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Cabrera-Solano, P., Quinonez-Beltran, A., Gonzalez-Torres, P., …, & Castillo-Cuesta, L. (2020). Enhancing EFL students' active learning by using Formative on mobile devices. International Journal of Emerging Technologies in Learning, 15(13), 252-263.

This study evaluated the perceptions of 82 university students of unspecified L2 English competency level in Ecuador regarding how the in-class usage of a mobile-accessible online assessment app (Formative) affected their engagement and motivation to learn English. Usage of the app was observed 40 times over a five-month period in five different courses. After explaining a topic, students responded to multiple-choice questions, completion activities, true and false statements, and open questions. Participants perceived Formative as motivating and engaging because it allowed them to enhance active learning, get directly involved in the class activities, and demonstrate their knowledge.

Cacchione, A., & Procter-Legg, E. (2015). LingoBee mobile language learning app as a tool to support lexical growth. Proceedings of the International Meeting on Languages, Applied Linguistics, and Translation 2012 (pp. 53-66).

This paper is a follow-up to Procter-Legg, Petersen & Cacchione (2014). It describes two case studies that investigated the relationship between the frequency of use of an Android smartphone-based situated-language-learning app (LingoBee) and related vocabulary acquisition. Both studies involved pre-university and Erasmus students, a group of five learning English in the UK and a group of eight learning Italian in Italy. Participants used LingoBeeto create and share culturally-oriented, contextualized and multimedia vocabulary entries. A post-treatment vocabulary test required participants to recognize (and for Italian, also define) lexical entries taken from the repository they had collectively created, 102 for English and 93 for Italian. On both tests, 50% of the users were able to recognize at least 50% of the entries. In terms of lexical growth, there was a positive correlation between the level of use and engagement and lexical enrichment.

Cai, Y., & Zhang, J. (2023). Effects of mobile-supervised question-driven collaborative dialogues on EFL learners’ communication strategy use and academic oral English performance. Frontiers in Psychology, 14, 1-18.

This Chinese study evaluated the effect upon L2 English oral production of using mobile phones to audio record small group discussions of responses to questions relating to course readings, which were then written up and submitted to the instructor.  Over a semester, 20 intermediate low level English college students followed this procedure while a control group of 26 engaged in similar discussions without audio recording them. Oral production was assessed in terms of Non-repeated L2 word production, T-unit count, and Mean Length of Run after pruning. The experimental group significantly outperformed the control on all three parameters in a pre-/post-test comparison.

Çakır, R., Solak, E., & Tan, S. (2015). Artirilmiş gerçeklik teknolojisi ile ingilizce kelime 

öğretiminin öğrenci performansina etkisi (Effect of teaching English vocabulary with Augmented Reality technologies on students’ performances). Gazi Journal of Educational Science, 1(1), 45-58. [in Turkish]

This Turkish study investigated the effect of an unnamed mobile-based Augmented Reality (AR) app upon the L2 English vocabulary acquisition of university students of unspecified English competence level. Over three weeks, using their smartphones, 30 participants accessed unspecified AR-based 3D images and audio files triggered by QR codes on the pages of a specially created storybook. A control group of 30 presumably read the same storybook without any AR enhancements following unspecified traditional procedures. The AR group significantly outperformed the control on a pre-/post-test comparison.

Çakmak, F. (2021). Navigating strategies and metacognitive awareness in self-regulated mobile-assisted listening in a second language. Boğaziçi University Journal of Education, 38(1), 1-24.

This Turkish study investigated the effect of self-regulation upon the A2-level L2 English listening comprehension and incidental vocabulary learning of L1 Turkish university students. Using smartphones, 24 participants listened twice to a fourteen-minute story, which they could start/stop/rewind/replay at will. A matched control group of 23 could only stop or repeat the audio file once per listening. On a post-treatment evaluation, participants who were allowed to regulate their listening did not have significantly higher scores than those who could not in terms of either text recall or vocabulary learning.

Çakmak, F., & Erçetin, G. (2017). Exploring mobile assisted listening strategies by tracking learner behavior: Processes and outcomes. In J. Colpaert, A. Aerts, R. Kern & M. Kaiser (Eds.), ProceedingsCALL in Context (pp. 91-98).

This Turkish study examined the effect of learner control over the A2-level L2 English listening comprehension and incidental vocabulary learning of 43 L1 Turkish university students. Using their mobile phones, participants listened twice to a 14-minute-long Voice of America recording. An experimental group of 22 did so with total control over playback while a control group of 21 could only play or stop the recording. There was no significant difference between the groups in terms of time on task or a post-treatment test of comprehension and incidental vocabulary learning.

Çakmak, F., & Erçetin, G. (2018a). Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening. ReCALL, 30(1), 24-47.

This Turkish pilot study investigated the effect of gloss type upon the recognition, recall, and production of vocabulary. Using their mobile phones, a total of 88 low-proficiency L2 English university students, divided into four groups, listened for 80 minutes to a 14-minute recording under four gloss conditions: text, image, text & image, no gloss. An immediate unannounced post-treatment 30-item vocabulary test indicated no significant difference in recall under any of the conditions. However, the three gloss conditions had significantly higher means than the control group for vocabulary recognition and production.

Çakmak, F., & Erçetin, G. (2018b). Metacognitive awareness about listening in self-regulated L2 listening in a mobile environment. In J. Colpaert, A. Aerts & F. Cornillie (Eds.), Call Your Data: Proceedings (pp. 92-100). University of Antwerp.

This conference paper investigated the effect of self-regulation upon the listening of A2-level L2 English university students in Turkey, all L1 Turkish speakers.  During one 80-minute session, using Android smartphones, 22 participants listened to a 14-minute story, the playback of which they could control at will. A control group of 22, using the same phones, could only stop or repeat the recording once. Post-treatment, students took a free-recall task for listening comprehension and a test for incidental vocabulary learning. There were slight differences between groups, however none were statistically significant.

Çam Aktaşa, B., & Can, Y. (2019). The effect of “WhatsApp” usage on the attitudes of students toward English self-efficacy and English courses in foreign language education outside the school. International Electronic Journal of Elementary Education, 11(3), 247-256.

This Turkish study investigated the effect of a social networking app (WhatsApp) upon student perceptions of their L2 English self-efficacy and attitudes regarding use of the app, presumably using mobile phones. Over seven weeks, twice weekly, 19 11th-graders of unspecified L2 English competency level engaged in online discussions via the app, based on subjects and values such as love and respect. According to the results of pre-/post-treatment questionnaires, participants expressed positive perceptions regarding their self-efficacy beliefs for both reading and listening. They also strongly supported the treatment for its positive effect upon such emotions as happiness, joy, excitement, and pride.

Camacho Montellanos, J., Macavilca Vásquez, C., & Herrera Salazar, J. (2019). Augmented Reality mobile application and its influence in Quechua language learning. IEEE Sciences and Humanities International Research Conference (pp. 1-4). Lima, Peru.

This conference presentation describes the design and pilot testing of a mobile-based Augmented Reality game intended to foster the learning of beginner-level L2 Quechua. It was trialed for an undisclosed period of time with 30 fourth-graders in Nicaragua. Participants substantially improved their results on a pre-/post-test comparison, which was not the case with a control group of 30 that did not use the app. It was also observed that use of the app significantly improved the children’s satisfaction in learning the Quechua language.

Campbell, C., & Geertsema, M. (2016). Using mobile devices as an immediate feedback tool to improve students’ pronunciation in language learning. In A. Palalas & M. Ally, International Handbook of Mobile-Assisted Language Learning. China Central Radio & TV University Press, Co., Ltd. (pp. 260-289).

This Australian i-Phone-based study examined the use of the Dragon Dictation app upon the L2 English pronunciation of B2 level adult language college learners. For 10 hours over three weeks, eight students used the app’s speech-to-text function in class to transcribe phonetic correction exercises that focused on segmental and stress placement errors. In a pre/post-test comparison based on the reading of an Aesop fable, the experimental group on average increased its accuracy by 5.25% whereas a matched control group of 6 students, who received no phonetic correction, decreased by 7.1%.

Campbell, C., & Geertsema, M. (2017). Improving student language learning in adult education through the use of mobile learning: Barriers, challenges and ways to move forward. In A. Murphy, H. Farley, L. Dyson & H. Jones (Eds.), Mobile Learning in Higher Education in the Asia-Pacific Region Harnessing Trends and Challenging Orthodoxies (pp. 541-553).

This Australian paper describes the use of a mobile phone-based Automatic Speech Recognition app (Dragon Dictation) to improve the pronunciation of six college students of unspecified L2 English competency level. Participants used the app in 10 lessons to audio record text passages, the resulting written transcriptions of which they e-mailed to themselves in order to detect and correct their errors. A pre-/post-treatment comparison of their oral reading of an Aesop’s Fable demonstrated significant improvements in pronunciation. A control group that did not use Dragon Dictation decreased their pronunciation accuracy on the same pre-/post-tests.

Cao, L. (2018). The effectiveness of college students' listening comprehension learning based on mobile English teaching software. Educational Sciences: Theory & Practice, 186, 3010-3016.

This Chinese study evaluates the effect of a mobile-based program upon the L2 English listening comprehension of 24 university students of unspecified L2 English competency level. Over three months, in addition to their normal language classes, participants spent no less than one hour per day three days per week using their smartphones to access the listening system. A matched control group of 24 students followed the same class curriculum without the use of the mobile system. The experimental group significantly outperformed the control on a pre-/post-treatment listening comprehension test comparison.

Cardenas-Moncada, C., Veliz-Campos, M., & Veliz, L. (2020). Game-based student response systems: The impact of Kahoot in a Chilean vocational higher education EFL classroom. CALL-EJ, 21(1), 64-78.

This Chilean study examined the effect of a mobile game-based audience response system (Kahoot!) upon the English proficiency of 28 vocational students of unspecified L2 English competency level. Over four weeks, via their mobile devices, participants accessed the system at the beginning and end of every class for review and assessment. A matched control group of 22 received the same class instruction without the use Kahoot!. Although the mean scores of both groups increased on a pre-/post-treatment test of vocabulary, grammar, and writing skills, the experimental group did so significantly more so than the control with a medium effect size.

Cardoso, W. (2011). Learning a foreign language with a learner response system: The students’ perspective. Computer Assisted Language Learning, 24(5), 393-417.

This study describes the use of a learner response system (TurningPoint) for the teaching of advanced-level L2 English to 30 L1 Portuguese language school students. For eight weeks, participants used TurningPoint in conjunction with PowerPoint slides to react to questions related to low frequency vocabulary drawn from an assigned reading (The Catcher in the Rye). Learners viewed the use of the technology in a highly positive way, indicating that they believed it contributed to their learning by increasing their level of participation and motivation, and the general enjoyment of classes.

Carrión-Robles, F., Espinoza-Celi, V., & Vargas-Saritama, A. (2023). The use of Augmented Reality through Assemblr Edu to inspire writing in an Ecuadorian EFL distance program. International Journal of Engineering Pedagogy, 13(5), 121-141.

This Ecuadorian study evaluated the effect Augmented Reality (AR) upon the writing competence of 40 basic-level L2 English distance education students. Over 16 weeks, via the Assemblr Edu AR platform, participants used unspecified mobile devices to access unspecified AR writing materials following unspecified procedures. They also wrote one paragraph every two weeks following unspecified procedures. Based on a pre-/post-test and paragraph writing comparison, it was determined that Assemblr Edu had enhanced participants’ writing-skill development in terms of organization and structure of paragraphs as well as grammar, vocabulary, and punctuation.

Carvajal-Téllez, A., & Duarte-Medina, Y. (2017). Using mobile learning to enhance pre-service teachers’ participation in distance education English tutoring sessions. Enletawa Journal, 10(1), 69-84.

This Colombian study describes the reactions of 15 B1-level L2 English university students to the incorporation of a mobile game-based learning platform (Kahoot!) in their pre-service course. Over a semester, participants used their smartphones to access the app to complete grammar exercises, take quizzes and for class discussions. According to class observations and responses to a course questionnaire, students were more engaged, and their participation increased greatly as a result of using the system. It was found that mobile learning promoted active participation, as well as knowledge construction and collaborative learning.

Cassiana H., & Maslawati, M. (2021). The use of mobile technology in enhancing the critical reading skills of pre-university ESL students. Creative Education, 12(3), 678-695.

This Malaysian study evaluated the effectiveness of ReadMe, a mobile app designed to improve the critical reading skills of L2 English learners. Over an unspecified time period, 30 pre-university students of mixed English competence levels accessed the app using their mobile phones. According to a pre-/post-treatment reading test comparison, overall post-test results were significantly better than those of the pre-test. However, there was no significant difference between the outcomes of groups of different L2 English competence level.

Castañeda, D., & Cho, M-H. (2016). Use of a game-like application on a mobile device to improve accuracy in conjugating Spanish verbs. Computer Assisted Language Learning, 29(7), 1195-1204.

This study evaluated the effect of a game-like iOS app (Conjugation Nation) upon students’ accuracy and confidence in verbal conjugation. The intervention involved 80 American university elementary (N=59) and intermediate level (N=21) L2 Spanish learners and took place over four semesters. During eight weeks of each, students used the app together in small groups twice a week in class for an average of 20-25 minutes. A pre-/post-test comparison demonstrated that integrating the use of Conjugation Nation in the classroom enhanced both students’ accuracy and confidence in conjugating Spanish verbs.

Castelo, A. (2023). App and classroom instruction for better pronunciation: Some results. Smart Innovation, Systems and Technologies, 320, 521-531.

This study evaluates the effect of an Android mobile-based L2 Portuguese learning app (Fun Easy Learn European Portuguese) upon the pronunciation of twelve L1 Chinese beginning level Portuguese learners, presumably enrolled at a university in Portugal. Over two weeks, participants learned the pronunciation of twelve different words under three conditions: App + Class, App-only, Class-only. A pre-/post-treatment pronunciation test of 18 words demonstrated significant improvement for the two app usage conditions but not for the words practiced only in class. Participant reaction to use of the app was very positive and indicated that students believed it promoted pronunciation learning.

Castrillo, M., Martín-Monje, E., & Bárcena, E. (2014a). Mobile-based chatting for meaning negotiation in foreign language learning. Proceedings of Mobile Learning 2014 (pp. 49-59).

This is a conference presentation which describes the same mobile phone-based study as reported in Castrillo, Martín-Monje & Bárcena (2014b).  It explores the use of WhatsApp with 85 Spanish university students in an initial level L2 German course.

Castrillo, M., Martín-Monje, E., & Bárcena, E. (2014b). New forms of negotiating meaning on the move: The use of mobile-based chatting for foreign language distance learning. ADIS International Journal on WWW/Internet, 12(2), 51-67.

This is the published version of the conference proceedings reported in Castrillo, Martín-Monje & Bárcena (2014a). Eighty-five Spanish university beginning-level L2 German students, working in five groups which included A2-B1 level participants, used WhatsApp via their smartphones for six weeks to exchange a minimum of three written messages per week on instructor-initiated themes. Based on an analysis of the participation of 12 students, although they did not make great progress in reducing their linguistic errors, beginning-level learners noticeably improved their meaning negotiation skills, were able to make themselves understood at all times and found the experience highly enjoyable.

Çavuş, N., & İbrahim, D. (2008b). MOLT: A mobile learning tool that makes learning new technical English language words enjoyable. International Journal of Interactive Mobile Technologies, 2(4), 38-42.

This paper from Northern Cyprus describes the experimental use of mobile phone SMS to teach technical English vocabulary to 45 computer science university students of unspecified L2 English competency level. A web-based application (MOLT) was used to send SMS word pairs every half-hour daily between 9A.M. and 5P.M. A total of 48 word pairs were sent three times for nine days. Responses to a student survey indicated very high approval of the system. All participants expressed enjoyment of learning out of class with the help of their mobile phones.

Çavuş, N., & İbrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78-91.

This paper from Northern Cyprus is an extended version of Cavus & Ibrahim (2008). It adds a brief literature review and a discussion of theoretical framework, but is otherwise the same.

Çavuş, N., & İbrahim, D. (2017). Learning English using children’s stories in mobile devices. British Journal of Educational Technology, 48, 625-641.

This Cypriot study explores the effectiveness of a mobile phone-based program, Near East University Children’s Story Teller (NEU-CST). The app used text-to-speech and automatic speech recognition algorithms in the teaching of English to 12-year-old secondary school students of unspecified L2 English competency level. An experimental group of 18 learners used NEU-CST a half-hour per day for four weeks while a control group of 19 read the same children’s story and did the same exercises from a printed source. A pre/post-test of vocabulary, listening/reading comprehension and pronunciation demonstrated significantly greater gains for the experimental group.

Celeghin, M. (2023). WhatsApp, a mobile application for social learning of the Italian language through micro tasks. Positive Impacts of MALL (pp. 109-121).

This study, apparently undertaken in Spain, describes the effect of micro tasks upon the communicative competence of 20, mostly adult, A1-level L2 Italian learners in a private language center. Once per week, four groups of students used a social networking app (WhatsApp)in class on unspecified mobile devices to discuss orally and in writing a total of 15 informal topics (e.g., a bizarre gift). Instructors defined the tasks and encouraged participation, but did not explicitly correct any language errors. Final evaluation tests showed that groups with the most active and closely bonded members attained the best communicative competence.

Çelik, A. (2012). Yabanci dil öğreniminde karekod destekli mobil öğrenme ortaminin aktif sözcük öğrenimine etkisi ve öğrenci görüşleri: Mobil sözlükörneği (The Effect of QR Code Assisted Mobile Learning Environment on Active Vocabulary Learning in Foreign Language Learning and Student Opinions: A Mobile Dictionary Example). MA thesis. Gazi University, Turkey. [in Turkish]

This Turkish MA thesis evaluated the effectiveness of a QR code-based mobile dictionary (Mobil Sözlük) on the acquisition of 142 L2 English words by 50 university students of intermediate English proficiency level. During a week, participants used their smartphones in class to access QR codes that were added to their textbook pages. This provided them with different types of information such as meanings, antonyms, derivatives and images. A pre-/post-test comparison revealed a significant increase in knowledge of the targeted vocabulary. Although a substantial number of students encountered problems using the system, over all they expressed favorable views of the treatment.

Çelik, Ö. (2018). The Effect of Using Mobile Applications on Literal and Contextual Vocabulary Instruction. MA thesis, Balikesir University, Balikesir, Turkey.

This Turkish MA thesis investigates vocabulary learning through two approaches: literal and contextual. For four weeks, via WhatsApp, 84 A1-level L2 English university students received ten words per week on their phones. Half of the group studied these directly using their smartphones to play a learning game app (Kahoot) and flashcard program (Cram). The other students used their smartphones to watch a YouTube video and read a related text containing the ten targeted words. The literal instruction group significantly outperformed the contextual instruction group on a pre-/post-test score comparison.

Çelik, Ö., & Yavuz, F. (2017). The effect of using mobile applications on literal and contextual vocabulary instruction. International Journal of Learning and Teaching, 10(2), 126-136.

The study reported here is the same as Çelik (2018).

Çelik, S., & Baran, E. (2022). Student response system: Its impact on EFL students’ vocabulary achievement. Technology, Pedagogy and Education, 31(2), 141-158.

This Turkish study evaluated the effect of a Student Response System (Socrative) upon the implementation of a Think-Pair-Share strategy approach to the learning of L2 English vocabulary. For six weeks, 34 students in a B1-level class and 43 in a B2-level class used Socrative via their mobile phones to discuss in pairs vocabulary taught in class. This provided enhanced depth and breadth of thinking and increased the level of student participation. On a post-treatment vocabulary test, both experimental groups significantly outscored a matched control group of the same numbers that did not use Socrative. Students also found the treatment motivating.

Celink, N., & Ekşi, G. (2024). A research into the effect of augmented reality-enhanced storybook reading on EFL learners. BoluAbant Izzet Baysal University Journal of Faculty of Education, 24(1), 20-40.

This Turkish study describes the subjective reactions of 11 B1-level L2 English university prep-school students to their reading of an Augmented Reality (AR) mobile-based storybook (Wonderscope: Clio’s Cosmic Quest). Apparently during a single session, participants first read the story in printed form, then re-read it in AR form using their iOS mobile devices. According to post-treatment interviews, students thought the AR technology led them to emphatic thinking and being more enthusiastic to read and learn. They also believed that the use of AR enhanced their reading comprehension.

Cerezo, R., Calderón, V., & Romero, C. (2019). A holographic mobile-based application for practicing pronunciation of basic English vocabulary for Spanish speaking children. International Journal of Human-Computer Studies, 124, 13-25.  

This Spanish study investigated the effect of a holographic game app upon the beginner-level L2 English pronunciation of L1 Spanish pre-schoolers.  For three weeks, during weekly 30-minute sessions, using smartphones 23 children played the game with holograms illustrating 20 concrete nouns and a holographic instructor that modeled correct pronunciation. Another twenty-three played the game viewing normal images with instructor-modeled pronunciation. A control group of twenty-four viewed images in books/on the blackboard with instructor-modeled pronunciation. The experimental groups outscored the control on a post-test, the holographic more so than the non-holographic.

Cervantes, D., Amaya, A., & Baca Pumarejo, J. (2021). Refuerzo de frases en inglés por medio de SMS en una comunidad rural de Tamaulipas (Reinforcement of English sentences through SMS in a rural community in Tamaulipas). In J. Baca Pumarejo & J. Serna Hinojosa (Eds.), Una Visión de la Brecha Digital en el Siglo XXI (pp.169-185). UAT-Colofón [in Spanish]

This Mexican study evaluated the effect of SMS reinforcement upon the learning of English sentences and their Spanish equivalents by primary school (5th-6th grade) students of unspecified L2 English competence level. Participants learned one unspecified sentence per day in class for 60 days. At the end of each class, a control group of 21 wrote the sentence and its Spanish translations in a notebook. An experimental group of 21 received via their cell phones every evening an SMS which contained the daily English phrase and its Spanish translation. The experimental group significantly outscored the control on an immediate post-test.

Çetinkaya, Ş. (2020). Bringing classroom and outside world together: Mobile instant messaging via WhatsApp© for extracurricular writing. The Qualitative Report, 25(12), 4319-4351.

This Turkish study describes the reactions of 44 pre-intermediate-level L2 English university students to the use of an instant messaging app (WhatsApp) to provide out-of-class writing practice. Over four months, twice weekly, the instructor wrote individually to participants via their smartphones on a variety of personally oriented topics. According to an immediate post-treatment questionnaire, participants thought the treatment had enhanced their language skills and helped self-improvement. While offering entertainment, it decreased anxiety, increased motivation, encouraged participation and offered better communication between the teacher and themselves. However, most of the participants also expressed their wish for more serious academic discussion topics.

Çetinkaya, L., & Sütçü, S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34(5), 504-514.

This Turkish study compared the effectiveness of two mobile-accessible social networking apps (WhatsApp, Facebook) in the English vocabulary acquisition of high school students of unspecified L2 English competence level. Over 70 days, using their smartphones, 31 participants received information messages (word definition, Turkish translation, example sentence) via WhatsApp and 31 via Facebook. Meanwhile a control group of 31 received no treatment. All three groups increased their scores in a pre-/post-treatment vocabulary test comparison, but only the results of the WhatsApp users were significantly better than the control. Both experimental groups were positive about using the apps in their future learning.

Çetinkaya, L., & Sütçü, S. (2019). Students' success in English vocabulary acquisition through multimedia annotations sent via WhatsApp. Turkish Online Journal of Distance Education, 20(4), 85-98.

This Turkish study evaluated the effect of smartphone delivery form upon the L2 English vocabulary acquisition of 112 ninth-grade secondary school students of unspecified English competence level. Using an instant messaging app (WhatsApp), over 64 days participants received daily one word accompanied by one of four annotations in equal number: ‘Text’, ‘Text+Audio’, Text+Picture’ and ‘Text+Picture+Audio. A pre-/post-treatment vocabulary test confirmed significantly improved results with the use of Text+Picture+Audio’ and ‘Text+Picture’ annotations. Although ‘Text+Audio’ annotations resulted in better results than ‘Text’ only, the difference was not statistically significant. Students expressed more positive than negative reactions to the treatment.

Çevİk, G., Yilmaz, R., Göktaş, Y., & Gülcü, A. (2017). Okul öncesi dönemde artırılmış gerçeklikle İngilizce kelime öğrenme (Learning English with Augmented Reality in preschool). Journal of Instructional Technologies and Teacher Education, 6(2), 50-57. [in Turkish]

This Turkish study describes the design of a custom-made mobile-based Augmented Reality app and evaluates its effect upon the L2 English vocabulary acquisition of 21 animal names by 16 kindergarten children, presumably at beginner level. The children used the app to view animal animations on tablet computers for three weeks, three hours once per week. During the same time, a control group of 15 learned the same words using still pictures and plastic toys. The experimental group significantly outscored the control on a post-treatment vocabulary test comparison. It also paid greater attention and participated more actively in the activities.

Cha, Y. (2018). Using a student response system (Socrative) as a pre-reading method in an EFL reading environment. STEM Journal, 19(2), 95-119.

This Korean study investigated the effect of a mobile-based student response system (Socrative) upon the reading skills of 41 university students of unspecified L2 English competency level. Over two weeks, students used Socrative to discuss their background knowledge as a pre-reading activity. A matched control group of 40 was shown titles and subtitles from the same reading passage via PowerPoint slides and encouraged to predict the contents. The experimental group demonstrated a significant score increase on a pre-/post-treatment reading test whereas the control did not. It also showed a positive attitude toward using Socrative for reading classes.

Cha, Y., Kim, H-S., & Kim, N-Y. (2019). Can mobile-based activities enhance oral performance in English? The Journal of Foreign Studies, 47, 135-158.

This Korean study evaluated the effectiveness of mobile-based compared to face-to-face oral communication with A2-level L2 English university students. Over a semester, 10 minutes every two weeks in class, 31 participants accessed via their mobile phones an instant messaging app (Kakao Talk) to separately audio record their part of a conversation on an assigned topic. A control group of 26 did likewise by engaging in a synchronous face-to-face conversation. While both groups significantly improved their performance on a pre-/post-test comparison, no significant difference was observed between the two groups. A survey of student attitudes towards the treatment returned mixed results.

Chaisuriya, A., & Rungsiri, A. (2023). The effectiveness of developing the mobile application for learning English for academic purposes in a Thai regional university. International Journal of Language Education, 7(4), 785-799.

This Thai study describes the design and trailing of a researcher-created mobile L2 English learning app that focused on B1-level EAP vocabulary and grammar. Using their smartphones, 63 university students accessed the app on a voluntary basis for five weeks to study unspecified content. The course mid-term test and final exam served as a pre-test and post-test, respectively. Participants demonstrated a small but significant improvement on a pre-/post-test comparison. Moreover, app users considered it very effective, especially the enjoyable interactive exercises. A control group of 16 that did not use the app made no significant progress between the two tests.

Chakir, M. (2018). The Integration of Mobile Phones in EFL Contexts: Using Messenger Applications to Learn English Vocabulary. MA thesis, Southern Illinois University at Edwardsville. ProQuest Dissertations Publishing.

This American MA thesis compared the L2 English vocabulary learning of 60 Moroccan high school students of unspecified L2 English competency level under two treatment conditions. Under an SMS condition, two words were sent to 30 student mobile phones via a messaging app (WhatsApp) three times per day for seven days. Under the second condition, 14 words were distributed to another 30 students as a printed list at the beginning of the week. All students learned under both conditions. Although on a pre-/immediate-post-test comparison the WhatsApp condition demonstrated significantly better results, there was no significant difference on a four-week-delayed post-test.

Chakravarthy, C., & Sunitha, V. (2020). An exploration of mobile apps to enhance the feasibility of mobile learning in engineering students for effective reading skills. Xi'an Jianzhu Keji DaxueXuebao/Journal of Xi'an University of Architecture & Technology, 12(4), 2436-2445.

This Indian study compared the acquisition of English reading comprehension skills of two groups of 10 university students of unspecified L2 English competency level. Over four weeks, two hours per week, the control group did traditional paper-based reading comprehension exercises with occasional teacher-led discussions. During the same period, the experimental group used their mobile phones to access exercises in five specialized reading apps and participated in WhatsApp group discussions and debates related to reading assignments. The experimental participants significantly outscored the control on a pre-/post-treatment reading comprehension test. They also positively viewed the experimental treatment.

Chan, W-M., Chen, I., & Döpel, M. (2011). Podcasting in foreign language learning: Insights for podcast design from a developmental research project. In M. Levy, et al. (Eds.), WorldCALL: International Perspectives on computer-assisted language learning (pp. 19-37). New York, NY: Routledge.

This paper from Singapore explores the use of podcasting to support the learning of L2 German. A total of 14 podcast lessons were prepared and made available to 225 university students of unspecified L2 German competency level on a weekly basis over a 13-week period. Lessons included listening comprehension and grammar, as well as country and culture information. Only 6% of students accessed podcasts exclusively via MP3 players, with 70% preferring to use only a PC. Nearly half of the students thought the lessons were not useful, except for test preparation.

Chan, W-M., Chi, S-W., Chin, K-N., & Lin, C-Y. (2011). Students’ perceptions of and attitudes towards podcast-based learning: A comparison of two language podcast projects. Electronic Journal of Foreign Language Teaching, 8(Suppl. 1), 312-335.

This paper from a Singapore university describes two 10-week long podcast projects with 120 elementary-level L2 Chinese and 61 elementary-level L2 Korean students who completed questionnaires and participated in semi-structured interviews to ascertain their perceptions of the podcasts’ quality and usefulness. Participants were free to use stationary or mobile devices to access the podcasts. Students who engaged in mobile learning were significantly more open to learning through podcasts after the exposure to their course podcasts. In addition, students who listened on the move were also more motivated by the podcasts to learn the respective target languages.

Chang, C., Chang, C-K., & Shih, J-L. (2016). Motivational strategies in a mobile inquiry-based language learning setting. System, 59, 100-115.

This Taiwanese study compared the effect of explicit motivational strategies (MSs) upon the proficiency of 35 intermediate-low L2 English university students engaged in an inquiry-based learning program. This six-week program included a field trip to a local Confucian temple where students used their mobile phones to take photographs and scan quick-response codes for information. A control group of 32 students undertook the same activities without MSs. Although there was no significant difference in learning achievement between the two groups, the MSs group demonstrated significantly greater learning motivation than the control.

Chang, C., & Lin, H-C. (2020). Effects of a mobile-based peer-assessment approach on enhancing language-learners' oral proficiency. Innovations in Education and Teaching International, 57(6), 668-679.

This study evaluated the effect of a mobile-supported peer-assessment app (Instant Response System -ZUVIO) upon English oral proficiency. Over twelve weeks, a group of 60 Taiwanese university students of unspecified L2 English competency level made 3-5 minute oral recordings on assigned topics, which they uploaded to a shared GDrive. For half of the group, these were anonymously peer-assessed using the mobile app. The recordings of the other half of the group were assessed by the instructor. The peer-assessed students significantly outperformed the control on a pre-/post-test comparison. The students in the experimental group were highly accepting of mobile-based peer-assessment.

Chang, C., Shih, J-L., & Chang, C-K. (2017). A mobile instructional pervasive game method for language learning. Universal Access in the Information Society, 16(3), 653-665.

This Taiwanese study evaluated the effect of adding a game-based component upon a collaborative mobile-based L2 English inquiry task. The intervention lasted nine hours, including a field trip to a Confucius Temple during which university students of unspecified L2 English competence level used their mobile devices to scan QR codes that displayed multiple-choice questions about the location. Of the 137 students, 70 also played a mobile-based game that rewarded them for constructing correct sentences about the locations. In a pre-/post-test comparison, the game-playing students significantly outscored the others in reading, writing, and vocabulary, but not grammar.

Chang, C-C., Chen, I-J., & Chen, W-C. (2010). More than just audio guide--listening comprehension training of foreign language supported by mobile devices. UbiLearn2010, np.

This Taiwanese study describes the reaction of 148 university students of unspecified L2 English competence level to a PDA-based listening comprehension audio animal guide that was used during a zoo field trip. Participants studied key vocabulary from the guide beforehand and at the zoo they observed the animals and read the written text description while listening to the guide. The novelty of the learning experience impressed the participants most. They found the PDA easy to use and the audio quality good. However, half of the students felt that there were too many distractions at the zoo that impeded their learning.

Chang, C-C., Lei, H., & Tseng, J-S. (2011). Media presentation mode, English listening comprehension and cognitive load in ubiquitous learning environments: Modality effect or redundancy effect? Australasian Journal Educational Technology, 27(4), 633-654.

This Taiwanese paper describes a PDA-based experiment that examined L2 English listening comprehension and cognitive load. During a four-hour field trip to a zoo, 82 university students of unspecified L2 English competency level received GPS location-aware information about animals in single-mode (sound) and 80 in double-mode (sound and text). The results of an immediate post-test demonstrated that text significantly enhanced listening comprehension and lowered cognitive load. However, no significant differences on either were observed in post-testing. The effect of textual support thus was only temporary and did not benefit long-term comprehension or cognitive load reduction.

Chang, C-C., Liang, C., Yan, C-F., & Tseng. J-S. (2013). The impact of college students’ intrinsic and extrinsic motivation on continuance intention to use English mobile learning systems. Asia-Pacific Education Researcher, 22(2), 181-192.

This Taiwanese paper examined factors that influenced the intention of 158 technological college L2 English students to continue using an English mobile learning system (EMLS), which they accessed via PDAs for four weeks. The results revealed that perceived convenience, playfulness, ease of use, and usefulness were antecedent factors that affected intension to continue using the EMLS. Perceived usefulness had a greater impact on continuance intention than perceived playfulness.  Overall, the extended Technology Acceptance Model used in the study was effective at predicting and explaining students’ intention to use the EMLS.

Chang, C-C., Tseng, K-H., Liang, C., & Yan, C-F. (2013). The influence of perceived convenience and curiosity on continuance intention in mobile English learning for high school students using PDAs. Technology, Pedagogy and Education, 22(3), 373-386.

This Taiwanese paper examined factors that influenced the intention of 125 eleventh grade senior high school students of unspecified L2 English competency level to continue using an English mobile learning system (MeReader), which included vocabulary, reading, listening and speaking activities. Students accessed the program via PDAs for two weeks, 30 minutes in class and at least one hour’s practice after class. Based on the Technology Acceptance Model, the results indicated that (1) curiosity had a positive effect on continuance intention; (2) perceived convenience had a positive effect on perceived usefulness and continuance intention.

Chang, C-C., Tseng, K-H., & Tseng, J-S. (2011). Is single or dual channel with different English proficiencies better for English listening comprehension, cognitive load and attitude in ubiquitous learning environment? Computers & Education, 57(4),2313-2321.

This Taiwanese paper describes the same PDA-based L2 English listening comprehension experiment reported in Chang, Lei & Tseng (2011), taking into account language proficiency and learning attitude.  117 university students formed four groups: two high-intermediate level and two low-intermediate. One group at each level received GPS-related information in single-mode (sound) which the other group received in double-mode (sound and text). For all students, double-mode presentation resulted in higher listening comprehension. With single-mode presentation, cognitive load varied in inverse proportion to proficiency level. The dual-mode students had more positive learning attitudes.

Chang, C-C., Warden, C., Liang, C., & Chou, P. (2018). Performance, cognitive load, and behaviour of technology‐assisted English listening learning: From CALL to MALL. Journal of Computer Assisted Learning, 34(2), 105-114.

This study investigated the effect upon the L2 English listening comprehension of 80 Taiwanese university students of unspecified L2 English competency level exposed to on-site PDA-mediated audio presentations. This experimental group travelled to a zoo and, guided by GPS, observed four animals described in a corresponding audio recording. A control group of 80 saw four animal symbols on their in-class computers, which they clicked to hear the description. On a pre-post-test comparison, the experimental group exhibited significantly better English listening comprehension than the control. It also reported significantly lower cognitive load than the control group.

Chang, C-C., Yan, C-F., & Tseng, J-S. (2012). Perceived convenience in an extended technology acceptance model: Mobile technology and English learning for college students. Australasian Journal of Educational Technology, 28(5), 809-826.

This Taiwanese study examined the effect of learner attitudes upon the use of a PDA-based L2 English multimedia MALL program (Mebook). Following a two-week in-class trial, 158 college students of unspecified L2 English competence level completed a questionnaire based on the Technology Acceptance Model (TAM). This established that perceived convenience, ease of use and usefulness had a significantly positive effect upon attitude both towards actual usage and continued use of the application. The TAM explained 63% of the total variance in attitude towards using and about 55% of the total variance in intended future application usage.

Chang, C-K., & Hsu, C-K. (2011). A mobile-assisted synchronously collaborative translation-annotation system for English as a foreign language (EFL) reading comprehension. Computer Assisted Language Learning,24(2), 155-180.

This Taiwanese paper reports the results of two studies evaluating the effectiveness of a PDA/web-based translation/annotation app (Dr. eye) on L2 English reading comprehension. The first study was previously reported in Hsu, He and Chang (2009). The second describes 43 intermediate-level L2 English university students who used it individually and collaboratively during two classes for extensive in-class reading. Testing revealed that groups of 2-4 achieved significantly higher levels of comprehension than individual students or groups of five. Over 80% of the users considered the system useful and easy to use for individual reading.

Chang, M-J. (2008). The Effectiveness of Mobile Short Message Service Technology to Support Vocabulary Learning. PhD dissertation, University of Northern Colorado. ProQuest Dissertations Publishing.

This American PhD dissertation evaluated the effect of SMS reminder delivery scheduling upon the L2 English vocabulary learning of 93 Taiwanese university students of mixed L2 English competence levels. Participants were placed in three groups of equal size and matched proficiency level distributions. During four weeks, via their mobile phones, one group received SMS study reminders (3 words) daily, another (12 words) weekly, and the third received no SMS reminders. On a post-treatment vocabulary recognition test, the effects of SMS reminder schedules on the frequency of SMS access and on the recognition posttest score were both non-significant.

Chang, M-M., & Lan, S-W. (2021). Flipping an EFL classroom with the LINE application: Students’ performance and perceptions. Journal of Computers in Education, 8, 267-287.

This study evaluated the effect of a mobile-based messaging app (LINE) upon the L2 English speaking ability of 38 college students of unspecified English language competence level in a flipped language class, presumably in Taiwan. For sixteen weeks, participants used LINE via their smartphones to collaboratively write and audio record role playing conversations linked to the week’s topic. In a pre-/post-treatment speaking test comparison, the performance of students who were more involved in out-of-class LINE-based activities improved more than that of those who were less involved. Students had generally positive attitudes towards this use of LINE.

Chang, S-Y., & Kim, H-J. (2011). 대학 모바일 학습에서 영어 말하기 교육의 효과 (M-learning as a strategy for motivating student in the EFL class). Education Method Research, 23 (4), 713-727. [in Korean]

This study investigated the effect of mobile phone-based video recording upon the English-speaking ability of 41 Korean university students of unspecified L2 English competency level. Over seven weeks, participants recorded themselves five to seven times using expressions learned in class. These recordings were sent to an online community site. A matched control group of 40 received the same classroom instruction without the video recording activity. Experimental group participants, especially those with high metacognitive levels, were motivated to use their mobile devices in their spare time and significantly outscored the control on a post-treatment speaking test.

Chang, W-C., Chen, C-M., & Yang, S.-M. (2018). An English vocabulary learning app with self-regulated learning mechanism for promoting learning performance and motivation. Proceedings - 2018 7th International Congress on Advanced Applied Informatics (pp. 164-169).

This study is the same as that reported in Chen, Chen & Yang (2018).

Chang, Y-S., Chen, C-N., & Liao, C-L. (2020). Enhancing English-learning performance through a simulation classroom for EFL students using Augmented Reality—A junior high school case study. Applied Sciences, 10(21), 1-24.

This Taiwanese paper evaluates the effect of an Augmented Reality app upon the English learning of 21 junior high school students of unspecified L2 English competency level who used it for 18 weeks as a complement to their course textbook. By scanning images in the printed book with their smartphones, they were able to access related videos that provided interactive dialog events. A control group of 19 received traditional instruction supported by PowerPoint presentations. Experimental group participants significantly outscored the control on a multi-skills post-test and also expressed increased willingness to learn English by themselves.

Chau, B., & Huong, L. (2021). Efficiency of the ‘Memrise’ mobile application in vocabulary learning of EFL students. Journal of Language and Literature Science, 5(1), 1-9.

This Vietnamese study investigated the effect of a smartphone-accessible flashcard app (Memrise) upon the L2 English vocabulary acquisition of third-year university students presumed to possess a pre-intermediate English vocabulary level.  For three months, twenty participants used Memrise to study unspecified vocabulary following unspecified procedures. Meanwhile, a control group of twenty studied the same vocabulary without using the app. The experimental group significantly outscored the control on a pre-/post-treatment reading comprehension test comparison.

Chaya, P., & Inpin, B. (2020). Effects of integrating movie-based mobile learning instruction for enhancing Thai university students’ speaking skills and intercultural communicative competence. English Language Teaching, 13(7), 27-45.

This Thai study compared the effect of two pedagogical approaches upon the speaking ability and intercultural communicative competence (ICC) of 64 pre-intermediate L2 English university students, all L1 Thai speakers. For ten weeks, half the group received instruction using a commercial textbook while the other half learned through mobile phone-based movies that were used to learn and practice vocabulary, grammar, and speaking through activities such as role play and pair work. On a pre-/post treatment comparison, the experimental group significantly outperformed the control in speaking and assessment of ICC. It also expressed a positive attitude toward movie-based mobile learning instruction.

Che, P-C., Lin, H-Y., Jang, H-C., ..., &Tsai, T-C. (2009). A study of English mobile learning applications at National Chengchi University. International Journal of Distance Education Technologies, 7(4), 38-60.

This Taiwanese paper describes the design of an L2 English mobile learning platform (NCCU-MLP) and its trailing on tablet pcs by 37 high-level L2 English university students. The platform was intended to promote collaborative learning through instant text/voice communication, audio/video playback, and geo-location information via a wifi network. Participants used it in groups of 4-5 for 50 minutes to answer questions and share information about five on-campus buildings they visited. Students showed great interest in this learning method but also felt frustrated and overwhelmed when the technology was not supportive and helpful.

Che Hashim, N., Abd Majid, N., Arshad, H., & Khalid Obeidy, W. (2018). User satisfaction for an Augmented Reality application to support productive vocabulary using speech recognition. Advances in Multimedia, 1-10.

This Malaysian study describes the design and pilot testing of a speech recognition-enhanced Augmented Reality (AR) app (ARealSpeech Application) intended to teach L2 English vocabulary to early education primary school children. It was trialed by two teachers and 60 children during one twenty-minute session. The children were presented with paper flashcards containing an image, its name, and an example sentence. They viewed these using mobile phones, which allowed them to activate an on-screen microphone to record the word/sentence and see the corresponding text display. Both teachers & students thought the app was effective and easy to use.

Chee, K., Yahaya, N., & Ibrahim, N. (2017). Effectiveness of mobile learning application in improving reading skills in Chinese language and towards post-attitudes. International Journal of Mobile Learning and Organisation, 11(3), 210-225.

This Malaysian study compared the use of an Android smartphone-based character learning app (Learn Chinese Mandarin) to PowerPoint slide presentations with first-grade primary school Chinese learners of unspecified L2 Chinese competency level. Twice weekly for four weeks, an experimental group of 27 used the app in class whereas a control group of 21 learned characters using PowerPoint slides. The experimental group significantly outscored the control on a 20-minute pre-/post-test that required learners to orally read ten Chinese characters. A post-treatment questionnaire indicated that use of the app could increase motivation and interest, but not confidence.

Chen, C., & Yifeng, Y. (2023). Effectiveness of Virtual Reality on Chinese as a second language vocabulary learning: Perceptions from international students. Computer Assisted Language Learning, xx, 1-29.

This Chinese study evaluates the effect of a virtual reality app (based on Mondly) upon the learning of 30 Chinese words by 15 university students of unspecified L2 Chinese competence level. Using an Oculus Quest 2 during one 60-minute session, participants could see as well as hear the characters, words, phrases, and sentences from their headsets. A control group of 15 students was given the same amount of time to the read the same words after a teacher and practice writing them on paper several times. The experimental group significantly outscored the control on both an immediate and 14-day-delayed-post-test.

Chen, C-H. (2020). AR videos as scaffolding to foster students’ learning achievements and motivation in EFL learning. British Journal of Educational Technology, 51, 1-16.

This Taiwanese study investigated the effect of an Augmented Reality video-enhanced learning system (ARVEL) upon the English skills of elementary school 6th-graders of unspecified L2 competency level. During one treatment session, using tablets, 49 participants watched a video about insects that incorporated AR pop-up materials while a control group of 48 watched the same video without AR enhancement. According to a pre-/post-treatment evaluation, the ARVEL method significantly improved the students’ English learning achievements and intrinsic motivation compared to the students learning EFL with conventional video-based learning. It also enhanced their satisfaction with EFL learning.

Chen, C-H., & Chou, H-W. (2007). Location-aware technology in Chinese language learning. IADIS International Conference Mobile Learning (pp. 189-193).

This Taiwanese study reports on the design and prototype testing of a PDA-based system (CLLS) that uses RFID tags linked via a web-based server to audio and text that provide location specific conversations to support the learning of Chinese by overseas students using public transportation in Taipei. Ten foreign university students of unspecified L2 Chinese competency level tested the system for 20 minutes in a classroom which simulated six transportation stations. The experiment showed that learners were satisfied both with the reaction time of RFID and the content transmitted.

Chen, C-J. (2014). Using concept mapping instruction in mobile phone to learning English. Creative Education, 5(1), 4-6.

This Taiwanese paper investigated the effect of concept mapping upon the English vocabulary learning of college students of unspecified L2 English competency level. For two weeks, students were sent two words per day via SMS to their mobile phones. The SMS included syntactic categories, Chinese translation, and example sentences. A control group received words in random pairs whereas the experimental group received them in semantically related pairs.  A post-test revealed no significant difference overall between the two conditions, though the experimental group performed significantly better on a translation subpart of the test.

Chen, C-J., & Liu, P-L. (2011). Effects of learning English maxim through m-learning with different content representation. In M. Chang, et al. (Eds.), Edutainment 2011, LNCS 6872 (pp. 363-375). Springer.

This Taiwanese study investigated the effect of mobile-based presentation modes (pictorial, written, pictorial+written) upon the learning of English proverbs by university students of unspecified L2 English competency level. Participants manifested four types of short-term memory: high verbal/visual (N=60), low verbal/high visual (N=55), low verbal/ visual (N=67), high verbal/low visual (N=66). During one session, they learned 24 proverbs, 8 presented in one of the three modes. On an immediate post-test, high verbal/visual participants performed best with pictorial-written annotations, low verbal/high visual participants performed best with pictorial annotations only, and both types of low visual participants performed best with written annotations only.

Chen, C-M., Chen, L-C., & Yang, S-M. (2018). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237-260.

This two-week study from Taiwan evaluated the effect upon the L2 English learning performance and motivation of fifth-grade pupils of unspecified L2 English competency level using a vocabulary learning app (VOC 4 FUN), an experimental group of 21 with  a self-regulated learning mechanism and a matched control group of 25 without. Participants used a smart mobile device on their own time at least five hours per week to study 800 words. On a pre-/post-test comparison, the experimental group demonstrated significantly greater learning performance and motivation regardless of gender, with field-dependent learners benefitting more than field-independent learners.

Chen, C-M., & Chung, C-J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624-645.

This Taiwanese paper describes the design of an L2 English vocabulary learning system (PIMS) which is based upon Item Response Theory algorithms and a learning memory cycle. It operates via PDAs linked to a remote client mobile learning system and three database agents: one that recommends vocabulary, one that generates tests, and one that assesses performance. The system was trialed out of class for five weeks by 15 university volunteers of unspecified L2 English competency level. The results revealed significant, albeit modest, enhancement of vocabulary abilities and learning interests, though students felt it represented extra work.

Chen, C-M., & Hsu, S-H. (2008). Personalized intelligent mobile learning system for supporting effective English learning. Educational Technology and Society, 11(3), 153-180.

This Taiwanese article appears to describe the same study as that presented in Chen & Chung (2008) involving the out-of-class trialing of a vocabulary learning system (PIMS) by 15 L2 English university volunteers for five weeks. Using a fuzzy Item Response Theory algorithm that determines users’ reading abilities, PIMS recommends English news articles to learners and automatically identifies unfamiliar words for study. Test results confirmed that the system could recommend appropriate news articles to individual learners regardless of their initial reading abilities.

Chen, C-M., & Li, Y-L. (2010). Personalized context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364.

This Taiwanese article describes the design and prototype testing of the personalized PDA/WLAN-based context-aware L2 English vocabulary learning system (PCULS) previously outlined in a ICALT conference presentation with the same title (Chen, Li & Chen, 2007). PCULS was trialed for two weeks in 12 locations around a high school by 36 tenth-grade students of unspecified L2 English competency level, half of which studied English/Chinese word pairs with the system and half independently of it. PCULS users showed significantly greater vocabulary gains compared to non-users. Most participants expressed a preference for the context-aware learning support.

Chen, C-M., Li, Y.-L., & Chen, M.-C. (2007). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. 7th International Conference on Advanced Learning Technologies (pp. 628-630), Niigata, Japan.

This Taiwanese conference presentation is the precursor of the published article that appears in Chen & Li (2010).

Chen, C-M., & Lin, Y-J. (2016). Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts. Interactive Learning Environments, 24(3), 553-571.

This Taiwanese study evaluated the effect of text presentation (static, dynamic, mixed) and environmental contexts (sitting, standing, walking) upon the reading comprehension, sustained attention and cognitive load of 20 university students of unspecified L2 English competence level. Using an iPod Touch, apparently during nine sessions, participants read nine articles, one under each text presentation type and environmental context. Readings were followed by an immediate comprehension post-test and cognitive load questionnaire. Sitting obtained the highest sustained attention. Mixed text maintained the lowest sustained attention and generated the highest cognitive load. Text presentation type had no significant effect upon reading comprehension.

Chen, C-M., Liu, H., & Huang, H-B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188.

This Taiwanese study compared the effectiveness of two versions of an L2 English mobile vocabulary learning app (PHONE Words), one with a game component and the other without. Each version was used out of class for four weeks by ten university students of unspecified L2 English competency level, who were expected to access it at least five hours per week. The game-based group significantly outscored a matched non-game control group of ten on both an immediate and two-week delayed post-test of vocabulary. Also, the game-based app was regarded as more effective and satisfactory than the non-game version.

Chen, C-M., Tan, C-C., & Lo, B-J. (2016). Facilitating English-language learners' oral reading fluency with digital pen technology. Interactive Learning Environments, 24(1), 96-118.

This Taiwanese study evaluated the effect of a digital pen-based program (Qu-voice) upon the English oral reading performance of L1 Chinese 7th-graders of unspecified L2 English competency level. For six weeks, twice weekly in class, 30 participants used the digital pens to listen to the text-to-speech reading of assigned texts. They then used the pens to orally record the texts, which were uploaded to the class Moodle website for instructor feedback. A matched control group of 32 orally read the same texts in pairs with peer and instructor feedback. The experimental group significantly outperformed the control on a pre-/post-test comparison.

Chen, C-M., & Tsai, Y-N. (2009). Interactive location-based game for supporting effective English learning. 2009 International Conference on Environmental Science and Information Application Technology, 3(1), 523-526.

This Taiwanese paper reports on the prototype testing of an experimental location-aware PDA/WAN-based L2 English learning game. The game, which requires learners to locate a book, integrates virtual objects with real scenes in a university library. The system was tested by 10 university students, 90% of whom agreed it was fun to use and would be helpful for learning English.

Chen, C-M., & Tsai, Y-N. (2010). Interactive location-based game for supporting effective English learning. International Journal of Intelligent Information Technology Application, 3(1), 44-50.

This Taiwanese paper is the published version of the experimental location-aware PDA/WAN-based L2 English learning game described in Chen & Tsai (2009). The article extensively discusses location detection technologies (RFID, WLAN, Back-Propagation Neural Networks) and describes in detail the operating parameters of the game. As reported earlier, the system was tested once using a pocket PC by 10 university students of unspecified L2 English competency level. Ninety percent of the participants agreed it was fun to use and would be helpful for learning English.

Chen, C-M., Wang, J-Y., & Lin, M. (2017). Enhancement of English learning performance by using an attention-based diagnosing and review mechanism in paper-based learning context with digital pen support. Universal Access in the Information Society, 18, 141-153.

This Taiwanese study investigated the effect of digital pen technology (Livescribe) upon L2 English reading comprehension with and without a brainwave detection mechanism to help learners with low attention levels identify passages as review targets in the text. In a 70-minute session, 53 L1 Chinese vocational high school students read a passage then reviewed it guided by the system while a matched control group of 55 reviewed the text by autonomously selecting parts to re-study. The review performance of the experimental group was significantly better than that of the control.

Chen, C-P., & Wang, C-H. (2015). The effects of learning style on mobile augmented-reality-facilitated English vocabulary learning. In Proceedings 2nd International Conference on Information Science and Security (pp. 202-205). Seoul, South Korea.

This conference presentation investigated the effect of field dependency and relative high/low English proficiency in an Augmented Reality-facilitated L2 English vocabulary learning experiment. Working in triads during one class session, nine groups of Taiwanese third-graders used tablets that superimposed on a camera image the English word, its pronunciation, and Chinese equivalent of objects within the classroom. On a ten-item pre-/post-test comparison, field-dependent learners significantly outscored field-independent learners. There was also a marginal significant difference favoring the high proficiency learners. Neither learning styles nor prior English proficiency affected learning motivation.

Chen, H., Daito, M., & Lin, C. (2016). Effects of adding clickers to think-pair-share for learning English grammar. In P. Clements, A. Krause & H. Brown (Eds.), Focus on the Learner (pp. 461-467). JALT, 461-467.

This Japanese study evaluated the effect of in-class clicker usage upon the L2 English grammar acquisition of 124 A1-B1 proficiency level university students. Using a Think-Pair-Share pedagogical approach, over four weeks these students shared, via their smartphone-based clicker software (Poll Everywhere), their grammatical productions within each pair and the entire class. A matched control group of 107 shared its grammatical productions face-to-face in class. Owing to time constraints, this resulted in much less sharing. The experimental group significantly outscored the control on weekly grammar tests. It also expressed a significantly greater positive reaction to Think-Pair-Share protocol than the control.

Chen, I-C. (2018). The application of Augmented Reality in English phonics learning performance of ESL young learners. Proceedings 1st International Cognitive Cities Conference (pp. 255-259), Okinawa.

This conference presentation evaluates the effect of a mobile-based Augmented Reality board game (Aurasma) upon the L2 English phonics performance of 23 Taiwanese sixth-graders of unspecified L2 English competence level. The game required participants to write phonics word cards to play the board game, which the app verified. Using tablets, in groups of three or four, the children played the game during eight and a half class periods of forty minutes each. A five-question pre-/post-treatment phonic test demonstrated a significant increase in mean scores. On a post-treatment questionnaire, participants also expressed positive attitudes towards the app.

Chen, I-J., & Chang, C-C. (2011). Content presentation modes in mobile language listening tasks: English proficiency as a moderator. Computer Assisted Language Learning, 24(5), 451-470.

This Taiwanese study investigated the moderating effect of L2 English proficiency upon presentation mode and performance of 162 university students using a PDA-based vocabulary learning program for two weeks. The L2 English competency level of the participants was intermediate/intermediate-high. Half of the group had access only to audio; the other half had access to audio and text. Students with lower proficiency focused more on the text. No moderating effect was observed on task performance as students provided with the dual mode outperformed their single mode counterparts across proficiency levels. Half of the students felt that environmental distractions impeded their learning.

Chen, I-J., Chang, C-C., & Yen J-C. (2012). Effects of presentation mode on mobile language learning: A performance efficiency perspective.  Australasian Journal of Educational Technology, 28, 122-137.

This Taiwanese study describes the results of a PDA-based one-session pilot test which evaluated the effectiveness of the presence or absence of an accompanying written transcript upon the intermediate-level L2 English listening comprehension of 87 university students. The results revealed that the provision of written text facilitated the acquisition of information in immediate recall for learners with lower English levels, but did not appear to effect the schema construction of the English listening comprehension skill. The beneficial effect of the written text did not extend to the subsequent auditory-only passage.

Chen, K. (2022). Speech-to-text recognition in university English as a foreign language learning. Education and Information Technologies, 27, 9857-9875.

This Taiwanese study investigated the effect of mobile-based Speech-to-Text Recognition software (Speechy, SpeechNotes) upon the pronunciation of 27 intermediate-level L2 English university students. During 50-minute weekly classes over a semester, participants used their unspecified mobile devices to read aloud a text taken from a TOEFL exam preparation book. A photo of the text readout was then sent to the instructor for feedback. A pre-/post-treatment speaking test demonstrated significant improvement in pronunciation, fluency, and vocabulary acquisition. The majority of students thought the apps were easy to use and that they enabled them to improve on the accuracy of their oral reading.

Chen, M-P., Wang, L-C., Zou, D., …, & Tsai, C-C. (2022).Effects of captions and English proficiency on learning effectiveness, motivation and attitude in Augmented-Reality enhanced theme-based contextualized EFL learning. Computer Assisted Language Learning, 35(3), 381-411.

Using Travelling around the United States of America, this Taiwanese study implemented an AR-enhanced learning program that examined the effects of captions and English proficiency on ninth-grade students’ English learning effectiveness, motivation and attitude. During two 35-minute sessions, six groups of 32-33 participants, evenly split into low versus high pre-intermediate level, learned under three caption conditions (none, English, Chinese). The more proficient learners were more motivated in terms of self-efficacy and proactive learning. All learners expressed positive attitudes toward learning. The more proficient learners showed greater degrees of confidence, preferences, learning process and learning strategy but lower degrees of anxiety.

Chen, M-P., Wang, L-C., Zou, D., …, Xie, H. (2019). Effects of caption and gender on junior high students’ EFL learning from iMap-enhanced contextualized learning. Computers and Education, 140, 1-15.

This Taiwanese study investigated the effects of gender and captioning upon the L2 English skills of pre-intermediate level ninth-graders. During two 35-minute sessions, using a virtual geo-location app (iMap) on tablets, students watched videos of situational dialogues and identified contextual keywords, 60 participants with captioning and 67 without. A post-treatment test evaluated both groups' comprehension of the situational dialogues and the application of the acquired language knowledge delivered by the dialogues in given situations. Male participants performed better without captions. Females performed the same with or without captions. A post-treatment questionnaire revealed no gender-related effects upon motivation for either condition.

Chen, N-S., Hsieh, S-W., & Kinshuk, A. (2006). Using STM ability for adaptive language learning in mobile learning environment. Proceedings of the 5th WSEAS International Conference on E-ACTIVITIES (pp. 34-46), Venice, Italy.

This is a conference presentation that describes the effect of content representation on the short-term rote learning of 24 L2 English/Chinese word pairs by 156 Taiwanese university students during a 50-minute session using mobile phone SMS/MMS. A more extensive version appears as a published article in Chen, Hsieh & Kinshuk (2008).

Chen, N-S., Hsieh, S-W., & Kinshuk, A. (2008). Effects of short-term memory and content representation type on mobile language learning. Language Learning & Technology, 12(3), 93-113.

This Taiwanese study is the published version of the Chen, Hsieh & Kinshuk (2006) conference presentation. It investigated the effect of content representation on the short-term rote learning of 24 L2 English/Chinese word pairs by 156 Taiwanese university students of unspecified L2 English competency level during a 50-minute session using mobile phone SMS/MMS. Word pairs were presented with definitions alone, plus example sentences, plus graphics, plus both example sentences and graphics. Learners with higher verbal and visual ability achieved better results with accompanying written sample sentences and/or pictorial annotation than from learning content without any annotation.

Chen N-S., Teng, D., Lee, C-H., & Kinshuk, A. (2011). Augmenting paper-based reading activity with direct access to digital materials and scaffolded questioning. Computers & Education, 57(2), 1705-1715.

This Taiwanese study reports the results of a 90-minute reading experiment in which 77 L2 English university students in an advanced level class trialed the effectiveness of QR codes embedded into texts and scanned by smartphones to provide access to supplementary digital resources and scaffolded comprehension questions. Pre-/post-test results suggested direct access to digital resources using QR codes did not significantly influence students’ reading comprehension; however, the reading strategy of scaffolded questioning did significantly improve students’ understanding about the text. Students regarded the new system useful in improving reading comprehension.

Chen, R., & Chan, K. (2019). Using Augmented Reality flashcards to learn vocabulary in early childhood education. Journal of Educational Computing Research, 57(7), 1812-1831.

This Chinese study compared the effectiveness of an Augmented Reality (AR) flashcard to that of a paper flashcard for the learning of presumably beginner-level L2 English vocabulary by 48 kindergarten children in Macau. For four weeks, one 35-minute session per week, participants used an iPad to view the AV flashcards and learn the names of 40 animals and insects. Meanwhile, a control group of 50 children learned the same names using paper flashcards. There was no significant difference between the two groups on a pre-/post-test comparison. Teachers found it difficult to manage the whole class using AR flashcards.

Chen, S., Hung, C., Chang, Y., …, & Lai, Y. (2018). A study on integrating Augmented Reality technology and game-based learning model to improve motivation and effectiveness of learning English vocabulary. 20181st International Cognitive Cities Conference (pp. 24-27).

This Taiwanese study compared the effect of game-based elementary-level L2 English vocabulary acquisition with and without an Augmented Reality (AR) component. Over an unspecified duration and frequency period, using tablets, 24 second-graders played an AR-based game (What’s the Word) while a control group of 22 played a non-AR game (ABC Galaxy). The results of the experiment showed that the subjects who used the AR-augmented digital game had stronger motivation to learn English letters and words. Greater learning is also claimed, but no data is provided to substantiate the assertion.

Chen, T-H., & Lin, C-C. (2016). Enhancing L2 integrated skills through a mobile-mediated English learning task. The 35th Second Language Research Forum (SLRF 2016), Columbia University.

This conference paper describes the same study as that reported in Chen & Lin (2018)

Chen, T-H., & Lin, C-C. (2018). Enhancing L2 English learning through Mobile-Assisted TBLT: EFL learners’ perspectives. Journal of Asia TEFL, 15(2), 453-461.

This Taiwanese paper describes the perceptions of 20 intermediate-level L2 English university students regarding the usefulness, ease-of-use of and their satisfaction with task-based language learning. Students worked together for five weeks in teams of four to create a 3-5-minute script about a campus location, which they then video-recorded using their smartphones. Each team member was assigned a specific role: leader, reporter, script writer, video technician. The findings revealed relatively positive student attitudes towards the task design and implementation, as well as their perceived learning gains in vocabulary and writing skills.

Chen, Y., Carger, C., & Smith, T. (2017). Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning & Technology, 21(1), 28-41.

This American case study lasted four weeks and examined the narrative writing of two L2 English seventh-grade learners, one a Mexican-American, the other a visiting Chinese student. Using a funds-of-knowledge approach, the participants first wrote an essay relating to their personal cultural knowledge and experience. They then rewrote their essay using an i-Pad and a digital handwriting app (Penultimate). Interactive functions (inserting images, changing the background, color, font size, drawing) were emphasized. A comparison of the pre- and post- essays, showed great improvement in language production, support/elaboration, and organization dimensions.

Chen, Y., & Sitthiworachart, J. (2023). Mobile micro-learning in English vocabulary learning. 11th International Conference on Information and Education Technology (pp. 1876-192).

This conference presentation evaluated the effect of a mobile-based learning management system (Superstar) upon the English vocabulary learning of university students of unspecified L2 English competence level in China. Using Superstar over a semester, 42 participants studied 800 English words while a control group of 42 did likewise through the traditional college English textbook and teaching procedures. While the results of the experimental group showed a significant improvement in vocabulary acquisition based on a comparison of a language test administered at the beginning and end of the semester, those of the control group remained essentially unchanged.

Chen, Y-L., & Hsu, C-C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers and Education, 154, 1-15.

This study investigates the effect of a mobile-based virtual reality game upon the L2 English competence of Taiwanese university students. In so doing, it also evaluates learners’ game engagement and self-regulation from a cognitive and psychological perspective. Participants at three levels of competence (166 Beginner, 96 Intermediate, 12 Advanced), used the app on their own for two months. Pre-/post-tests indicated statistically significant performance differences for vocabulary, listening and reading ability. Survey results also demonstrated that game engagement and game experience were significantly influenced by self-efficacy, intrinsic value, and test anxiety.

Chen, Z., Jia, J., Cheng, Q., & Lin, X. (2018). Promoting Chinese students' participation in English classes by mobile learning. Proceedings 26th International Conference on Computers in Education (pp. 681-686).

This conference presentation describes student reaction to the use of a mobile-based learning management system (CloudClass) for an L2 English course in China. Over six weeks, fifteen minutes per class, 124 university students of average (Test Band-4) English ability accessed CloudClass via their smartphones as a classroom response system to express opinions, pose questions, and obtain instant feedback. After class, participants posted their opinions on the mobile discussion board for class-wide discussion. Students exhibited a high level of participation in the mobile learning activities and expressed positive opinions about using smartphones in class.

Chen, Z., Jia, J., & Li, W. (2021). Learning curriculum vocabulary through mobile learning: Impact on vocabulary gains and automaticity. International Journal of Mobile Learning and Organisation, 15(2), 149-163.

This study repeats the experiment reported in Jia & Chen (2016) that evaluated the effect of a mobile-based L2 English vocabulary app (CSIEC) upon the learning of 727 CET4/CET6-level words and phrases. The app included a crossword game, sword spelling/pronunciation match-up, blank filling and multiple-choice timed quiz. In this case, over 16 weeks, 54 intermediate-level L2 English Chinese university students served as the experimental group while a matched control group of 60 learned the same words without using the app. On a pre-/post-test comparison, the experimental group significantly outperformed the control group, both in words retained and test completion speed.

Chen Hsieh, J., Huang, Y-M., & Wu, W-C. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178-190.

This Taiwanese study evaluated the smartphone use of a mobile messaging app (LINE) in a flipped-class of 42 upper-intermediate level L2 English university majors. The study aimed to improve their oral proficiency, particularly idiomatic usage. The teacher first provided conventional teacher-centered instruction. Students then worked for eight weeks in randomly assigned pairs with Line, to which they uploaded and shared audio recordings of stories and guided dialogues. In a pre-/post-test covering definitions and sentence making with idioms, oral reading, and comprehension questions, students performed significantly better when using Line.

Chen Hsieh, J., Wu, W-C., Chen, Y-H., …, & Huang Chien, K. (2016). Using mobile-based MEILA to enhance EFL learners’ idiomatic competence. The International Workshop on Technology‐Enhanced Collaborative Learning in conjunction with CRIWG/CollabTech 2016, l, 42-46.

This conference presentation describes the design and trialing of a mobile-based L2 English vocabulary app (MEILA) upon the acquisition of fifty idiomatic expressions by sixty high school students of intermediate L2 English competence level in Taiwan. Participants used their smartphones to learn four idioms per day for two weeks, which they also discussed among themselves using a messaging app (LINE). The results of a pre-/immediate-post-test comparison confirmed a significant increase in vocabulary acquisition. This was maintained on a two-week delayed-post-test.

Chen Hsieh, J., Wu, W-C., & Marek, M. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1), 1-21.

This Taiwanese study describes a flipped B1/B2-level L2 English university course, supported by a social networking app (Line), that targeted the learning of idiomatic expressions. In counterbalanced fashion (first one way, then the other), two groups of 24 participants spent eight weeks in a flipped course and eight weeks in a conventional class. In the flipped course, students first worked in pairs using Line via their smartphones to discuss and complete assignments, then attended a weekly in-person class discussion. The conventional class was lecture-based with collaborative in-class student interaction. Flipped instruction resulted in greater motivation, idiomatic knowledge and oral ability.

Cheng, C-H., & Chen, C-H. (2019). Investigating the impacts of using a mobile interactive English learning system on the learning achievements and learning perceptions of students with different backgrounds.  Computer Assisted Language Learning, xx, 1-26.

This Taiwanese study compared the effectiveness of a mobile game-based L2 English app (Happy2 Language) upon the learning achievement of an experimental group of 40 third-/sixth-graders of unspecified L2 English competence level compared to a matched control group of 39 third-/fifth-graders who used a conventional technology-enhanced system. Activities were conducted over six weeks in weekly forty-minute class sessions. A post-test revealed no significant difference between the groups. Likewise, both groups combined, neither was there any significant difference in terms of gender and learning habits. However, students from socially and economically disadvantaged backgrounds performed significantly less well.

Cheng, L., Selamat, A., Alias, R., ..., & bin Mohamed, F. (2017). InterviewME: A comparative pilot study on M-learning and MAR-learning prototypes in Malaysian English language teaching. Advances in Intelligent Systems and Computing, 532, 219-234.

This Malaysian pilot study compared the perceptions of ten university student volunteers of unspecified L2 English competency level regarding their single session lab trial of a prototype mobile-based English job interview training app, once with an Augmented Reality (AR) component (InterviewME) and once without the component (MylinE). Immediately after the treatment, students completed an Intrinsic Motivation Inventory questionnaire in which they evaluated the two versions of the app according to four parameters: Enjoyment and interest, Perceived competence, Perceived choice, and Perceived pressure and tension. For all but the last parameter, the AR condition scored significantly higher.

Cheng, S-C., Hwang, W-Y., Wen, D-W., …, & Chen, C-Y. (2010). A mobile device and online system with contextual familiarity and its effects on English learning on campus. Educational Technology & Society, 13(3), 93-109.

This Taiwanese study presents essentially the same data as that reported in Cheng, Hwang, Wu, …, & Xie (2010). It describes a PDA phone/GPS system that provides a ubiquitous, collaborative, location-aware, L2 English learning environment by integrating desktop, web-based, and mobile technologies into a multimedia forum (StudentPartner). It allowed users to retrieve data while exploring the campus and making follow-up English class presentations. Ten university volunteers trialed the system for five months. None of the factors of system usage were significantly correlated with learning achievement; the main reason was because the system usage was too low.

Cheng, S-C., Hwang, W-Y., Wu, S., …, & Xie, C. (2010). A mobile and web system with contextual familiarity and its effect on campus English learning. Conference Proceedings DIGITEL, 2010 Third IEEE International. Conference (pp. 222-224).

This Taiwanese paper evaluated a mobile/web-accessible program (StudentPartner) designed to promote the learning of L2 English. For five months, ten university students of unspecified L2 English competency level used PDAs to explore the campus about which they posted textual messages to a website and attached multimedia files made using the PDAs. Participants used what they obtained through campus exploring to conduct English presentations and exchange ideas. None of the factors of system usage were significantly correlated with learning achievement owing to low system usage. Most users preferred to access the shared materials via web-based computers.

Chew, S-W., Fang W-C., Hsu C-N., & Chen N-S. (2018). Effects of reciprocal feedback on EFL learners’ communication strategy use and oral communicative performance. In M. Chang, E. Popescu, Kinshuk … & M. Spector (Eds.), Challenges and Solutions in Smart Learning. Lecture Notes in Educational Technology (pp. 31-39). Springer, Singapore.

This Taiwanese study investigated the effect of an Android-based app (Speaking Yo) upon the advanced-level L2 English oral communication ability of twenty L1 Mandarin university students. For three weeks, using their mobile devices, participants accessed the app to audio-record paired discussions and engage in peer review. A matched control group of twenty similarly used the app, but without peer review. All students were instructed how to use targeted communication strategies. A post-test showed that peer feedback enhanced students’ oral communication performance though the use of communication strategies was not improved.

Chew, S-W., Jhu, J-Y., & Chen, N-S. (2018). The effect of learning English idioms using scaffolding strategy through situated learning supported by Augmented Reality. Proceedings IEEE 18th International Conference on Advanced Learning Technologies (pp. 390-394).

This Taiwanese study evaluated the effect of an Augmented Reality app (Vuforia) upon the L2 English vocabulary acquisition of university students of unspecified English competence level. Using loaned Android tablets, participants spent 60 minutes visiting 16 campus sites each of which served as the backdrop for learning one of 16 contextually related idiomatic expressions. An experimental group of 40 participants did so with the assistance of an inbuilt scaffolding program while a control group learned the idioms without scaffolding support. The experimental group outscored the control on a pre-/post-treatment comparison test of the idioms.

Chi, S-W., & Chan, W-M. (2011). Learning beyond the classroom: Language podcast as supplementary learning material. Ubiquitous Learning: An International Journal, 3(2), 21-40.

This paper from Singapore describes a three-month podcast project for L2 Korean language beginners. It provides an account of the podcast’s design and contents, and students’ access and usage. Students’ quantitative and qualitative evaluations of the podcast’s design and contents are presented. The paper concludes with a discussion of the implications for the design and development of future language learning podcasts as well as further research.

Chiang, H-H. (2020). Kahoot! In an EFL reading class. Journal of Language Teaching and Research, 11(1), 33-44.

This study investigated the attitudes of 65 Taiwanese university students regarding the classroom use of a mobile game-based app (Kahoot!) to teach and test L2 English reading comprehension. Kahoot! was employed as a warm-up activity at the beginning of six thematic units, each of which lasted two-three weeks. It was also used to administer a unit quiz at the end of each theme. Although the participants expressed positive attitudes towards the application of Kahoot! in the course, several negative opinions were expressed regarding its use as a testing tool.

Chiang, M-H. (2012). Effects of reading via Kindle. In J. Colpaert, A. Aerts, W-C. Vivian Wu & Y-C. Joni Chao (Eds.), The Medium Matters (Proceedings 15th International CALL Conference) (pp. 176-179).

This Taiwanese paper investigates the effect on subsequent motivation to read from doing extensive L2 English reading using a Kindle e-book compared to using a printed counterpart. For a semester, 34 university students read a novel with half using the e-reader and half a printed book. According to a student survey taken at the end of the period, use of the e-book did not result in any significant difference in the participants’ motivation to read. Only a fraction of the participants reacted positively to reading novels on a Kindle.

Chien, C-W. (2013). Perception and practice of Taiwanese EFL learners' making vocabulary flashcards on Quizlet. In M. Nunes & M. McPherson (Eds.), Proceedings of the International Conference e-Learning (pp. 459-462).

This conference presentation describes the perception of 76 L2 English university students in Taiwan regarding their use of a mobile-based flashcard app (Quizlet), which they used on their own for a semester. Quizlet provided three activities (Speller, Learn, and Test) and two games. The results of student questionnaires indicated that participants' word selection was based on not knowing the meanings of the words. Space Race was regarded as the most helpful activity in terms of vocabulary learning. Finding the appropriate definitions for words was the biggest challenge when making flashcards.

Chien, S-Y., Hwang, G-J., & Jong, S-Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 1-20.

This paper evaluates the effect of a mobile video-based virtual reality environment (SVVR) upon the L2 English speaking ability of high school students of unspecified L2 English competency level in Taiwan. Over four weeks, twice per week, participants used the system to engage in virtual dialogues in authentic English-speaking contexts. A group of 33 did so using a peer assessment strategy to provide comments on their own and peers’ speaking performance. Another group of 36 used the system without peer assessment, receiving only the teacher’s evaluation. A post-test revealed greater positive effects with the peer assessment.

Chiew, Y., & Sharif, N. (2016). What’s up with WhatsApp: Writing on the go. Conference Paper. Malaysian English Language Teaching Association, 25th International Conference. Ipoh, Perak.

This conference paper describes the introduction of a social messaging app (WhatsApp) into the L2 English curriculum in a Malaysian university. For seven weeks, 32 mostly L1 Malay students of unspecified L2 English competency level accessed the app via their smartphones to receive and reply to weekly prompts of everyday topics in a WhatsApp chat group. These were designed to provide writing practice and grammar correction, individually, and by peers as well as the instructor. Overall, students regarded the use of the app positively and reported increased confidence in writing in English via the WhatsApp chat group.

Chin, K-N., Lin, C-Y., & Chan, W-M. (2011). 移动学习— 播客华语辅助教学初探 (Mobile learning - Podcasting for Chinese language learning). Journal for Technology and Chinese Language Teaching, 2(2), 37-49. [in Chinese]

This paper from Singapore reports the results of a survey of 166 secondary school students about their perceptions and use of a beginners’ level L2 Chinese podcast program (Happy Podcast). The program included listening material derived from an accompanying textbook as well as quizzes and songs. Four units were made available over the course of 13 weeks. Students evaluated the program very positively. Nearly all respondents reported listening to three or more units. However, 95.7% of participants did so using a home PC in preference to a mobile device.

Chiu, L-L., & Liu, G-Z. (2013). Effects of printed, pocket electronic, and online dictionaries on high school students’ English vocabulary retention. The Asia-Pacific Education Researcher, 22(4), 619-634.

This Taiwanese study compared the effectiveness of three types of dictionary usage upon the English vocabulary retention of 33 7th-graders of unspecified L2 English competency level. Students used a printed (Oxford Advanced Learner’s English-Chinese Dictionary), pocket (BESTA) and online dictionary (Yahoo! Bilingual) to read three 200-word basic-level articles, using a different dictionary for each article to look up five target words. Participants did best in an immediate vocabulary test, but significantly worse in both a two-week-delayed and four-week-delayed vocabulary test. The best results were obtained when using the printed dictionary, which required students to spend more time looking up words.

Ch’ng, L., Unin, N., & Ting, H. (2019). Learning Mandarin stroke writing among non-Chinese learners: Mobile learning versus traditional learning. 1st International Conference on Education in the Digital Ecosystem (pp. 68-76).

This Malaysian conference presentation evaluates the effectiveness of three mobile-based L2 Chinese character learning apps (Chinese Skill-Learn Chinese, Chinese Writer and Learn Chinese (Mandarin) Free). Over three weeks, 100 university students of unspecified L2 Chinese competence level learned unspecified characters, half using the mobile apps (presumably via their mobile phones) and half via traditional rote learning. No information is provided regarding the procedures followed, treatment frequency or which participants used which apps. A pre-/post-test comparison demonstrated a small advantage in favor of the experimental group. Although claimed to be significant, no p value was calculated to support the claim. 

Cho, M-H., & Castañeda, D. (2019). Motivational and affective engagement in learning Spanish with a mobile application. System, 81, 90-99.

This American study investigated the effect of using an iOS-based Spanish conjugation app (Conjugation Nation) upon the language learning behaviors and attitudes of 82 first/second-level university students. Over eight weeks, face-to-face in class, participants worked in pairs/triads using their mobile devices to complete 500 verbal conjugation exercises. Students improved significantly in intrinsic goal orientation, beliefs about controlling their learning, and self-efficacy for learning after participating in game-like activities with the app. Their enjoyment of learning in Spanish courses also increased and they positively evaluated the game-like activities with a grammar-focused mobile application.

Choi, E-J., & Jeong, D-B. (2010). 모바일 장문메시지의 활용이 대학생의 영어어휘학습에 미치는 영향 (The effects of college students' vocabulary learning by using mobile LMS lessons). Multimedia-Assisted Language Learning, 13(3), 279-302. [in Korean]

This Korean paper describes a six-week investigation of the effects of mobile phone-based Long Message Service (LMS) lessons on English vocabulary acquisition. Seventy-two university students of equivalent but unspecified L2 English competence level were assigned to one of three groups: LMS lessons without student interaction (N=24); LMS lessons with teacher-student interactive messages (N=25); and a control group (N=23) using printed materials. Post-testing revealed that LMS students, who received lessons daily five times per week, significantly retained more vocabulary than those using paper materials. However, there was no significant difference in performance between interactive versus non-interactive LMS groups.

Choi, E-J., & Kim, J-Y. (2006). 모바일학습용컨텐츠활용이영어어휘학습에미치는영향 (The influence of using mobile learning contents on English vocabulary learning. English Education, 61(4), 297-320. [in Korean]

This Korean study evaluated the effectiveness of a mobile-based app upon the vocabulary acquisition of twenty L2 English university students. Over five weeks, five times weekly, participants independently learned a total of 25 words using their mobile phones to access the app, which provided tutorial exercises, dictionary look-ups, game-based activities and performance feedback. A matched control group of twenty students learned the same vocabulary at the same pace using the same exercises in printed format without the mobile-based affordances. A post-treatment vocabulary test revealed no significant difference in learning outcomes.

Chou, P-N., Chang, C-C., & Lin, C-H. (2017). BYOD or not: A comparison of two assessment strategies for student learning. Computers in Human Behavior, 74, 63-71.

This Taiwanese paper describes a four-week study that evaluated the effect on learning of conducting formative in-class quizzes of L2 English vocabulary and grammar via BYOD smartphones compared to printed format. During the last ten minutes of every weekly class, 24 junior high school BYOD students of unspecified L2 English competence level and a matched control group of 22 printed quiz students took a formative quiz based on the day’s lesson. The control group significantly outperformed the BYOD group on these quizzes. A summative pre/-post-/one-month delayed post-test revealed no significant learning difference between the two groups.

Chrysafiadi, K., Troussas, C., & Virvou, M. (2022). Personalised instructional feedback in a mobile-assisted language learning application using fuzzy reasoning. International Journal of Learning Technology, 17(1), 53-76.

This Greek study reports on the design of an error detection system and its trialing via smartphones over a semester by 50 L2 English and French university students of unspecified competence level. Artificial intelligence was used to identify errors such as knowledge transfer, spelling and mistakes involving pronouns, articles and verbs. Fuzzy logic was then employed to automatically model these misconceptions and errors, and provide personalised feedback to students based on their personal learning needs and preferences. Participants, who found these mechanisms very useful and helpful, significantly outscored a control group of 50 students who had not used the system.

Chu, H. (2011). The effect of the features of smart phone vocabulary applications on Korean college students’ satisfaction and continued use. Multimedia-Assisted Language Learning, 14(2), 91-112.

This Korean article investigated the patterns of usage of two mobile L2 English vocabulary apps (Up Down TOEIC Voca, Chosun Edu Voca Odyssey TOEIC) by university students of mixed proficiency levels. Each app was trialed by 16 participants for a week using their own smartphones. They reported using it about equally while commuting and at home, but did not use it often. Functionality was the only predictor for learners’ mobile learning satisfaction and their willingness to continue smartphone-based learning. The most requested features were the tracking of memorized-/non-memorized vocabulary, more examples, audio for pronunciation, and self-control of vocabulary repetition.

Chu, H., Wang, C., & Wang, L. (2019). Impacts of concept map-based collaborative mobile gaming on English grammar learning performance and behaviors. Journal of Educational Technology & Society, 22(2), 86-100.

This Taiwanese study evaluated the effectiveness of a collaborative mobile-based grammar tutorial game under two conditions: with concept mapping (N=68) and without (N=62).  The app, which focused on nouns (singular, plural, non-count, abstract), was tested by six classes of fifth-graders of unspecified L2 English competency level on tablet computers for a total of about two hours. On a pre-/post-test comparison, the experimental concept-mapping group significantly outscored the control, though this was entirely due to the results of the low-achieving learners in the group. The low-achieving students also evidenced significantly higher mental load than their high-achieving counterparts.

Chu, L-Y. (2014). An Exploratory Study of Adult English Learners’ Vocabulary Acquisition through Smartphone-based Listening Practice. MA thesis, National Chiao Tung University, Taiwan.

This Taiwanese MA thesis explores the effect of smartphone-based video upon incidental L2 English vocabulary acquisition. Thirty-five adult students spent a week independently watching a mini-lecture via TED Talks. A pre-/post vocabulary test indicated that incidental vocabulary acquisition occurred with statistical significance, with lower-level learners making the greatest gains. Most of the participants used cognitive listening strategies (imagery) more frequently than metacognitive listening strategies (directed attention and strategy evaluation). It was found that there was a statistically significant relationship between the two metacognitive listening strategies and participants’ incidental vocabulary gains.

Chuah, K-M. (2014). Word's up with WhatsApp: the use of instant messaging in consciousness-raising of academic vocabulary. 23rd MELTA and 12th Asia TEFL International Conference (pp. 28-30).

This conference presentation investigated the effect of consciousness raising upon the acquisition of academic vocabulary by 35 Malaysian university students identified as having only limited or modest L2 English competency. On a daily basis for ten weeks, participants used an instant messaging platform (WhatsApp) to discuss with each other and their instructor the meaning and usage of a word selected from the Academic Words List. A comparative pre-/post-treatment 40-item vocabulary test demonstrated a large increase in the students’ scores. Overall, student reaction to the academic use of WhatsApp was positive.

Chuang, Y-T. (2022). EMFL: An EMI & mobile-assisted flipped learning system. Journal of Technology, 37(1), 29-41.

This Taiwanese study describes the design and evaluation of a mobile-assisted English Medium of Instruction Flipped Learning system (EMFL) that was used by 54 L1 Chinese university students, of unspecified L2 English competence level, for 18 weeks as part of their Business Data Communication & Networks class. EMFL consisted of five major components: Forum/Discussion; Class material; Calendar; Announcements; Review questions. According to a post-treatment questionnaire, students held positive attitudes toward the EMFL system because it allowed them to obtain class concepts more effectively, increase interactions with classmates or the instructor and increase their intention to ask or respond to questions.

Chung, B., & Bong, H. (2022). A study on the intelligibility of Korean-accented English: Possibilities of implementing AI applications in English education. Journal of Asia TEFL, 19(1), 197-215.

This study compared the speech recognition ability of a mobile-accessible system (Google Assistant) with that of 30 English native-speaker university students in the USA. During one session of unspecified duration, the students listened to the audio recordings of 100 sentences made by six Koreans with an A2-level English competence. Intelligibility was determined by a cloze dictation test. Google Assistant was used twice, once using Android and once with iOS. With critical Lingua Franca Core pronunciation features, native speakers recognized twice as much as the app. There was no significant difference between the two with non Lingua Franca Core pronunciation features.

Clarke, P., Keing, C., Lam, P., & McNaught, C. (2008). Using SMSs to engage students in language learning. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 6132-6141). Chesapeake, VA: AACE.

This paper investigates the use of the passive reception of mobile phone SMS for vocabulary learning by students of unspecified L2 English competency level in a Hong Kong university English course. Review questions/answers based on the vocabulary of previous classes were sent daily via SMS over two seven-week terms with a cohort of 12 in the first and 7 in the second. Students received the SMS at no cost and did not reply. While students found the system worthwhile and enjoyed it, none indicated a willingness to use the system if they had to pay for it.

Coloma, L., & Ureta, G. (2016). Undergraduate Students’ Perception of the Use of Text Messages in L2 for Learning Vocabulary Outside the Classroom. Licenciado en Educación, Universidad Católica de la Santísima Concepción, Chile.

This Chilean BA thesis (Licenciado en Educación) was undertaken with ten undergraduate university students of unspecified L2 English competency level. Its purpose was to determine the participants’ perceptions of using a mobile messaging app (Remind2) as a complement to the classroom learning of vocabulary. Over 17 days, three times per day weekdays and twice on Saturdays, students received on their mobile phones a different word, its definition, a usage example and an attached file that alternated between an image or a recording. Students found the treatment entertaining, motivating and effective in increasing their English vocabulary.

Comas-Quinn, A., Mardomingo, R., & Valentine, C. (2009). Mobile blogs in language learning: Making the most of informal and situated learning opportunities. ReCALL, 21(1), 96-112.

This British paper describes a mobile blog created to support constructivist, situated language learning during an intensive week of study abroad so that both the eight university L2 Spanish students of unspecified L2 Spanish competency level who travelled to Spain and their 400 classmates who did not could share their cultural experiences and reflections. The intent was for students to send all the data captured on their mobile phones directly to the blog. This proved not to be possible. Also, student participation was very low: two images, three audio recordings and 25 comments.

Cooney, G., & Keogh, K. (2007). Use of mobile phones for language learning and assessment for learning, a pilot project. Paper presented at the Proceedings of the 6th Annual International Conference on Mobile Learning, Melbourne, Australia.

This Irish report describes a five-week field test by 69 high school students, which among other things, trialed the commercial Learnosity language learning system. Learnosity was used to facilitate school-based oral assessment of L2 Irish via mobile phones linked to an audio server that presented oral prompts from a range of topics. Learners, of unspecified L2 Irish competency level, recorded their verbal responses, which teachers later accessed for assessment and feedback. Two-thirds of the students and teachers thought that students had made progress in speaking Irish. Moreover, the students very positively evaluated the experience.

Çörekçioğlu, S. (2013). A Case Study on Students’ Attitudes towards SMS-based Instruction for Grammar Practice. BA thesis, Karadeniz Technical University.

This BA thesis describes the attitudes of 25 pre-intermediate-level L2 English students in a Turkish university regarding their use of mobile phone-based SMS activities to develop their writing skills. For two months, within small groups, participants used their mobile phones to exchange messages in a circular writing activity that involved creating sentences of a collaboratively written story. This was then submitted to the instructor, corrected, and discussed in class. The attitudes of students towards using SMS in writing classes were generally positive in terms of motivation, achievement and collaborative interaction.

Costa, R., & Han, T. (2017). The effect of using a mobile application on EFL learners' beliefs about language learning. International Journal of Developmental and Educational Psychology, 1(1), 229-238.

This Turkish study examined the effect of a social messaging app (WhatsApp) upon the language learning beliefs of 40 university students of unspecified L2 English competency level. Over four weeks, in pairs, participants used the app in class to write weekly mini-dialogues and stories and audio record comments about a picture they had taken. All tasks were shared with the whole WhatsApp group. Data were collected from questionnaires, interviews and a focus group. The use of WhatsApp was deemed to have a positive effect, confirming students’ beliefs about using a mobile device in language classrooms.

Costuchen, L., Darling, S., & Uytman, C. (2021). Augmented Reality and visuospatial bootstrapping for second-language vocabulary recall. Innovation in Language Learning and Teaching, 15(4), 352-363.

This Spanish study compared the effectiveness on L2 English vocabulary acquisition of a mobile-accessible flashcard app (Quizlet) to a specially designed mobile Augmented Reality (AR) application (Augment) that presented words with visual and spatial support integrated into the background of the students’ homes. During one 15-minute session, 31 B1/B2-level L2 English university students studied ten idiomatic expressions using Quizlet while a matched group of 31 did likewise using Augment with their mobile phones/tablets. Both groups were post-tested on the expressions after 15 minutes then again after a week. The AR participants significantly outscored the Quizlet users on both the post-tests.

Cote, T., & Milliner, B. (2014). Extensive reading on mobile devices: Is it a worthwhile strategy? Proceedings of the 12th Asia TEFL and 23rd MELTA International Conference 28-30 August 2014, 979-990.

This conference presentation describes a pre-pilot investigation of the effects of smartphone usage upon the reading of graded L2 English short stories (~1000 words). Five classes of intermediate level (Food and Drink in Britain) TOEIC 416 average) university students in Japan first read a story (in printed form then three classes later read a second story (Frankenstein) of comparable difficulty on their smartphones via an online system (XReading). Although in their survey responses most students indicated a preference for reading paperback books, reading speeds and comprehension were not compromised by the use of smartphones.

Cote, T., & Milliner, B. (2015). Implementing and managing online extensive reading: Student performance and perceptions. The International Association for Language Learning Technology Journal, 45(1), 70-90.

This Japanese paper follows up on Cote & Milliner (2014), describing the use of an online library of graded readers and learning management system (Xreading) to support extensive reading via smartphones. For 15 weeks, 95 intermediate-level L2 English (TOEIC 416 average) university students used the program to complete a 50,000-word reading assignment. Students reacted positively to the program, especially appreciating access to feedback on reading progress. A pre-/post-test comparison evidenced an increase in reading speed and overall volume of reading, though 21% of the participants read less than 10,000 words.

Couvaneiro, S. (2014). iPad na aula de língua inglesa: Tecnologias móveis para desenvolver a comunicação oral (iPad in the English Language Class: Mobile Technologies to Develop Oral Communication). MEd thesis, University of Lisbon, Portugal. [in Portuguese]

This Portuguese MEd dissertation assesses the effect of iPad usage upon the A2-level L2 English learning motivation and oral production of 53 8th-graders and the technology usage of their teachers. Over an unspecified period, the students used loaned iPads for the creation of six class projects involving oral presentations. A pre-/post-treatment administration of the Attitude/Motivation Test Battery revealed no significant differences in language learning motivation. The researcher’s assessment of the students’ products showed very positive performance averages. The treatment also resulted in increased technology use by teachers.

Couvaneiro, S. (2020). Aprendizagem da língua inglesa com tecnologias móveis: Motivação, produção oral e competência digital (Learning the English language with mobile technologies: Motivation, oral production and digital competence). PhD dissertation, Universidade de Lisboa, Portugal. [in Portuguese]

This Portuguese PhD studied the effect of tablet usage upon A2-level L2 English learners over three school terms. This involved 80 7th-graders during the first two terms and 26 8th-graders during the third term. Participants were evaluated for language learning motivation, oral performance and digital competence. A pre-/post-treatment administration of the Attitude/Motivation Test Battery revealed no significant differences in motivation. Oral production was assessed based on teacher assessments of student class project activities. This was deemed to have improved. The students’ digital competency was also considered to have slightly improved.

Couvaneiro, S., & Pedro, N. (2019). A prendizagem da língua inglesa com tablets: Um estudo com alunos com necessidades educativas especiais (Learning English with tablets: A study with special educational needs students). Sisyphus Journal of Education, 7(1), 83-102. [in Portuguese]

This conference presentation focuses on the effect of iPad usage upon the learning motivation, oral production and digital competency of two groups of A2-level L2 English 7th-8th-graders. One group consisted of 13 special educational needs (SEN) students and the other of 19 students without special needs. Over an academic year consisting of three terms, participants collaboratively used iPads to produce oral presentation projects. Although the SEN group made a slight, but statistically significant, improvement in digital competency, no significant differences in motivation or oral proficiency were observed with either group.

Couvaneiro, S., & Pedro, N. (2020). Can tablets in EFL classes impact students’ motivation to learn English? Diacrítica, 34(1), 275-290.

This Portuguese study describes a year-long project that examined the impact of BYOD mobile tablet computer usage upon the EFL learning motivation of 106 7th and 8th grade students of unspecified L2 English competency level. No details are provided about either the pedagogical materials used or the procedures followed. Learning motivation was measured at the beginning and end of the school year based upon Gardner’s Attitude/Motivation Test Battery. Although a favorable positive tendency was observed, statistically significant differences were only found in the case of students with initial lower and moderate levels of motivation.

Craig, D., Paraiso, J., & Patten, K. (2007). e-Literacy and literacy: Using iPods in the ESL classroom. In R. Carlsen, K. McFerrin, J. Price … & D. Willis (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference (pp. 1834-1841). Chesapeake, VA: AACE.

This American paper reports the results of three action-research projects that used iPod Shuffles in class for three months to promote English reading, writing and listening skills in one elementary and two middle schools. None of the projects specify student L2 English competency level. Only the second middle school project specifies the participant number (N=10). The iPods were used in conjunction with class textbooks to provide audio readings of stories. In the middle schools, journaling was undertaken with heavy emphasis on vocabulary and academic language skills. Overall, writing skills and vocabulary development improved, though comprehension skills did not.

Crow, T. (2015). A mobile game world for Māori language learning. MA thesis. Massey University, New Zealand.

This MA thesis from New Zealand describes the development and implementation of a mobile-based virtual world game to teach L2 Māori vocabulary, specifically, nouns, locative prepositions and adjectives. Teaching methodology was constructivist in nature and followed Silent Way procedures.  However, no information is provided about the student participants, the exact vocabulary that was taught or treatment duration/frequency. A pre-/post-test comparison confirmed that significant vocabulary learning had occurred. Likewise, in terms of motivation and engagement, the virtual world environment proved very effective.

Cruz, M. (2012). Student and Teacher Perceptions of a Mobile-Based Biology Vocabulary Study Tool for English Language Learners. PhD dissertation, George Mason University.

This American PhD investigates the perceptions of 13 intermediate-level L2 English high school students and their teacher regarding an iPod Touch-/iPhone-based vocabulary-learning app. The app, mimicking a trivia game, consisted of 250 multiple-choice questions targeting words specific to biology. Over 8 weeks, it was used out of class at least three times by all students, who completed weekly questionnaires about their use of the tool. Both the teacher and students had mixed impressions of the tool, but most students had positive perceptions of their experiences using it for informal learning.

Cui, Y. (2014). An Empirical Study of Mobile Learning of College English Vocabulary. MA thesis, Yanan University, Shaanxi, China.

This Chinese MA thesis evaluated the learning of 15 L2 English words under two delivery conditions: SMS via a mobile-accessible instant messaging app (Fetion) and in printed/paper form. A cohort of 186 university students of unspecified L2 English competence level was randomly divided into an SMS group, which received five words three times per day for three days, and a printed/paper group that received all 15 words on the first day. Students in the SMS group performed significantly better than those in the printed/paper group on both an immediate and one-week-delayed post-test. There was no significant difference between male/female performance.

Cumming, T., & Draper Rodriguez, C. (2013). Integrating the iPad into language arts instruction for students with disabilities: Engagement and perspectives. Journal of Special Education Technology, 28(4), 43-52.

This American study described the use of an iPad-based app (Language Builder) for L2 English learning with four L1 Spanish primary school students of unspecified L2 English competency level who had language-based difficulties. Pupils used the app in class for six weeks during 17 30-minute sessions. Using Language Builder, users constructed sentences about pictures, which they audio recorded. Two of the students said they did not enjoy working on the iPad, three felt that the iPad helped them learn. The teacher and a paraprofessional both reported high levels of satisfaction with the iPad and the application.

Cutrim Schmid, E. (2008). Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom. Computers and Education, 50, 338-356.

This British paper describes two studies involving the use of an audience response system (ACTIVote) in conjunction with an interactive whiteboard with upper-intermediate/advanced-level L2 English university students. The voting system was used by groups of 8-11 students in four 90-minute classes with 29 participants in the first study and 33 in the second. ACTIVote served to check background knowledge, launch discussions, stimulate debate and evaluate students’ level of understanding. Although it contributed to enhancing the scope of interactivity in the classroom, the level of cognitive and socio-cognitive interactivity was superficial.