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Abadi, S., & 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 504resource. 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.

Abadikhah, S., & Rastegar, S. (2016). Learning English phrasal verbs through interactive text-messaging. Jurnal Pendidikan Malaysia, 41(1), 79-86.

This Iranian study evaluated the vocabulary acquisition of elementary-level L2 English language institute students. Twice weekly for four weeks, 32 students worked in groups of four to collaboratively write a four-sentence story using one phrasal verb per sentence from a list of five, half via SMS using their mobile phones and half on a circulated piece of paper. On a post-treatment vocabulary test, both experimental groups significantly outperformed a matched control group of 16 that apparently did not write any stories, the SMS group more so than the paper users.

Abarca Bahamondes, N. (2017). Kahooting with Teach-nology: The Mobile-Assisted Language Learning (MALL) and Vocabulary Intake in Action. Research Report PEI-029 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 an instant messaging app (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 intermediate-level 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.

Abdollahpour, Z., & Asadzadeh 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-intermediate-level 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 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.

Abdollahpour, Z., & Asadzadeh Maleki, N. (2023). Fostering academic vocabulary learning: Opportunities for explicit learning through a mobile-assisted app in the field of applied linguistics. International Journal of Foreign Language Teaching and Research, 11(44), 133-152.

This study compared the L2 English vocabulary learning of Iranian language institute students during eleven 60-minute sessions under four treatment conditions. Participants, divided into four groups of 16, were L1 Turkish and Persian with a pre-intermediate English competence level. Two groups used a computer-based online dictionary, one employing still pictures (Little Explorers) and the other animated images (Kid Crossword). A third group used a mobile phone-based dictionary (Sara). A control group used printed textual definitions. All three experimental groups significantly outperformed the control on a pre-/post-test comparison, but there was no significant difference between the three experimental treatment condition results.

Abdou, A. (2014). Teaching English language vocabulary to ESL learners via mobile phone applications short message service (SMS): An investigation based on Arabic-speaking 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 of unspecified L2 English competence level. Daily 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.

Abdullah, R. (2021). برنامجلتنميةالمفرداتالتراثيةعبرالهاتفالنقالقائمعلىالمزجبينالتعليمالصريحوالضمنيو  أثرهفيتنميةمهاراتالفهمالقرائيللنصوصالتراثيةلدىالناطقينبغيرالعربية (A program to develop heritage vocabulary via mobile phone based on a combination of explicit and implicit education and its impact on developing reading comprehension skills for heritage texts among non-Arabic speakers). Educational and Social Studies, 27(2), 2215-2281. [in Arabic]

This study investigated the effect of MALL upon the L2 Arabic vocabulary learning and reading comprehension of twenty advanced-level students at an Egyptian university. Weekly over five weeks, participants used their mobile phones to access a social networking app (WhatsApp) that served as a learning management system to support student/instructor communication, distribute vocabulary and reading materials created using Kahoot! and administer formative tests. The course focused on basic topics related to the Sharia sciences. Pre-/post-treatment tests demonstrated significant improvements with large effect sizes in both vocabulary knowledge and reading comprehension.

Abou‑Khalil, V., Helou, S., Chen, M-R., …, & Ogata, H. (2021). Vocabulary recommendation approach for forced migrants using informal language learning tools. Universal Access in the Information Society, np.

This paper reports the results of two studies involving adult Syrian migrant refugees, twenty-five in Lebanon and twelve in Germany. Participants in Lebanon were transitory and studied L2 English. Those in Germany sought residence and studied L2 German. The L2 competency level of both groups was beginner/intermediate. The studies evaluated the effect of a smartphone-based app (SCROLL) upon L2 vocabulary acquisition. The app recommended vocabulary to be learned based on demographic and content criteria. Its effectiveness was compared to vocabulary presented in the textbooks of participants. The comparison was conducted in a counterbalanced fashion, with half of each group studying the vocabulary for fifteen minutes under each condition, first in one order then in the other. An immediate post-test showed that the SCROLL recommendation approach resulted in higher learning achievement only for refugees in Germany. However, higher motivation levels were observed for refugees in both Germany and Lebanon.

Abdous, M., Camarena, M., & Facer, B. (2009). MALL technology: Use of academic podcasting in the foreign language classroom. ReCALL, 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 & 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 English pronunciation using mobile phone-based apps compared to traditional class instruction. Over a semester, a group of 48 female L1 Arabic university students of unspecified L2 English competence level received the same instruction, half 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.

AbdulAmeer, T. (2021). The role of mobile assisted language learning in improving the pronunciation of students of English in the College of Education for Women at Al-Iraqia University. Turkish Journal of Computer and Mathematics Education, 12(13), 479-488.

This Iraqi study compared the effect of a smartphone-based treatment to traditional teaching methods upon the L2 English word stress pronunciation of 60 university students. Neither the L2 competence level of the students nor the nature or duration of the treatment are specified. Likewise, no information is given about the traditional methodology employed. On a pre-/post-test comparison of pronunciation, the experimental group of 30 significantly outperformed the 30 students who received traditional instruction. 

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-/post-test comparison of writing ability.

Abdullah, N., & Yamat, H. (2022). WhatsApp voice messaging: Building ESL pupils’ confidence to speak English. International Journal of Multidisciplinary and Current Educational Research, 4(2), 35-57.

This Malaysian study evaluated the effect of a mobile-accessible social networking app (WhatsApp) upon the L2 English speaking confidence of 21 high school students in Kuala Lumpur. Over eight weeks, participants of A2/B1 English competence level used the WhatsApp voice messaging feature, presumably via personal smartphones, to audio record six speaking tasks involving describing photos, giving opinions, debates and movie reviews. According to a post-treatment speaking confidence test, over three-quarters of the students demonstrated either an excellent or a good level of confidence, up from nearly the same proportion that initially scored only satisfactory, poor or very poor.

Abdullah, Y., Abdullah, A., Govindasamy, P., & Yunus, M. (2019). Learn idioms the fun and mobile way with Quizizz. International Journal of Scientific & Technology Research, 8(12), 1749-1752.

This Malaysian study evaluates the effectiveness of using a mobile-based quiz app (Quizizz) to support the self-assessment of intermediate-level L2 English vocabulary acquisition by 40 secondary school students. Participants used the app to learn English idioms, the first time after their presentation in class and a second and third time on their own. All students scored higher on a pre-/post-test comparison of idiom usage.

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 in-class 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.

Abdulrahman, T., & Jullian, M. (2020). Engaging young learners in learning vocabulary: A study on learners’ perception. Akademika, 9(1), 139-153.

This Indonesian study investigated the perceptions of 27 4th-graders of unspecified L2 English competence level regarding their use of four mobile-based L2 English vocabulary games (Froggy Phonics, Tic Tac Bananas, Learn English Vocabulary Words Offline Free). Participants, whose competence level was not specified, used mobile phones to access these games during twelve 45-minute sessions. The findings revealed that these young learners:

1)  perceived the mobile games as effective in improving their motivation to learn vocabulary,

2) expanded their vocabulary knowledge through mobile games,

3) positively viewed using mobile games as a supplementary medium of English learning.

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.

Afshar, H., & Zareian, N. (2022). A mixed-methods study of the effects of MALL-mediated writing strategy awareness-raising on writing performance and anxiety of IELTS candidates. Computer-Assisted Language Learning Electronic Journal, 23(2), 152-177.

This study evaluated the effect of mobile-based strategy awareness-raising upon the L2 English writing of L1 Farsi students in an Iranian language academy. Over five weeks, in five five-hour sessions, 42 upper-intermediate-level L2 English participants wrote five compositions while engaging in writing strategy discussions via a social networking app (Telegram). A matched control group of 30 likewise wrote five compositions without engaging in writing strategy discussions. A comparison of pre-/post-treatment written compositions revealed that the complexity and accuracy of the experimental group improved significantly more than that of the control, though this was associated with an increase in writing anxiety.

Agbatogun, A. (2011). Nigerian teachers’ integration of personal response system into ESL classroom. International Journal of Education, 3(2), xx.

This Nigerian study describes the correlation between perceived usefulness (PU), perceived ease of use (PEU), behavioral intention (BI) to use a Personal Response System (PRS) and computer experience (CE) on teachers’ acceptance and attitude towards using clickers in improving the L2 English communicative competence of their students. Data was gathered from 17 primary school teachers following an intensive seven-day, five hour per day, training program on the effective use of clickers in teaching L2 English. Except for CE, constructs like PU, PEU and BI showed a significant positive correlation with the teachers’ positive disposition to integrate PRS in ESL classrooms.

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 with sixth-grade Nigerian school children of unspecified L2 English competence level 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. (2012). Yabancı dil öğretiminde basılı materyallere sağlanan mobil çokluortam desteğinin kelime öğrenimine ve motivasyona etkisi (The Effect of Mobile Hypermedia Supported Printed Materials in Foreign Language Learning on Vocabulary Learning and Motivation). PhD Dissertation, Gazi University. [in Turkish]

This Turkish PhD dissertation evaluates the effectiveness of a QR code-based mobile dictionary app upon the L2 English vocabulary acquisition of 23 university students, of unspecified English language competence level. The students used the app for four weeks when reading their textbook materials. They used their mobile phones to access the QR codes that were printed on the texts. These provided meanings, antonyms, derivatives, example sentences, and pronunciations. On a post-treatment vocabulary test, these students significantly outscored a matched control group of 23 who did the same readings without any mobile support. They also expressed positive views regarding the treatment.

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 of unspecified L2 English competency level had to learn 84 words from their textbook. Half of the students did so using mobile devices to scan 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 self-correction, 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-/post-treatment grammar test, the students in both the self-correction and peer-correction groups significantly outperformed the teacher-correction group.

Aguilar Cruz, P., & Álvarez Guayara, H. (2021). A serious game to learn English: The case of Bethe1Challenge. International Journal of Serious Games, 8(4), 65-80.

This Columbian study evaluated the effect of playing a mobile-base game (Bethe1Challenge) upon the L2 English proficiency of 12 high school students who played the game out of class one hour per week for ten weeks. According to a post-treatment questionnaire, 76% of the participants expressed a positive reaction towards using the app, considering it to be an entertaining, fun, enjoyable game that motivated their English learning. Moreover, 70.6% considered they had improved their knowledge of the language. A pre-/post-test demonstrated significant improvements for ten of the 12 participants.

Aguirregoitia Martínez, A., López Benito, J., Artetxe González, E., & Bilbao Ajuria, E. (2017). An experience of the application of Augmented Reality to learn English in infant education. IEEE 2017 International Symposium on Computers in Education (pp. 1-6).

This Spanish study examined the effect of using augmented-reality techniques upon the L2 English vocabulary and grammar acquisition of 150 five-year-olds in infant education schools.  Augmented Reality enhanced vocabulary image prompts by allowing the pronunciation of words, image sequencing in stories, song composition and association of images and emotions. The children used iPads and Android smartphones to access the augmented-reality materials over three months (fifteen sessions x fifty minutes). Compared to the grades of children the previous year, twice as many augmented-reality users received an A grade.

Agustiana, W., St. Haliah Batau, & Rampeng (2021). The influence of using Hello English application towards students’ pronunciation of the English grade at SMPN 1 Sumarorong. Klasikal: Journal of Education, Language Teaching and Science, 3(1), 41-51.

This Indonesian study evaluated the effect of a mobile-based L2 English tutorial game app (Hello English) upon the pronunciation of eighth-graders. Participants with poor/very poor English pronunciation skills accessed the app via smartphones to do unspecified activities for an unspecified period of time. It is claimed, however, that they demonstrated significant improvement on a pre-/post-treatment pronunciation test comparison.

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 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 Lifelong Learning, 13, 37-57.

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.

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 Lifelong Learning, 11, 25-45.

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 L1 literate migrant women, of unspecified L2 English competency level, used the app at a community center during informal weekly two-hour conversational sessions for an unspecified period of time. Participants thought that use of the app had positive effects on their 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.

Ahmadi, Z., & Tabatabaei, O. (2021). Effects of using Instagram on Iranian intermediate autonomous/dependent EFL learners’ learning of pictorial metaphors. Journal of Practical Studies in Education, 2(5), 11-25.

This Iranian study investigated the effect a mobile-based instant messaging app (Instagram) upon the learning of intermediate-level L2 English metaphorical expressions by 80 teenage (14-18) L1 Persian language institute students. The experimental and control groups contained approximately equal numbers of autonomous and dependent learners. Twice per week for three weeks, the experimental group received via Instagram metaphorical expressions including illustrative pictures. The control group studied the same expressions in text form only. Autonomous and dependent learners in the experimental group significantly outscored their counterparts in the control group. Likewise, autonomous learners in the experimental group outscored their dependent learning classmates.

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, A., Hassan, I., Pallathadka, H., …, & Rohi, A. (2022). MALL and EFL learners’ speaking: Impacts of Duolingo and WhatsApp applications on speaking accuracy and fluency. Educational Research International, 202, 1-18.

This study evaluated the effect of MALL upon the intermediate-level L2 English speaking competence of 90 Iranian language institute students. Over 10 50-minute sessions, participants practiced ten conversions taken from their textbook (Family and Friends Book 5). With mobile phones, 30 students did so using Duolingo and 30 using WhatsApp. A control group of 30 practiced face-to-face in class with their instructor. Both of the experimental groups significantly outperformed the control on a pre-/post-treatment speaking test comparison. There was, however, no significant difference between the results of the experimental groups. 

Ahmed, A., Sayed, B., Wekke, I., …, & Azizian, M. (2022). An empirical study on the effects of using Kahoot as a game-based learning tool on EFL learners’ vocabulary recall and retention. Education Research International, xx, 1-10.

This study evaluated the effect of a mobile-accessible game-based quiz app (Kahoot!) upon the acquisition of L2 English vocabulary by 25 intermediate-level language institute students in Iran. Over eight sessions, participants used their mobile devices to receive via Kahoot! a set of ten words, 80 in total, taken from their 504 Absolutely Essential Words coursebook. During the same time, a matched control group of 25 studied the same vocabulary using only printed word lists The experimental group significantly outscored the control on a both an immediate and three-week delayed post-treatment vocabulary test comparison.

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 of unspecified L2 English competence level used their smartphones to learn L2 English. While a matched 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, but the experimental group more so than the control. Students in the experimental group were also more enthusiastic learners.

Ahmed, S. (2019a). 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.

Ahmed, S. (2019b). WhatsApp and learn English: A study of the effectiveness of WhatsApp in developing reading and writing skills in English. ELS Journal on Interdisciplinary Studies in Humanities, 2(2), 148-156.

This is the same study as Ahmed (2019a).

Ahmed, S., Suliman, M., AL-Qadri, A., & Zhang, W. (2023). Exploring the intention to use mobile learning applications among international students for Chinese language learning during the COVID-19 pandemic. Journal of Applied Research in Higher Education, np.

This Chinese study aims to elucidate the interplay of four constructs (anxiety, performance expectancy, effort expectancy and behavioral intention) among L2 Chinese international university students. The study was undertaken within the context of mobile-assisted language learning during COVID-19 emergency remote teaching. Based on a questionnaire completed by 419 participants of varied L2 Chinese competence levels, the results confirmed that performance expectancy was a significant predictor of behavioral intention, and anxiety influenced both performance expectancy and effort expectancy. Performance expectation was the only predictor that had a significant direct effect on learners’ intent to use mobile learning applications for language acquisition.

Ahn, T., & Lee, S. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 47(4), 778-786.

This Korean study describes the reactions of 302 middle school students to a mobile-based L2 English speaking app (Speaking English 60 Junior), which they accessed via mobile phones for two weeks in and out of class. The app exploited Automatic Speech Recognition (ASR) to work with 60 unspecified key expressions. According to a post-treatment questionnaire, the students were generally satisfied with the application and particularly liked ASR, which made speaking practice more interactive, enjoyable, and motivating. Scenario-based tasks engaged the students by using contextualized language learning and offered more authentic opportunities for speaking with a virtual character in the app.

Aini, J., & Ma’rifah, U. (2021). Virtual implementation of mobile-game based learning: Enhancing students’ vocabulary mastery and self-motivation. ELT Worldwide: Journal of English Language Teaching, 8(2), 343-351.

This study evaluated the effectiveness of a combination of three mobile game-based learning apps (Kahoo, Quizizz, Wordwall) upon the learning of L2 English vocabulary. The apps were used in a junior high school in Thailand by nine students of very low English ability. Over four weeks, twice per week, participants learned basic vocabulary related to a) Feelings, b) Public Places, c) Jobs, and d) Animals. Activities included matching vocabulary with the correct picture, the correct situation or place and asking students one by one to pronounce the vocabulary for each picture. Students made substantial improvements in a pre-/post-treatment quiz comparison.

Ajisoko, P. (2020). The use of Duolingo Apps to improve English vocabulary learning. International Journal of Emerging Technologies in Learning, 15(7), 149-155.‏

This study investigated the effect of a mobile-accessible L2 English app (Duolingo) upon the vocabulary acquisition of ten Indonesian university students of unspecified L2 English competence level. 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.

Akçayir, M., & Akçayir, G. (2016a). Üniversite öğrencilerinin yabancı dil eğitiminde artırılmış gerçeklik teknolojisi kullanımına yönelik görüşleri (University students’ opinions about use of augmented reality in foreign language teaching). Erzincan University Faculty of Education Journal, 18(2), 1169-1186. [in Turkish]

This Turkish study describes the reactions of 38 university students to a researcher-developed mobile-based L2 English Augmented Reality vocabulary app (Junaio) used as a complement to their language course. The participants, of unspecified English competence level, accessed the app via their smartphones for eight weeks following an unspecified procedure. According to post-treatment personal interviews, the most positive aspects of using AR in teaching vocabulary were that it saved time and made translation easier. Though not often mentioned, the most frequently occurring problems related to poor recognition of QR codes and the small screen size of mobile phones.

Akcayir, M., & Akcayir, G. (2016b). Yabanci dil öğretiminde arttirilmiş gerçeklik uygulamalarinin kelime öğrenimine ve kaliciliğa etkisi (The effect of augmented reality applications in foreign language learning on vocabulary learning and retention. Kafkas University Journal of the Institute of Social Sciences, 18, 331-345. [in Turkish]

This Turkish study investigated the effect of a mobile-based Augmented Reality app (Junaio) upon the L2 English vocabulary acquisition of university students of unspecified English competence level. Weekly over eight weeks, using their smartphones, 42 participants accessed unspecified AR-based texts and images triggered by QR codes or images in the pages of their course textbook. A control group of 49 did the same exercises using only their printed textbook as material. The AR group significantly outperformed the control on a pre-/post-test comparison as well as on a four-week delayed post-test.

Akhiar, A., Mydin, A., & Kasuma, S. (2017). Students’ perceptions and attitudes towards the use of Instagram in English language writing. Malaysian Journal of Learning and Instruction, Special Issue on Graduate Students’ Research on Education, 47-72.

This Malaysian study investigated the reactions of 101 university students of unspecified L2 English competency level to the use of a mobile-based instant messaging app (Instagram) as a platform for composition writing. Participants wrote one descriptive essay on Instagram, presumably using their mobile phones. A post-treatment questionnaire demonstrated students’ high positive perceptions and views towards using Instagram in improving their writing skills.

Akkara, S., Anumula, V., & Mallampalli, M. (2020). Impact of WhatsApp interaction on improving L2 speaking skills. International Journal of Emerging Technologies in Learning, 15(3), 250-259.

This study investigated the effect of the use of a mobile-accessible instant messaging app (WhatsApp) and You Tube videos on the L2 English speaking performance of 110 mixed ability university students, presumably in India. Over two semesters, using their smartphones, participants engaged in a variety of individual and collaborative activities intended to improve their fluency and coherence, lexical resources, grammatical range and accuracy, and pronunciation. A pre-/post-test comparison indicated a statistically significant difference in their speaking skills and a considerable positive change in their perceptions of the ability of WhatsApp to improve their speaking ability.

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 of unspecified L2 English competence level. Daily over 15 weeks, at home and during lab hours, participants used their smartphones to listen to, read aloud, and record model native speaker 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 of unspecified L2 English competence level. 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.

Akyıldız, S., & Çelik, V. (2022). Using WhatsApp to support EFL reading comprehension skills with Turkish early secondary learners. The Language Learning Journal, 50(5), 650-666.

This Turkish study evaluated the effect of a social networking app (WhatsApp) upon the L2 English reading comprehension of 27 A2-level 7th-graders. Over 5 weeks, twice weekly, participants used their mobile phones out of class to access WhatsApp to receive and return reading assignments. A control group of 27 read the same texts and completed the same assignments in class. On a pre-post-test comparison, the experimental group significantly outperformed the control, whose scores had not changed. Experimental group participants generally expressed positive attitudes towards using WhatsApp.

Alabbadi, M. (2007). Learner’s acceptance based on Shackell’s usability model for supplementary mobile learning of an English course. Science and Technology, 121-128.

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 seven-week period, twice per week, nine students of unspecified L2 English competency level 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.

Al-Abidi, S., Owais, A., & Alabedi, F. (2023). The effects of using MS Teams mobile application on language learners‟ motivation during and after the Covid-19 pandemic. World Journal of English Language, 13(2), 260-270.

This study evaluated the effect of a mobile-accessible messaging app (MS Teams) upon the language learning motivation of pre-intermediate level L2 English students in a United Arab Emirates university. During one semester, out of class, 344 participants received twelve real-life videos on their smartphones via MS Teams, for which they completed assigned tasks. The following semester, 326 students viewed similar videos on a class projector as the basis of their assigned language learning tasks. Participants' autonomy and competence were found to have increased slightly under the MS Teams condition, however, no differences were observed with anxiety, self-confidence, or task engagement.

Alabsi, T. (2020). Effects of adding subtitles to video via Apps on developing EFL students’ listening comprehension. Theory and Practice in Language Studies, 10(10), 1191-1199.

This Saudi Arabian study evaluated the effect of two types of subtitling on the listening comprehension of 76 advanced-level L2 English university students. Participants watched a video during one session, for which half the group afterwards used mobile video editing apps of their choosing (Wondershare, Kapwing, VeedAndrovid, Videoshow) to add subtitles while the other half wrote a text transcript of the video on paper. The video subtitling group significantly outperformed the text transcript writers on an immediate post-treatment listening comprehension test.

Al-Ahdal, A., & Alharbi, M. (2021). MALL in collaborative learning as a vocabulary-enhancing tool for EFL learners: A study across two universities in Saudi Arabia. SAGE Open, 1-9.

This study investigated the effect of MALL-based collaborative learning upon the intermediate-level L2 English vocabulary acquisition of Saudi Arabian university students. For three months, forty participants used their smartphones to collaboratively complete assigned exercises while a matched control group of forty studied the same vocabulary through class lectures and individually completed exercises. A pre-/post-treatment vocabulary test comparison demonstrated a significant score increase for the experimental group but no difference for the control. Moreover, the class attendance rate of the experimental group was much higher than that of the control.

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 of unspecified L2 English competence level. 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 matched control group of 60 studied the same words without using any of the apps. A pre-/post-treatment questionnaire indicated that participants found the use of MALL was motivating and effective in gaining new English vocabulary. Their objectively assessed English vocabulary acquisition also 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 of unspecified L2 English competency level. Over four months, 30 minutes once per week, participants accessed the app via their smartphones to practice vocabulary learned in their course. A control group of 80 apparently 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 on a post-treatment vocabulary test.

Alakrash, H., Razak, N., & Bustan, E. (2020). The effectiveness of employing Telegram application in teaching vocabulary: A quasi-experimental study. Multicultural Education, 6(1), 151-159.

This Malaysian study evaluated the effect of mobile-based communication via an instant messaging app (Telegram) upon the L2 English vocabulary learning of 25 pre-intermediate-level 9th-graders, all L1 Arabic speakers. Once per week for twelve weeks, using their own mobile phones, students participated in Telegram-based class discussions related to vocabulary learned in the course. A matched control group of 25 studied the same vocabulary without the Telegram class discussions. The experimental group significantly outscored the control on an immediate post-treatment vocabulary test.

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), 1-16.

This study describes the semester-long experiences of a language teacher from the United Arab Emirates who had two classes (N=~40) of pre-intermediate/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 prepared two-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.

Alamer, A., & Al Khateeb, A. (2021). Effects of using the WhatsApp application on language learners’ motivation: A controlled investigation using structural equation modelling. Computer Assisted Language Learning, 36(1-2), 149-175.

This Saudi Arabian study is essentially the same as Alamer, Al Khateeb & Jeno (2022). It investigated the effect of using a mobile social networking app (WhatsApp) upon the autonomous learning motivation of intermediate-level L2 English university students. Compared to a group of 103 students who received no treatment, 160 participants accessed WhatsApp to complete two listening and reading tasks per week for five weeks. Participants were also encouraged to have regular group communication and provide peer feedback. Pre-/post-treatment questionnaires revealed an increase in autonomous motivation exclusively among students in the experimental group.

Alamer, A., Al Khateeb, A., & Jeno, L. (2022). Using WhatsApp increases language students' self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach. Journal of Computer Assisted Learning, 1-15.

This Saudi Arabian study evaluated the use of a social networking app (WhatsApp) to increase the autonomous motivation and decrease the language anxiety of 160 A2-B1-level L2 English university students. For five weeks, twice weekly, participants discussed with their instructors and each other topics intended to foster personal reflection and social engagement through the WhatsApp group. Based on their end-of-year course grades and survey results, compared to a control group of 103 that undertook no out-of-class discussion sessions with their instructor, the WhatsApp group experienced a greater increase in autonomous motivation and language achievement and a decrease in language anxiety.

Alavinia, P., & Jahangiri, A. (2016). Input-provision/output-elicitation MALL program and Iranian pre-intermediate EFL learners' vocabulary enhancement. Teaching English Language, 10(1), 133-164.

This Iranian study evaluated the effect of mobile-phone text messaging upon the L2 English vocabulary acquisition of pre-intermediate level language institute students. Weekly over eight weeks, participants studied out-of-class 20 unspecified words, for which they had to write two sentences each. One group of 13 did everything via text messaging. Another 12 did everything in pen&paper form. Meanwhile, a third group of 12 received new words as text messages, but wrote and submitted their sentences in pen&paper form. The best results on a pre-/post-test comparison were obtained by the group that received, wrote and sent everything via text messaging.

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 equal 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, which participants found both effective and entertaining.

AlAzzam-Khraiwish, A., Bataineh, A., & Alzyod, A. (2021). The effect of using WhatsApp on the Jordanian 5th grade EFL students’ speaking skill. International Journal of Linguistics, 13(4), 49-61.

This Jordanian study evaluated the effect of the after-school practicing of L2 English speaking exercises using a social networking app (WhatsApp) compared to the in-class practicing of the same exercises using printed materials. Participants were 5th-graders of unspecified L2 English competence, 21 in the experimental WhatsApp group and 25 in the control. The treatment lasted eight weeks, five times per week for the experimental group, which also engaged in oral discussions. The WhatsApp group significantly outperformed the control on a post-treatment oral interview test.

Albadry, 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), which investigated the effect of iPad usage upon the learning behavior of 21 beginning-level L2 English university students. 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. However, interaction with the teacher remained a necessary complement to tablet-assisted language learning.

Albayati, Z. (2022). The impact of smartphones on Iraqi EFL learners' proficiency. The Twenty-fifth Scientific Conference for Human Sciences - College of Education - Mustansiriya University (447-456).

This Iraqi study investigated the effect of smartphone usage upon the L2 English performance of 30 female secondary students of unspecified English competence level. Over two weeks, participants used their smartphones with unspecified materials following unspecified procedures while a matched control group, also of unspecified L2 English competence level, did likewise without the use of smartphones. The experimental group significantly outperformed the control on a pre-/post-treatment test of writing, speaking, reading and listening. It also expressed positive attitudes towards the use of smartphones in the learning of English.

Albogami, A., & Algethami, G. (2022). Exploring the use of WhatsApp for teaching speaking to English language learners: A case study. Arab World English Journal (2nd Special Issue on Covid 19 Challenges), 183-201.

This Saudi Arabian study describes the effect of a mobile-accessible social messaging app (WhatsApp) upon the L2 English speaking ability of L1 Arabic university students of unspecified English proficiency level. Over nine weeks, 15 participants used WhatsApp to voice chat on 17 topics assigned by their instructor. Although 15 participants were pre-tested, only four took the post-test. Their results were compared against those of four students who had followed the same class instruction without the use of WhatsApp. Both the pre-test and post-test results of the experimental group were superior to those of the students who didn’t use WhatsApp.

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, PoppletLite, 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 & Lari (2012). It examined the effect of learning vocabulary via mobile phone-based 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, Sarab & Lari (2012), the results reported here show that the experimental group outperformed the control group in the immediate post-test.

Alemi, 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-intermediate-level 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 four-week delayed post-test.

Alenezi, S., & Bensalem, E. (2022). The effect of using WhatsApp on EFL students' medical English vocabulary learning during the Covid-19 pandemic. English Studies at NBU, 8(1), 29-42.

This Saudi Arabian study compared the effectiveness of a mobile-accessible social networking app (WhatsApp) to that of a learning management system (Blackboard) for learning medical vocabulary. Over ten weeks, once per week, intermediate-level L2 English university students received a wordlist for which they had to write example sentences, 120 in total. WhatsApp was used for this purpose by 53 participants and Blackboard by 55. No significant difference between the two groups was observed on a pre-/post-treatment vocabulary test, however a majority of the WhatsApp group viewed its use positively.

Alfadil, M. (2020). Effectiveness of virtual reality game in foreign language vocabulary acquisition. Computers & Education, 153, 103893.

This Saudi Arabian study evaluated the effect of a mobile-based virtual reality game app (House of Languages) on the acquisition of L2 English vocabulary by intermediate school students of unspecified English competence level. Over twelve school days, in class sessions of 5-8 minutes, 32 participants used Samsung Galaxy smartphones and Gear VR headgear to learn 30 words. A control group of 30 did likewise using printed books and worksheets. The experimental group significantly outscored the control with a medium effect size on a pre-/post-treatment vocabulary test comparison. It also expressed great enthusiasm in using the virtual reality app.

Alfuhaid, S. (2021). The utilization of Duolingo to enhance the speaking proficiency of EFL secondary school students in Saudi Arabia. English Language Teaching, 14 (11), 9-15.

This Saudi Arabian study evaluated the effect of a mobile-accessible L2 English app (Duolingo) upon the speaking performance of 14 male L1 Arabic secondary school students of unspecified English competence level. The students used the app, presumably out-of-class via their mobile phones, an hour daily for four months. Dring the same time, a control group of 14 attended classes without using the app. The experimental group significantly outperformed the control on a post-treatment test, not only in speaking but also vocabulary and grammar. The participants’ positive attitude towards Duolingo was an intrinsic factor that helped alleviate their anxiety when speaking.

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 university students of unspecified L2 English competency level regarding their voluntary use of a mobile phone-based audience response system (Socrative). It was used during a 12-week online English language course that met for 80 minutes/once per week. The system was used for 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 Socrative helpful in understanding course content. Notwithstanding, use of the system decreased from 84% at the beginning to 12% at the end of the course.

AlGhamdi, M. (2018). Arabic learners’ preferences for Instagram English lessons. English Language Teaching, 11(8), 103-110.

This study, undertaken by a researcher in Saudi Arabia, examines the reactions of 48,000 Arabic L2 English learners to the simplicity versus complexity of language lessons posted on a mobile-accessible social networking site (Instagram). Over an unspecified period of time, ten one-minute lessons were posted, five simple ones and five complex ones. The reactions of followers were gathered by analyzing the number of times participants clicked like’ or wrote positive or negative comments. Participants interacted more actively when the simple structures were posted. Most students responded negatively to complicated lessons.

Alghamdy, R. (2019). The impact of mobile language learning (WhatsApp) on EFL context: Outcomes and perceptions. International Journal of English Linguistics, 9(2), 128-135.

This Saudi Arabian study evaluated the effect of a mobile-accessible instant messaging app (WhatsApp) upon the L2 English learning of 25 university students of unspecified L2 English competency level. Over ten weeks participants accessed the app, presumably via their smartphones, to complete unspecified reading, grammar, writing, speaking and listening exercises. Meanwhile, a control group of 23 was taught the same content using unspecified traditional methods. The experimental group significantly outscored the control on a pre-/post-comparison. It also claimed to have enthusiastically joined WhatsApp groups and believed that working in a WhatsApp group boosted their motivation and academic results.

Alhadiah, A. (2020). EFL learners’ experience of a MALL-based vocabulary learning tool. Indonesian Journal of Applied Linguistics, 10(2), 283-291.

This study investigated the perceptions and attitudes of 38 L1 Arabic university students of unspecified L2 English competency level in a Saudi Arabian university regarding their use of a mobile-based vocabulary app (Quizlet) for L2 English learning. Over 14 weeks, using their smartphones, participants accessed in class and out Quizlet course-related vocabulary study sets created by the instructor and themselves. Post-treatment questionnaires and interviews showed that the students demonstrated positive attitudes towards the use of Quizlet in English vocabulary learning. They found it easy to use and reported their intention to use it in the future.

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 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 mobile-accessible instant messaging app (WhatsApp) for the learning of L2 English vocabulary. Over 25 days, 36 university students of unspecified L2 English competency level learned 50 words. Half of the group did so via mobile phones to which two words per day were sent via WhatsApp 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.

Alhebshi, A., & Gamlo, N. (2022). The effects of mobile game-based learning on Saudi EFL foundation year students’ vocabulary acquisition. Arab World English Journal, 13(1) 408-425.

This Saudi Arabian study evaluated the effectiveness of a mobile-accessible game-based quiz app (Quizizz) on the pre-intermediate-level L2 English vocabulary acquisition of 28 L1 Arabic university students. Participants used the app in class, presumably via mobile phones, to learn 40 words, about seven at a time twice per week for four weeks. Meanwhile a matched control group of 28 studied the same words without using Quizizz. The experimental group significantly outscored the control and expressed positive attitudes towards use of the app for English vocabulary learning. They also demonstrated higher extrinsic learning motivation than the control group.

Alhujaylan, H. (2024). Gauging the effectiveness of a mobile application for learning English phrasal verbs. ReCALL, FirstView, 1-15.

This Saudi Arabian study assessed the effect of a mobile-based flashcard/games L2 English app (PHRASAL VERBS) upon the phrasal verb learning of 61 intermediate-level female university students., who accessed the app in-class twenty minutes daily for eight weeks. Meanwhile, a matched control group of 61 did likewise using paper-based materials. The experimental group participants significantly outscored the control on a pre-/post-test comparison. They also expressed relatively positive attitudes toward using mobile phones for language learning. However, respondents were divided on the question of learning through an app versus a textbook, with a substantial number favoring more conventional teaching methods.

Alhuwaydi, A. (2020). Effect of smartphone flashcard app on Saudi undergraduates’ vocabulary acquisition in EFL reading classes. Asian EFL Journal, 27(4.6), 227-250.

This Saudi Arabian study describes the effect of a mobile-based flashcard app (Cram) upon the pre-intermediate-level L2 English vocabulary acquisition of 42 L1 Arabic university students. Participants used the app via their personal smartphones over seven weeks to learn 60 words. Participants showed significant improvement overall, especially in production and recognition, on a pre-/immediate-post-test comparison. Results of a three-week-delayed-post-test were significantly better than the immediate for vocabulary production but the same for recognition. Students also targeted the use of vocabulary learning strategies, however there no significant correlation was found between level of vocabulary acquisition and use of vocabulary learning strategies.

Ali, A. (2022). Effects of a gamified MALL application on developing EFL preparatory school students’ speaking and enjoyment and reducing speaking anxiety. CDELT Occasional Papers in the Development of English Language Education, 78(1), 241-296.

This Egyptian study assessed the effect of a game-based language learning app (Duolingo) upon the speaking ability of 30 beginner/intermediate-level L2 English female L1 Arabic high school prep students. Over eight weeks, using smartphones/tablets, participants completed five Duolingo lessons weekly as a complement to assigned coursework. Meanwhile, a control group of 30 studied the same content without access to the app. The experimental group significantly outperformed the control on a pre-/post-test comparison. It also perceived Duolingo favorably in terms of reducing speaking anxiety and enhancing foreign learning enjoyment. A positive correlation was thus observed between speaking performance and enjoyment.

Ali, M., Alaa, A., & Shahnaz, A. (2024). The impact of mobile learning in English language classrooms in Pakistan. Asian Journal of Second and Foreign Language Education, 9, 127-137.

This Pakistani study investigated the effect of MALL upon the L2 English grammar competence of university students of unspecified mixed ability level. Over four months, 50 participants used their mobile phones to access a variety of unspecified MALL apps, in class as well as out-of-class. They likewise profited from peer-group interaction via a social networking app (WhatsApp) chat group. Meanwhile, a control group of 50 received only traditional in-class instruction that focused on the grammar-translation method using the whiteboard and printed textbooks. The experimental group significantly outperformed the control on a pre-/post-test comparison.

Ali, M., Asad, Z., & Moghal, S. (2020). Utilizing Mobile Assisted Language Learning (MALL) for teaching English to non-formal learners in Pakistan. Journal of Arts and Social Sciences, 7(2), 70-81.

This study describes the effect of MALL applications on the L2 English of fourth-grade level adults in an informal English course in Pakistan. Over two weeks, 60 participants of unspecified English competence level studied materials of unspecified English focus following unspecified procedures using unspecified MALL applications via unspecified mobile devices. A control group of 60, also of unspecified English competency level, did likewise without the benefit of any MALL applications. The MALL group significantly outscored the control on a pre-/post- test comparison that targeted an unspecified language focus.

Ali, M., Bashir, A., Anjum, A. & Mahmood, M. (2020). Impact of Mobile Assisted Language Learning on the young ESL learners’ vocabulary in Pakistan. Journal of Research and Re

This Pakistani study evaluated the L2 English vocabulary learning outcomes of 60 3rd-graders of unspecified L2 English proficiency level. For two weeks, the group studied unspecified content following unspecified procedures. Half of the group did so using mobile phones and half received conventional instruction. The mobile phone group significantly outperformed the conventional teaching group on a pre-/post-treatment vocabulary test comparison.

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 using their mobile phones via WhatsApp, 100 fifth-graders of unspecified L2 English competency level were taught grammar related to verbal tense. During the same time, a control group of 100 students received the same instruction without any mobile phone-based intervention. The experimental group significantly outscored the control on a post-treatment thirty-item grammar test.

Ali, M., Mahmood, M., Yasmin, T., & Gulzar, M. (2021). Exploring the efficacy of Zoom as MALL tool in Pakistan. Elementary Education Online, 20(5), 6058-6071.

This Pakistani study describes the results of an L2 English MALL implementation based on the use of a web conferencing system (Zoom). It involved 60 public sector college students and an equal number of students in a control group that received only conventional instruction without any MALL support. However, no information is provided regarding essential features of the treatment (i.e., age, sex, L2 English proficiency level of the participants, materials used, language focus, procedures followed, treatment duration). It is nonetheless claimed that the experimental group learners performed significantly better than the control group on a pre-/post-test comparison.

Ali, M., Malik, N., Moghal, S., …, & Kazi, A. (2021). Teaching English collocations to undergraduate learners through Mobile Assisted Language Learning. Linguistica Antverpiensia, 1, 326-348.

This Pakistani study evaluates the effect of a mobile social networking app (WhatsApp) upon the learning of twenty L2 English collocations by pre-intermediate-level fourth-grade boys. A group of 40 was provided mobile phones, which they used over seven weeks to access WhatsApp to complete tutorial activities and discuss/practice collocations through various real-life activities and dialogues. A matched control group of 40 studied the same vocabulary following traditional instruction without any mobile-based support. Whereas the performance of the control group in a pre-/post-test comparison did not show significant improvement in collocation learning, the experimental group performed significantly better in its post-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.

Ali, M., Yasmin, T., & Ahmed, K. (2021). Using WhatsApp as MALL tool to enhance ESL learners' performance in Pakistan. International Journal of Elementary Education, 20(5), 2480-2494.

This paper describes the effect of MALL upon the intermediate-level L2 English of eighth-graders in Pakistan. For a month, 60 participants used mobile phones to access a social networking app (WhatsApp) for undescribed language learning activities. At the same time, a control group of 60 studied English without use of the app. Although both groups significantly improved their scores on a pre-/post-test comparison, the WhatsApp users did so significantly more than the control group. MALL usage was also deemed to have promoted mutual understanding, construction of knowledge and learners’ autonomy.

Ali, N. (2021). The effect of Duolingo usage on students’ vocabulary mastery of seventh-grade students at MTs PAB 1 Helvetia. Jurnal Serunai Bahasa Inggris, 13(1), 23-30.

This Indonesian study describes the effect of a mobile-accessible L2 English learning app (Duolingo) upon the vocabulary acquisition of 30 low ability seventh-grade students. Participants accessed the app over an unspecified time period, presumably using their personal smartphones. This experimental group significantly outscored a similar control group of 30 non-app users on a post-treatment vocabulary test.

Ali, S., Yunus, K., Alshaikhi, T., & Aliia, A. (2022). The impact of Mobile Assisted Language Learning (MALL) on the University of Tabuk learners' autonomy considering the kingdom of Saudi Arabia's vision 2030. Journal of Positive School Psychology, 6(8), 10341-10348.

This Saudi Arabian study evaluated the effect of a mobile-accessible language learning app (Rosetta Stone) upon the learning autonomy of 30 B1+-level L2 English university students. Over 35 class sessions, participants used iPads to access Rosetta Stone lessons. However, neither the content studied nor the treatment procedures followed were specified. During the same time period, a matched control group received the same class instruction without use of the app. Based on pre-/post-treatment autonomy questionnaire responses, the perceived autonomy level of the experimental group increased significantly more than that of the control group.

Ali Ta'amneh M (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 reading and writing skills of 19 Saudi Arabian university students of unspecified L2 English competence level. 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.

Aliakbari, M., & Mardani, M. (2022). Mobile-Assisted Language Learning and its effects on learners' speaking development. Education Research International, xx, 1-14.

This study compared the effectiveness of a MALL-based vs face-to-face L2 English course on the speaking ability of 60 B2-level learners in an Iranian language institute. Over 25 ninety-minute sessions, half the group received instruction via a social networking app (WhatsApp) and half in class. According to a post-treatment questionnaire, the majority of students were satisfied with mobile learning classes. Moreover, those in the MALL class significantly outperformed the face-to-face group on a speaking post-test. It was also found that mobile learning classes had a significant role in increasing students’ motivation to participate in class discussions.

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 Mobile-Assisted 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 MP3-based L2 English lessons (TalkEnglish) on oral skill development. Compared to a control group of 44 L1 Arabic university students of unspecified L2 English competence level who received only classroom instruction, a matched 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 of unspecified L2 English competence level. 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.

Alkhawaldeh, M., & Khasawneh, M. (2021). The effect of flipped classroom strategy via smart phones in academic achievement in the English language for blind and visually impaired students. Journal of Asian Multicultural Research for Educational Study, 2(3), 1-10.

This Saudi Arabian study describes the implementation of a flipped classroom learning approach for L2 English based on a smartphone-accessible social networking app (WhatsApp). All participants were enrolled in a special education center for blind and visually impaired students of unspecified English competence level. Over six weeks, nine students received unspecified course-related multimedia files via WhatsApp which served to stimulate interaction and discussion with the teacher and their peers. It is claimed, without p value or Effect Size calculations, that a pre-/post-test demonstrated significantly better performance compared to a control group of nine that received only unspecified traditional classroom instruction.

Al-Khayyat, A. (2019). The effect of using Mobile Assisted Language Learning (MALL) in developing university students’ English language achievement. Journal of the College of Basic Education, Al-Mustansiriya University, 213-227.

This Iraqi study describes a pre-intermediate-level L2 English MALL treatment that used a social networking app (WhatsApp) and Google Translate with 36 university students over an unspecified time period. Using their smartphones, participants received WhatsApp messages in class which required them to read, listen, audio record and write. For homework, they received a text for which they used Google Translate to look-up unknown vocabulary, listened to and recorded an audio clip, and wrote paragraphs. On a post-test comparison, these students significantly outperformed on grammar and vocabulary two control groups of 31 and 32 students, whose curricular activities are not described. 

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 of unspecified L2 English competence level. 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 post-treatment 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.

Allagui, B. (2021). Writing a descriptive paragraph using an Augmented Reality application: An evaluation of students’ performance and attitudes. Technology, Knowledge and Learning, 26(3), 687-710.

This study evaluated the effect of using an Augmented Reality (AR) prompt upon the L2 English writing of 32 university students in the United Arab Emirates. Participants were L1 Arabic with an English competency level below B2. Based on an individually written pre-treatment written paragraph assessment, which used a printed image prompt, participants were identified as poor, average, or good. In a second session, participants used their smartphones to access an AR image prompt and collaboratively write a similar descriptive paragraph. Results demonstrated that scores earned by weak and average students were similar to the scores of good students.

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 Saudi Arabian study investigated the effect of a social networking app (WhatsApp) upon the vocabulary learning of 35 upper-intermediate/advanced-level L2 English university students. Over three weeks, participants received via WhatsApp three idioms four times per week, accompanied by illustrative pictures, animations and videos. A matched control group of 35 learned the same vocabulary from a printed booklet that presented the idiom, a definition and three example sentences. The experimental group significantly outscored the control on a post-treatment vocabulary test and expressed positive attitudes towards learning English idioms via WhatsApp.

Almogheerah, A. (2020). Exploring the effect of using WhatsApp on Saudi female EFL students' idiom-learning. Arab World English Journal, 11(4), 328-350.

This Saudi Arabian study investigated the effect of a social networking app (WhatsApp) upon the vocabulary learning of 35 upper-intermediate/advanced-level L2 English university students. Over three weeks, participants received on their mobile phones via WhatsApp three idioms four times per week, accompanied by illustrative pictures, animations and videos. A matched control group of 35 learned the same vocabulary from a printed booklet that presented the idiom, a definition and three example sentences. The experimental group significantly outscored the control on a post-treatment vocabulary test and expressed positive attitudes towards learning English idioms via WhatsApp.

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, apparently during one session, a prototype Android smartphone-based L2 Arabic vocabulary learning app (UArabic) with 20 Islamic elementary school children of unspecified L2 Arabic competence level. 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.

Alolaywi, Y., & Alkhalaf, S. (2023). The effectiveness of texting on enriching Saudi EFL college students’ vocabulary repertoire. Higher Education Research, 8(4), 184-192.

This Saudi Arabian study evaluated the effect of a texting app (Telegram) upon the L2 English vocabulary acquisition of 40 university students of unspecified L2 English competence. Over eight weeks, participants engaged in daily Telegram-based conversations with each other and their instructor related to the vocabulary items covered in the course. Presumably, this was done in English using their mobile devices. On a post-test comparison, this experimental group significantly outperformed a control group of 40 that did not undertake such conversations.

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 of unspecified L2 English competence level 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.

Alqarni, A. (2024). Effect of Mobile Assisted Learning on English language vocabulary and grammar: The Saudi Arabian context as a case study. Arab World English Journal. Special Issue on CALL, 10, 246-265.

This Saudi Arabian study describes the effect of an unspecified MALL application upon the L2 English vocabulary and grammar acquisition of 29 university students of unspecified English competence level. Over four weeks, following unspecified procedures and using unspecified mobile devices, participants studied unspecified materials with unspecified frequency. A pre-/post-test comparison demonstrated an improvement in vocabulary scores, but grammar performance remained unchanged.

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 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.

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 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.

Alshabeb, A. (2020). The Potential of Using Mobile Social Media Applications for Language Learning: A Case Study in Saudi Higher Education. PhD dissertation, University of Wolverhampton, UK.

This Saudi Arabian PhD thesis evaluated the intermediate-level L2 English in the descriptive paragraph writing of 37 L1 Arabic university students. The group wrote for four weeks under traditional pen & paper conditions that involved collaborative student, teacher-facilitated, techniques. During a fifth week, students wrote completely individual assignments using their mobile phones to access web-based resources for content and writing support apps. Mobile phone usage during the writing task led to more engagement and enthusiasm during the writing process than applying the traditional writing approach. However, results obtained by traditional methods were superior to mobile on all evaluation parameters.

Al-Shallakh, M. (2023). Artificial Intelligence-based mobile learning in English language teaching (ELT) for EFL learners: Enhancing pronunciation with ELSA SPEAK in Oman. Arab Humanities Journal, 4(3), 208-221.

This Omani study evaluated the effect of a mobile-accessible Artificial Intelligence L2 English app (ELSA) upon the pronunciation of 50 college students of unspecified English competence level. Presumably using their personal mobile phones, participants accessed the app for eight weeks as a course supplement to study unspecified content following unspecified procedures. Meanwhile, a matched control group of 50 attended the same course without using ELSA. The experimental group displayed significantly better pronunciation (intelligibility and comprehensibility) compared to the control on a pre-/post-test comparison. This AI-based mobile learning experience reduced students' nervousness and fostered an enjoyable learning atmosphere for completing exercises.

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 English listening comprehension of 15 military institute students of unspecified L2 English competency level. 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 of unspecified L2 English competency level 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-/post-test of translation accuracy, the experimental group significantly outperformed the control group, which did not use mobile devices during the course.

Al-Shehab, M. (2020). The role of Mobile-Assisted Language Learning (MALL) in enhancing the writing skills of intermediate IEP students: Expectations vs reality. Language Teaching Research Quarterly, 20, 1-18.

This Kuwaiti study investigated the effect of MALL upon the writing ability of intermediate-level L2 English university students. Over five weeks, 40 students, all L1 Arabic speakers, wrote essays using individual and collaborative techniques with instructor feedback. In one two-hour session during the last week, 34 of the participants wrote an essay in class using their smartphones, Word, a mobile English dictionary app and Internet search engines. Work was undertaken individually without instructor feedback. The content and grammar aspects, but not mechanics or word choice, improved in the MALL-assisted composition.

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 14-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.

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 phone-based 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, 2011b). Over 14 weeks, a group of 33 intermediate-level L2 English university students uploaded photos, video clips, or texts from their personal out-of-class contexts to a social networking app (Facebook) using their own mobile phones. They reflected on each other’s uploaded materials using their mobile phones as well. 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.

Alsowat, H. (2017). Breaking down the classroom walls: Augmented Reality effect on EFL reading comprehension, self-efficacy, autonomy and attitudes. Studies in English Language Teaching, 5(1), 1-23.

This Saudi Arabian study evaluated the effectiveness of Augmented-Reality techniques applied to the English reading of 30 university students of unspecified L2 English competency level. Over eight weeks, four hours weekly, participants read chapters from their textbook (English for Academic Purposes) with a smartphone-based augmented-reality component. A control group of 29 read the same material in normal printed form. The experimental group scored significantly better than the control on a post-treatment reading test and also demonstrated a higher level of self-efficacy and autonomy. It also expressed positive attitudes towards using AR in language learning.

Al-Temimi, Z. (2017). Usefulness of adopting smartphones in education to develop the learners’ proficiency in English language. Al-Ma’mon College Journal, 30, 144-160.

This study investigated the effect of smartphone usage in the teaching of L2 English to high school students in Iraq. Over eight weeks, 25 participants of unspecified English competency level used their smartphones to study unspecified materials following unspecified procedures. A control group of 25, also of unspecified L2 English competency level, did likewise following unspecified communicative methods. Overall, on a pre-/post-test comparison of speaking, writing, listening and reading, the experimental group significantly outperformed the control. However, the control group demonstrated significantly better reading results than the experimental group.

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 upper-intermediate L2 English university students. For a month, in four two-hour 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 self-editing in the areas of grammar and punctuation, but no statistically significant differences were revealed in spelling or capitalization.

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-/high- level 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 B1-level L2 English listening proficiency of 30 college students in the United Arab Emirates, presumably through the use of mobile phones. 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.

Alzieni, H. (2024). The impact of Mobile Assisted Language Learning (MALL) in developing the speaking skill: An empirical study in the United Arab Emirates. The Journal of Teaching English for Specific and Academic Purposes, 12(1), 165-173.

This study describes the effect of MALL upon the speaking skills of B1-level L2 English college students in the United Arab Emirates. Although no information is provided about the mobile devices used, treatment materials, processes, duration or frequency, it is claimed that on a pre-/post-test comparison an experimental MALL group of 33 significantly outscored a control group of 33 that studied following undefined traditional methods without the benefit of MALL. Most teachers involved in the project favored MALL and believed it positively impacted students' speaking skills.

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 three-month long Jordanian study investigated the effect of mobile phone-based e-mail exchanges upon the writing skills and vocabulary acquisition of 20 English majors of unspecified L2 English competency level 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.

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 of unspecified L2 English competency level. Over twelve weeks, 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 of unspecified L2 English competence level. Over twelve weeks, participants applied 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.

Amalia, I. (2020). The application of Mobile-Assisted Language Learning (MALL) in teaching pronunciation. International Journal of Language Education and Cultural Review, 6(2), 194-203.

This Indonesian study evaluated the effect of an unnamed mobile phone-based pronunciation app upon the English pronunciation of secondary school students of unspecified L2 English competence level. The app was used by 26 students for three weeks to undertake unspecified activities following unspecified procedures. Meanwhile, a control group of 26 students studied presumably the same unspecified materials following an audio-lingual approach with the teacher serving as the model. The experimental group significantly outperformed the control on a pre-/post-test comparison.

Amanah, F., & Yunus, M. (2018). QR codes in ESL classroom learning. International Journal of Innovative Research and Creative Technology, 4(3), 74-77.

This Malaysian study describes the reaction of 40 L2 English university students, of unspecified proficiency level, to the use of QR codes in learning the language. Following unspecified procedures, participants studied unspecified materials during two ninety-minute classroom sessions. The first did not involve the use of QR codes, whereas the second did, presumably using smartphones. According to questionnaire results immediately following the second session, students responded very favorably to the use of QR codes. In particular, they felt that the codes encouraged them to persevere with the materials and led to good learning outcomes.

Amaraweera, S. (2022a). Shift in the Sri Lankan ESL classroom - An experiment with Mobile Assisted Language Learning. The Proceedings of the SLIT International Conference on Advancements in Sciences & Humanities (pp. 82-86).

This is the conference presentation of Amaraweera (2022b).

Amaraweera, S. (2022b). Shift in the ESL classroom: Effectiveness of Mobile-Assisted Language Learning (MALL) in English as a second language (ESL) settings. Humanities and Sciences, 3(1), 56-65.

This study from Sri Lanka evaluated the effect of using a mobile-accessible instant messaging app (WhatsApp) upon the acquisition of 40 English phrasal verbs by university students of unspecified L2 English competence level. Presumably using their personal mobile phones, over eight days, 15 students accessed WhatsApp to recover out-of-class this vocabulary on cards that included definitions, examples and illustrative pictures. A control group of 15, also of unspecified L2 English competence level, viewed and discussed the same cards in class over a total of 1.5 hours. The experimental group significantly outscored the control on a pre/post-test comparison.

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 included the pronunciation of an English word, its spelling and Japanese equivalent displayed as subtitles. During one counterbalanced testing session, ten university students of unspecified L2 English competence level memorized the meaning of 20 English words, five using the vodcasts and five with pen and paper. They then switched methods. Three post-tests were administered: immediate, two-week-delayed and two-month-delayed. The vodcast results were significantly 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.

Amirnejad, A. (2015). The effect of using cell phone video recording features on Iranian EFL learners’ fluency. Scholars Journal of Arts, Humanities and Social Sciences, 3(4B), 927-933.

This Iranian study evaluated the effect of making audio recorded monologues upon the speech rate of A2-level L2 English language institute students. Over a period of apparently three weeks, five times per week, twenty participants used their mobile phones to make fifteen 30-60 second recordings on assigned conversational topics. A matched control group of twenty students received the same classroom instruction without the MALL intervention. The experimental group significantly outscored the control on a post-treatment test of speech rate based on the same topics used for the recordings.

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.

Andalis, A., Henson, B., Junsay, J., … & Dela Cruz, G. (2017). Effectiveness of the AngoLingo mobile game technology in English language learning in Adamson University Basic Education Department. JPAIR Multidisciplinary Research, 28(1), 180-193.

This study compared the L2 English learning of two groups of Filipino sixth-graders of unspecified English competence level. During one sixty-minute session, while a control group of 18 did nothing, an experimental group of 18 used their mobile phones to access the vocabulary, spelling and grammar material at three levels (Beginner, Intermediate, Advanced) presented by a mobile tutorial game app (AngloLingo). The experimental group significantly outscored the control group on all three immediate post-tests of vocabulary, spelling and grammar.

Andreani, W., & Ying, Y. (2019). "PowPow" interactive game in supporting English vocabulary learning for elementary students. Procedia Computer Science, 157, 473-478.

This Indonesian paper describes a single trial session of an L2 English Android mobile game-based vocabulary app (PowPow) with 35 elementary school children of unspecified L2 English competency level. 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.

Andriani, R., & Kasriyati, D. (2020). Android apps in EFL classroom environment: Improving students’ learning outcomes in translation. International Journal of Environment and Technology, 7(2), 1-8.

This Indonesian study describes the effect of a mobile-accessible social media app (Edmodo) upon the L2 English translation skills of 22 university students of unspecified English competence level. Over three months, via their personal smartphones, participants accessed the app as a course platform for the presentation and discussion of unspecified translation exercises during four class sessions of two and a half hours. A pre-/post-test comparison demonstrated a significant improvement in the students’ ability to translate from English to Indonesian.

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 B1-level L2 English university students in Spain. Both studies lasted four months and involved 30 WhatsApp users and a control group of 30 non-users. 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.

Andújar, 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.

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, 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., & Cruz-Martínez, M. (2017). Mensajería instantánea móvil: WhatsApp y su potencial para desarrollar las destrezas orales (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 using smartphones 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.

Andujar, A., & Salaberri-Ramiro, M. (2021). Exploring chat-based communication in the EFL class: Computer and mobile environments. Computer Assisted Language Learning, 34(4), 434-461.

This Spanish study compared the daily use of a smartphone-accessed messaging app (WhatsApp) to a computer-accessed counterpart (Facebook). The 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, 2414 messages compared to 1606. 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.

Anggraeni, 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 Instagram favorably, however, they also expressed concerns about making their writing public on social media and their perception of their privacy being violated.

Anggraini, A. (2022). Improving students’ pronunciation skill using ELSA speak application. Journey: Journal of English Language and Pedagogy, 5(1), 135-141.

This study investigated the effectiveness of a mobile-based L2 English pronunciation app (ELSA) on the pronunciation of 20 learners of unspecified English competence level, presumably in Indonesia. Over nine meetings at an unspecified educational institution, participants accessed the app via their Android smartphones to complete unspecified exercises. In a first cycle, activities were entirely teacher-directed. In a second cycle, students were encouraged to take a more active role in exercise selection. Participants were initially tested to establish a baseline, then once after the first cycle and again after the second.  Average results improved after each testing.

Ankeny, R. (2019a). 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. For 15 consecutive days as part of a writing course, participants accessed the app out of class via their mobile phones 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). Ortaöğretim öğrencilerinin İngilizce kelime öğrenmeleri ve materyal motivasyonları üzerine: Cep telefonu destekli videolar (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 of unspecified L2 English competency level. For eight weeks, half of the group learned textbook-based vocabulary via videos they made with their own mobile phones while the other half studied the same materials without any video creation. The experimental group significantly outscored the control on a pre-/post-treatment 40-item vocabulary test comparison, but there was no significant difference upon motivation to use the material. Experimental group students also reported positive opinions about the use of mobile phone-supported video.

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 investigated the short-term effects of photo note-taking upon the English vocabulary learning of Japanese university students of unspecified L2 English competency level. In three class sessions over four weeks, an experimental group of 21 used their mobile phones to take photo-notes of a PowerPoint presentation while a control group of 35 took notes using pen and paper. On a one-week-delayed-post-treatment 20-item vocabulary test, the group using mobile photo note-taking performed significantly better than the group using conventional pen and paper note-taking.

Anzai, Y., Funada, M. & Akahori, K. (2013). Immediate effects of mobile photo note-taking 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 of unspecified L2 English competency level. 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 (one-week-delayed-post-test) results of the first study in which the photo note-taking group out-performed the control.

Aragão, R. (2017). Emoções e ações de professores ao falar inglês no WhatsApp (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 of unspecified L2 English competency level 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 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 of unspecified L2 English competency level. 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 of unspecified L2 English competency level regarding their personal use of a mobile-based out-of-class 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/B1-level university students over an undisclosed period of time. On a post-test, 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 of unspecified L2 English competence level used their mobile phones to watch 5 to 10-minute vocabulary videos covering 72 collocations via WhatsApp under one condition and matched group of 25 under the other condition. Small group 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.

Arifani, Y., Asari, S., Anwar, K., & Budianto, L. (2020a). Individual or collaborative WhatsApp learning? A flipped classroom model of EFL writing instruction. Teaching English with Technology, 20(1), 122-139.

This Indonesian study evaluated the effectiveness of the collaborative compared to the individual use of a mobile-accessible social networking app (WhatsApp) for the out-of-class learning of English cohesive writing by fifty 7th-graders in a flipped classroom implementation. Over six weeks, presumably via their mobile phones, participants of unspecified L2 English competency level received a weekly 5-10-minute video lesson on the use of cohesive devices (Reference, Substitution, Ellipsis, Conjunction, Lexical Cohesion) for which they completed corresponding exercises, half the group via collaborative discussions and half individually. On a pre-/post-test comparison, students working collaboratively significantly outperformed those working individually.

Arifani, Y., Hidayat, N., Mulyadi, D., & Wardhono, A. (2020b). Enhancing EAP learners’ vocabulary acquisition: An investigation of individual SMS-based reporting activities. Teaching English with Technology, 20(5), 125-146.

This Indonesian study compared the learning of academic L2 English using SMS. Over four months on a daily basis, 60 university students received via SMS on mobile phones two English words for which they had to send back to their instructor a definition. Twenty students did so in English, twenty in Indonesian and twenty in both English and Indonesian. The dual language group significantly outscored the other two groups on a pre-/post-test comparison. Students expressed positive attitudes towards the treatment, but significantly so only for the Indonesian and English/Indonesian groups.

Arifani, Y., & Jumadi (2021). Enhancing EAP learners’ academic vocabulary learning: An investigation of WhatsApp-based reporting and receiving activities. Teaching English with Technology, 21(4), 51-75.

This Indonesian study evaluated the English vocabulary acquisition of 80 university students of unspecified L2 English competency level. Over four months, presumably using their mobile phones, 20 students received via WhatsApp 20 words per week with accompanying definitions and synonyms in Indonesian and English. Another 20 received the same words, for which they had to find their own definitions and synonyms and report these back to their instructor. Two control groups of 20 did likewise with printed word lists, the self-directed ones reporting the results to their instructor. The self-directed WhatsApp group significantly outscored the others in a pre-/post-test comparison.

Arifin, I. (2020). The effectiveness of Memrise application and Tinycards by Duolingo application to teach adjective (a quasi-experimental research at the 11th grade students of SMA Kartika iii-1 banyubiru in the academic year of 2019/2020). Research Paper, IAIN Salatiga.

This Indonesian BA thesis compared the effectiveness of two mobile-accessible flashcard type apps (Memrise, Tinycards) upon the L2 English adjective learning of eleventh-grade high school students of unspecified English proficiency level. Over four class sessions, presumably via their smartphones, 32 students used Memrise and 33 used Tinycardsto learn unspecified adjectives following unspecified procedures. A pre-/post-test comparison revealed no significant difference in learning outcomes between the two groups.

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.

Arini, D., Hidayat, F., Winarti, A., & Rosalina, E. (2022). Artificial intelligence (AI)-based mobile learning in ELT for EFL learners: The implementation and learners' attitudes. International Journal of Educational Studies in Social Sciences, 2(2), 88-95.

This Indonesian study compared the L2 English learning outcomes of 200 university students, half who used a mobile-based artificial intelligence app (NovoLearning) and half who did not, to study all English skills for a semester. No information is provided about the participants’ L2 English competence level, the materials used nor the procedures followed. The experimental NovoLearning group was required to finish all of the program. Pre-/post-test results showed the experimental group’s English competence was significantly greater than the control group. The experimental group also expressed positive attitudes toward the treatment.

Arumugam, R., & Noor, N. (2021). Mobile apps based on Keller personalized system of instruction to promote English vocabulary acquisition. International Journal of Interactive Mobile Technologies, 15(23), 4-17.

This study compared the effectiveness of a mobile game-based L2 English vocabulary app (JuJu English Vocabulary) to the traditional classroom teaching of the same vocabulary in a Malaysian primary school. The app adapted the Keller Plan Personalized system of instruction. Over an unspecified period of time, 60 beginning-level participants studied vocabulary related to World and Self, Family and Friends. Half the students used one method and half the other. While both groups made significant learning gains, the mobile app users did so to a significantly greater extent than the traditional group. They also expressed satisfaction with using the app.

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. For an unspecified period of time, 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 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 English reading comprehension of 25 10th-graders of unspecified L2 English competence level. Twice a week for nine weeks, presumably using their mobile phones, participants accessed a 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 post-treatment reading test.

Aswaty, P., & Indari, A. (2022). The effect of using ELSA (English Language Speech Assistant) speak application on students’ speaking ability for the eleventh grade of Mas Darul Al Muhajirin in the academic year 2021/2022. Serunai: Jurnal Ilmiah Ilmu Pendidikan, 8(1), 18-23.

This Indonesian study evaluated the effect of an L2 English speaking app (ELSA Speak) upon the pronunciation of 20 eleventh-grade high school students of unspecified English competence level. Participants used their smartphones to access one ELSA Speak lesson over an unspecified treatment duration/frequency period. On a pre-/post-test comparison, the pronunciation of ELSA Speak users improved significantly more than that of a control group of 20 students who did not use the app.

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.

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 effect of three teaching platforms on the B1-level L2 English speaking skills of 90 female L1 Persian Higher Education Institute students. Weekly over three months, 30 participants used mobile devices to access course materials out of class via Voice Thread while another thirty 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. Both experimental groups expressed positive attitudes towards the apps they used.

Atay, E., & Zabitgil Gülseren, Ö. (2020). The efficiency of Mobile Assisted Language Learning (MALL) in vocabulary learning. V. Krystev, M. Dinu, R. Efe & E. Atasoy (Eds.), Advances in Social Science Research (pp. 44-58).

This Turkish study evaluated the effect of a mobile-accessible vocabulary learning app (Memrise) on the L2 English performance of 25 intermediate-level university preparatory school students. Participants accessed the app in class via their smartphones for eight weeks while a matched control group of 25 studied the same unspecified vocabulary without using the app. A pre-/post-test of the taught vocabulary revealed a significant improvement of the experimental group whereas results of the control remained essentially unchanged. Experimental group members were also more highly motivated and felt more confident, which resulted in their more active participation in the course.

Athoillah, U. (2022). The use of mobile assisted language learning (MALL) in teaching students’ listening and speaking skills. Jurnal Guru Dikmen dan Diksus, 5(1), 133-146.

This study evaluated the effect of a mobile-based L2 English app (Talk English Application) upon the listening and speaking skills of eleventh-graders of unspecified English competence level, apparently in an Indonesian high school. Over four class meetings, 30 students accessed the app via their smartphones to make video-recorded conversations. During the same time, a control group of 30, whose activities are not described, learned English without the app. Based on a pre-/post-test comparison, the experimental group significantly outscored the control on both listing and speaking performance.

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.

Aulia, H., Wahjuningsih, E., & Andayani, R. (2020). The effect of Duolingo application on students’ English vocabulary mastery. English Language Teaching and Research Journal, 4(2), 29-37.

This Indonesian study describes the effect of a mobile-accessible L2 English learning app (Duolingo) upon the vocabulary acquisition of 32 eighth-grade students of unspecified competence level. Participants accessed the app over an unspecified time period, presumably using their personal smartphones. A similar control group of 32 learned the same material via flashcards. The experimental group significantly outscored the control on a post-treatment vocabulary test.

Avci, H., & Adiguzel, T. (2017a). Project-based foreign language learning in a mobile-blended collaborative learning setting: A case study of EFL learners. Conference ProceedingsSITE 2017 (pp. 740-743), Austin, TX.

This conference presentation describes a seven-week experiment involving the use of a mobile-accessible social messaging app (WhatsApp) to provide the platform for an out-of-class collaborative L2 English project. Eighty-five upper-intermediate-level university students in Turkey worked in twenty-two self-selected WhatsApp groups to produce a magazine, presumably using their mobile phones. Data from the project consisted of self-evaluation forms, interviews, focus groups and WhatsApp logs. These collectively attested to an improved use 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.

AvciH., & 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 a seven-week experiment involving the use of a mobile-accessible social messaging app (WhatsApp) to provide the platform for an out-of-class collaborative L2 English project. Eighty-five upper-intermediate-level L2 English university students in Turkey worked in twenty-two self-selected WhatsApp groups to produce a magazine, presumably using their mobile phones. Data from the project consisted of self-evaluation forms, interviews, focus groups and WhatsApp logs. These collectively attested to an improved use of lexical collocations and a positive impact on writing skills. Most participants were favorable towards the project.

Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Journal of Cogent Education, 3(1), 164-173. 

This Lebanese four-week smartphone-based study investigated the effect of a social networking app (WhatsApp) upon the English writing ability of 25 L1 Arabic speakers of unspecified L2 English competence level in a university 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-/post-treatment essay comparison, these students significantly outperformed a matched control group of 27 who received similar in-class writing instruction without the use of WhatsApp. WhatsApp also increased the participants’ levels of learning motivation.

Axelsson, M. (2016). Diseño y evaluación de una intervención didáctica basada en aprendizaje móvil para mejorar la io de estudiantes de ELE (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 proceeding 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 were presented with models to observe, analyze and imitate, firstly asynchronously via VoiceThread then in real time via Skype. The app was trialed in Sweden for four weeks by 26 secondary school students of unspecified L2 Spanish competency level. According to a post-treatment survey, student reaction to the app was very positive.

Axelsson, M. (2017). Mobile Learning Application to Improve the Oral Interaction of Students of Spanish as a Foreign Language. PhD dissertation, Universidad Nacional De Educación a Distancia, Spain. [in Spanish]

This PhD dissertation is the follow-up of Axelsson (2016) and evaluates the development of A2-level L2 Spanish interactive speaking skills of Swedish high school students using a mobile-based app (IDAM) compared to teacher intervention. Working in pairs over four weeks, during six 50-minute sessions, participants prepared oral VoiceThread presentations on daily life topics. An experimental group of 26 did so on their own using a mobile-based app while a control group of 18 made their recordings with teacher intervention. A post-test revealed no significant difference between the performance of the groups. 

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.

Azadi, M., & Azad, M. (2017). On the effect of mobile and electronic learning (ME learning) on reading rate and reading comprehension of Iranian elementary EFL learners. In M. Mohammadi (Ed.), Proceedings of the Fifteenth International Conference of Teaching English Language and Literature Society of Iran (pp.23-29).

This conference presentation evaluates the effect of mobile-based teaching via an instant messaging app (Telegram) upon the elementary-level L2 English reading rate and comprehension of 30 Iranian primary school children. Over twelve weeks, two days per week, the participants received online reading instruction from their teacher via Telegram on their mobile devices. A matched control group of 30 received only traditional classroom instruction during this time. An immediate post-test showed that the experimental group significantly outperformed the control group in reading rate and reading comprehension.  

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 effect of mobile phone usage upon English listening comprehension. A group of 35 university students of unspecified L2 English competency level accessed audiobooks via mobile phones and another 35 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 mobile phones was also very favorable towards MALL.

Azebchikh, I., & Boussaid, I. (2024). Investigating the Effectiveness of Using Artificial Intelligence (AI) Mobile Applications, ELSA Speak, to Enhance Listening and Speaking Proficiency. MA thesis, Kasdi Merbah Ouargla University, Algeria.

This Algerian study evaluates the effect of a mobile-accessible L2 English app (ELSA Speak) upon the speaking and listening skills of 19 university students with an English competency level ranging from beginner to advanced. Presumably using personal smartphones, students accessed the app for 62 days to learn unspecified materials following unspecified procedures. A pre-/post-test comparison confirmed significant improvement in both speaking and listening ability. Concerning speaking, the tool assisted students in improving their fluency, vocabulary, grammar, and pronunciation. Regarding listening, ELSA helped learners to enhance their ability to capture the main idea, specific information, details, and inferring information.

Azeez, P., & Al Bajalani, F. (2018a). 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 mobile 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.

Azeez, P. & Al Bajalani, F. (2018b). The impact of mobile assisted language learning on developing Kurdish EFL students' speaking sub- skills at Koya University. Journal of Raparin University, 15(5), 143-168.

This study appears to be the same as Azeez & Al Bajalani (2018a). However, the text and result data are different.

Aziz, A., & Fageeh, I. (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. Students found the mobile-based exercises fast, easy and motivating.

Aziza, P. (2020). The implementation of using quick response codes in listening comprehension for senior high school. Retain, 8(1), 125-131.

This Indonesian describes the experimental use of QR codes in a tenth-grade high school L2 English class with 35 students of unspecified proficiency level. Over two weeks, with unspecified frequency, participants read a textbook story augmented by QR codes to provide listening comprehension practice, apparently with the use of smartphones.  According to a post-treatment questionnaire, students responded positively toward the use of QR codes in teaching listening. They also agreed that QR codes were an efficient and flexible means of increasing their motivation and curiosity.

Azlan, N., Zakaria, S., & Yunus, M. (2019). Integrative task-based learning: Developing speaking skill and increase motivation via Instagram. International Journal of Academic Research in Business and Social Sciences, 9(1), 620-636.

This Malaysian study investigated the effect of dialogue practice via a mobile-accessible instant messaging app (Instagram) upon the L2 English speaking self-confidence and motivation of low-level, unmotivated, children. Over seven weeks, four pre-schoolers and four sixth-graders practiced dialogue scripts in pairs or small groups, which they then recorded via Instagram. Participants were encouraged to get performance feedback from their parents and peers. Based on video recorded class observations and oral interviews, it was concluded that the treatment was positively regarded by participants and had improved their self-learning confidence and motivation.