Daesang, K., Rueckert, D., Kim, D-J., & Seo, D. (2013). Students’ perceptions and experiences of mobile learning. Language Learning & Technology, 17(3), 52-73.
This American study investigated the MALL perceptions of 53 graduate students (MA-TESOL). The L2 English competency level of these students was not specified. One group of 25 used mobile devices (mobile phones, tablets) while another group of 28 used mobile computers (laptops, net books). Over twelve weeks, individually and collaboratively, they completed five class projects designed to help them explore mobile language learning experiences. The Technology Adopter Category Index was used pre-/post treatment to measure how comfortable participants were with technological innovation. Post-treatment, both groups evidenced greater comfort, but the mobile device users more so than the mobile computer users.
Daǧdeler, K., Konca, M., & Demiröz, H. (2020). The effect of mobile-assisted language learning (MALL) on EFL learners' collocation learning. Journal of Language and Linguistic Studies, 16(1), 489-509.
This study investigated the effectiveness of a mobile-based vocabulary app (CollocatApp) in fostering the acquisition of English collocations among 36 Turkish university students of unspecified L2 English competency level. Participants used the app for nine weeks to learn collocations while a matched control group of 37 studied the same content via written worksheets. On a post-treatment test of collocations, the experimental group significantly outscored the control in terms of receptive vocabulary knowledge, but there was no difference with active vocabulary usage. Nor was there any difference between the groups on a delayed post-test of retention.
Dai, Y., & Wu, Z. (2021). Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: A mixed-methods study. Computer Assisted Language Learning, 1-24.
This study evaluated the effect of automatic speech recognition (ASR) in a mobile instant messaging app (WeChat) upon the A1/A2/B1-level L2 English pronunciation of Chinese university students. During one 60-minute session, participants orally recorded eight sentences that targeted five vowels and five consonants/consonant clusters. Twenty-eight students did so using just the ASR text printout for error identification. Twenty-eight students, working in pairs, supplemented the ASR feedback with peer correction and another 28 engaged in pair-based peer correction without ASR feedback. In a pre-/immediate-/one-week delayed post-test comparison, the two peer-review groups improved significantly more than the autonomous ASR group.
Dai, Y., & Wu, Z. (2022). Mobile-assisted peer feedback on EFL pronunciation: Outcome effects, interactional processes, and shaping factors. System, 111(102953), np.
This Chinese study investigated the effect of peer review mediated by an instant messaging app (WeChat) upon the English pronunciation of L1 Chinese undergraduates of unspecified L2 English competence level. Over two weeks, five pairs of students practiced the pronunciation of eight sentences, with the stronger student of each pair mentoring the weaker one. This was done out-of-class via WeChat, presumably using personal mobile phones. The results of both an immediate and one-week-delayed post-test confirmed that the feedback task contributed to the improved comprehensibility of feedback givers and receivers alike, though much more so for the receivers.
Daly, N. (2022). Investigating learner autonomy and vocabulary learning efficiency with MALL. Language Learning & Technology, 26(1), 1-30.
This Taiwanese study evaluates the relative effectiveness of three freely chosen types of L2 English vocabulary learning methods by adult students in a business training program. Over four months, 144 participants of advanced-low English competence learned over 500 words either by using only a flashcard app, only paper-based notes or both the flashcard app and written notes. Judging by the averaged results of three 30-item quizzes taken during the treatment period, the App Only group obtained significantly higher test scores than the other two groups, with total time using the app being the most important contributing factor.
Dange, J. (2018). Mobile-assisted learning approach in enhancing the student teacher's vocabulary and usage of mobile phone. In J. Keengwe (Ed.), Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning (pp.316-330). IGI Global.
This Indian study compared the effect of MALL to conventional teaching upon the vocabulary acquisition of student teachers, 30 in each group. By implication, the L2 was English though the English competency level of the students was not indicated. The experimental group used their mobile phones to access a program called Mobile Assisted Learning Package (MALP). However, no details are given about the learning activities of either the experimental or control group. Neither is the treatment duration specified. The results of a 33-item multiple-choice pre-/post-test demonstrated a significant improvement for the MALL group but no significant difference for the control.
Darmanto, Hari, Y., & Hermawan, B. (2016). Mobile learning application to support Mandarin language learning for high school student. Imperial Journal of Interdisciplinary Research, 2(4), 402-407.
This Indonesian study describes the design and pilot testing of an Android-based mobile learning app for L2 Mandarin. The content of the prototype was authored by local high school teachers and included text, images, audio and video to help improve students' understanding of Chinese language. The app provided practice for reading, listening and pinyin pronunciation. It was trialed for an unspecified duration by 50 people of unspecified L2 Chinese competency level. They were a combination of vocational and high school students and their teachers. According to questionnaire responses, both teachers and students thought that the app helped facilitate learning Mandarin.
Darmawati, D. (2018). Meningkatkan keterampilan berbicara melalui Mobile-Assisted Language Learning (MALL) (Improving speaking skill through Mobile-Assisted Language Learning (MALL)). Journal of Information Systems Technology and Applications, 1, 24-30. [in Indonesian]
This Indonesian study describes the results of a treatment that lasted about 20 hours involving the use of mobile phones to access an L2 English app (Hello English) to improve the speaking ability of 28 university students. Based on the results of a pre-test, no participants were classified as very good speakers, about 10% ranked good, a third fair and well over half poor. The average score on a post-test rose to 84% compared to 58% on the pre-test.
Darmi, R. (2014). Integrating Mobile Phones in English Language Classrooms to Alleviate Language Anxiety and Enhance Oral Interaction Skills of Malaysian Undergraduate Learners: A Mixed Methods Study. PhD dissertation, University of Southern Queensland.
This Australian PhD dissertation investigates the effect of mobile phone usage upon the English language anxiety and oral interaction skills of 50 first-year Malaysian university students identified as L2 English Band 1-4 level (Malaysian University English Test). During a three-month semester, these students had access to mobile-accessible course-related supplementary materials. Post-treatment, they self-reported lower language anxiety levels whereas a control group of 26 students who did not have mobile access to these resources reported equal or higher anxiety levels in all but one category. No difference in oral interaction skills was observed between the two groups on a post-treatment test.
Darmi, R., & Albion, P. (2017). Enhancing oral communication skills using mobile phones among undergraduate English language learners in Malaysia. In A. Murphy, H. Farley, L. Dyson & H. Jones (Eds.), Mobile Learning in Higher Education in the Asia-Pacific Region Harnessing Trends and Challenging Orthodoxies (pp. 297-314).
This Malaysian study examined the effectiveness of using mobile phones to record and review the oral practice of 50 L2 English university students in preparation for a paired role play and mock group interview. The proficiency of all but six of the students was between Limited User and Modest User (MUET Bands 2-3). A matched control group of 26 students undertook the same tasks without mobile phone recordings. After 10 weeks, all students made considerable progress on a pre-/post-test comparison, though the experimental group no more so than the control.
Dashtestani, R., & Stojkovic, N. (2015). The effect of SMS-based L1 and L2 glosses on EAP students' academic vocabulary learning and attitudes. Journal of Teaching English for Specific and Academic Purposes, 3(3 SI), 521-537.
This study evaluated the effect of three types of SMS upon the L2 English vocabulary acquisition of advanced-low-level learners in an Iranian university. Over four months, 120 English words were sent to the mobile phones of 60 participants, 20 received both English and Persian definitions (PED), 20 received just Persian definitions (PD) and 20 just English definitions (Ed.). The PED groups significantly outscored the other two groups on a post-test comparison. There was no significant difference in the PD/ED results. Whatever type of definitions they received, overall participants regarded the treatment favorably.
Daud, N., & Husin, Z. (2013). Mobile learning: A quasi-experiment on using SMS to support reading comprehension programme. In M Embi & N Nordin, Mobile Learning: Malaysian Initiatives & Research Findings (pp. 59-72). Centre For Academic Advancement, Universiti Kebangsaan Malaysia & Department of Higher Education, Ministry of Higher Education.
This Malaysian paper studies the effect of using mobile phone SMS to support the acquisition of L2 English reading skills with beginning to intermediate level learners. For three months, in addition to the same instruction received by a control group of 213, 438 university students received daily SMS reading passages of about 100 words, with Gunning-Fog index scores between 8.2-22.1 and Flesch Readability index scores between 43.5-95.7. Although both groups improved on a pre-/post-test comparison, there was no significant difference in reading gains between the two groups.
Daud, W., Wong, K., Ghani, M., & Ramli, S. (2021). Gender differences in learning Arabic language proficiency via M-learning among Malaysia university students. Journal of Language and Linguistic Studies, 17(2), 1069-1082.
This Malaysian study investigated gender differences in results obtained by 84 male compared to 189 female beginner-level L2 Arabic university students. Over seven weeks, participants used their smartphones to access a mobile-based version of their textbook (i-Almunawwar) to study unspecified materials following unspecified procedures. On a pre-/post-test comparison, this experimental group significantly outscored a mixed gender control group of 197 that studied the same materials using the printed version of the textbook. Notably, the male learners in the experimental group substantially outperformed their female counterparts on the post-test, a result attributed to males holding more optimistic beliefs about technology usage.
Davie, N., & Hilber, T. (2015). Mobile-assisted language learning: Student attitudes to using smartphones to learn English vocabulary. Proceedings of the 11th International Conference on Mobile Learning (pp. 70-78). ML 2015.
This paper examines the use of a smartphone-based L2 English vocabulary learning Quizlet flashcard program upon the attitudes and performance of 68 German university engineering students of unspecified L2 English competency level. According to the feedback from a questionnaire after one semester of independent out-of-class usage on their own phones, students found the mobile-learning flashcards to be a very efficient, convenient and enjoyable learning method. However, a comparison of vocabulary scores on a compulsory technical English exam paper following the treatment with an equivalent exam the preceding semester showed no significant difference in student performance.
Davies, R. (2015). Why tweet when you can bubble? Students’ perceptions of a voice microblog for the development of their L2 spoken production skills. The JALT CALL Journal, 11(3), 213-233.
This study investigates the perceptions of Japanese university students concerning the use of a mobile-based social networking app (Bubbly) to improve their L2 English spoken production skills. Using their iPads, 33 low-intermediate-level learners accessed the app to complete out-of-class tasks that required making ninety-second audio recordings and writing texts in conjunction with accompanying multimedia files. One task constituted 5% of the course grade in one semester and three others combined 10% in the following semester. According to self-evaluations, students thought that the Bubble-based activities helped them improve both their speaking as well as writing skills.
Davila, J., Santisteban, M., Sarmiento, A., ..., & Grande, J. (2020). Use of APPs as tools for acquiring language skills. Proceedings of the 14th Annual International Technology, Education and Development Conference 2020 (pp. 541-547). Valencia, Spain.
This conference presentation describes the use of six mobile-accessible English language professional engineering apps with 60 students of unspecified L2 English competency level in a Spanish university. The apps were used to complete assessed tasks (e.g., Column Design, Beam Design, Bearing Capacity, Isolated Footing) in an engineering course. The intent was to teach technical vocabulary in English, and encourage the professional use of L2 English in class. Use of the apps did encourage the use of English. This occurred mainly in the written exercises, but also conversationally. Students expressed a high level of acceptance of these mobile-based activities.
Davudova, E., & Türel, Y. (2022). Evaluation of mobile applications in foreign language learning at early age. Journal of Educational Technology & Online Learning, 5(3), 738-753.
This Turkish study evaluated the effectiveness of two mobile-accessible language apps, Duolingo (N=27) and Memrise (N=25), upon the L2 English of second-graders of unspecified English competence level. Presumably using mobile phones, the youngsters accessed the apps in class for eight weeks to work on all four language skills, with no indication of what materials were studied. In the meantime, a control group of 35 received only unspecified traditional instruction. Both experimental groups outperformed the control on a post-treatment English Achievement Test. Memrise users did so significantly more than Duolingo users, especially in the "Reading and Writing" section of the test.
Dehghan, F., Rezvani, R., & Fazeli, S. (2017). Social networks and their effectiveness in learning foreign language vocabulary: A comparative study using WhatsApp. CALL-EJ, 18(2), 1-13.
This Iranian paper evaluated the effect of a social networking app (WhatApp) upon the L2 English vocabulary learning of 16 English Institute teenagers of unspecified L2 English competency level. WhatsApp was used for a semester to present words and their meanings, synonyms, antonyms, explanations and examples. Participants discussed via smartphones, with their teacher and other group members, the new words and added extra information. Students in a matched control group of 16 received instruction on the same items through the context of their textbook. A pre-/post-test comparison revealed no significant difference between the two groups.
Dehghani, S., & Zamorano, A. (2023). The efficacy of mobile-assisted language learning in improving learners’ reading skills in relation to metacognitive strategy. Journal of Language and Literature Studies, 3(1), 53-66.
This Indonesian study describes the introduction of MALL into the L2 English curriculum of senior high school learners of unspecified gender, age, number or English competence level. The linguistic focus of the study was on improving reading skills through the learning of metacognitive strategies linked to MALL activities. However, no information is provided regarding the metacognitive strategies taught, reading materials, treatment procedures, duration or frequency. Likewise, although no pre-/post-treatment testing data is provided, it is claimed that the results indicated a significant increase in students' reading skills, along with ease of learning.
Dehghanpour, D., Beheshti, Z., & Jalali, M. (2023). Role of flipped, blended, and conventional learning environments on developing pronunciation of EFL learners using ELSA apps. Journal of Language, Culture, and Translation, 5(1), 150-161.
This Iranian study compared the effectiveness of an L2 English speaking app (ELSA Speak) under three class treatment conditions with pre-intermediate-level language school learners. During eight sessions, using smartphones, a flipped class of 20 did unspecified ELSA Speak exercises out-of-class. A blended class of 20 accessed the app to do the same exercises in class via an LMS. A conventional class of 20 did the same exercises in class without the app, recording their responses on their smartphones. A post-test revealed that ELSA Speak was more effective in improving pronunciation in flipped classes compared to blended and conventional classes.
de Jong, T., Specht, M., & Koper, R. (2010). A study of contextualised mobile information delivery for language learning. Educational Technology & Society, 13(3), 110-125.
This Dutch study investigated the effect upon Hindi vocabulary learning of object-based compared to location-based information delivery and the effects of user-provided context information compared to automatic context detection. The study was conducted in a 30 minute session by 35 university students with little or no L2 Hindi contact experience. Participants used an iPhone/web-based context-sensitive multimedia phrasebook application. The post-treatment test results showed that learners benefitted more from location-based support, with no clear effect of user-provided versus automatic context detection.
de la Fuente, M. (2014). Learners' attention to input during focus on form listening tasks: The role of mobile technology in the second language classroom. Computer Assisted Language Learning, 27(3), 261-276.
This American paper explores the effects of aural-input delivery method on listening comprehension. A group of intermediate-level L2 Spanish university students was given 30 minutes to listen to 10 micro-dialogues and for each answer a general comprehension question and one involving the noticing and interpretation of object pronouns. Nine students accessed the audio via self-controlled i-Pods while a teacher-controlled audio delivery for a control group of 11. The self-control group demonstrated significantly higher levels of reported noticing of target forms and scored significantly higher on both types of comprehension.
de la Guía, E., Camacho, V., Orozco-Barbosa, L., …, & Lozano Pérez, M. (2016). Introducing IoT and wearable technologies into task-based language learning for young children. IEEE Transactions on Learning Technologies, 9(4), 366-378.
This Spanish paper describes the one-hour pilot testing of an Android-based learning system designed to teach young children English in a task-based learning environment. Using smartphones to locate NFC-tagged objects, two groups of five 5-to-10-year-olds in a language academy worked to complete recipes, which they put together virtually on a tablet computer. Participants were of an unspecified L2 English competency level. A matched control group of five did likewise using printed flashcards. Compared to the control, the experimental groups displayed much more motivation and collaboration, enjoyed the activity more and retained more vocabulary on a two-week delayed-post-treatment test.
de Liz, N. (2015). Tecnologia Móvelno Ensino e Aprendizagem de Língua Inglesana Escola (Mobile Technology in Teaching and Learning English Language at School). MA thesis. Universida de Tecnológica Federal do Paraná. [in Spanish]
This Brazilian MA thesis describes an Android-based prototype L2 English language learning app (High Fly Learning) that was trialed with 15 high school students in 45-minute class sessions over four consecutive days. Each day, using their smartphones, students individually viewed a 5-minute video on a pre-discussed theme then worked in pairs to answer questions about it. They individually wrote a short essay related to the theme and completed an online questionnaire about their activity. Students demonstrated a good level of knowledge and interactivity with High Fly Learning and expressed 100% approval of its use.
Demirel, E., Zibande, S., Kul, M., & Dilek, O. (2011). Effects of mobile phone use on English vocabulary learning. np.
This Turkish study evaluated the effectiveness of a mobile phone-based beginning-level L2 English vocabulary app that 35 L1 Turkish university students voluntarily used out of class for ten weeks. The app consisted of lesson sets of 10-12 words which were presented as video clips consisting of English words with a native-speaker pronunciation, Turkish translation and example sentence. On a pre-/post-treatment vocabulary test consisting of 100 multiple-choice items taken from the course textbook, participants significantly outscored a control group of 31 who followed the same class instruction without the mobile-based supplement.
Demmans Epp, C. (2016). Supporting English Language Learners with an Adaptive Mobile Application. PhD dissertation. University of Toronto, Toronto, ON, Canada.
This Canadian PhD dissertation investigated the effect of an L2 English mobile-based app (VocabNomad) upon vocabulary acquisition, communicative competence and affective attitudes. The app, which provided vocabulary-image pairs accompanied by contextually rich examples of vocabulary usage, was used in two studies. The first took place in Japan over a three-month period with 47 senior high school students of unspecified L2 English competency level. They voluntarily used the app in and out of class on their smartphones however they wished. Improvements in vocabulary knowledge and self-perceived language competence were observed. A control group of 13 that did not use the app showed no improvements. The second study took place in Canada and lasted about 9 days. It focused on communication and affect and involved 12 advanced-level L2 English young adult students. They were enrolled in an academic English training program and were paid for their participation in the study. Data from participant reports, qualitative interviews, assessments of vocabulary knowledge and application usage logs revealed that participants could use VocabNomad to study vocabulary and support their written communication and comprehension of oral language. Participants also experienced improvements in their affective state and communicative success.
Demmans Epp, C., Swann, S., & Watanabe, D. (2017). Mobile application use to support vocabulary knowledge in a Japanese high school: Learning gains, barriers, and opportunities. In R. Power, M, Ally, D. Cristol, & A. Palalas (Eds.), IAmLearning: Mobilizing and Supporting Educator Practice (np).
This Japanese study evaluated the effect of a mobile Android-based L2 English vocabulary app (VocabNomad) upon the vocabulary acquisition of 47 high school students of unspecified L2 English competency level. Participants were provided with smartphones to access the app individually and collaboratively for 12 weeks to complete assigned worksheets and prepare PowerPoint presentations. Compared to a pre-test, scores were significantly higher on both a mid-term and end-term test, but more so for the former than the latter. Although students demonstrated excitement and interest in using the app, low levels of learner autonomy were also observed.
Demouy, V., Eardley, A., Kukulska-Hulme, A., & Thomas, R. (2009). The L120 mobile project. Proceedings Mobile Learning and Autonomy in Second Language Acquisition (MLASLA). Toledo, Spain.
This British conference presentation compares the usage over a six week period of two mobile applications by 70 university students of unspecified L2 French competency level. Half of the participants used MP3 players for French listening comprehension and half the commercial Learnosity mobile phone system for interactive speaking practice. Over 60% of the MP3 users consistently accessed the program 2-4 times per week compared to 20-40% of the Learnosity group which consistently did not use it all. Learnosity users raised issues about sound quality, functionality, and cost.
Demouy, V., & Kukulska-Hulme, A. (2010). On the spot: Using mobile devices for listening and speaking practice on a French language programme. The Journal of Open, Distance and e-Learning, 25(3), 217-232.
This British article is the published version of Demouy, et al. (2009), which focuses on the listening and speaking activities of university students of unspecified L2 French competency level. Over six weeks, 35 participants used iPods or MP3 players to listen to short audio recordings. Meanwhile, another 35 students used a mobile phone-based system (Learnosity) to practice interactive speaking. The response rate of iPod/MP3 users to weekly usage surveys was 48%, compared to 10% for Learnosity users. The latter indicated a marked preference for using Learnosity at home, since interactive speaking activities could not be done easily in public places.
Deng, H., & Shao, Y. (2011). Self-directed English vocabulary learning with a mobile application in everyday context. Proceedings 10th World Conference on Mobile and Contextual Learning (mLearn) (pp. 24-31). Beijing, China: Beijing Normal University.
This study from China and Singapore investigates student attitudes towards and use of a freely available mobile-phone based e-dictionary application (Remword) for self-directed L2 English vocabulary acquisition. Following a one-month trial period, 13 Chinese university students of unspecified L2 English competency level completed a usage survey, the results of which indicated a high readiness to undertake mobile learning. It also confirmed that they were able to well automate their vocabulary learning with this software in their everyday life.
Derakhshan, A., & Kaivanpanah, S. (2011). The impact of text-messaging on EFL freshmen’s vocabulary learning. The EUROCALL Review, 19, 39-47.
This Iranian study describes a 7-week mobile phone-based program that used SMS for English vocabulary acquisition with university students of unspecified L2 English competency level. An experimental group of 21 and a control group of 22 were both taught 15-20 words per session during twelve sessions. Students wrote one sentence for each word for their instructor and three classmates. The experimental group sent these via SMS and the control students brought them to class on paper. A post-test and a delayed post-test administered two weeks later both showed no significant difference in word retention between the two groups.
De Vega, N., Basri, M., Nur, S., …, & Lestari, A. (2023). Catalyzing university English learning using multimodal mobile apps. Journal of Hunan University Natural Sciences, 50(12), 63-70.
This Indonesian study describes, in very little detail, the design and trialing of a researcher-created L2 English mobile app. It was used by an unspecified number of university students of unspecified English competence level. During an unspecified treatment period, following unspecified procedures, the apps were used with unspecified mobile devices to study unspecified content. The results of a pre-/post-test comparison demonstrated a substantial improvement. According to a student survey, student motivation for independent study sessions also increased substantially. However, no p values are provided to substantiate the statistical significance of these findings.
Dewi, K., Myartawan, I., Swari, N., & Sugihartini, N. (2020). Quizizz effect on students’ grammar mastery in higher EFL classroom-based Mobile Assisted Language Learning (MALL). Language and Education Journal Undiksha, 3(1), 15-24.
This Indonesian study evaluated the effect of post-lecture in-class quizzes via a mobile phone-based app (Quizizz) upon the English grammar acquisition of 33 university students of unspecified L2 English competency level. Quizizz was administered six times, 15 minutes each time, to test knowledge of the passive construction. A control group of 32 received the same instruction and took the same quiz in paper format. The experimental group significantly outscored the control in a post-treatment grammar test. Quizizz users also demonstrated higher motivation and interest in the assessments than did the control group.
Dewi, P., Ratminingsih, N., & Santosa, M. (2020). Mobile-assisted task-based language learning, writing competency, and motivation. Jurnal Pendidikan Indonesia, 9(1), 119-130.
This Indonesian study evaluated the effect upon L2 English writing ability and motivation of an unspecified number of eleventh-graders of unspecified English competence level. During seven sessions, an experimental group wrote essays on their mobile phones, which they shared online with other students for peer review. First drafts were then revised and checked for spelling, grammar, and sentence structure using Grammarly on their mobile phones. A control group wrote its essays on paper without the benefit of peer review or writing checker. The experimental group significantly outperformed the control on a post-treatment writing assessment and also expressed significantly greater motivation.
Dewi, S. (2019). Utilizing WhatsApp application for teaching integrated English (a case study at Unıversity of Technology Yogyakarta). Refleksi Edukatika: JurnalIlmiah Kependidikan, 9(2), 164-171.
This Indonesian study evaluated the attitudes of 66 University students of unspecified L2 English competency level regarding the use of a mobile-accessible social networking messaging app (WhatsApp) in their L2 English course. Over a semester, the app was exploited to foster the acquisition of listening, speaking, reading and writing skills through regular collaborative activities. According to a post-treatment questionnaire as well as personal interviews with ten randomly selected students, participants regarded the use of WhatsApp very favorably.
Di, W. (2018). Teaching English stress: Can song-lyric reading combined with mobile learning be beneficial to non-English majors? The New English Teacher, 12, 91-105.
This Thai study, undertaken in China, evaluates the effect of an Automatic Speech Recognition-based mobile app (Speak English More) upon the L2 English stress placement of L1 Chinese university students of unspecified English competence level. Over eight weeks out-of-class, thirty participants used the app individually to read, listen to and record popular song lyrics on their mobile phones. Performance was automatically and immediately scored by the app. Meanwhile, a matched control group of thirty working in pairs did the same exercises in class with loudspeakers, peer correcting the results. The experimental group significantly outperformed the control on a pre-/post-test comparison.
Dinç, E., & Kim, E. (2021). The personalization principle within a language app: A small-scale project. Academia Letters, Article 1090, 1-9.
This American study evaluated the effect of informal language usage upon the L2 English vocabulary acquisition of language institute students, who were mostly L1 Turkish speakers. For two weeks, 38 participants used their mobile devices to learn fifteen idioms via a mobile-based vocabulary app (Two-week Study App). For half the group, the app instructions and explanations were worded informally. The other half of the group used a version of the app with formal language usage. Participants in the informal language group obtained significantly higher scores on a post-treatment vocabulary test.
Dindar, M., Ren, L., & Järvenoja, H. (2020). An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. British Journal of Educational Technology, xx, 1-18.
This Chinese study compared the effect of cooperation versus competition upon the learning of L2 English in a mobile-based vocabulary game (Baicizhan). For fourteen days, 75 volunteer university students of unspecified L2 English competence level played the game to learn 20 new English words per day. Via WeChat, a competitive subgroup was informed of individual leadership ratings, while a co-operative subgroup received its results based on the overall score of the group. Although the cooperative group performed better in a pre-test, there was no significant difference between the groups on a post-test.
Disalva, X., & Sugantha, M. (2020). Enhancing vocabulary of the hotel management students to develop the speaking skill through mobile application. Mukt Shabd Journal, I (V), 5518-5527.
This Indian study evaluated the effect of a mobile vocabulary app (Word Up) upon the L2 English vocabulary acquisition of 36 tertiary Hotel Management students. Participants, of undisclosed proficiency level, accessed the app on their own mobile devices daily for 40 days. A pre-/post-treatment vocabulary test demonstrated a significant improvement in scores. Student reaction to the use of the app was very positive.
Dizon, G., & Gayed, J., (2021). Examining the impact of Grammarly on the quality of mobile L2 writing. The JALT CALL Journal, 17(2), 74-92.
This Japanese study evaluates the effect of a mobile-accessible grammar checker (Grammarly) upon the A1/A2-level L2 English writing of 31 L1 Japanese university students. In weekly class sessions, half of the time using Grammarly and half without it, participants wrote a total of eight essays on an assigned daily life topic using their smartphones. A comparison of the two conditions revealed that while a significant difference was not found with writing fluency or syntactic complexity, students wrote with higher levels of grammatical accuracy and lexical richness when using Grammarly.
Dizon, G., & Tang, D. (2017). Comparing the efficacy of digital flashcards versus paper flashcards to improve receptive and productive L2 vocabulary. The EuroCALL Review, 25(1), 3-15.
This Japanese study compared the elementary-level L2 English vocabulary learning of 52 university students using flashcards under two formats: digital and paper. For twelve weeks, all participants studied the same vocabulary taken from the New General Service List-Level 1. Half of the group did so using paper-based flashcards with vocabulary learning strategy training and half using one of two web-based mobile-accessible flashcard aps (Quizlet, Cram). A pre-/post-test comparison demonstrated that both groups made significant improvements in receptive and productive vocabulary. However, the difference between the treatment groups was not significant.
Doğan, G. (2017). The Effects of Tablets on Students’ English Vocabulary Learning. MA thesis, Ufuk University, Institute of Social Sciences, Ankara.
This MA thesis describes the effect of tablet computer usage upon the L2 English vocabulary learning of 56 elementary level L2 English 10th graders in Turkey. For eight weeks, in and out of class, participants used Quizlet and Kahoot! to learn 80 unspecified words following unspecified procedures. They also used a social networking app (WhatsApp) to communicate with each other using the newly learned words. Meanwhile, following unspecified traditional methods, a matched control group of 56 studied the same vocabulary without the use of tablets. The experimental class substantially outperformed the control on a pre-/post-/three-week-delayed post-test comparison of vocabulary retention.
Dong, L., Mohammed, S., Abdel-Al Ibrahim, K., & Rezai, A. (2022). Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions. Frontiers in Psychology, xx, 1-15.
This Iranian study evaluated the motivation, anxiety and perceived self-efficiency of L1 Persian intermediate-level L2 English language institute students. Over 25 one-hour sessions, three units of Four Corners level 2 were taught. Thirty participants received instruction on computers via Skype while another thirty did likewise using WhatsApp on their smartphones. A control group of thirty received the same instruction in a face-to-face classroom setting. Pre-/post-treatment evaluations indicated that the CALL/MALL groups were more positively affected than the control group. However, there was no significant difference between the CALL/MALL group results.
dos Santos Costa, G. (2013). Mobile Learning: Explorando Potencialidades Com o Uso Do Celular No Ensino - Aprendizagem De Língua Inglesa Como Língua Estrangeira Com Alunos Da Escola Pública (Mobile Learning: Exploring Potentialities with the Use of Mobile Phones in Teaching-Learning English as a Foreign Language with Public School Students). PhD dissertation, Programa de Pós-graduaçãoem Letras da UFPE. [in Portuguese]
This Brazilian PhD dissertation describes the integration of a mobile-based English language learning program (Fast Seven Weeks) into the curriculum of 94 3rd-year technical college students of unspecified L2 English competency level. The treatment took place over two consecutive 22-week periods. It included a variety of activities (discussion forums, polls, audio/video viewing, SMS quizzes) and was accessed by students both in-class and out-of-class. Based on instructor observations, student surveys and interviews, it was concluded that students were able to maximize the acquisition of language skills (reading, speaking, listening, writing, pronunciation) and optimize their study time via mobile technology.
Dou, W. (2022). Enhancing language teaching efficiency based on the 'Rain Classroom' mobile learning platform. Proceedings 10th International Conference on Information and Education Technology (pp. 284-288).
This conference presentation describes the curriculum restructuring of a semester-long L2 ESP university course in China and evaluates its effects upon the course performance of 30 Engineering students of unspecified English competence level. The revised course operated via a mobile-based learning platform (Rain Classroom). According to the researcher/instructor’s evaluation, compared to the results of the course in its previous traditional, non-mobile-based, configuration, student class participation, learning enthusiasm, and self-direction greatly improved. Likewise, overall course results for class exercises, oral presentations, professional report writing and the final examination were all superior to results obtained by students previously.
Draxler, F., Labrie, A., Schmidt, A., & Chuang, L. (2020). Augmented Reality to enable users in learning case grammar from their real-world interactions. In R. Bernhaupt, et al. (Eds.), Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-12). Association for Computing Machinery.
This conference presentation describes the design and trialing of an Android smartphone-based Augmented Reality (AR) app intended to teach L2 German nominal case distinctions based on location. The experiment involved volunteers (students, sales managers, housewife) with self-assessed German competence levels ranging from A1 to C1. During one fifteen-minute session, presumably undertaken in Germany, twelve participants individually completed object-location quizzes based on AR-enhanced images while six pairs did so collaboratively using only static images. Although the AR users responded positively to the treatment, AR did not improve case grammar skills, vocabulary retention, or usability compared to the use of static images.
Du, X. (2022). Research on the impact of MALL on oral English blended learning under the background of "Internet Plus Education": - Taking "FiF Oral English Training System" of iFLYTEK as an example. Proceedings - 2022 3rd International Conference on Education, Knowledge and Information Management (pp. 163-166).
This Chinese conference presentation describes the effectiveness of a mobile-based L2 English learning system (FiF Oral English Training System) designed to teach listening and speaking skills. No details are provided about the app, how it was used, over what time duration or frequency of usage. Likewise, nothing is known about the treatment participants except that they were college students. According to a pre-/post-treatment comparison based on an unspecified oral language test, it is shown that low scores dropped from nearly 20% to zero and concluded that use of the system promoted oral performance with regard to meaning, fluency and pronunciation.
Duangloy, M., & Thumawongsa, N. (2018). The application of a mobile app to improve listening skill. In P. Bennui, S. Etae & A. Suphap (Eds.), Proceedings from The 1st International Conference on English Studies: Innovation in English Language Teaching and Learning (pp. 193-205). Krabi, Thailand. Department of Western Languages, Faculty of Humanities and Social Sciences, Thaksin University.
This Thai paper evaluates the effect of an English learning app (English Conversation Practice) upon the listening comprehension of 22 university students of unspecified L2 English competency level. Participants accessed the app out of class via their mobile phones for three weeks. A matched control group of 22 received the same classroom instruction without use of the app. The experimental group significantly outscored the control on a pre-/post-treatment 30-item multiple-choice listening test. According to a questionnaire and interviews, students strongly agreed that the mobile app was effective in improving their English listening skill
Ducate, L., &Lomicka, L. (2009). Podcasting in the language classroom: Inherently mobile or not? In R. Oxford, & J. Oxford (Eds.), Second Language Teaching and Learning in the Net Generation (pp. 111-126). National Foreign Language Resource Center, University of Hawai'i at Mānoa.
This American study describes four podcast projects which each lasted a semester with a total of 68 university students of L2 German and L2 French as well as a teaching methods class, all of unspecified L2 competency level. Listening skills were targeted in all projects and speaking in two. In the latter, students produced their own podcasts which were linked to a blog assignment. While students expressed a high level of satisfaction with the podcast activities, virtually all of the listening was done from PCs. Few students actually subscribed to the podcasts and none accepted the offer of the free use of an MP3 player to access them.
Ducate, L., & Lomicka, L. (2016). Using mobile devices and the LESCANT model to promote cultural awareness. In A. Palalas & M. Ally, International Handbook of Mobile-Assisted Language Learning (pp. 222-259). China Central Radio & TV University Press, Co., Ltd.
This American study describes the use of personal mobile devices to photograph cultural artifacts during a 3–4-week university study-abroad program undertaken by intermediate-level L2 learners, 12 German students in Germany and 15 French learners in Senegal. Following the LESCANT model, students photographed scenes that reflected language, environment, social organization, context, authority, non-verbal behavior and time. Photos were posted on a class wiki with accompanying comments. As a result, students increased their awareness of various cognitive and behavioral aspects of the other culture, leading to gains in their intercultural competence.
Dwigustini, R., Sari, N., Susilawati., & Nisa, B. (2021). Fostering students’ writing skills by the integration of MALL application. Journal of Languages and Language Teaching, 9(1), 34-43.
This Indonesian study describes the effect of introducing unspecified MALL applications into the L2 English writing curriculum of twenty 11th-grade high school students of unspecified English competence level. Over an unspecified time period/frequency, participants used the apps to write about unspecified topics following unspecified procedures. The writing quality of students was evaluated three times during the treatment, with the second evaluation better than the first and the third better than the second. However, no statistical analyses are provided to substantiate these improvements. Students expressed positive options regarding the MALL applications due to their practicality, flexibility, novelty, and text security.