the Nokia N95 mobile phone.
Prototypes were developed for vocabulary (understanding instructions),
grammar (relative pronouns), video (listening comprehension), oral
grammar presentation (passé composé), and word search (descriptive
words). The applications were tested by eight university students, who
gave a very positive response towards mobile learning.
Tsourakis, N., Rayner, M., & Bouillon, P. (2011). Evaluation of a mobile language
learning system using language-neutral prompts. Conference Presentation:
Interspeech Workshop on Speech and Language Technology in Education (np).
Venice, Italy.
This Swiss study investigated the use of two types of prompts, text and
pictorial, to elicit L2 English sentences within a prototype mobile-based
language learning system (CALL-SLT). The system used a restaurant
domain, and focused on language activities such as ordering food, asking
for the bill, etc. A group of 16 male and 16 female L1 French university
students, with intermediate to advanced English proficiency, each trialed
the system for 15 minutes. Male students found the pictorial version
significantly easier to use, while female students preferred the text
version.
Tsuei, M., & Huang, H-W. (2018). A mobile synchronous peer-tutoring system for
elementary students’ learning in Chinese language arts. Lecture Notes in Computer
Science (pp. 253-262).
This Taiwanese paper describes the design and trialing of a mobile-based
app (iPTC) intended to foster the early literacy of L1 Chinese children
through collaborative peer-tutoring. The app targeted Chinese characters,
word and vocabulary building, and sentence exercises and was trialed on
tablet computers. A first study involving 27 fourth-graders lasted three
weeks and focused on participant attitudes towards use of the app.
Questionnaire responses showed that the children held strongly positive
attitudes toward peer tutoring with iPTC. In a second study, undertaken a
year later, two classes of fifth-graders totaling 48 students were divided
into an experimental and control group. For twelve weeks, all students
met in class three times per week, twice with the same instruction. On the
third day, the experimental group worked in pairs using iPTC while the
control group engaged in face-to-face pair work independently of iPTC.
Post-test results revealed that overall there was no significant difference
between the two groups. The experimental group significantly outscored
the control on Chinese characters whereas the control group outperformed
the experimental group on sentence structure.
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Turgut, Y. (2011). Learning vocabulary via cellphones: You have an SMS. Adıyaman
Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(7), 280-298.
This Turkish study investigated the effect of mobile phone-based SMS
upon the vocabulary acquisition of 30 intermediate-level L2 English
university students. During one week, the students learned 45 words sent
as SMS messages twice a day on three separate days. A control group of
30 students used their usual rote memorization techniques to learn the
same vocabulary without SMS messages or controlled space repetition.
The experimental group significantly outscored the control on a pre-/posttreatment 20-item vocabulary test comparison. According to a student
survey, SMS participants viewed the treatment positively.
Ulfa, S. (2014). Promoting vocabulary acquisition through Mobile game for
supporting second language learning.
This Indonesian paper describes the pilot testing of a mobile-based
vocabulary learning game by university students. The evaluation took
place during a single session that lasted two and a half hours. Using
French for the L2, which had not been studied previously by the
participants, an experimental group of 15 used the game to learn 20
words designating animals and fruits. A control group of 15 learned the
vocabulary through the rote memorization of a word list. The
experimental group significantly outscored the control on a posttreatment vocabulary recall test.
Ünal, Ö. (2015). Investigating the use of mobile-based vocabulary notebooks on
students’ vocabulary achievement in English language learning. MA thesis, Middle
East Technical University.
This Turkish study compared the effectiveness of Quizlet mobile-based
vocabulary notebooks compared to paper-based ones on the L2 English
vocabulary accusation of 20 B2-level pre-university students. The
notebooks served as a personal dictionary that included different kinds of
word knowledge. All students learned 20 words per week for eight weeks
and completed an 80-item pre-/-post-test that required meaning matching,
gap filling and word recall. The mean score of the post-test was
significantly higher for the experimental group compared a control group
of 20 matched students that kept paper-based vocabulary notebooks.
Uosaki, N., Ogata, H., Sugimoto, T., …, & Li, M. (2012a). How we can entwine inclass vocabulary learning with out-class one in English course for Japanese EFL
learners. In Wireless, Mobile and Ubiquitous Technology in Education (WMUTE),
2012 IEEE Seventh International Conference (pp. 102-106). IEEE.
This one-month study evaluated a mobile-based L2 English vocabulary
learning app (SMALL) with 18 Japanese university students who
registered new words in a web-linked database (SCROLL). The system
notified students when registered words appeared in their textbook. A
control group of 20 students entered new vocabulary in a spreadsheet
which they uploaded to Moodle once a week. On a textbook-independent
pre-/post-test, only the experimental group demonstrated significant
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improvement. The median scores of all students significantly increased on
a textbook-related pre-/post-test, slightly more so for the control than the
experimental group.
Uosaki, N., Ogata, H., Sugimoto, T., ..., & Hou, B. (2012b). Towards seamless
vocabulary learning: How we can entwine in-class and outside-of-class learning.
International Journal of Mobile Learning and Organisation, 6(2), 138-155.
This Japanese study is the published version of Uosaki et al. (2012a). By
excluding two cases deemed to be exceptional, it is able to claim a
significant correlation between post-test scores and words learned out of
class linked to textbook vocabulary.
Uther, M., Zipitria, I., Uther, J., & Singh, P. (2005). Mobile Adaptive CALL (MAC):
A case-study in developing a mobile learning application for speech/audio language
training. Wireless and Mobile Technologies in Education, IEEE International
Workshop (pp. 187-191). Los Alamitos, CA: IEEE Computer Society.
This British case-study describes two pilot tests of a Mobile Adaptive
CALL app (MAC) designed to assist Japanese L2 English learners
perceptually distinguish the English /r/ versus /l/ phonemic contrast. It
adapts to the proficiency level of the user by tailoring phonemic
discrimination practice in response to learner’s recognition errors. The
first trial emulated the app on a computer and was trialed by four nonJapanese university students with advanced-level L2 English proficiency.
Although the participants reported that they found the application easy to
use, their actual performance on the task showed some difficulties. In the
second trial, three other non-Japanese university students with advancedlevel L2 English proficiency tested MAC on actual mobile phones. They
indicated that the sound quality was less natural on the phone compared
to the emulator, but were generally positive about overall design of MAC.
Uwizeyimana, V., & Niyomugabo, C. (2017). Mobile technologies and second
language acquisition in the Rwandan context. Conference paper, Rebranding
Research for Sustainable Development, Kigali, Rwanda.
This conference paper describes the results of a three-month study that
compared the learning outcomes of L2 English Rwandan university
students, with and without the use of smartphone/tablet-based MALL
applications. An experimental MALL group of 13 used instant
messengers, social networks, electronic dictionaries, electronic translators
and e-book readers. The learning materials of a control group of 11 were
restricted to reading books, printed newspapers, and audio recordings.
The MALL group significantly outscored the control by a factor of 2 to 1
in a post-treatment test of listening and reading comprehension.
Uz Bilgin, C. & Tokel, S. (2018). Facilitating contextual vocabulary learning in a
mobile-supported situated learning environment. Journal of Educational Computing
Research, 57(4), 930-953.
This Turkish study investigated the effect of a mobile-based situated
learning environment upon the L2 English vocabulary acquisition of 25
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elementary-level university students. Working individually during a
museum visit, students used their mobile devices to access visual and
dictionary definition support with contextual sentences for target
vocabulary. When there was no interaction with the museum exhibits,
students did not find it necessary to infer or look up the meaning of
words. Post-treatment vocabulary test results were significantly higher
than the pre-test, and a six-week-delayed-post-test was significantly
higher than the post-test.
Valeev, A., Ibatulina, L., Kondrateva, I., & Abrosimova, G. (2020). The practical use
of mobile devices and internet communication channels in teaching English. ACM
International Conference Proceeding Series. Proceedings of the III International
Scientific and Practical Conference. Article No.: 10 Pages 1-7.
This Russian study investigated the effect of three mobile-accessible apps
(Duolingo, Prompter, Elevate) and Internet-based communication
activities upon the L2 English competency of 16 university students. Over
an unspecified period of time, the apps were used for tutorial exercises,
listening comprehension, and formation of public speaking skills. Internet
communication channels were also used for video lectures, discussion
seminars, and an electronic conference. On an overall assessment of
language competence, this experimental group substantially outscored a
control group of 18 that received only traditional instruction.
Valeeva, N., Pavlova, E., & Zakirova, Y. (2019). M-learning in teaching ESP: Case
study of ecology students. European Journal of Contemporary Education, 8(4), 920930.
This Russian study describes the effect of using a mobile-accessible quiz
app (Quizlet) upon L2 English vocabulary learning of (presumably)
university students. The app was used with tablets and smartphones for
seventeen weeks by 68 second-year and 70 third-year students to learn
ecology-specific terminology. Based on the results of a final course test,
participants performed better than students (N=75 second-year, N=77
third-year) the year before. Usage of the app was thought to increase
students’ motivation to study specialized vocabulary and contribute to
reducing the time spent on vocabulary learning.
van Gorp, K., Segers, E., & Verhoeven, L. (2017). Enhancing decoding efficiency in
poor readers via a word identification game. Reading Research Quarterly, 52(1), 105123.
This study investigated the effectiveness of a tablet-based early reading
application (Reading Race) upon the L1 Dutch word decoding ability of 64
second-graders with reading problems in Holland. For five weeks, during
four fifteen-minute class sessions per week, half of the group played with
the app while the control group did not. After the initial five week period,
the experimental and control groups switched treatments for another five
weeks. Both the first and second experimental groups significantly
outscored the control in an immediate post-test. All students reported liking
the intervention.
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Van Hove, S., Vanderhoven, E., & Cornillie, F. (2017). The tablet for second
language vocabulary learning: Keyboard, stylus or multiple choice. Comunicar, 25,
53-62.
This Belgian i-Pad-based study examined the effects of input method
upon the vocabulary learning of Flemish-speaking L2 French high school
students. In three class sessions over two weeks, 282 participants first
memorized 36 French words without writing them down. They were then
immediately tested on the vocabulary in three groups who wrote answers
with a stylus, the keyboard or by selecting multiple-choice options. A pre/post-test and delayed post-test revealed no significant differences in
vocabulary retention though those who had written or typed words scored
higher on spelling and diacritic usage.
van Rensburg, H., & La Thanh, T. (2017). Teachers’ use of Facebook motivating
Vietnamese students to improve their English language learning. In A. Murphy, H.
Farley, L. Dyson & H. Jones (Eds.), Mobile Learning in Higher Education in the
Asia-Pacific Region Harnessing Trends and Challenging Orthodoxies (pp. 359-373).
This Vietnamese study examined the effect of using a social networking
site (Facebook) via smartphones as a platform to support the B1-level
learning of 22 L2 English university students in a semester-long reading
course. Facebook served to provide class instructions and supplementary
daily activities as well as a communication channel between students and
the instructor. This case study demonstrated that learning connections
made through mobile learning and virtual learning environments could
have a positive effect on learning outcomes and also increase students’
motivation as well as a sense of community.
Vatalaro, A., Culp, A., Hahs-Vaughn, D., & Barnes, A. (2018). A quasi-experiment
examining expressive and receptive vocabulary knowledge of pre-school head start
children using mobile media apps. Early Childhood Education Journal, 46(4), 451466.
This American study compared the effect of different types of iPad-based
apps upon the pre-literate L1 English vocabulary learning of 3-5 year-old
pre-school children in three Head Start groups. Over eight weeks, one
group (N=16) used four scaffolding-like apps, the second group (N=15)
used four open-ended apps and the third (N=32) used four apps with no
particular methodological orientation. On a pre/post-test comparison, the
scaffold-like app group significantly outscored the open-ended app group
for receptive vocabulary. However, there was no significant difference
between any of the groups for expressive vocabulary.
Vázquez-Cano, E. (2012). Mobile learning with Twitter to improve linguistic
competence at secondary schools. The New Educational Review, 29(3), 134-147.
This Spanish paper describes the effects of using Twitter as a social
communication tool upon the L1 Spanish reading and writing skills of
280 high school students. The app was used over a five-month period in
three courses: Spanish language, social sciences, and natural sciences. No
details are given about either the materials with which it was used nor the
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procedures followed. In a post-treatment test of reading and writing
ability, Twitter participants significantly outscored a control group of 281
non-Twitter users only in three out of thirteen evaluation parameters.
Velasquez Herrera, F. (2013). Effectiveness of Text-Messaging in Spanish Vocabulary
Teaching / Learning. MA thesis, Southern Illinois University at Carbondale. ProQuest
Dissertations Publishing.
This American MA thesis compared the vocabulary learning of beginnerlevel university L2 Spanish students under two conditions: mobile phone
text messaging (N=9) and paper (N=10). Over ten days, the experimental
group received via text message a total of 12 Spanish words, to which
they responded with an English translation and sample sentence. The
control group completed the same exercise using paper and pencil. The
experimental group significantly outscored the control on a post-test
comparison. According to a post-treatment survey, the experimental
group enjoyed the use of this vocabulary learning method.
Vihavainen, S., Kuula, T., & Federley, M. (2010). Cross-use of smart phones and
printed books in primary school education. Proceedings of the 12th International
Conference on Human Computer Interaction with Mobile Devices and Services (pp.
279-282).
This Finnish paper describes the pilot testing of a web-based system for
the teaching of L2 English that exploited smartphones to support the
reading of L2 English by primary school children. Over a period of three
weeks, 25 pupils used smartphones to take a picture of a page from the
book they were reading and sent it to a web server that identified the text
and returned to the learners three types of tutorial exercises: missing
words, crossword puzzle (out-of-class), and text listening (in-class). The
system was highly rated by the students.
Vota, W. (2014). Can SMS text messages improve the reading outcomes in Papua
New Guinea? ICT Work, 1-3.
This government report describes an SMS-based L2 English early literacy
program that operated in Papua New Guinean elementary schools. Over
two terms, 51 teachers received via their mobile phones a daily text
message that contained a short story and accompanying lesson plan for 1st
and 2nd grade children. During the same period, a control group of 51
teachers taught English to an equivalent group of children without any
SMS support. Under both conditions, children’s reading improved on a
pre/post-test comparison, with children in SMS Story groups improving
significantly more.
Vuorio, J., Okkonen, J., & Viteli, J. (2018). Finnish upper secondary students’ user
expectations and experiences using MALL system. Proceedings of the 22nd
International Academic Mindtrek Conference (pp. 236-243).
This conference presentation describes how 15 Finnish high school
students’ expectations about a smartphone-accessible MALL system,
available for L2 English, Finnish and Swedish, changed as a result of
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their experience using it for eleven weeks. According to a pre-/posttreatment survey, user experience scores did not outperform the scores of
user expectations in any of the variables when examining the mean
differences. Specifically, overall perceptions of the MALL system fell
from a pre-treatment score of “Acceptable” to a marginal status posttreatment.
Vurdien, R. (2017). Mobile assisted vocabulary acquisition and wikis to enhance
writing skills. International Journal of Computer-Assisted Language Learning and
Teaching, 7(2), 1-21.
This paper investigated student perceptions and the effectiveness of
combining smartphone-based vocabulary learning with wiki-based
collaborative writing with 21 advanced-level L2 English students. The
findings suggested that positive learning took place throughout the
development of the study. The smartphone was considered a convenient
tool for reading and performing vocabulary exercises. Peer editing and
feedback were deemed crucial towards grammar and vocabulary accuracy
to enhance writing skills.
Walter-Laager, C., Brandenberg, K., Tinguely, L., …, M., & Moschner, B. (2017).
Media-assisted language learning for young children: Effects of a word-learning app
on the vocabulary acquisition of two-year-olds. British Journal of Educational
Technology, 48(4), 1062-1072.
This tablet-based study, conducted in Swiss and German day-care centers,
evaluated the effect of adult accompaniment upon the L1 German
vocabulary acquisition of 66 2-year-olds under two conditions: using a
word-learning app (Lingua Kidz) of looking at pictures extracted from the
app. Children worked individually in one 20 minute session. A pre-/posttreatment vocabulary test demonstrated that children who used the app
with adult guidance showed more vocabulary growth than those who did
so alone. Children who played with the picture cards (with or without
adult accompaniment) learned the least words.
Walters, J. (2012). English language learners’ reading self-efficacy and achievement
using 1:1 mobile learning devices. PhD dissertation. University of California, San
Diego.
This American PhD dissertation evaluated the effectiveness of the 1:1
daily in-class usage over eight months of a variety of iPod Touch-based
(spelling/vocabulary/grammar/reading) apps upon the reading ability and
self-efficacy of 287 fourth/fifth-grade non-native English Language
Learners. Compared to a matched control group of 139 ELL, no
significant achievement gains were found on the pre-/post-treatment
administration of the Measures of Academic Progress test. A selfefficacy survey using the Reader Self-Perception Scale showed
significant but only slightly higher mean scores over time for the
experimental group compared to the control group.
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Wang, B-T., Teng, C-W., & Chen, H-T. (2015). Using iPad to facilitate English
vocabulary learning. International Journal of Information and Education Technology,
5(2), 100-104.
This study investigates the effectiveness of an iPad app, Learn British
English WordPower, on L2 English vocabulary learning in a class of 36
freshman university students in Taiwan. Over a fourteen-week period, in
class sessions that lasted about 15 minutes each, students were able to see
the words, word pictures and example sentences through the classroom
projector. The same vocabulary was taught to a control group of 38
students using a traditional semantic-map method without the app. In a
pre-/post-test comparison, students who received the iPad vocabulary
instruction performed better.
Wang, D., Zou, B., & Xing, M. (2014). Vocabulary learning and consolidation with
mobile application. International Journal of Computer-Assisted Language Learning
and Teaching, 4(1), 101-112.
This study compared the effect of two types of notebook tool on the L2
Chinese vocabulary acquisition of UK university students. Over twelve
weeks, an experimental group of 48 participants used a mobile-accessible
lexical spreadsheet to compile a personal dictionary of new words. A
matched control group of 40 did likewise using a paper/pen hardcopy
notebook. The experimental group outscored the latter on a post-treatment
vocabulary test. However when writing a composition, the control group
showed more accuracy in spelling, part of speech usage and contextual
appropriateness of vocabulary.
Wang, F., Chen, X., & Fang, W. (2011). Integrating cell phones into a Chinese high
school EFL classroom: Students’ attitudes, technological readiness, and perceived
learning. Journal of Educational Technology Development and Exchange, 4(1), 91102.
This Chinese paper describes 74 high school students’ attitudes towards
and readiness to use mobile phone technology as an L2 English language
learning tool. Students were placed in groups of between three and four
and over a period of four weeks given the task of using their mobile
phones to capture images of English street logos and signs to be used as
the basis of a PowerPoint presentation. Survey results confirmed that
students were ready and able to use mobile phones for language learning
and felt that they had learned a lot from this activity.
Wang, F., & Suwanthep, J. (2017). Constructivism-based mobile application for EFL
vocabulary learning. International Journal of Learning and Teaching, 3(2), 106-112.
This Thai study explored the effectiveness of a constructivist-based
mobile app on the L2 English vocabulary acquisition of 45 second-year
university students who used the program for 12 weeks. The app showed
sample sentences with related pictures for which students had to construct
the correct English definition. Students then had to select the correct Thai
equivalent from four choices. Compared to a matched control group of 25
students that did not use the app, the experimental group scored
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significantly much higher on a 25 item pre-/post-test based on textbook
vocabulary.
Wang, H-Y., Lin, V., Hwang, G-J., & Liu, G-Z. (2018). Context-aware language
learning application in the green technology building: Which group can benefit the
most?. Journal of Computer Assisted Learning, 359-377.
This Taiwanese study investigated the use of a smartphone-based context‐
aware ubiquitous language learning system to improve the reading and
listening skills of intermediate-level L2 English university students, 18
high-achievers and 22 low-achievers. The system was designed to work
with QR codes to identify objects within an environmentally friendly
building. Over six weeks, this served as the basis for six learning units
involving listening, reading and speaking tasks. On a pre-/post-test
comparison, all students improved significantly, though relative to their
starting point, low-achieving students made more progress than did the
high-achievers.
Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones.
Language Learning & Technology, 17(3), 117-134.
This article reports the results of a questionnaire sent to 208 Japanese
university users of a year-long mobile phone-based reading and grammar
program for pre-intermediate level L2 English. The 56 project
participants (27%) who responded regarded it as a positive language
experience, though they also reported problems reading materials on
small screens and indicated that interaction on mobile phones was not as
easy as on PCs. Most importantly, students viewed mobile phones as
their private domain which should remain disconnected from formal
study.
Wang, X., Christ, T., Chiu, M., & Strekalova-Hughes, E. (2019). Exploring the
relationship between kindergarteners’ buddy reading and individual comprehension of
interactive app books. AERA Open, 5(3), 1-17.
This American year-long study investigated the effect of buddy reading of
app books on iPads with 53 early-literacy L1 English kindergarteners.
Twelve app books were used for whole-class instruction (one 30-minute
per week session) and buddy reading (two 15-minute sessions per week in
dyads/triads) and four for individual reading and comprehension testing
(four sessions). The latter assessed unprompted retelling, prompted
retelling, vocabulary meaning generation, and inference/critical thinking
responses. Buddy reading monitoring behaviors were associated with
higher scores for vocabulary meaning generation and inference/critical
thinking when children read app books individually.
Wang, Y. (2019). Leveraging the power of mobile technology to enhance ESP
students’ listening comprehension ability. International Journal of English Language
Education, 7(1), 84-99.
This Taiwanese study compared the supplemental use of a mobile-based
L2 Business English app (Business English Conversation: Essential
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Practices) to the same pedagogical materials presented in a CALL-based
format without accompanying exercises. Over four weeks, an
experimental group of 17 college students covered five business-related
topics, which they then practiced via mobile-based exercises using their
own iPhones and i-Pads. A control group of 22 studied the same topics
using identical computer-based materials without doing the mobile app
exercises. The mobile-based group significantly outscored the control in a
pre-/post-test comparison.
Wang, Y., & Christiansen, M. (2019). An investigation of Chinese older adults’ selfdirected English learning experience using mobile apps. International Journal of
Computer-Assisted Language Learning and Teaching, 9(4), 51-71.
This Chinese study describes the voluntary use of L2 English mobile apps
over a period of 17 weeks by 55 adults aged 45-85. Participants used their
smartphones to access Duolingo/Hello English for grammar, Baicizhan
for vocabulary and Liulishuo for speaking/listening practice. They also
shared their learning experiences via monthly WeChat sessions. Only
time spent and the number of lessons or words studied were reported.
Overall, participants were motivated and showed great interest in
continuing to learn English in the WeChat group and had positive
attitudes toward using mobile apps.
Wang, Y-H. (2016). Could a mobile-assisted learning system support flipped
classrooms for classical Chinese learning? Journal of Computer Assisted Learning,
32(5), 391-415.
This Taiwanese paper reports the results of a two-week pilot study that
assessed the effect of using a flipped classroom approach on the learning
of classical Chinese by L1 Chinese senior high school students. An
experimental group of 27 studied lesson content using an online
multiplatform learning system (Cross-device Mobile-Assisted Classical
Chinese) whereas a control group of 29 did so using a traditional
textbook. While all students improved their Chinese performance on a
pre-/post-treatment 10-item multiple-choice test of the lesson contents,
there was no significant difference between the two groups.
Wang, Y-H. (2017a). Integrating self-paced mobile learning into language instruction:
Impact on reading comprehension and learner satisfaction. Interactive Learning
Environments, 25(3), 397-411.
This Taiwanese semester-long study evaluated the effect of an iPad-based
Business English app (Learn English Audio and Video) upon the L2
English reading comprehension of 100 university students from three
departments: International Business Administration (BA), Information
Management (IM) and Tourism Management (TM), who used the app for
weekly in-class 50-minute reading activities. A post-treatment reading
test showed that, compared to a matched control group of 96 who did inclass reading activities without the app, IM and TM participants scored
significantly higher; there was no significant difference among the BA
students.
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Wang, Y-H. (2017b). Exploring the effectiveness of integrating augmented realitybased materials to support writing activities. Computers & Education, 113, 162-176.
This study evaluated the effectiveness of a mobile-based augmented
reality app designed to provide scaffolding support for L1 Chinese
writing. In two sessions, 15 twelfth-grade high school students in Taiwan
accessed it via iPads to individually write two essays based on college
entrance examination themes. A matched control group of 15 did likewise
using only paper-based writing support materials. The results of a pre/post-treatment test essay revealed that the augmented reality techniques
helped the intermediate-level students the most in their writing
performance of content control, article structure and wording.
Wang, Y-H., & Shih, S. (2015). Mobile-Assisted Language Learning: Effects on EFL
vocabulary learning. International Journal of Mobile Communications, 13(4), 358375.
This Taiwanese paper studied the effect of a smartphone-based app upon
L2 English vocabulary acquisition. A cohort of 93 college students was
divided into an experimental group that for 15 weeks studied using a
mobile-based learning program and a control group that studied the same
materials in a paper-based format. In a pre-/post-test comparison, the
experimental group significantly outperformed the control. In addition,
results of a post-treatment questionnaire given to the experimental group
indicated positive learner attitudes towards mobile-assisted vocabulary
learning.
Wang, Z., Hwang, G-J., Yin, Z., & Ma, Y. (2020). A contribution-oriented selfdirected mobile learning ecology approach to improving EFL students'
vocabulary retention and second language motivation. Educational Technology
& Society, 23(1), 16-29.
This Chinese study evaluated the effect of a mobile-accessible communication
app (WeChat) group activity upon L2 English vocabulary acquisition. For two
weeks, out of class, 25 L2 English university students created their own
illustrative pictures for words studied in class, which they posted to a WeChat
group. A matched control group of 27 studied the same vocabulary without any
supplementary WeChat activity. The experimental group scored significantly
lower than the control on a vocabulary pre-test, significantly outscored it on an
immediate post-test, but showed no significant difference on a delayed-posttest.
Wei, L. (2012). Construction of seamless English language learning cyberspace via
interactive text messaging tool. Theory and Practice in Language Studies, 2(8), 15901596.
This Chinese paper describes the effects of the extracurricular use of a
seamless L2 English mobile-accessible learning system based on an
interactive multimedia messaging app (QQ Messenger). QQ Messenger
was used for four months to support an online learning community of 6
police academy students, who uploaded their homework (compositions,
book reviews, term papers) to it in order to comment on each other’s
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performance and collaborate with each other in English to complete
assigned tasks. Most of the students improved their English proficiency,
especially in writing, reading, and discussing.
Wei, W., & Zhang, J. (2018). An intelligent Chinese pronunciation teaching app and
the preliminary result of a teaching experiment. Journal of Technology and Chinese
Language Teaching, 9(2), 83-97. [in Chinese]
This Chinese study investigates the effect of a mobile-based
pronunciation correction app (Erya) upon the L2 Chinese pronunciation
of 36 university students who used the app for six weeks, almost entirely
on their own out of class. During this time, participants practiced on
average about 780 pronunciations. A post-treatment pronunciation test
demonstrated significant improvement in the pronunciation of word
initial sounds and tone, but no significant difference in word final sounds
or tone.
Weschler, R., & Pitts, C. (1999). CALL to PEDAL: From computer assisted language
learning to portable electronic devices for autonomous learning. Journal of the
Kyoritsu Women's University Department of International Studies, 16, 20-40.
This early Japanese study gives a general description of handheld
electronic dictionary (ED) features and investigates their use among L2
English university students. It reports a survey of 86 ED-using students
which revealed that they used them mostly for reading, very little for
listening and they didn’t value much the word pronunciation feature of
the devices. In a single ten-minute class experiment, 26 students looked
up 10 words, half using an ED and half with a printed dictionary. Word
look-up was 23% faster with EDs compared to comparable paper
dictionaries.
Weschler, R., & Pitts, C. (2000). An experiment using electronic dictionaries with
EFL students. The Internet TESL Journal, 6(8), np.
This paper describes the same e-dictionary experiment as that reported in
Pitts & Weschler (1999).
Wierson, D. (2013). Effects of an iPad Application on Vocabulary and
Comprehension in a Sixth-Grade Classroom. MSci thesis, Southwest Minnesota State
University. ProQuest Dissertations Publishing.
This American MSci thesis investigated the effect of an iPad-based L1
English vocabulary app (Vocabulary Central Grade 6) upon the reading
comprehension of 23 sixth-graders. Participants studied one app unit per
week, ten minutes per day in class for six weeks. The vocabulary
presented in the app was supplemental to that learned by a control group
of 21 that neither accessed the app nor studied the vocabulary it
contained. A pre-/post-test (Northwest Evaluation Association) revealed
no significant gain in vocabulary knowledge to improve reading
comprehension between the two groups.
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Wijaya, I., Bakri, R., Wutun, A., …, & Mattoliang, A. (2019). The effectiveness of
mobile learning based Android in learning English vocabularies. International
Journal of Interactive Mobile Technologies, 13(12), 226-235.
This Indonesian paper examines the effectiveness of the use of Androidbased mobile devices to foster the learning of L2 English vocabulary for
20 seventh-grade pupils. No information is given about the treatment
procedures nor its duration. A pre-/post-treatment vocabulary test
comparison demonstrated a significant increase in mean scores.
Wilken, I., De Wet, F., & Taljard, E. (2016). Mobile-Assisted Language Learning
applications for health care sciences students: A user experience study.
Communications in Computer and Information Science, 618, 287-292.
This South African paper describes the reactions of 20 university health
care students who trialed three versions of a MALL app to learn basic L2
Sepedi (a Sotho language) vocabulary. The base version of the app
(Silent) used English text and graphics as vocabulary prompts. The
second version (Listen) added Sepedi audio and the third (Speak) audio
plus learner audio recording/playback. Participants used the apps in five
30-minute in-class sessions over nine weeks. Student reactions were
largely positive, the order of preference being Listen (39%), Silent (35%),
Speak (26%).
Wilken, I., Taljard, E., & de Wet, F. (2018). Language learning applications for
Sepedi: A user experience study. Southern African Linguistics and Applied Language
Studies, 36(2), 85-104.
This South African study is essentially the same as Wilken, De Wet &
Taljard (2016). It describes the preferences of 20 university health care
students regarding three versions of an L2 Sepedi app. The results
reported, however, are different. The Listen version was still the most
preferred (39%), but the order of Speak (32%) and Silent (29%) are
reversed.
Williams, M. (2010). Examining the Efficacy of Using iPod Touches to Deliver
Reading Comprehension Strategy Instruction and to Provide Electronic Text Support
on The Reading Comprehension Performance of Sixth-Grade Students. EdD
dissertation, University of Oregon.
This American EdD dissertation investigated the effect of strategy
instruction support on the L1 reading comprehension of 6th-graders under
four conditions: no support and no iPod Touch usage (N=35), no support
and iPod Touch usage (N=64), support without iPod Touch usage (N=35),
and support with iPod Touch usage (N=35). The treatment lasted 4½
weeks, 20 minutes for fifteen class days. Although participants responded
positively about iPod Touch use, students' reading comprehension scores
in all groups decreased from pre-test to post-test with no statistically
significant difference between any of the groups.
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Willoughby, D., Evans, M., & Nowak, S. (2015). Do ABC eBooks boost engagement
and learning in preschoolers? An experimental study comparing eBooks with paper
ABC and storybook controls. Computers & Education, 82, 107-117.
This Canadian study evaluated the effect of alphabet books upon the L1
English letter/name and letter/sound correspondence knowledge of 3-4year-old pre-schoolers under three conditions. Over 8 weeks, twice a
week for about 20 minutes, 33 children working in groups of 3-4 accessed
a total of 16 stories using an iPad. A second matched group of 30 did
likewise using printed books while a third matched group of 29 had the
same stories read to them. A pre-/post-test demonstrated that children had
improved, but no significant differences between conditions were found.
Won, J. (2018). Effects of mobile-based collaborative vocabulary activities on
productive English vocabulary achievement and attitudes. Korean Journal of Applied
Linguistics, 34(4), 3-23. [In Korean]
This Korean paper investigated the L2 English vocabulary acquisition of
45 college students over 12 weeks. Students worked in small groups,
either homogeneously or heterogeneously according to their vocabulary
proficiency. Using their smartphones, half of the participants learned
through collaborative activities in chat rooms through a mobile-based
messaging app (Kakao Talk). The Kakao Talk group outperformed the
control in both an immediate and delayed post-test. Overall,
heterogeneous groups attained significantly higher scores than the
homogeneous groups on the immediate post-test but no significant
difference was found in the delayed post-test.
Wong, L-H. (2013a). Analysis of students’ after-school mobile-assisted artifact
creation processes in a seamless language learning environment. Educational
Technology & Society, 16 (2), 198–211.
This paper from Singapore reproduces in a bit more detail the Move,
Idioms! study described in Wong, Looi et al. (2011). It involves the
integration of a smartphone-based system into the L2 Chinese curriculum
in a class of 34 mixed ability primary school children over a 10 month
period. Pupils first learned Chinese idioms in class, then used their
smartphones to take photos exemplifying these in real-life contexts and to
create sentences using the idioms. These were posted to a wiki space for
peer review followed by in-class discussion.
Wong, L-H. (2013b). Enculturating self-directed learners through a facilitated
seamless learning process framework. Technology, Pedagogy and Education, 22(3),
319-338.
This paper from Singapore describes two case studies, one involving a
science subject, the other the learning of L2 Chinese idioms. The latter is
the same as that of the Move, Idioms! study discussed in Wong, Looi et
al. (2011) and Wong, L-H. (2013a).
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Wong, L-H., Boticki, I., Sun, J., & Looi, C-K. (2011a). Improving the mCSCL
approach of a mobile Chinese character forming game via a design-based research
cycle. Conference Proceedings Computer-supported Collaborative Learning (pp. 168175).
This paper reports on the Singapore-based study that was part of the
collaborative learning research described in Boticki, Wong & Looi
(2011). The content is essentially the same, though this time the authors
omit any mention of learning outcomes and indicate that most of the
participants (~80%) preferred the card-based game, which allowed them
to easily engage in trial & error strategies.
Wong, L-H., Boticki, I., Sun, J., & Looi, C-K. (2011b). Improving the scaffolds of a
mobile-assisted Chinese character forming game via a design-based research cycle.
Computers in Human Behavior, 27(5), 1783-1793.
This paper is essentially the same as Wong, Botaki et al. (2011a).
Wong, L-H., Chai, C-S., Aw, G-P., & King, R. (2015). Enculturating seamless
language learning through artifact creation and social interaction process. Interactive
Learning Environments, 23(2), 130-157.
This Singapore-based paper describes the effect of a tablet-based learning
environment (MyCLOUD) on the learning of L2 Chinese by 37 primary
school children. For thirteen months spanning two academic years, the
children used MyCLOUD out of class to build a personal dictionary, listen
to passages from their textbook and create and comment upon photobased artifacts illustrating sentence-length vocabulary usage. Initial
results were minimal, but increased scaffolding and student co-creation of
artifacts brought much higher motivation, more complex language usage
and greater social interaction during the second phase of the project.
Wong, L-H., Chen, W-L., & Jan, M. (2012). How artifacts mediate small group cocreation activities in a mobile-assisted language learning environment? Journal of
Computer Assisted Learning, 28(5), 411-424.
This paper from Singapore focuses on the initial nine-month, in-class,
preparatory stage of the smartphone-based L1 Chinese idiom learning
program (Move, idioms!) described Wong, Song et al. (2011). It analyses
interactions within small groups in a class of 34 mixed-ability primary
school pupils in relation to a pedagogical approach based on mediation by
artifacts and distributed cognition. The goal of the project was to nurture
learners’ abilities to autonomously identify and appropriate in situ
resources as mediating artifacts to construct individual and social
meaning.
Wong, L-H., Chin, C-K., Tan, C-L., & Liu, M. (2010). Students’ personal and social
meaning making in a Chinese idiom mobile learning environment. Educational
Technology & Society, 13(4), 15-26.
This is the published journal version of the two-month L1 Chinese pilot
study (Move, idioms!) described in Wong, …, & Zhan (2010) and Wong,
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…, & Gong (2010) involving 40 Singaporean fifth-graders using
smartphones to capture photos of real-life contexts exemplifying 29
idioms, to construct sentences employing the idioms and to send their
images and text to their class wiki for peer review. Through their group
discussions, students offered good proposals to improve the sentences.
However, out of class they used the smartphones for game playing rather
than language learning.
Wong, L-H., Chin, C-K., Tan, C-L., …, & Gong, C. (2010). Students' meaning
making in a mobile assisted Chinese idiom learning environment. Learning in the
Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the
Learning Sciences 1 (pp. 349-356).
This conference paper presents the same data relating to the L1 Chinese
pilot study (Move, Idioms!) described in Wong, …, & Zhan (2010)
involving 40 Singaporean primary school children using smartphones to
capture photos of real-life contexts exemplifying 29 idioms. Contrary to
expectations, most of the children did not use the smartphones on loan to
them out of class due to parental restrictions. Despite their initial
enthusiasm during in-class photo taking activities, after class the students
tended to treat the smartphone more as a game-playing toy than a learning
tool.
Wong, L-H., Chin, C-K., Tan, C-L., ..., & Zhan, Y. (2010). Analysis of the learner
content creation process in a 1:1 seamless idiom learning environment. Proceedings of
the 18th International Conference on Computers in Education: Enhancing and
Sustaining New Knowledge Through the Use of Digital Technology in Education (pp.
352-359), ICCE 2010.
This conference paper is the first of a series describing a pilot study
(Move, Idioms!) for the learning of L1 Chinese idioms through the use of
smartphones linked to a class wiki. Following three weeks of in-class
idiom lessons, 40 fifth graders in Singapore spent six weeks using
smartphones to capture photos of real-life contexts exemplifying 29
idioms, to construct sentences employing the idioms and to send their
images and text to their class wiki for peer review. Through their group
discussions, students offered good proposals to improve the sentences.
Wong, L-H., Hsu, C-K. (2011). Mobile assisted game-based Chinese character
recognition. Workshop Proceedings of the 19th International Conference on
Computers in Education (pp. 39-46).
This paper describes a Chinese character-writing game (Chinese-PP)
previously reported in Boticki, Wong & Looi (2011), Wong, Boticki et al.
(2011a), Wong, Boticki et al. (2011b) and Wong, Looi et al. (2011).
During six one-hour sessions, 16 L2 Chinese third-graders in Singapore
used smartphones to play Chinese-PP by collaboratively combining the
different components that each possessed. They did this either in a single
group or in multiple groups. Students were more deliberate in composing
more complex characters in the single-group mode whereas they tended
to construct multiple characters when playing in multiple groups.
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Wong, L-H., & Hsu, C-K. (2014). Effects of learning styles on learners’ collaborative
patterns in a mobile-assisted, Chinese character-forming game based on a flexible
grouping approach. Technology, Pedagogy and Education, xx, 1-17.
This paper is a follow-up of Wong et al. (2013) involving the use of a
mobile-based game (Chinese-PP) for character recognition/generation.
During three class sessions, 31 L2 Chinese primary school children in
Singapore freely formed their own groups to collaborate in the
construction of a Chinese character. Pre-/post-test comparisons of the
ability to form characters from 20 base constituents demonstrated
significant improvements, which were attributed to the flexible-grouping
game design, mobility of the devices and participants, enjoyment of the
game, sense of achievement in winning the game and helping peers.
Wong, L-H., Hsu, C-K., Sun, J., & Boticki, I. (2013). How flexible grouping affects
the collaborative patterns in a mobile-assisted Chinese character learning game.
Educational Technology & Society, 16(2), 174-187.
The substance of this paper from Singapore is virtually identical to that
reported in Wong & Hsu (2011). The only difference appears to be that
this study indicates that 15 children were involved, whereas 16
participated in the other study. Pupils spent six one-hour fortnightly class
sessions alternatively working with Chinese-PP either in a single group or
multiple groups of their choosing. They adapted well to playing the
games in both modes by figuring out strategies to maximize their winning
chances and in the process gained orthographic awareness of Chinese
characters.
Wong, L-H., King, R., Chai, C., & Liu, M. (2016). Seamlessly learning Chinese:
Contextual meaning making and vocabulary growth in a seamless Chinese as a second
language learning environment. Instructional Science, 44(5), 399-422.
This Singaporean paper describes the implementation of a mobileassisted seamless language learning program (MyCLOUD) into the L2
Chinese curriculum of 37 low/medium performance students over 13months during their third-/fourth-grade classes. Using loaned tablet
computers, students accessed MyCLOUD in and out of class to create,
share and peer review social media (photos and text) pertaining to their
daily encounters. It was observed that students spontaneously made
meaning through interacting with their living spaces, resulting in the
retrieval of a great diversity of the studied vocabulary and use of Chinese.
Wong, L-H., & Looi, C-K. (2010a). Mobile-assisted vocabulary learning in real-life
setting for primary school students: Two case studies. In Wireless, Mobile and
Ubiquitous Technologies in Education (WMUTE), 2010 6th IEEE International
Conference (pp. 88-95). IEEE.
This paper from Singapore is the conference presentation of the published
Wong & Looi (2010b).
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Wong, L-H., & Looi, C-K. (2010b). Vocabulary learning by mobile-assisted authentic
content creation and social meaning-making: Two case studies. Journal of Computer
Assisted Learning, 26(5), 421-433.
This paper from Singapore describes two case studies involving 40
primary school children. The first, which is a follow-up to Looi et al.
(2009), lasted two hours and focused on taking photos with PDAs to
exemplify L2 English sentences using newly learned prepositions. In
the second case study, previously described in Wong et al. (2010),
pupils used smartphones for nine weeks to take pictures exemplifying
L1 Chinese idioms. However, they did not treat the smartphone as a
learning tool and used it more as a toy for game-playing.
Wong, L-H., & Looi, C-K. (2012). Enculturating self-directed seamless learners:
Towards a facilitated seamless learning process framework mediated by mobile
technology. Proceedings of the IEEE Seventh International Conference on Wireless,
Mobile and Ubiquitous Technology in Education (1-8).
This conference presentation is essentially the same as Wong, L-H.
2013b.
Wong, L-H., Looi, C-K., Boticki, I., & Sun, J. (2011). Improving the scaffolds of a
mobile-assisted Chinese character forming game with the SCAPE framework. In T.
Hirashima et al. (Eds.), Proceedings of the 19th International Conference on
Computers in Education, Chiang Mai, Thailand: Asia-Pacific Society for Computers
in Education.
This paper is a follow-up of Wong, Botaki et al. (2011a) involving a
smartphone-based Chinese character formation game (Chinese P-P)
trialed by L2 Chinese Singaporean third/fifth-grade primary school
children. The app was modified to allow players to collaborate in the
composition of characters as well as see the attempts of other players
from within the game itself. Whereas 80% of the children in the previous
trial preferred playing the game with paper cards, this time 31 children, of
which 15 from the previous trial, liked the app.
Wong, L-H., Song, Y., Chai, C-S., & Zhan, Y. (2011). Analyzing students’ afterschool artifact creation processes in a mobile-assisted language learning environment.
In T. Hirashima et al. (Eds.), Proceedings of the 19th International Conference on
Computers in Education. Taoyuan, Taiwan: Asia-Pacific Society for Computers in
Education.
This conference paper from Singapore is a follow-up to the pilot testing
reported in Wong et al. (2010). It describes the integration of a
smartphone-based system (Move, Idioms!) into the L1 Chinese curriculum
in a class of 34 primary school children over 9 months during which
pupils took photos in real-life contexts related to Chinese idioms, made
sentences with the idioms, and posted them onto a wiki space for peer
reviews. Due mostly to parental restrictions, only a minority of photo
artifacts were created outside of the home or school.
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Wood, C., Jackson, E., Hart, L., ..., & Wilde, L. (2011). The effect of text messaging
on 9- and 10-year-old children's reading, spelling and phonological processing skills.
Journal of Computer Assisted Learning, 27(1), 28-36.
This paper from the UK studied the effect of mobile-phone texting upon
the reading, spelling and phonological processing of 9-10 year school
children. For 10 weeks, 56 children were provided with mobile phones to
use on weekends and a one-week school break to send text messages to
schoolmates and family. Compared to a control group of 58 who did not
have access to a mobile phone, pre-/post testing showed no significant
difference on literacy attainment. However, textism use during texting
was linked to spelling development and lexical retrieval skills.
Wright, S., Fugett, A., & Caputa, F. (2013). Using e-readers and Internet resources to
support comprehension. Educational Technology & Society, 16(1), 367-379.
This American study compared L1 English vocabulary understanding and
reading comprehension scores of three primary school pupils using printbased and electronic (iPad) reading sources. Over a three-week period, in
four sessions lasting between 1½ -2 hours each, the children alternated
between reading stories in both formats. Based on the quizzes taken
immediately after each reading, no significant difference was observed
between the two reading conditions. However, although reading
performance was not improved through the use of technology, students
were more likely to utilize reading resources when engaged with digital
text.
Wu, D. (2018). Learning motivation and MALL: Insights from an experiment in
teaching English stress. In P. Bennui, S. Etae & A. Suphap (Eds.), Proceedings from
The 1st International Conference on English Studies: Innovation in English Language
Teaching and Learning (pp. 66-76). Krabi, Thailand. Department of Western
Languages, Faculty of Humanities and Social Sciences, Thaksin University.
This study describes the motivational effect of two mobile-based apps
used for L2 English pronunciation practice. For ten weeks, 30 Thai
university students used an instant messaging app (QQ) to watch videobased stress lessons and a song lyric reading app (Duo Shuo Ying Yu) to
practice lyric reading with automatic speech recognition and feedback. A
matched control group of 30, working in pairs, read and practiced the
same lyrics in class. The scores of the experimental group were higher
than the control on 13/15 questions in a post-treatment motivational
survey.
Wu, J. (2017). Teacher’s presence in synchronous mobile chats in a Chinese
university. The Journal of Asia TEFL, 14(4), 778-783.
This study from Hong Kong investigated the attitudes of eight
intermediate-level L2 English university volunteers concerning the active
participation of their language instructor in a social networking (WeChat)
discussion group. Topics were assigned and discussed weekly with
questions given in advance. According to a post-treatment questionnaire,
participants generally agreed that the teacher’s involvement benefited
their discussions. So, too, students commented that the teacher’s feedback
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boosted their confidence in contributing more to the chats.
Notwithstanding, power relationships and the need to preserve group
harmony impeded the progress of synchronous chats.
Wu, J. (2018). Mobile collaborative learning in a Chinese tertiary EFL context. TESLEJ, 22(2), 1-15.
This study investigated the use of a mobile phone-accessible text
messaging app (WhatApp) with eight L2 English Hong Kong university
students. Via WhatsAp, participants met with their instructor out of class
one hour weekly for eight weeks to discuss previously announced topics.
Students were able to voice their thoughts in English more confidently
than in a traditional classroom. The multimodal features of WeChat
enabled participants to accomplish complex tasks in spite of their
linguistic deficiency. Students were also able to confirm and construct
meaning with feedback from other participants.
Wu, J., & Miller, L. (2019). Raising native cultural awareness through WeChat: A
case study with Chinese EFL students. Computer Assisted Language Learning, xx,
552-582.
This Chinese study describes two cycles of an experiment in the use of a
mobile-accessible text messaging app (WeChat) to raise the native
cultural awareness of L1 Chinese university students. Both cycles were
voluntary, lasted eight weeks, and were conducted in English by
intermediate-level L2 learners. In the first, the community of practice
(CoP) consisted of twelve participants, half from mainland China and half
from Taiwan. They were allowed to discuss whatever they wanted and
consequently very little related to Chinese culture. After the first week,
participation declined rapidly. The second cycle took place the next year
with only mainland China participants, four from cycle 1 plus another
four. This time, the discussions included weekly instructor-provided
cultural topics. Participation was maintained during the second cycle,
ranging from 238 to 537 messages per week. Text chat was the dominant
mode in WeChat, but students perceived that they should use other modes
of communication more frequently. It was found that the CoP concept
played a positive role in raising native cultural awareness among the
participants, who enjoyed participating in the project.
Wu, J., & Miller, L. (2020). Improving English learners' speaking through mobileassisted peer feedback. RELC Journal, 51(1 SI), 168-178.
This study describes a peer-evaluation app (PeerEval) used on iPhones to
assess the speaking of 25 intermediate/upper-intermediate-level L2
English university students in Hong Kong. During one week, participants
practiced a business meeting in small groups. Each student was required
to use the app to give feedback on their peers’ oral performance. The
teacher synthesized all student comments and discussed these with the
class. PeerEval was generally perceived as a useful feedback tool for use
in class, but students thought the six evaluation criteria were not detailed
enough for accurate evaluation.
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Wu, M-H. (2019). The applications and effects of learning English through
augmented reality: A case study of Pokémon Go. Computer Assisted Language
Learning, xx, 1-35.
This Taiwanese study evaluated the effectiveness of a mobile-based
Augmented-Reality game (Pokémon Go) in teaching the uses of prefix,
root and suffix in learning L2 English. For nine weeks, 31 adult students
used the app in class on their smartphones while a matched control group
of 30 learned the same material though the use of printed flashcards. The
experimental group significantly outperformed the control on a pre-/posttest. It also expressed significantly more positive perceptions than the
control about the effect of using Pokémon Go upon its learning attitudes
and satisfaction.
Wu, P-H., & Marek, M. (2016). Incorporating LINE smartphone affordances: Crosscultural collaboration, willingness to communicate, and language learning.
International Journal of Computer-Assisted Language Learning and Teaching
(IJCALLT), 6(2), 56-73.
This nine-week study explored the perceptions of L2 intermediate-level
(TOEIC 400+) English university students from Japan (N=21) and
Taiwan (N=20) regarding the role of the English language today,
technology-supported language learning and learning via cross-cultural
interaction. Ten balanced Japanese/Taiwanese groups used a smartphone
messaging app (LINE) to compare and contrast the information they
assembled. Each group then collaboratively wrote a 700 word essay about
their viewpoints on English education in the two countries. The
instructional design was shown to be successful in fostering beneficial
responses and a strong willingness to engage in future international
communication.
Wu, P-H., & Marek, M. (2018). Designing interactive cross-cultural mobile-assisted
language learning. In B. Zou & M. Thomas (Eds.), Handbook of Research on
Integrating Technology into Contemporary Language Learning and Teaching (pp.
262-285). Hershey, Pennsylvania, USA: IGI Global.
This study describes the use of a smartphone-accessible communications
app (LINE) as a platform to foster the cross-cultural learning of 41 A2level L2 English university students from Taiwan and Japan. Participants
were equally distributed by country into ten groups, within which they
worked collaboratively for five weeks to produce a 700-word essay about
the members’ viewpoints on English education in their home countries.
Students strongly favored use of technology to assist language learning,
appreciated the study’s cross-cultural experience, and found the dynamics
of the group to be interesting and motivating.
Wu, Q. (2014). Learning ESL vocabulary with smartphones. Procedia-Social and
Behavioral Sciences, 143, 302-307.
This Chinese study evaluated the effectiveness of a smartphone-based L2
English vocabulary program (Word Learning) with 25 university students
over the course of a semester. Word Learning was used out of class and
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included spelling, pronunciation, Chinese translation, synonym, antonym,
part of speech and example sentences for 852 English words drawn from
the course textbook. A control group of 25 students learned the same
vocabulary without access to the Word Learning activities. On a pre/post-test comparison students receiving treatment in the experimental
group significantly outperformed those in the control group.
Wu, Q. (2015a). Designing a smartphone app to teach English (L2) vocabulary.
Computers & Education, 85, 170-179.
This Chinese paper describes the pilot testing of an Android-based L2
English vocabulary learning app for smartphones. Over a period of two
months, 70 fourth-year medical students rote-learned a list of 1274 words
taken from the College English Test-Band 6. Half of the group studied
with the aid of the Word Learning-CET6 app while the other half did so
without the app. A pre-/post-test comparison demonstrated that the
students using the app significantly outperformed those in the control
group in acquiring new vocabulary, remembering on average nearly 89
more words.
Wu, Q. (2015b). Pulling Mobile Assisted Language Learning (MALL) into the
mainstream: MALL in broad practice. PLoS ONE, 10(5), 1-12.
This Chinese paper evaluates the effectiveness of a smartphone-based app
(Word Learning-CET4) upon the learning of L2 English vocabulary in
preparation for the College English Test-Band 4. The app presented the
English word, its pronunciation and Chinese equivalent, with a search and
sample test function. A total of 199 second-year university students were
given a 3,402 English word list to learn, which 101 participants did using
the app on their own time for a semester. The experimental group
outscored the control by a statistically significant 8.49% on a pre-/posttest comparison.
Wu, T., Sung, T., Huang, Y., …, & Yang, J-C. (2011). Ubiquitous English learning
system with dynamic personalized guidance of learning portfolio. Educational
Technology & Society, 14(4), 164-180.
This Taiwanese paper describes a reading-based L2 English learning
system (UERLS ) which uses PDAs or smartphones with RFID tag
readers and WiFi network connectivity to provide learners with locationappropriate texts to read. The system offers translations, pronunciation
and explanations. For eight weeks 36 university students trialed the
system with a reading guidance algorithm and 39 without guidance. A
control group of 38 read only printed materials. The two experimental
groups significantly outperformed the control on a pre-/post-test, with the
guided group scoring significantly higher than the non-control group.
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Wu, T-T. (2018). Improving the effectiveness of English vocabulary review by
integrating ARCS with mobile game‐based learning. Journal of Computer Assisted
Learning, 34(3), 315-323.
This Taiwanese paper evaluates a mobile-accessible vocabulary game
that 32 basic-level L2 English university students used in class during an
18-week study. The game, which was based on the attention, relevance,
confidence, and satisfaction (ARCS) motivation model, selected
vocabulary from articles read by the participants. This was done in three
ways: automatically, by difficulty level or by instructor selection. On a
pre-/post-test comparison these students significantly outperformed a
matched control group of 30 that had not used the vocabulary game app.
The experimental group also reported greater learning motivation.
Wu, T-T., & Huang, Y-M. (2017). A mobile game-based English vocabulary practice
system based on portfolio analysis. Educational Technology and Society, 20(2), 265277.
This Taiwanese paper reports the results of the testing of a prototype
mobile-based app upon the L2 English vocabulary acquisition of 32
university students who used it for in-class vocabulary review for seven
weeks. Their results on a post-treatment vocabulary test were compared to
two matched control groups, one of 32 that reviewed vocabulary in class
without the app and another of 30 that that did not explicitly review
vocabulary. Only the two groups that explicitly reviewed vocabulary
improved significantly on the post-test. Learners who used the game
enjoyed it.
Wu, W-C., Chen Hsieh, J., & Yang, J-C. (2017). Creating an online learning
community in a flipped classroom to enhance EFL learners’ oral proficiency.
Educational Technology & Society, 20(2), 142-157.
This Taiwanese study evaluated development of the oral reading and
comprehension competence of 50 upper-intermediate-level L2 English
university students under two pedagogical approaches: conventional and
flipped. During the first eight weeks of the course, students received
traditional teacher-centered instruction with some interactive student
collaboration. During the second eight weeks, students worked in pairs
via a social networking app (LINE) to preview course contents and
collaboratively write short stories and audio record dialogues. Students
significantly improved between pre-/post-tests during each intervention,
but more so during the flipped portion of the course.
Wulandari, M. (2019). Improving EFL learners’ speaking proficiency through
Instagram Vlog. LLT Journal: A Journal on Language and Language Teaching,
22(1), 111-125.
This Indonesian study investigated the effectiveness of a mobile-based
video messaging app (Instagram Vlog) upon the basic-level L2 English
speaking ability of 28 university students. Fortnightly over twelve weeks,
participants used the app to make one-minute video recordings on an
assigned topic. They self-evaluated their performance and commented as
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well on each other’s postings. Students demonstrated significant
improvement on a pre-/post treatment speaking test and according to a
questionnaire expressed very positive attitudes toward the use of the app
for speaking practice.
Wuyungaowa (2015). Engaging EFL learners through WeChat: A mobile phone-based
EFL learning project in China. The International Higher Education Teaching and
Learning Association, 5, 1-13.
This Chinese study reported the results of a 38-day experiment involving
the voluntary use of a mobile-based communications app (WeChat) by 59
low-intermediate-level L2/L3 English university students. Participants
were asked to send via their mobile phones daily text and oral messages
in English and once a week share a link relevant to English study.
Participation was only 56% for the requested weekly links, 12% for text
and 10% for oral communications. Conversation topics focused on the
students’ daily activities and language usage was informal in both spoken
and written forms.
Xiao, J., & Luo, Y. (2014). The speech evaluation method of English phoneme mobile
learning system. Workshop presentation WARTIA, IEEE Workshop (pp. 546-550).
This paper investigates the effectiveness and accuracy of an Androidbased L2 English phoneme learning platform. In conjunction with class
instruction, 32 students in a Chinese university were requested to use the
program out of class on their mobile phones a half-hour per day for ten
weeks. Significant improvement was demonstrated on a pre-/posttreatment pronunciation test. There was also a high degree of
correspondence between the automatic evaluation of the program and that
of three human correctors. The majority of the participants thought the
program was useful and convenient.
Xiao, J., & Luo, Y. (2015). Application of mobile learning system in phonetics
teaching. ACM International Conference Proceeding Series (pp. 19-23).
This Chinese study investigated the effect of a mobile phone-based L2
English pronunciation app (English Liulishuo) upon the phonetic
accuracy of 34 university students compared to a matched control group
of 33 that did not use the app. For 14 weeks, all students received
pronunciation training 15 minutes per week in class. In addition, the
experimental group was required to spend 15 minutes, three times per
week, using the app out of class. On a pre-/post-test comparison of
phonetic accuracy, the experimental group significantly outperformed the
control group.
Xiao, J., & Wang, J. (2019a). Effectiveness of mobile learning in college English
vocabulary teaching under multimodal environment. ACM International Conference
Proceeding Series (pp. 93-97).
This conference presentation investigates the effectiveness of a mobilebased L2 English vocabulary app (Baicizhan) with a group of 62
university students. Participants were supposed to access the app via their
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smartphones on their own time for 14 weeks, at least three times per week
for 20 minutes. A control group of 63 received the same classroom
instruction without the use of the app. The experimental group
significantly outscored the control on a post-treatment vocabulary test.
Nearly all the Baicizhan users believed that it had helped them increase
their vocabulary size.
Xiao, J., & Wang, J. (2019b). An empirical study of mobile learning in
promoting English vocabulary teaching in multimodal environment. AsiaPacific Conference on Education, Philosophy, Management and Business
(ACEPMB 2019) (pp.1-4). Francis Academic Press, UK. [in Chinese]
This is the Chinese version of Xiao & Wang (2019a).
Xie, Y., Chen, Y., & Ryder, L-H. (2019). Effects of using mobile-based virtual reality
on Chinese L2 students’ oral proficiency. Computer Assisted Language Learning, xx,
225-245.
This American paper investigated the effect of Virtual Reality tool usage
(Google Cardboard, Expeditions) upon the L2 Chinese oral proficiency
of twelve advanced-level university students. Over a semester, every two
weeks, pairs of students prepared and delivered an oral tour-guide
presentation, four using the VR tools and two without. Based on the
evaluation of each presentation, participants’ content, vocabulary and
total scores when using VR tools scored statistically significantly higher
than when not using VR tools. Other dimensions including fluency,
pronunciation and grammar scored similarly with or without these tools.
Xin, J., & Affrunti, R. (2019). Using iPads in vocabulary instruction for English
language learners. Computers in the Schools. Interdisciplinary Journal of Practice,
Theory and Applied Research, 36(1), 69-82.
This American study investigated the effect of flashcards combined with
iPad usage upon the L2 English vocabulary acquisition of five L1 Spanish
third-graders diagnosed as being at risk. Over eight weeks, in two-week
cycles, the children learned nine words first presented via flashcards then
using two mobile apps (Learning Touch, First Sight Words Pro).
Participants were tested on word recognition, word meaning, and word
application at the end of every cycle and again in a one-week-delayed
post-treatment test. Substantial progress was made during the intervention
and on the post-test.
Xodabande, I. (2017). The effectiveness of social media network Telegram in
teaching English language pronunciation to Iranian EFL learners. Cogent Education,
4(1), 1-14.
This Iranian study evaluates the effect of a mobile-based instant
messaging app (Telegram) upon the L2 English pronunciation of B1-level
language institute students, all L1 Persian speakers. Five times per week
for four weeks, 14 participants received a targeted vocabulary word for
pronunciation practice while a control group of 16 received another set of
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words for vocabulary acquisition. The experimental group significantly
outscored the control on an immediate post-test, but no significant
improvement in pronunciation was found in the experimental group from
the post-test to delayed post-test four weeks later.
Xodabande, I., & Atai, M. (2020). Using mobile applications for self-directed learning
of academic vocabulary among university student. Open Learning: The Journal of
Open, Distance and e-Learning, 35(3), 1-19.
This Iranian study evaluated the effectiveness of a mobile-based L2
English vocabulary app (AWL builder), which 20 university students
accessed via smartphones to improve their receptive knowledge of
Coxhead’s Academic Word List. Participants self-evaluated their English
proficiency level at pre-intermediate to upper-intermediate. Their learning
outcome was compared to a matched control group of 18 who studied the
same vocabulary using a printed textbook. For a semester, all participants
studied entirely out of class on their own. The experimental group
significantly outscored the control on an immediate post-treatment and
two-month-delayed post-test.
Xu, Q. (2020). Applying MALL to an EFL Listening and speaking course: An action
research approach. The Turkish Online Journal of Educational Technology, 19(4), 2434.
This Chinese study investigated the effectiveness of a mobile-accessible
tutorial app (Keke) upon the L2 English listening and speaking skills of
61 advanced-level university students. Participants accessed the app out
of class on a weekly basis for 16 weeks. Listening exercises included
word ordering and dictation practice, speaking exercises included
shadowing and audio recording based on listening material. On a pre/post-test comparison, students made significant progress in listening, but
not in speaking. Their improvement was primarily manifested in positive
attitudes and increased willingness to participate in MALL activities.
Xu, Q., & Peng, H. (2017). Investigating mobile-assisted oral feedback in teaching
Chinese as a second language. Computer Assisted Language Learning, 1-10.
This Chinese study explored the use of an online social communication
website (WeChat) to provide out-of-class speaking practice and oral
correction to a group of 13 advanced-mid/advanced-high L2 Chinese
students. Using their own smartphones, students completed nine
speaking assignments during a 12-week semester, which they recorded
and submitted via WeChat. Two native-speaker research assistants
provided oral feedback, again via WeChat. Corrective feedback was
centered on overt correction, mainly targeting grammar and vocabulary.
Positive feedback mostly concentrated on content and vocabulary. A
post-study questionnaire revealed positive student attitudes toward
mobile-assisted feedback.
Yadegarfar, H., & Simin, S. (2016). Effects of using Instagram on learning
grammatical accuracy of word classes among Iranian undergraduate TEFL students.
International Journal of Research Studies in Educational Technology, 5(2), 49-60.
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This Iranian study examined the effect of presentation mode upon the L2
English grammatical accuracy of 96 Iranian university students. Over 20
sessions during ten weeks, half of the students received instruction on
grammatical word classes on their smartphones via a social networking
messaging app (Instagram) while the other half received the same
instruction in class via paper and on the board. The Instagram group
significantly outscored the control on a post-treatment 30-item multiplechoice test of word classes. They also expressed a positive attitude toward
utilization of the Instagram app.
Yamada, M., Kitamura, S., Shimada, N., …, & Nakahara, J. (2011). Development and
evaluation of English listening study materials for business people who use mobile
devices: A case study. CALICO Journal, 29(1), 44-66.
This Japanese study reports on the effectiveness of a smartphone + web
server program on the improvement of L2 English listening
comprehension. It specifically targeted sales staff in a large Japanese
company and was based upon audio-video clips of workplace scenarios
and accompanying tutorial exercises. The program was trialed by 39
volunteers who used it on their own time for three weeks. Results showed
that the materials were effective in enhancing learning motivation and
improving listening comprehension performance.
Yaman, F., Donmez, O. Avci, E., & Yurdakul, I. (2016). Integrating mobile
applications into hearing impaired children's literacy instruction. Egitim ve Bilim
(Education and Science), 41(188), 153-174. [in Turkish]
This study describes the design and trialing of two types of tablet-based
apps intended to improve the reading and writing ability of hearingimpaired children L1 Turkish children. Reading comprehension apps
were created for six stories. After each story was completed, the children
then used a second app (Story Map) that helped them retell the story in
writing. The apps were tested for six weeks by seven 10/11-year olds in a
children’s research center. Use of the apps is said to have increased the
participants' interest and motivation in language learning.
Yang, C., & Xie, Y. (2013). Learning Chinese Idioms through iPads. Language
Learning & Technology 17(2), 12-22.
This American paper describes a one-hour in-class session during which
12 heritage speakers of Chinese in their second year of university
language study learned six idioms using iPads loaned to them. Students
working in pairs were required to discover for themselves the definition
of each idiom and use it in a sentence. Little learner collaboration was
observed. Retention of meaning of the idioms was over 90% (5.58/6) on
an immediate post-test, falling to 40% when retested two weeks later.
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Yang, F-C., Wu, W-C., & Wu, Y-J. (2020). Using a game-based mobile app to
enhance vocabulary acquisition for English language learners. International Journal
of Distance Education Technologies, 18(3), 1-24.
This study describes the design and preliminary implementation of a
mobile game-based L2 English vocabulary app (Saving Alice). For about
four weeks, mostly at home, 120 Taiwanese twelfth-graders used their
smartphones to access the app, which targeted 500 frequently-used
TOEIC English vocabulary items. Participants significantly improved
their mean score results on a pre-/post-test comparison. Instructors and
students alike regarded use of the app very positively.
Yang, H. (2018). The effects of attention cueing on English reading on mobile phones.
Frontiers of Education in China, 13(3), 315-34.
This Chinese study investigated the effect of cuing by means of attentioncapturing arrows upon the L2 English reading comprehension of A1-to
B1-level university students. During one session, 50 participants used
their smartphones to read an illustrated text about ancient Egyptian
culture. Half read a cued text and the other half a non-cued text. On an
immediate post-treatment test of pictorial recall, the readers of the cued
text significantly outscored the readers of the non-cued text, but there was
no significant difference between the groups on text comprehension.
Yang, J-C., Lai, C-H., & Chu, Y-M. (2005). Integrating speech technologies into a
one-on-one digital English classroom. Wireless and Mobile Technologies in
Education (pp. 159-163). Los Alamitos, CA: IEEE Computer Society.
This Taiwanese paper describes a classroom trial of an experimental
PDA-based speech recognition program intended to provide L2 English
oral practice for L1 Chinese primary school children. The game-based
system was tested in one 90 minute session by 32 sixth grade pupils who
practiced pronouncing single words and short sentences. No significant
difference in correct pronunciation matches were observed, but students
reported an increase in confidence to speak and a high level of approval
of the system.
Yang, J-Y., & Che, P-C. (2015). Improving college students’ English learning with
Dr. Eye Android Mid. The Turkish Online Journal of Educational Technology, 14(2),
101-109.
This Taiwnese paper investigated the effectiveness of TOEIC preparatory
materials, accessed via a handheld mobile Internet device (MID), on the
test performance of 33 university students enrolled in an intensive L2
English course. Participants were provided with a Dr.eye MID (a 4.8 inch
Android tablet computer with keyboard), which they used in class and on
their own time for three months. A pre-/post-test comparison of TEOIC
results demonstrated significant improvement. Students’ views on the use
of the Dr.eye TOEIC materials were varied and mostly positive.
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Yang, K. (2020). Factors influencing learners’ motivation in Mobile-Assisted
Language Learning: A case study on four Chinese EFL learners. International Journal
of TESOL Studies, 2(4), 80-96.
This Chinese study used an e-book reader app (MintReading) to evaluate
factors influencing learner motivation. The app provided dictionary lookups, word pronunciations, audio text readout and a reading frequency
monitor function. For eight weeks, four adult native speaker Chinese
volunteers with an English intermediate to upper-intermediate proficiency
level accessed MintReading via their smartphones to read books of their
choice. According to weekly learning journals and semi-structured
interviews, motivation was positively affected by interesting and useful
reading content, language difficulty, affordances of mobile technologies
and the motivational design of the app.
Yang, T-Y., & Chen, H-J. (2012). Investigating the effects of a mobile game on EFL
learners’ vocabulary learning. In J. Colpaert, A. Aerts, W-C. V. Wu, & Y-C. J. Chao
(Eds.), The Medium Matters: Proceedings 15th International CALL Conference (pp.
697-700).
This Taiwanese paper describes the pilot testing of an Android-based
mobile phone vocabulary game for the teaching of L2 English
vocabulary. The application was trialed by nine university students for
four days. Based on the comparison between their pre- and post-test
scores, the subjects were able to learn several new vocabulary items. A
survey showed that students considered the mobile game helpful in
improving their vocabulary knowledge, and they also recommended
several ways that it could be improved.
Yarahmadzehi, N., & Goodarzi, M. (2020). Investigating the role of formative mobile
based assessment in vocabulary learning of pre-intermediate EFL learners in
comparison with paper based assessment. Turkish Online Journal of Distance
Education, 21(1), 181-196.
This Iranian study investigated the effectiveness of a student response
system app (Socrative) compared to paper & pen for the formative
assessment of 40 pre-intermediate-level L2 English university students.
At the end of each of ten class sessions, using their smartphones, half of
the participants took a multiple-choice 20-item test on targeted
vocabulary via Socrative while the other half did likewise with using a
paper test. The Socrative group significantly outscored the paper group on
a post-treatment vocabulary test. It also expressed positive attitudes
towards the use of the app.
Yavuz, F. (2016). Do smartphones spur or deter learning: A WhatsApp case study.
International Journal of Educational Sciences, 15(3), 408-415.
This Turkish study examined the effects of using a mobile-based
messaging app (WhatsApp) upon listening and pronunciation skills
applied to phonetic transcription. For four weeks, 23 L2 English
university students did their phonetic listening and transcription exercises
using WhatsApp via their phones. A control group of 22 undertook the
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same tasks without the use of WhatsApp. A pre-/post-test comparison
revealed no significant difference in the mean scores of the two groups.
However, the test results of the experimental group were more
homogenous than those of the control group.
Yeh, H-Y., Tsai, Y-T., & Chang, C-K. (2018). Android app development for teaching
reduced forms of EFL listening comprehension to decrease cognitive load.
Proceedings - 6th International Conference of Educational Innovation through
Technology (pp. 316-321).
This Taiwanese study describes an Android-based app (App Inventor 2)
designed to help L2 English learners recognize and reproduce
phonologically reduced speech. The app operates on the basis of video
clips with sections identified by QRcodes that position the recording at
pre-determined places. Learners repeat what they hear and the result is
evaluated with the Google speech recognition system. The system was
trialed during one session with 40 university students. Compared to
traditional instructional methods, most of the participants experienced
lower cognitive load when using the learning support system.
Yen, L., Chen, C-M., & Huang, H-B. (2016). Effects of mobile game-based English
vocabulary learning app on learners’ perceptions and learning performance: A case
study of Taiwanese EFL learners. ICEL2016-Proceedings of the 11th International
Conference on e-Learning (pp. 255-262). Academic Conferences and Publishing Ltd.
This conference paper presents the same data as the published version in
Chen, Liu & Huang (2019).
Yildiz, S. (2012). Use of iPad applications to introduce English as a foreign language
to young Turkish learners. 2012 CALICO Symposium, University of Notre Dame,
June 14-16, South Bend, Indiana.
This conference presentation describes the pilot testing of iPad-based
English learning apps with young monolingual Turkish children and
outlines the design of a mobile L2 English vocabulary acquisition system
for such learners. Eight pre-schoolers in Turkey freely explored four
children’s English vocabulary programs for a period of five weeks. On
the basis of this experience, 10 learning objects with a bilingual
English/Turkish interface are being designed in separate thematic units to
expose children to basic English vocabulary.
Yin, C., Ogata, H., Tabata, Y., & Yano, Y. (2010). Supporting the acquisition of
Japanese polite expressions in context-aware ubiquitous learning. International
Journal of Mobile Learning and Organisation, 4(2), 214-234.
This Japanese paper describes the design and user evaluation of
JAPELAS2, an enhanced collaborative prototype version of the contextaware vocabulary system described in Yin et al. (2004). JAPELAS2 is
based on a PDA+GPS/RFID/Web infrastructure that allows users to
interact with multiple partners and share information about polite
Japanese expressions with other students. Based on a survey of about 10
L2 Japanese university students who trialed the system for 90 minutes,
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the vocabulary presented was appropriate and useful.
Yin, C., Ogata, H., Yano, Y., & Oishi, Y. (2004). JAPELAS: Supporting Japanese
polite expressions learning using PDA(s) towards ubiquitous learning. The Journal of
Information and Systems in Education, 3(1), 33-39.
This Japanese paper reports on a user survey evaluation of a 30-minute
lab experiment involving the context-aware JAPELAS vocabulary
learning system based on the PDA+GPS/RFID/Web infrastructure
described in Ogata & Yano (2004c). In this experiment, 18 native-speaker
Japanese high school students and 10 L2 Japanese university students
used the system to provide polite Japanese expressions for a role play.
Both groups of students expressed satisfaction with the system, but no
objective learning effectiveness data is provided.
Yoo, H-J. (2014). The effect of collaborative learning through mobile SNS on
learning English grammar. Foreign Language Education Research, 28(2), 135-158.
[In Korean]
This Korean study compared the learning of L2 English grammar
(passive constructions) by 30 middle school learners under two
conditions, each involving class lessons four times per week for four
weeks. The control condition was the traditional teacher-centered in-class
instruction. This was augmented in the experimental condition with outof-class mobile-based collaborative grammar-related tasks undertaken
through a social networking messaging app (Kakao Talk). On a posttreatment grammar test, students obtained significantly higher results
under the experimental than the control condition. The experimental
group also expressed greater interest in learning English grammar.
Yoon, S-Y. (2017). Using learner response systems in EFL classrooms: Students'
perspectives and experience. Multimedia-Assisted Language Learning, 20(2), 36-58.
This Korean paper describes the use of an audience response system app
(Socrative) to promote learner participation and increase L2 English
classroom interaction. The app was installed on student smartphones with
questions and responses sent to the instructor’s PC for display via an
overhead projector. Once or twice per week for 13 weeks, 114 beginnerlevel L2 English university students used the app. Student reaction to the
system was highly positive. Participants considered the ability to share
opinions with the whole class to be the strongest aspect of using
Socrative.
Yousefzadeh, M. (2012a). Mobile-based learning vs. paper-based learning and
collocation words learning. Journal of Educational and Instructional Studies in the
World, 2(3), 216-220.
This Iranian mobile phone-based study describes the effect of SMS
delivery upon the acquisition of L2 English collocations by 35 high
school students. The messages, which contained the targeted vocabulary
accompanied by descriptions and examples, were sent thirty minutes
after class a total of nine times. A control group of 35 received a printed
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version of the same materials in class. The experimental SMS group
significantly outperformed the control on a multiple-choice post-test
containing 40 items identified as unknown on a pre-test.
Yousefzadeh, M. (2012b). Multimedia messaging service (MMS) vs. short message
sending (SMS) and second language learners’ vocabulary. Journal of Educational and
Instructional Studies in the World, 2(4), 89-92.
This Iranian mobile phone-based study compares the relative
effectiveness of the MMS versus SMS presentation of L2 English
vocabulary. It was conducted over a period of four weeks with two groups
of 25 elementary level learners. The MMS treatment consisted of
definitions of words, example sentences and pictorial representations
whereas the SMS treatment contained only English words and their Farsi
equivalents. Results of a post-test consisting of 80 words demonstrated
significantly larger vocabulary retention of under the MMS condition.
Yu, Z. (2019a). Mobile device- and video-aided flipped English classrooms.
International Journal of Mobile and Blended Learning, 11(2), 19-32.
This Chinese study investigated the use of a mobile-based instant
messaging app (WeChat) as a platform for a flipped L2 English course.
Over an academic year, 192 students used WeChat out of class to preview
and discuss course content. A control group of 182 students previewed
course contents before class via videos, which they discussed in class
with peers and the teacher. Based on a pre-/post-treatment questionnaire
and interviews, it was determined that the learning attitude, interest, and
motivation of the WeChat group was significantly more positive than the
control.
Yu, Z. (2019b). Gender differences in cognitive loads, attitudes, and academic
achievements in mobile English learning. International Journal of Distance Education
Technologies, 17(4), 21-35.
This Chinese study investigated the effects of gender upon the cognitive
loads, attitudes, and L2 English learning of 35 male and 36 female
university students. Over 16 weeks, students undertook course activities
mediated by a mobile-based learning platform app (College English IV)
that provided them with English texts, interaction forums,
speaking/listening practice, and video lectures. Through questionnaires
and interviews it was discovered that males experienced significantly less
cognitive loads and expressed significantly more positive attitudes
towards the intervention than females. They also significantly
outperformed females on a post-treatment multi-skills test.
Yu, Z., & Wang, G. (2016). Academic achievements and satisfaction of the clickeraided flipped business English writing class. Journal of Educational Technology &
Society, 19(2), 298-312.
This Chinese study evaluates a semester-long intervention that compared
the writing proficiency and course satisfaction of 69 intermediate-level
L2 English university students. Half of the group followed a learner-
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centered flipped classroom approach while the other half received
traditional, teacher-centered, instruction. In class, flipped classroom
participants used a student response clicker system to foster group
discussion and problem solving. The control group listened to the teacher
and answered questions in class and completed written homework. On a
pre-/post-test comparison, the experimental group performed significantly
better and exhibited significantly greater course satisfaction.
Yu, Z., Zhu Y., Yang Z., & Chen, W. (2018). Student satisfaction, learning outcomes,
and cognitive loads with a mobile learning platform. Computer Assisted Language
Learning, 32(4), 323-341.
This one-semester study evaluated how an Android smartphone-based
mobile learning platform (College English IV) effected the L2 English
proficiency and cognitive loads of 169 Chinese university students. The
platform included a course overview, PowerPoint slides, course
materials, mini-lectures, teaching movies, native-speaker audio
recordings and examinations. Compared to a matched control group of
171 that did not use the learning platform, those that did scored
significantly higher on a pre-/post TOEFL test (reading/listening
comprehension, listening speaking, writing), were more satisfied with the
course, and experienced less cognitive load (NASA-Task Load Index).
Yuan, Y. (2019). Empirical study on the mobile app-aided college English vocabulary
teaching. International Journal of Engineering and Technology, 11(1), 68-74.
This study evaluated the effectiveness of an Android-based L2 English
vocabulary app (Baicizhan). Using their smartphones, 30 Chinese
university students, with College Entrance Exam scores of 117/150 in
English, accessed the app on their own time for 14 weeks. These students
significantly outperformed a matched control group of 30 non-app users
on a post-treatment test of pronunciation, spelling, and word meaning
knowledge. The experimental group participants also tended to apply
more newly-learned vocabulary in the test tasks.
Yudhiantara, R., & Nuryantini, A. (2019). Promoting mobile collaborative language
learning in Islamic higher education. Journal on English as a Foreign Language, Vol.
9(1), 87-106.
This Indonesian study investigated the usefulness of a mobile-based
instant messaging app (Instagram) in supporting the collaborative
language learning of 110 L2 English university students. Using their own
mobile phones, via Instagram, participants undertook collaborative tasks
related to assignments in their translation course such as writing
structural analyses, defining word meaning, paraphrasing sentences,
and sentence translation. Students effectively used Instagram
thread comments to pursue task-related discussions and maintain
interaction with their peers in order to accomplish assigned tasks.
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Yun, J-H., Kwon, S-K., & Kim, S-Y. (2015). Development of a mobile English
speaking app for middle school students: Speaking English Jr. Multimedia-Assisted
Language Learning, 18(3), 231-256. [In Korean]
This Korean paper describes the design and preliminary evaluation of a
mobile-based elementary-level L2 English learning app (Speaking
English Jr.) that targets speaking skills. The app was trialed for eight
weeks by 288 middle-school pupils from 15 different schools. The results
showed that, overall, a majority of students were satisfied with the
program as a supplement for their English speaking practices.
Zahirah, K. (2019). The impacts of m-learning for students in improving their
grammar. In A. Cahyani et al. (Eds.), Proceedings The 7th Undergraduate Conference
on ELT, Linguistic and Literature, “English Education 4.0: Approaches, Media, and
Practices” (pp. 138-139).
This conference proceedings describes student reaction to the voluntary use
of a mobile-accessible L2 English grammar app (LearnEnglish Grammar).
For a month, 40 Indonesian university students used the app daily, mostly
for 5-15 minutes. According to a post-treatment survey, students indicated
that the app helped them learn new vocabulary and better understand
sentence structures. They also felt that it had increased their learning
motivation. On the negative side, they thought its use could be bad for their
health and that the app lacked student interaction and could be time
consuming.
Zarei, R., Heidari D., & Ameri-Golestan, A. (2017). Effect of Telegram application on
Iranian advanced EFL learners' vocabulary knowledge and attitude. International
Journal of Foreign Language Teaching, 6(5). 96-109.
This Iranian study investigated the use of a social networking app
(Telegram) to provide vocabulary exercises and usage opportunities for
50 advanced-level language institute students. Over three weeks, twenty
90-minute classes were followed by one-hour out-of-class Telegram
sessions during which participants, using their own mobile phones or
tablets, completed vocabulary exercises and discussed new words learned
in class. A matched control group of 50 received the same class
instruction but did its vocabulary exercises as individual written
homework. The experimental group significantly outscored the control on
a pre-/post-test comparison.
Zarei, G., Jalilifar, A., & Khazaie, S. (2013). Does it make a difference? L2
vocabulary learning via mobile and conventional mode. Studies in English Language
Teaching, 1(1), 200-210.
This Iranian study describes an MMS-based program that presented L2
English words and L1 Persian translations, with and without supporting
images, to a group of 30 semi-illiterate adults. Via mobile phones in
class, they studied 30 words, three per half-hour session for ten weeks.
Participants were also sent via MMS one word per day, six days per
week. A control group of 30 studied the same 30 words in class without
technological support. The experimental group significantly outscored
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the control on a post-test, with graphically illustrated words the best
retained.
Zeidler, E. (2015). The impact of e-readers on the Domains of Reading
Comprehension in High School Students. EdD dissertation, Liberty University.
ProQuest Dissertations Publishing.
This American EdD dissertation investigated the effect of two
presentation modes upon gains in the L1 English reading competency of
114 high school students. Over an unspecified period, 58 participants
read an assigned novel using a printed book while 56 others did likewise
using a Kindle reader or smartphone app. Participants, who all received
the same instruction, were pre-/post-tested on text decoding and
comprehension. Although the reading comprehension of the e-reader
group improved, there was no significant difference between it and the
printed text group on either decoding or comprehension.
Zhang, D. (2019). Second Language Vocabulary Learning in the Digital Era A Study
of Mobile-based Dictionaries (MBDs) in Chinese EFL Learners’ Incidental English
Vocabulary Learning: Exploring Effectiveness, Learners’ Use and Attitude. PhD
dissertation, University of Cambridge.
This PhD dissertation investigates the effect of mobile-based dictionary
usage upon the incidental vocabulary learning of 125 advanced-level L2
English university students in China. Participants read two short passages
using one of three types of dictionary: monolingual, bilingualized,
bilingual. Prior to reading the passages, immediately after reading them
and again two weeks later, they were tested on their knowledge of 14
targeted words. Although the monolingual dictionary group achieved
higher mean scores in all three tests, the difference between the three
dictionary groups was statistically insignificant in all three tests.
Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of
vocabulary learning via mobile phones. Turkish Online Journal on Educational
Technology, 10(3), 203-214.
This Chinese study investigates the effectiveness of rote learning L2
English vocabulary via mobile phone SMS compared to printed media.
One group of 32 university students studied a total of 130 words delivered
via SMS five-at-a-time twice daily for 26 days. A control group of 30
received the same vocabulary on a printed word list, which participants
studied at their own pace. The SMS group significantly outperformed the
control group on an immediate post-test, but a delayed test indicated no
significant difference in vocabulary retention rates.
Zhang, H., Song, W., & Huang, R. (2014). Business English vocabulary learning with
mobile phone: A Chinese students' perspective. International Journal of ComputerAssisted Language Learning and Teaching, 4(2), 46-63.
This Chinese study compared the learning effectiveness of SMS delivery
to printed distribution of L2 English business vocabulary. For three
weeks, 23 university students received five words daily via SMS on their
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mobile phones while a control group of 20 received the same using
printed word lists. The experimental group significantly outscored the
control on a one-week-delayed post-treatment vocabulary test, but there
was no difference when the test was re-administered a week later.
Participants in the experimental group expressed favorable attitudes
toward the use of SMS for vocabulary learning.
Zhang, J., & Zheng, X. (2018). Study on the application of WeChat in college English
listening and speaking course. Proceedings - 2018 7th International Conference of
Educational Innovation through Technology (pp. 220-224).
This conference presentation describes the integration of a mobileaccessible social networking app (WeChat) into the curriculum of a L2
English college course in China. Over 18 weeks, 105 students used the
app for voice/text chatting, dialog practice and speech preparation. The
oral proficiency of students significantly improved on a pre-/posttreatment test of listening and speaking. Participants thought that the use
of WeChat gave them the courage to speak English. However, they also
indicated that off-course distractions were a problem when using the app.
Zhang, L. (2016). Research on the practice of flipped class mode based on the
platform of WeChat. Journal of US-China Public Administration, 13(5), 358-366.
This Chinese study examined the effectiveness of a WeChat-based
flipped classroom with 50 L2 Business English university students.
WeChat was used for one semester to support out-of-class student
discussions relating to assignments that were pursued afterwards in class.
The results of a pre-test/post-test comparison demonstrated that a
WeChat-based flipped classroom approach can effectively improve
students’ learning outcomes. The WeChat platform substantially
improved teacher/student as well as student/student communication.
According to an end-of-semester survey, the great majority of students
(80% +) indicated their satisfaction with this teaching mode.
Zhang, S. (2016). Mobile English learning: An empirical study on an APP, English
Fun Dubbing. International Journal of Emerging Technologies in Learning, 11(12),
4-8.
This Chinese study investigated the attitudes of 123 L2 English university
students regarding their use of a mobile phone-based app (English Fun
Dubbing) to improve their oral production. Students used the app to dub
the original English native speaker sound tracks in short videos,
animations and songs. They completed at least one dubbing every
fortnight for two semesters. The results of an anonymous end-year
questionnaire showed that the majority of students were satisfied with
English Fun Dubbing owing to its conveniences, flexibility, userfriendliness, rich materials, and authentic language context.
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Zhang, Y. (2016). The impact of mobile learning on ESL listening comprehension.
Conference presentation, 3rd International Conference on Advanced Education and
Management, np.
This Chinese conference presentation reports on the out-of-class use of
two mobile phone-based apps (Keke English, Easy IELTS) upon the
listening comprehension of 60 L2 English university students. For 10
weeks, a matched control group of 60 practiced listening comprehension
with CD-ROM-based materials, also out of class. The experimental group
significantly outperformed the control on a pre-/post-test comparison. A
post-treatment student survey revealed that experimental group
participants agreed that mobile-assisted listening learning was very
convenient (88%), improved their listening skills (77%), and developed
their confidence to do listening tasks (85%).
Zipke, M. (2017). Preschoolers explore interactive storybook apps: The effect on
word recognition and story comprehension. Education and Information Technologies,
22(4), 1695-1712.
This American paper reports the results of two experiments that compare
the performance of 25 L1 English preschoolers under two reading
presentation conditions: iPad e-text and printed book. Both experiments
involved the same children in two 30-minute sessions. In the first
experiment, the reading of an e-text with minimal interactive digital
activity alternated with the reading of an equivalent printed book. Under
the iPad condition, working in pairs on their own, the children explored
the digital storybook, following along with its read-aloud function. Under
the printed book condition, the investigator read the story aloud to the
children. Compared to the printed book condition, although there was no
significant difference in comprehension, the children’s word recognition
scores were found to increase significantly more when they explored the
digital storybook. The second experiment used two fully animated e-texts
with a read-aloud function. The children explored one story
independently and the second, equivalent, story with the guidance of the
investigator. In the second experiment, the children’s word recognition
and story comprehension scores were higher in the independent condition
than in the guided condition.
Zou, B., Li, H., & Li, J. (2018). Exploring a curriculum app and a social
communication app for EFL learning. Computer Assisted Language Learning, 31(7),
694-713.
This Chinese study describes the integration of two mobile-accessible
apps into the curriculum of a university L2 English for academic purposes
course. Over 14 weeks, 84 B1/B2-level students used their mobile phones
to access a custom-made curriculum app that provided class handouts and
self-study materials. They also used a social communication app
(WeChat) to discuss class materials, ask questions and share
understanding of what they were learning. Most of the students were
motivated to use apps for mobile language learning because they found
them useful and improved their English skills.
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Zou, D., Xie, H., & Wang, F-L. (2015). The use of monolingual mobile dictionaries in
the context of reading by intermediate Cantonese EFL learners in Hong Kong. In F.
Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of
the 2015 EUROCALL Conference (pp. 569-574), Padova, Italy Dublin: Researchpublishing.net
This conference paper describes the incidental acquisition of ten
polysemous words in an L2 English passage read by 82 Chinese
university students, 32 of whom inferred word meanings and 50 looked
them up using mobile phone-based dictionaries (LDOCE 5, Dictionary,
Oxford Dictionary Quick Search). On both an immediate post-test and a
one-week delayed post-test, participants using a mobile phone-based
dictionary significantly outscored those who inferred meaning from
context alone. However, the small mobile-phone screens made it difficult
to get an overview of all listed meanings of the target words.
Zou, X-L., & Ou, L. (2020). EFL reading test on mobile versus on paper: A study
from metacognitive strategy use to test-media impacts. Educational Assessment,
Evaluation and Accountability, 32(3), 373-394.
This Chinese study examined the relationship between student attitude
regarding mobile-based reading testing and test performance. Over a
month, 210 intermediate-level L2 English university students took weekly
reading tests via the mobile-accessible Moso Teach learning platform.
Questionnaire results identified three groups of students: mobile-test
positive, negative and neutral. All students then took another test, half of
it in printed form and half via the mobile platform. While no effect was
observed with the positive or neutral participants, the negative group
performed less well on the mobile-based part of the test.
Zurita, G., & Nussbaum, M. (2004a). Computer supported collaborative learning
using wirelessly interconnected handheld computers. Computers & Education, 42(3),
289-314.
This Chilean paper describes the experimental use of wirelessly linked
PDAs in a classroom environment to foster the math and reading ability
of L1 Spanish primary school children. The trial ran for 20 days, 35-45
minutes per session. In the language part of the experiment, 21 firstgraders worked collaboratively in triads to construct Spanish words from
three syllables given alternatively on printed cards and via a PDA
program. A pre-/post-test comparison demonstrated significantly greater
learning gains when the children used PDAs. PDA usage also fostered
better interaction and negotiation.
Zurita, G., & Nussbaum, M. (2004b). A constructivist mobile learning environment
supported by a wireless handheld network. Journal of Computer Assisted Learning,
20, 235-243.
This Chilean paper is a follow-up to Zurita & Nussbaum (2004a) and
describes a classroom experiment that compared the ability of two groups
of 12 L1 Spanish first-graders working in triads to construct Spanish
words from three syllables presented to them via either a wirelessly linked
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PDA program or printed cards. The trial ran 20 days, 15 minutes per
session for the PDA group and 25 minutes for the control. The PDA
group had significantly higher post-test scores on word construction with
less time on task and less teacher support.
ACKNOWLEDGEMENTS
I would like to express my gratitude to the libraries at the University of Cyprus and
the Cyprus University of Technology for their valuable assistance in obtaining the
bulk of the papers in this bibliography.
ABOUT THE AUTHOR
Jack Burston is an Honorary Research Fellow in the Language Centre of the Cyprus
University of Technology. He is a member of the Editorial Board of ReCALL,
Language Learning & Technology and The Journal of Teaching English with
Technology. His current research is focused on Mobile-Assisted Language Learning
and advanced-level foreign language instruction.
https://orcid.org/0000-0003-2905-5585
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