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Baek, J., & Lee, C-H. (2018). University students’ perceptions and engagement in mobile assisted blended learning in English speaking classes. Multimedia-Assisted Language Learning, 21(4), 11-36.

This Korean study describes the perceptions of 100 mostly intermediate-level L2 English university students regarding the use of a mobile-based instant messenger app (KakaoTalk) that was used for 16 weeks as part of their blended language course. In class, the students used their smartphones to record pair and group discussion. Out of class, they used KakaoTalk about 50 minutes per week for peer and teacher feedback, to complete group assignments, summarize and record discussions. Responses to a post-treatment questionnaire indicated that students held highly positive perceptions about mobile-assisted blended learning.

Baek, J., & Lee, C-H. (2021). Effects of mobile-assisted blended learning on university students’ English-speaking proficiency in Korea. The Journal of Asia TEFL, 18(4), 1266-1284.

This study evaluated the effect of a social networking app (Kakaotalk) in a blended learning environment upon the L2 English speaking ability of Koran university students. Over twelve weeks, 69 intermediate-level L2 English proficiency participants used Kakaotalk out-of-class via their mobile devices to undertake speaking activities related to assigned thematic units. A matched control group of 56 undertook similar activities uniquely in class without the use of mobile devices. The experimental group improved significantly more in intelligibility and comprehensibility than the control in a pre-/post-test comparison, which was attributed to the greater feedback and discussion time they received.

Baek, J., Yoo, Y., Lee, K., …, & Baek, Y. (2017). Using an Instant Messenger to learn a foreign language in a peer-tutoring environment. Turkish Online Journal of Educational Technology, 16(2), 145-152.

This joint American/Korean paper describes the use of a mobile-accessible instant messaging system (KakaoTalk) by seven pairs of L2 English and L2 Korean university students who met online once a week for 10 weeks, 30 minutes conversing in each language. The aim was to improve their partner’s pronunciation, vocabulary and cultural understanding. The results of the exchange activities showed positive impacts of language exchange for students. However, students preferred online face-to-face meetings for this and used KakaoTalk mostly for simple questions or making appointments.

Bakay, Ş. (2017). Investigating the Effectiveness of a Mobile Device Supported Learning Environment on English Preparatory School Students’ Vocabulary Acquisition. PhD dissertation, Middle East Technical University, Ankara.

This Turkish PhD dissertation evaluated the effect a mobile-based social networking app (MeWe) upon the pre-intermediate-level L2 English vocabulary acquisition of 18 prep-school students. Daily over six weeks, via their smartphones, participants received the meaning and pronunciation of a targeted word with an example picture. In return, they took a photo illustrating the word and sent it back with an explanatory sentence. A control group of 19 received the same set of words in a printed booklet, in which they drew illustrative pictures and wrote explanatory sentences. The experimental group significantly outscored the control on a pre-/post-treatment vocabulary test comparison.

Bal, S. (2018). Using Quizizz.com to enhance pre-intermediate students’ vocabulary knowledge. International Journal of Language Academy, 6(3), 295-303.

This Iranian article investigates the effect of using mobile phones to record class discussions intended to elicit grammatical forms under review. For six classes, 20 pre-intermediate-level L2 English language institute students made 2-3-minute recordings of their speech on their mobile phones and as an out-of-class assignment analyzed their spoken mistakes and commented on them in a subsequent session. These students demonstrated significantly better grammatical accuracy compared to a matched control group of 20 that did not engage in these review activities.

Balcı, Ö., & Kartal, G. (2021). A new vocabulary revision technique using WhatsApp: Peer‑chain. Education and Information Technologies, 26, 5873-5893.

This Turkish study evaluated the effectiveness upon vocabulary acquisition of paper compared to digital flashcards delivered via smartphones as a WhatsApp chain message. Over eight weeks, a control group of 21 L2 English university students of unspecified competence level received paper flashcards immediately after the class in which the vocabulary was presented. Out of class, an experimental group of 25, also of unspecified L2 English competence level, circulated among themselves the same flashcard as a WhatsApp message. While both groups significantly improved their scores on a pre-/post-test comparison, the experimental group did so significantly more so than the control.

Baleghizadeh, S., & Oladrostam, E. (2010). The effect of Mobile Assisted Language Learning (MALL) on grammatical accuracy of EFL students. MEXTESOL Journal, 34(2), 77-86.

This Iranian article investigates the effect of using mobile phones to record class discussions intended to elicit grammatical forms under review. For six classes, 20 pre-intermediate-level L2 English language institute students made 2-3-minute recordings of their speech on their mobile phones and as an out-of-class assignment analyzed their spoken mistakes and commented on them in a subsequent session. These students demonstrated significantly better grammatical accuracy compared to a matched control group of 20 that did not engage in these review activities.

Balintag, C., & Wilang, J. (2020). QR codes utilization in EFL classroom: Affective language learning attributes in writing. Script Journal: Journal of Linguistics and English Teaching, 5(1), 1-13.

This Thai study describes the effect of QR code usage upon the affective language learning attributes of 21 L2 English graduate students of unspecified competence level. Over what was presumably a single session, participants went around the classroom using unspecified mobile devices to read 16 printed QR codes that provided advice relating to the writing of an essay outline. Students wrote these down on a piece of paper. According to a pre-/post-treatment questionnaire, six of the nine targeted affective attributes favorably increased following the QR deciphering activity. This affective increase significantly correlated with the students’ subsequent improved written language performance.

Baliu, M., & Machmud, K. (2017). The use of a smartphone in developing students' reading comprehension from perspectives of gender differences. English Language Teaching and Research, 1(1), 217-229.

This study investigated the effect of smartphone usage and gender upon the L2 English of 7th-graders in Indonesia. There were 40 participants, one group of 20 girls and one group of 20 boys. Half of each group used smartphones and the other half did not. No information is given about the English proficiency level of the participants, the materials used, procedures followed or duration of the treatment. According to a post-test, for both males and females, participants who used smartphones demonstrated significantly better reading comprehension than those who did not.

Balula, A., Martins, C., Costa, M., & Marques, F. (2020). Mobile betting – learning business English terminology using MALL. Teaching English with Technology, 20, 6-22.

This three-year Portuguese study evaluates the business English vocabulary acquisition of a total of 67 university students of unspecified L2 English competence level. Instruction was based on a mobile classroom response system (Socrative) that incorporated game-based activities. The cumulative assessment of student results confirmed that the students’ motivation to learn business English terminology with the use of a classroom response system promoted their learning success regarding the identification and use of business English acronyms and other abbreviations. However, such activity did not prove to be effective in students’ accurate integration of business English terminology when producing written texts.

Bamanger, E., & Alhassan, R. (2015). Exploring podcasting in English as a foreign language learners’ writing performance. Journal of Education and Practice, 6(11), 63-74.

This Saudi Arabian study evaluated the effect of two mobile-accessible podcast apps upon the English writing of 26 L1 Arabic university students of unspecified L2 English competency level. The first app (ESL Podcast) focused on vocabulary and the second (Grammar Girl) on grammar. Over four weeks, participants did assigned out-of-class listening tasks with the apps on their own time. A matched control group of 29 students received the same classroom instruction without the podcast activities. The experimental group scored significantly higher than the control group on a post-test with a notable decrease in spelling, punctuation and capitalization errors.

Baradaran, A., & Kharazyan, M. (2016). The impact of using mobile technology on developing EFL learners writing skill. International Journal of English Language and Literature Studies, 5(2), 135-143.

This study investigated the effect of mobile phone usage upon the intermediate-level L2 English writing of Iranian university students. Over eleven weeks, 20 participants used their phones to audio record weekly assigned discussion topics. These were then peer-/instructor-corrected in class. Written assignments and related materials were distributed and completed via numerous platforms (email, blog, SMS, Viber, WhatsApp). A matched control group of 20 did the same written exercises and used the same resource materials in paper format. The experimental group significantly outscored the control on a post-treatment writing test.

Baran-Lucarz, M., Czajka, E., & Cardoso, W.  (2015). Teaching English phonetics with a learner response system. In E. Waniek-Klimczak & M. Pawlak (Eds.), Teaching and Researching the Pronunciation of English, Second Language Learning and Teaching (pp. 35-61).

This Polish study evaluates the effect of clicker usage upon the L2 English phonetic skills of advanced-level (B2-C2) university English majors. Students were taught word stress placement and the distinctive features of General American and (British) Received Pronunciation. The actual experiment took place over two 90-minute sessions, one devoted to each of the focus areas, with clickers used for one group of 20 and another of 12 participants. Two control groups of 16 and 17 students took the same tests responding by hand-raising or orally. Overall, the experimental groups outperformed the controls, however, the difference was not always statistically significant.

Baranova, T., Khalyapina, L., Vdovina, E., & Yakhyaeva, C. (2020). Soft CLIL v.2.0: Integrating a mobile app and professional content into the language training. IOP Conference Series Materials Science and Engineering, 940:012140, 1-8.

This conference presentation describes the effect of a notetaking (Evernote) and mind mapping (X-mind) app upon the intermediate-level L2 English of 50 Russian university students. The apps were used out of class for eight weeks to support the reading and writing skills of aviation specialists through collaborative discussion. Compared to a control group of 50 that completed only traditional tutorial exercises, the experimental group was more creative and communicated more freely. The collaborative work resulted in better classroom presentations and showed greater and quicker language acquisition.

Barjesteh, H., Movafaghardestani, E., & Modaberi, A. (2022). COVID-19’s impact on digitalization of education: Incorporating visual vocabulary learning application to foster vocabulary knowledge. Asian Education and Development Studies, 11(1), 172-187.

This Iranian study evaluated the effectiveness of an English language flashcard app (Visual Vocabulary Learning) on the vocabulary acquisition of 20 intermediate-level L2 English language institute students, all L1 Persian speakers. The app presented images representing word meaning on one side of the flashcard and its spelling and pronunciation on the other. For twelve weeks, participants accessed the app via their mobile phones to learn four words in 30-minute weekly sessions. A control group of 20 did likewise using a (presumably printed) word list with synonym and antonym equivalents. The experimental group significantly outscored the control on a vocabulary post-test.

Barrett, N., Liu, G-Z., & Wang, H-C. (2021). Student perceptions of a mobile learning application for English oral presentations: The case of EOPA. Computer Assisted Language Learning, xx, 1-26.

This Taiwanese study examines the perceptions of 30 B1-level L2 English university students regarding a mobile-based app (English Oral Presentation APP), which they used weekly for six weeks to prepare an oral class presentation. The app was designed to help students plan and organize academic oral presentations in a collaborative environment that supported chat room discussions with peers and the instructor. According to a post-treatment questionnaire and focus group feedback, students found the mobile EOPA platform to be helpful and useful for learning, but inconvenient to use.

Başal, A., Yilmaz, S., Tanriverdi, A., & Sari, L. (2016). Effectiveness of mobile applications in vocabulary teaching. Contemporary Educational Technology, 7(1), 47-59.

This Turkish paper studied the effectiveness of a smartphone-based app (WhatsApp) for the learning of 40 idiomatic L2 English expressions by 25 upper-intermediate level first-year university students. For four weeks, a control group of 25 received traditional classroom instruction whereas the experimental group received 10 expressions per week as WhatsApp MMS.  Each message contained the idiom, its meaning, an illustrative image, and at least three example sentences. All students significantly improved their knowledge of the target idiomatic expressions on the post-test, but the experimental group more so than the control.

Başoğlu, E., & Akdemir, O. (2010). A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flash cards. Turkish Online Journal of Educational Technology, 9(3), 1-7.

This Turkish paper describes a six-week pilot test that investigated the effectiveness for L2 English vocabulary acquisition of a mobile phone-based flashcard application (ECTACO) used by 30 university students of unspecified L2 English competency level compared to its printed counterpart used by a matched control group of 30. Post-testing confirmed that using the flashcards on mobile phones was more effective in improving students’ vocabulary learning than using flashcards on paper. Mobile phone users also found learning English vocabulary this way effective and entertaining.

Bataineh, R., Al-Hamad, R., & Al-Jamal, D. (2018). Gender and EFL writing: Does WhatsApp make a difference? Teaching English with Technology, 18(2), 21-33.

This Jordanian study investigated the relationship between student gender and the English writing performance resulting from instruction delivered via a mobile-accessible instant messaging app (WhatsApp). Over eight weeks, 37 male and 37 female high school students of unspecified L2 English competence level used their mobile phones to access via WhatsApp writing worksheets, a self/peer editing checklist, and a self/peer revision checklist. Students worked collaboratively, interacted and exchanged experiences with their peers. The female group significantly outperformed the male on a pre-/post-test comparison that assessed content and ideas, organization and mechanics, vocabulary and language use.

Becerra, M., Mayorga, A., Pillajo, L., & Arévalo, L. (2022). Uso de la aplicación Cake para desarrollar la producción oral en inglés como lengua extranjera en estudiantes de nivel A2 (Use of the Cake application to develop oral production in English as a foreign language in A2-level students). Alpha Publications, 4(2), 156-171. [in Spanish]

This Ecuadorian study evaluated the effect of an L2 English speaking app (Cake) upon the oral production of 40 university students with an A2 English competence level. Over four weeks, participants used the app to complete unspecified activities. In a pre-/post-test comparison, the oral production of participants was evaluated for fluency, pronunciation, vocabulary and grammar. Significant improvements were observed for all four assessed parameters.

Beder, P. (2012). Language Learning via an Android Augmented Reality System. MA thesis, Blekinge Institute of Technology, Sweden.

This Swedish MA thesis evaluates the effectiveness of a custom-designed Augmented Reality app upon the learning of twenty Spanish words by participants without prior exposure to the language. It was trialed by ten mostly student volunteers using Android smartphones during one 15-minute session. A control group of ten, also without prior exposure to Spanish, learned the same words using traditional flashcards. The trial session was followed by an immediate post-test and a one-week delayed post-test. Although no difference was found in the short-term recall rate between both groups, the experimental group significantly outscored the control on the delayed post-test.

Begum, R. (2011). Prospect for cell phones as instructional tools in the EFL classroom: A case study of Jahangirnagar University, Bangladesh. English Language Teaching, 4(1), 105-115. Published by Canadian Center of Science and Education.

The aim of this study was to investigate the potential of mobile phone SMS use as a language learning tool in the L2 English classrooms of Bangladesh. Over five weekly periods of two hours, 100 L1 Bengali university students of unspecified L2 English competency level were sent a lesson on English preposition usage, received a multiple-choice quiz, answered it, and received teacher feedback, all via SMS. While the potential SMS-based instruction was demonstrated, a number of problems were also revealed: cost, small screen size, text inputting difficulties, and lack of teacher training.

Beheshti, E., & Sadeghi, E. (2019). The effect of using mobile apps on the acquisition of conditional sentences among Iranian intermediate EFL learners. Iranian Journal of English for Academic Purposes, 8(1), 1-16.

This three-week study evaluated the learning of intermediate-level L2 English conditional sentences by Iranian language institute students under three conditions. One group of 25 did so using just an android-based grammar app (Cushy Grammar) out of class. A second group of 25 received just traditional in-class instruction, twice per week for ninety minutes. A third group of 25 received both the app-based and the class-based instruction. On a pre-/post-test comparison, both app-using groups significantly outperformed the control, the app-only users more so than the blended user group.

Behforouz, B., & Frumuselu, A. (2021). The effect of text messaging on EFL learners’ lexical depth and breadth. Journal of Language and Education, 7(2), 107-123.

This Iranian study evaluated the effect of a mobile-based SMS delivery system upon the English vocabulary learning of 37 pre-intermediate level L2 English university students. All participants were L1 Persian speakers. For six weeks participants received, via SMS on their mobile phones, six course-related vocabulary items to learn three times per week. Pre/post-treatment, participants were tested for vocabulary depth (i.e., synonyms, superordinates, collocations) and breath (i.e., size). The results showed a meaningful post-treatment difference only for vocabulary breadth.

Belda-Medina, J. (2022). Using Augmented Reality (AR) as an authoring tool in EFL through mobile computer-supported collaborative learning. Teaching English with Technology, 22(2), 115-135.

This Spanish study describes a program to teach 229 teacher candidates, of unspecified L2 English competence level, to create Augmented Reality (AR) L2 English lessons for pre-school/elementary children. Over twelve two-hour sessions, working collaboratively in small groups, participants used a variety of AR apps to create 47 vision-/location-based projects for portable devices. The research findings revealed that the teacher candidates lacked practical training in AR content creation and implementation. Technical aspects were perceived as more difficult than the pedagogical ones. However, student attitudes towards AR integration as transformative technology were very positive, particularly regarding student attention, collaboration and shared enjoyment.

Belda-Medina, J., & Marrahi-Gomez, V. (2023). The impact of Augmented Reality (AR) on vocabulary acquisition and student motivation. Electronics, 12(3), 1-17.

This Spanish study measured student perception toward AR technology, the effect of its use on L2 English vocabulary acquisition, and its impact on student motivation. The treatment, which focused on 30 geographic terms, took place over four weekly hour-long sessions. It involved an experimental group of 64 nineth-graders, self-evaluated at the A2 level. Meanwhile, a matched control group of 66 studied the same vocabulary based on a handbook. The experimental group expressed positive attitudes and a strong interest in AR integration in language learning. All participants improved their vocabulary knowledge, but no significant differences were observed between the two groups.

Benlaghrissi, H., & Ouahidi, L. (2023). The impact of mobile-assisted language learning on developing EFL learners’ vocabulary knowledge. International Journal of Interactive Mobile Technologies, 17(22), 38-51.

This Moroccan study evaluated the effectiveness of a mobile-based flashcard app (Flashcards World) upon the L2 English vocabulary acquisition of 30 high school students of unspecified English competence level. Over a semester, participants accessed the app via their mobile phones to learn five groups of ten thematically related words taken from their course textbook. Meanwhile, a control group of 30, also of unspecified L2 English competence level, studied the same words following unspecified traditional methodologies. Both groups significantly improved their scores on a pre-/post-test comparison, but the app users significantly more so than the control.

Bensalem, E. (2018). The impact of WhatsApp on EFL students' vocabulary learning. Arab World English Journal, 9(1), 23- 38.

This Saudi Arabian paper examined the effect of a social networking app (WhatsApp) upon the vocabulary learning of 21 elementary-level L2 English university students. Using their own smartphones, participants received via WhatsApp 20 words per week for six weeks. They constructed example sentences for these which they submitted via WhatsApp. A matched control group of 19 received and submitted the same exercises in paper format. The experimental group significantly outperformed the control on a 50-item multiple-choice/gap-fill pre-/post-test comparison. In general, participants had positive attitudes towards learning new vocabulary via WhatsApp.

Berns, A., & Palomo-Duarte, M. (2020). Una app gamificada para incrementar la motivación hacia el aprendizaje de idiomas (A gamified App to enhance motivation towards language learning). RESED, 8, 29-44. [in Spanish]

This Spanish study describes the design of a mobile-accessible game-based language learning app (GuessIt! Language Trainer) and the results of its pilot testing with 150 university students in an A1-level German class. The app operates on four levels of difficulty in which learners guess the meaning of words in example sentences, evaluate the quality of the sentences and write sentences to exemplify the meaning of words of their choice. It was voluntarily trialed for four weeks out of class, presumably using smartphones. The scores of participants increased between a pre-test and three post-tests.

Berns, A., Palomo Duarte, M., Dodero, J., & PerezZurera, M. (2014). Mobile APPs and games to foster students’ writing competences. In J. Colpaert, A. Aerts & M. Oberhofer (Eds.), Research Challenges in CALL. Antwerp CALL Conference Proceedings (pp. 60-67).

This conference presentation reports on the pilot testing of two A1-level L2 German game apps, playable on Android smartphones or tablets. The first targeted vocabulary and was played individually. The second, which recycled the vocabulary encountered in the first, was a murder mystery (Catch me, if you can) played collaboratively. A prototype was trialed by 14 Spanish student volunteers of unspecified L2 German competency level during two 90-minute sessions. Participant perceptions of the game-experience were in general very positive. 

Berns, A., Palomo-Duarte, M., Isla-Montes, J., …, & Delatorre, P. (2017). Agenda colaborativa para el aprendizaje de idiomas: del papel al dispositivo móvil (The collaborative agenda for language learning: from paper to the mobile device). Revista Iberoamericana de Educación a Distancia, 20(2), 119-139. [in Spanish]

This Spanish study describes the design and pilot testing of a mobile-based collaborative agenda app (Terminkalender) designed to allow L2 German learners to interact with each other via text messages in order to jointly plan different activities and record them in an appointment calendar. The app keeps track of the number of sentences and words written, the number of words with lexical errors, the total of different words and the number of activities agreed by each student. It was successfully trialed by six A1-level university students during a one-hour session.

Berry, D. (2021).  Level up your pronunciation: Impact of a mobile game. MEXTESOL Journal, 45(1), 1-12.

This study evaluates the effect of a mobile-based video game (Spaceteam-ESL) upon the L2 English pronunciation of 43 South Korean university students of unspecified English competence level. Participants played the game on their smartphones during a twenty-minute class session for seven weeks. The game requires students to repeat instructions aloud to their partner who must correctly act on them or crash. During the same time, a control group of 55 played similar games in paper format. The pronunciation of both groups significantly improved in a pre-/post-test comparison, but the experimental group with a much larger effect size than the control.

Beyranvand, S., & Rahmatollahi, M. (2021). The effects of MALL on language learners' mastery of technical collocation: Use of Instagram and Adobe Connect. Turkish Journal of Computer and Mathematics Education, 12(11), 6697-6709.

This Iranian study evaluated the effectiveness of a mobile-accessible learning management system (Adobe Connect) compared to a mobile-accessible social media app (Instagram) in the acquisition of L2 English for Specific Purposes (physical education and sport science). Over one and a half months, 30 university students used one system and 30 the other to practice technical collocations through corrective feedback tasks, output tasks, and input enhancement strategies. While both groups made significant progress with respect to their vocabulary mastery, the Instagram group did more so than the Adobe Connect group.

Bezerra de Sousa, G., de Barros Cardoso, L., & Toassi, P. (2018). Duolingo as a tool to improve vocabulary writing in English as a foreign language. Letras em Revista, 9(1), 119-134.

This Brazilian study describes the effect of a mobile game-based tutorial L2 English app (Duolingo) upon the vocabulary acquisition of 23 sixth-graders of unspecified English proficiency level. Once per week during three lessons that each lasted 100 minutes, participants used their personal mobile phones to individually learn course related vocabulary via Duolingo. A control group of 28 studied the same vocabulary using printed materials and collectively completed related exercises without the use of the app. Both groups made sizeable percentage improvements in their scores on a written pre-/post-test comparison, but there appeared to be no significant difference between the groups.

Bhide, A., Luo, W., Vijay, N., …, & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149-2178.

This Indian study evaluates the effectiveness of a mobile-based game app designed to teach akshara, the Hindi alpha syllabic writing system. For four weeks, 72 L2 Hindi fourth-graders used Android mobile phones to play the game during twelve 25-minute sessions. Half the group did so with distributed practice and the other half with massed practice. A matched control group of 36 attended normal classes without any additional akshara instruction or practice. On a pre-/post-test comparison, the experimental groups yielded equivalent levels of improvement, which was significantly better than the control.

Bieńkowska, I., Klimczok, A., Polok, K., & Modrzejewska, J. (2021). Use of mobile assisted language learning (MALL) in teaching vocabulary to ESP students. The International Journal of Research in Teacher Education, 12(3), 81-95.

This Polish study evaluated the effectiveness of an instant messaging app (WhatsApp) compared to that of paper-based delivery on the learning of L2 English professional vocabulary by two groups of 57 vocational school students of unspecified L2 English level. Over four weeks, five times per week, the experimental group used smartphones to receive via WhatApp three words, which they had to define and use in a sentence. The control group did likewise using a printed list of the same fifteen weekly words distributed the beginning of each week. The experimental group significantly outscored the control on a post-treatment vocabulary test.

Billings, E., & Mathison, C. (2012). I get to use an iPod in school? Using technology-based advance organizers to support the academic success of English learners. Journal of Science Education and Technology, 21(4), 494-503.

This American paper examined the effect of an advanced organizer upon the English language proficiency of fourth-graders of unspecified L2 English competency level. The program consisted of ten podcasts (five in English, five in Spanish) relating to a series of museum visits. Over eight non-consecutive weeks, 60 pupils accessed the podcasts in Spanish or English using iPods. Another 60 did so via an in-class teacher-controlled English-only DVD version. There was no significant difference in pre-/post-tests between the groups. However, L2 English learners using iPods showed greater engagement and significantly outperformed native-speaker participants in academic assignments.

Bilotserkovets, M., & Fomenko, T. (2022). Learning English grammar by means of M-learning: A case study. Educational Challenges, 27(2), 29-38.

This Ukrainian study describes the results of a two-semester MALL program that targeted the L2 English grammatical skills of 35 university students of unspecified English competence level. The program exploited a variety of applications, including background references (Linguo dictionary, Wikipedia), social networking (WhatsApp), L2 English tutorial exercises (Learn English Grammar, Johnny Grammar’s Word Challenge, English Grammar in Use), and games (Mad Libs). Student reaction to the program was very positive and post-test results demonstrated significantly greater grammar proficiency compared to a control group of 36 that used traditional paper dictionaries and textbooks without MALL support.

Binhomran, K., & Altalhab, S. (2021). The impact of implementing Augmented Reality to enhance the vocabulary of young EFL learners. JALT CALL Journal, 17(1), 23-44.

This Saudi Arabian study evaluated the effect of a mobile Augmented Reality app (Storybooks Alive) upon the English vocabulary acquisition of 38 L1 Arabic female primary school children of unspecified L2 English competency level. During one forty-five-minute session, participants used iPads to access the app while reading the story. A matched control group of 35 read the same story in class in a teacher-led session without the app. Compared to a pre-test of eight targeted words, there was no significant difference between the groups on the results of either an immediate or three-week delayed post-test.

Bitter, G., & Meylani, R. (2016). The effect of an m-learning English speaking software app on students' learning English in Chiang Rai municipality schools 6 and 7 in Thailand. International Educative Research Foundation and Publisher, 4(11), 100.82-100.

This Thai study investigated the effectiveness of a mobile-based L2 English learning app (Qooco Kids English) on the proficiency of 89 fifth/sixth graders and 193 junior/senior high school students. Participants accessed the program out of class on their own Android/iOS smartphones to complete ten lessons over a thirteen-week period. A pre-/post-test comparison, based on an internal Qooco iTest, showed that the median scores of students at all levels significantly improved in spoken English as well as on tests of reading and writing, fifth/sixth-grade English, Business English and General English.

Bloshchynskyi, I. (2017). Використання спеціалізованого програмного додатку anki під час самостійної професійної іншомовної підготовки майбутніх Офіцерів-Прикордонників до складання державних екзаменів.  Інформаційні Технології І Засоби Навчання (Usage of Anki specialised program application during future Border Guard officers’ independent foreign language professional training for passing state examination. Information Technologies and Learning Tools), 58(2), 49-58. [in Ukrainian]

This Ukrainian study describes the effect of a mobile-accessible L2 English learning app (Anki) upon state exam results that tested the professional use of English by Border Guard officer cadets. The app, which focused on lexical and grammatical knowledge, was used on unspecified mobile devices for an unspecified treatment duration/frequency by two groups of 62 participants of unspecified English competence level during two successive years. It is claimed that the experimental groups obtained significantly better exam results compared to a group of 61 cadets who did not use the app. However, no p value was calculated to substantiate this claim.

Bolaji, H., & Jamiu, L. (20xx). Literacy skill and instructional usefulness of mobile applications in teaching Arabic language in upper basic schools in Ado Ekiti. 1-12. Unpublished

This Nigerian study evaluated the effect of unspecified MALL applications upon the literacy skills of 60 very weak L2 Arabic secondary school students. A control group of 60 students of matched Arabic competence level, intelligence and socio-economic status received no treatment. Although no treatment details are provided, a pre-/post-test comparison demonstrated a significant difference in favor of the experimental group. In particular, the use of mobile-based application activities improved the students’ skills in vocabulary recognition and word decoding. Moreover, students viewed use of the MALL application activities positively.

Boonyawinit, M., Laisema, S., Mansukpol, W., …, & Wasboonruang, S. (2020). การพัฒนาแอ ปพลิเคชันเพื่อการศึกษารายวิชาภาษาอังกฤษเรื่อง Modal Verbs สำหรับนักศึกษาชั้นปีที่ 3 คณะศึกษาศา สตร์มหาวิทยาลัยศิลปา (Application development for education with modal verbs English course for the third-year students of the Faculty of Education). Silpakorn University Journal of Education, 12(2), 234-248. [In Thai]

This Thai study describes the effect of a researcher-created mobile L2 English app upon the modal verb usage of 29 university students of unspecified English competence level. Over an unspecified time period, using unspecified mobile devices and following unspecified procedures, participants accessed the app to study unspecified modal verbs. Participants demonstrated significant improvement on a pre-post-test comparison. According to a post-treatment survey, they also expressed a high level of satisfaction with the app. 

Boroughani, T., Behshad, N., & Xodabande, I. (2023). Mobile-assisted academic vocabulary learning with digital flashcards: Exploring the impacts on university students' self-regulatory capacity. Frontiers in Psychology, 14, 1-8.

This study evaluated the effectiveness of a mobile-based quiz app (Quizlet) on L2 English vocabulary acquisition compared to learning from a printed list. Over four months, two hours per week, Iranian university students of B1-level English competence studied the New Academic Word List, 50 words at a time in 19 sets. Participants freely chose their learning method, with 33 using Quizlet via their smartphones and 21 opting for printed lists. Although both groups significantly improved their vocabulary knowledge and self-regulatory capacity after four months, the experimental group outperformed the control group on both measures with a very large effect size.

Boroughani, T., Xodabande, I., & Karimpour, S. (2023). Self-regulated learning with mobile devices for university students: Exploring the impacts on academic vocabulary development. Discover Education, 2(5), np.

This Iranian study evaluated the effectiveness of using a mobile-based e-flashcard app (Lexilize) on smartphones for learning 70 L2 English words compared to learning them from a printed list. Over seven weeks, 28 university students of B2-level English competence chose to employ the first method while a matched control group of 21 opted for the second. The Lexilize users significantly outscored the control group on both an immediate and four-week delayed post-test. In both cases the effect size was relatively large.

Boticki, I., Wong, L-H., & Looi, C-K. (2011). Designing content-independent mobile learning technology: Learning fractions and Chinese language. Proceedings 10th World Conference on Mobile and Contextual Learning (mLearn) (pp. 130-137). Beijing, China: Beijing Normal University.

This paper reports on a Singapore-based collaborative learning study involving mathematics and Chinese.  In the language portion of the study, 37 L2 Chinese fourth-grade school children of mixed L2 Chinese competency levels played a Chinese character formation game (Chinese P-P) alternatively using a smartphone in one session compared to a card-based version on a second day. Statistically significant increases in Chinese learning were observed in post-testing for the users of the smartphone. The user interface of the mobile device application, however, required modification to better support collaborative interaction among users.

Bouzidi, A., & Yassine, S. (2020). Multimodal mobile-based activities in listening and speaking skills class: EFL students’ evaluation. Algerian Review of Human Security, 5(1), 883-906.

This Algerian paper describes the perceptions of 38 university students regarding their use of mobile device affordances and apps to support their L2 English speaking and listening skills. Over 12 weeks, the students used mobile-based learning materials such as audio recordings, videos, and pictures, as well as an audio recorder, audio transcriber, pronunciation and dictionary app. Overall, the great majority of participants viewed their mobile experiences favorably. Notwithstanding, nearly half thought that technical constraints (i.e., small screen size, lack of a physical keyboard) negatively affected their language learning.

Bowles, M. (2017). Leveraging the affordances of mobile learning for vocabulary gains. 14th International Conference on Cognition and Exploratory Learning in the Digital Age (pp. 241-245).

This conference presentation describes the use of a locally designed L2 English vocabulary app (Vocabulary and Spelling City) that was used for four months in the United Arab Emirates by 212 university students of unspecified L2 English competency level. No details are provided either about the contents of the app or how it was used by students. A pre-/post-treatment vocabulary test comparison demonstrated no significant increase in the size of the students’ English vocabulary.

Bradley, L., Berbyuk Lindström, N., & Hashemi, S. (2017). Integration and language learning of newly arrived migrants using mobile technology. Journal of Interactive Media in Education, 1, 3.

This Swedish paper evaluated the effectiveness of a smartphone-based app (Sound-to-Speak) in improving the beginner-level L2 Swedish pronunciation of 24 L1 adult Arabic migrants. The app enabled learners to listen to, record and play back full sentences and sentence fragments. It was used in class for ten weeks, three hours per week, as well as voluntarily out of class. A matched control group of 14 followed a curriculum with no particular focus on pronunciation or use of Sound-to-Speak. In a pre-/post-text comparison the experimental group had a better speech flow and intonation than the control group.

Brandy, A., & Hiver, P. (2024). Developing explicit and implicit L2 knowledge with Duolingo’s input-based features: Case studies of L2 Spanish learning. Studies in Second Language Learning and Teaching, xx, 1-43.

This study, presumably undertaken at an American university, compared the effect of two input-based features of an L2 Spanish app (Duolingo) upon the implicit and explicit language knowledge of two adult participants of unspecified Spanish proficiency level. Using an unspecified mobile device, participants accessed Duolingo about an hour per week for four weeks, one using the Stories feature, the other using the Podcast feature. Pre-/post-testing indicated a slight increase in productive implicit knowledge in the Podcast condition. The Stories participant made consistent gains in both types of knowledge, but this gain was not consistent across productive and receptive modalities.

Briggs, N. (2015). Motivational value of mobile-based communicative tasks as coursebook supplements. Multimedia-Assisted Language Learning, 18(2), 11-36. 

This study investigated the attitudes of 23 intermediate-level L2 English students in a Korean Hotel/Tourism college regarding the use of the mobile-accessible Trip Advisor app compared to their coursebook (World English 1) as a supplemental resource for the completion of collaborative task-based activities. During the semester, the coursebook was used for seven weeks whereas the app was accessed via smartphones for three weeks for learning tasks centered around making travel preparations and giving travel advice. Post-treatment questionnaire responses did not reveal statistically different motivational differences between the two learning tools.

Brown, I. (2016). Blended learning with student BYOD smartphones and iPhones. Matsuyama University Studies in Language and Literature, 36(1), 78-119.

This Japanese paper investigated the use of MALL in a blended learning context with student BYOD smartphones. The semester-long project took place over fifteen 90-minute classes primarily aimed at improving the English oral communication skills of a total 196 university students of unspecified L2 English competency level. Via a mobile-accessible Learning Management System, participants used their smartphones to listen to course-related audio, make voice recordings and take weekly multiple-choice tests. All of the blended learning activities undertaken on mobile devices were seen by the students as useful, with audio listening the most highly rated. 

Brown, M. (2012). Tablet computing to cultivate Japanese EFL digital literacy: A study on video production in the classroom. In J. Colpaert, A. Aerts, W-C. Vivian Wu & Y-C. Joni Chao (Eds.), The Medium Matters (Proceedings 15th International CALL Conference) (p. 48).

This Japanese paper investigated the potential advantages and disadvantages of the use of tablet devices (specifically the iPad 2) in L2 English classrooms for video production tasks. It sought to determine whether student participation in such tasks assisted in the development of L2 English digital literacy. The study also investigated students’ perceptions when they were using the tablet devices to see whether or not they could be successful tools in the design of a constructivist learning environment.

Brown, M., Castellano, J., Hughes, E., & Worth, A. (2012). Integration of iPads in a Japanese university’s freshman curriculum. Proceedings of the JALT CALL Conference 2012.

This Japanese paper describes the pilot testing of five iPads with 96 university students in a basic-level L2 English course. Four classes of 23-25 students used the devices during an unspecified duration in a technologically enhanced classroom to create of a PowerPoint type presentation, retrieve web-based multimedia resources, make a voice recording, and access a digital class handout. The results indicated that the iPad offered benefits such as speed, video viewing, and versatility but also showed that its usefulness depended on the task and application software familiarity and capability.

Bunting, L. (2016). Vocabulary learning in English class: Tablets in the classroom. In E. Stoican, A. Matei & Ç. Mart (Eds.), Proceedings Conference of Modern Applied Languages: Identity Across Cultures (pp. 15-24). Lumina Educational Institutions Foundation Lumina. The University of South-East Europe.

This Swedish study examined the methods used by a class of 28 twelve-year-old comprehensive school students of unspecified L2 English competence level to understand new English vocabulary encountered in YouTube clips viewed on tablet computers during nine class lessons over 14 hours. Based on video-recordings of student behavior and interviews conducted by the teacher, it was discovered that some students relied solely on their aural ability to identify and learn new vocabulary, while others made use of context or written text in the clips to figure out which of the translations listed in the dictionary was the most appropriate.

Bustillo, J., Rivera, C., Guzman, J., & Ramos Acosta, L. (2017). Benefits of using a mobile application in learning a foreign language. Sistemas & Telematica, 15(40), 55-68. 

This study describes the results of the autonomous use of a game-based mobile-accessible L2 English app (Duolingo) by twelve A1-level university students in Colombia. Participants used the app for two months independently of any course work. A pre-test/post-test comparison of listening comprehension revealed substantial improvement. Student perceptions of the usefulness of the app were generally positive.

Butarbutar, R., & Simatupang, E. (2020). The impact of technology Hello English application in EFL classroom. Lingual: Journal of Language and Culture, 8(2), 11-15.

This Indonesian study evaluated the effect of an L2 English tutorial game app (Hello English) upon the learning of the simple past tense by 23 seventh-grade students of unspecified English competence level. Over an unspecified time period, presumably using their smartphones, these participants studied unspecified material in the app while a control group of 23 received the same classroom instruction without use of the app. The Hello English users significantly outscored the control group on a pre-/post-test comparison.

Butgereit, L., & Botha, A. (2009). Hadeda: The noisy way to practice spelling vocabulary using a cell phone. In P. Cunningham & M. Cunningham (Eds.) IST-Africa 2009 Conference Proceedings (pp. 1-7).

This South African paper describes a mobile-accessible language learning application (Hadeda) designed to encourage primary and secondary school pupils to practice spelling or memorize L2 English words using their mobile phone. Via a mobile accessible web-based application, teachers and parents prepare English spelling and English/Afrikaans vocabulary lists from which Hadeda, using multiple text-to-speech engines, generates audio vocabulary exercises. The system was pilot tested for two weeks in a private school with pupils from grades four through seven.

Byrne, J. (2023). A determinant of optimal and inhibited Mobile Language Learning Activity quiz level length. International Journal of Interactive Mobile Technologies, 17(10), 47-68.

This Japanese study sought to determine the effect of question number upon the completion of Android-based MALL quizzes. Sets of multiple-choice L2 English quizzes were created containing different numbers of questions. These were advertised and made freely available on Google Play, which initially attracted nearly 2200 quiz takers. Over a few iterations, the number of participants was reduced to 168 and question number limited to five cluster sets: 2-5, 6-9, 10-13, 14-17 and 18-21. It was discovered that the optimal level question number was between 8-14. Question sets with less or more questions appeared to inhibit quiz completion.

Byun, H., Chin, S., & Chung, K. (2014). Design and implementation of repeatable and short-spanned m-learning model for English listening and comprehension mobile digital textbook contents on smartphone. KSII Transactions on Internet and Information Systems, 8(8), 2814-2832.

This study evaluated the effectiveness of a mobile-based L2 English listening comprehension app (English Listening and Comprehension Mobile Digital Textbook- ELCMDT) with a group of 22 Korean college students. ELCMDT was based on the Short Term Cycle Repetition Model. Participants accessed the app via their smartphones for eight weeks. On a three-month delayed post-test, these students significantly outscored a matched control group that had not used the app. ELCMDT was most effective for learners who were already experienced with online learning.