Each, N., & Suppasetseree, S. (2021). The effects of mobile blended cooperative learning on EFL students’ listening comprehension in Cambodian context. Learn Journal: Language Education and Acquisition Research Network, 14(2), 143-170.
This study evaluated the effectiveness of a mobile-based blended cooperative learning implementation on the intermediate-level L2 English listening comprehension of 30 students in a Cambodian Institute of Foreign Languages. Participants were all L1 Khmer late adolescents/young adults. The treatment, which lasted eight weeks, was based on a website consisting of four lessons with two listening exercises each, together with vocabulary, grammar exercises and listening homework. A pre-/post-test test demonstrated that the listening comprehension of the participants had significantly improved. All students also expressed positive views of the treatment, which they found friendly, convenient, fun as well as helpful.
Eang, N., & Na-Songkhla, J. (2020). The framework of an AR-Quest instructional design model based on situated learning to enhance Thai undergraduate students’ Khmer vocabulary ability. Language Education and Acquisition Research Network Journal, 13(1), 161-177.
This study describes the structure of a custom-designed Augmented Reality (AR) app and evaluated its effect upon the L2 Khmer vocabulary learning of 30 Thai university students of unspecified Khmer competency level. The app was used with paper cards that activated the AR projections on the students’ smartphones as part of an unspecified quest activity. Post-test scores on a Khmer vocabulary ability test were significantly higher than the pre-test.
Ebadi, S., Amini, Z., & Gheisari, N. (2023). On the relationship between mobile-based extramural activities and vocabulary development of EFL learners: A mixed-method study. Smart Learning Environment, 10(1), 33-53.
This Iranian study investigated the effectiveness of using a social networking app (WhatsApp) as a learning management platform for the acquisition of L2 English vocabulary by 30 intermediate-level language institute L1 Persian/Kurdish students. Twice weekly for two months, participants used unspecified mobile devices to access five new words distributed via WhatsApp. Targeted words were contextualized by films, games, subtitles, music. etc. Meanwhile, a matched control group of 30 studied the same vocabulary following a conventional approach that included fill-in-the-blank exercises and sentence completions based on the targeted words. The experimental group significantly outperformed the control on a pre-/post-test/two-month-delayed-post-test comparison.
Ebadi, S., & Ashrafabadi, F. (2022). An exploration into the impact of Augmented Reality on EFL learners' reading comprehension. Education and Information Technologies, 27(7), 9745-9765.
This Iranian study investigated the effect of mobile-based Augmented Reality (AR) upon the B2-level L2 English reading competence of L1 Persian university students. Over ten sessions, using their smartphones, 32 participants accessed AR-based videos created with CXOCARD. The videos illustrated and explained situations related to their assigned readings. A matched control group of 32 did the same readings using only unspecified traditional methods. The AR group significantly outperformed the control on a pre-/post-test comparison. AR also increased students’ interest in reading comprehension tasks. Participants enjoyed using AR and thought that it was beneficial and had highly developed their reading skills.
Ebadi, S., & Bashir, S. (2020). An exploration into EFL learners' writing skills via mobile-based dynamic assessment. Education and Information Technologies, np.
This Iranian study investigated the effect of two types of dynamic assessment upon the B1-level L2 English writing of language school students. Participants wrote six weekly essays as 150–200-word Google Docs. Ten students corrected these with their instructor via individual synchronous text sessions within Google Docs. Another ten did likewise using their smartphones for voice-based mediation via WhatsApp. A matched control group of ten students wrote paper-and-pencil essays on the same topics with follow-up written correction. On a post-test comparison, only the text-based Google Docs group demonstrated significant improvement.
Ebadijalal, M., & Yousofi, N. (2021). The impact of mobile-assisted peer feedback on EFL learners’ speaking performance and anxiety: Does language make a difference? The Language Learning Journal, 1-19.
This Iranian study compared the effect of using L1 Persian compared to L2 English in the oral peer review of speaking performance. Working in pairs, twice weekly for four weeks, two groups of 16 intermediate-level L2 English language institute students used a mobile-accessible social networking app (WhatsApp) to video record and peer review an oral presentation. One group provided feedback in the L1 and the other in the L2. The L1 feedback group significantly outperformed the L2 feedback group on a pre-/post-test comparison and also experienced less foreign language anxiety.
Ebert, D., Gupta, S., & Makedon, F. (2016). Ogma: A virtual reality language acquisition system. Proceedings 9th ACM International Conference, Pervas (pp. 1-5). Technol. Rel. Assistive Environ.
This conference presentation appears to report the same experiment described in Gupta (2016). However, the number of participants is only half that reported originally, i.e., 19 in the experimental and control groups combined compared to 18 in each group originally. The results are the same, however. The control group significantly outscored the experimental group on an immediate post-test. There was no significant difference between the two groups on a delayed post-test taken one week later.
Ebrahimi, M. (2022). Ubiquitous learning: The effect of LingAR application on EFL learners’ language achievement and the realization of their motivation towards mobile learning. Interactive Learning Environments, xx, 1-19.
This two-month study evaluated the effectiveness of two versions of a mobile phone-based L2 English learning app (LingAR) upon the vocabulary acquisition of Vietnamese students of unspecified English competence level in a language institute, apparently in Iran. The APP version, which contained all the course materials and used automatic speech recognition, was used by 60 students. Another group of 60 students used the Augmented Reality version, which was used with the coursebook to provide supplementary images via mobile phone cameras. LingAR-APP users significantly outscored LingAR-AR users on a pre-/post-test comparison. The APP version was also the most preferred by students.
Edge, D., Searle, E., Chiu, K., …, & Landay, J. (2011). MicroMandarin: Mobile language learning in context. Proceedings CHI 2011, May 7-12, 2011, Vancouver, BC, Canada.
This Chinese paper compares two versions of a mobile flashcard system (MicroMandarin) for the teaching of Chinese vocabulary. The iPhone-based system presented vocabulary based either on the learner’s GPS coordinates or word frequency. Twenty-three university students trialed the system using each version of the program for four weeks. Participants self-reported their L2 Chinese competency level from novice low to advanced. Study sessions with the GPS version lasted half as long but occurred in twice as many places as sessions with the frequency version, suggesting a complementary relationship between the two approaches.
Eilola, L., & Lilja, N. (2021). The smartphone as a personal cognitive artefact supporting participation in interaction. The Modern Language Journal, 105(1), 294-316.
This Finish study investigates the use of smartphones to support the L2 Finish communication and social interaction of 16 adult asylum seekers/refugees of A1 competence level. The purpose of the two-week intervention was to guide the students to participate in everyday interactions outside the language classroom and to learn from them through reflective discussions back in the classroom. The analysis was concentrated on one focal student’s use of a smartphone in noticing, using, and reflecting about marketplace opening hours. The study showed how the situated use of a smartphone augmented the resources available for social interaction and L2 language learning.
Elaish, M., Ghani, N., Shuib, L., & Al-Haiqi, A. (2017). Development of a mobile game application to boost students’ motivation in learning English vocabulary. IEEE Access, 7, 13326-13337.
This Malaysian paper studied the effect of a mobile phone-based tutorial game (VocabGame) upon the English vocabulary learning of L1 Arabic third-graders. An experimental group of 32 poor L2 English performance students used the app in class and at home for a week. Meanwhile, a control group of good L2 English performance learners studied the same vocabulary in class using textbooks and computer labs without the app. On a pre-/post-test comparison, there was no significant difference in performance between the two groups. Likewise, a post-treatment questionnaire reveled no significant difference in motivation between the groups.
Eldania, I., & Nuardi (2023). The effect of Cake application on students’ speaking skill at the eleventh grade of Senior High School 14 Pekanbaru. Journal of English and Arabic Language Teaching, 14(2), 12-18.
This Indonesian study evaluated the effectiveness of a mobile-based L2 English app (Cake) upon the speaking ability of 36 senior high school students of unspecified English competence level. Participants, using unspecified mobile devices, accessed the app for approximately two months to study unspecified content following unspecified procedures. Students demonstrated a significant score increase on a pre-/post-treatment speaking test comparison.
El-Desouky Gaber, M. (2015). Utilizing Mobile-Assisted Language Learning (MALL) to Develop EFL Listening Skills and Learner Autonomy. MA thesis, Mansoura University, Egypt.
This Egyptian MA thesis investigated the effect of an Android-based L2 English app upon the listening comprehension and EFL learner autonomy of 40 high school students of unspecified L2 English competency level. Via their tablets and smartphones, participants used the app for two months as a supplement to classroom instruction. A control group of 40 received the same classroom instruction without the use of the app. The experimental group significantly outscored the control on a one-hour multiple-choice pre-/post-treatment listening comprehension test. It also outperformed the control group in a pre-/post-test comparison of EFL learner autonomy.
Elfeky, A., & Masadeh, T. (2016). The effect of mobile learning on students' achievement and conversational skills. International Journal of Higher Education, 5(3), 20-31.
This Saudi Arabian study evaluated the effectiveness of a mobile-accessible learning platform in teaching L2 English course content and improving conversational skills. For 14 weeks, 25 university students of unspecified L2 English competence level used their smartphones to learn the content of 12 PowerPoint lectures and to communicate with each other and their instructor about the course via discussion groups. Compared to a matched control group of 25 students who learned the same course content face-to-face in class, the MALL group performed significantly better on a final exam and also displayed significantly better L2 English conversational skills.
El-Sayed Hammam, D. (2020). The effectiveness of the mobile learning in developing oral fluency among preparatory school students. Journal of the College of Education, 17, 600-625.
This Egyptian study compared the effectiveness of MALL-based activities to traditional teaching practices upon the L2 English oral fluency of 30 prep-school boys. No information is provided either about the L2 English competency level of the students, pedagogical materials used or procedures that were followed. Likewise, neither the duration nor the frequency of the experimental intervention is indicated. The results of a pre-/post-test that included vocabulary, grammar, pronunciation, comprehension, and fluency demonstrated that the experimental group significantly outperformed on all parameters a matched control group of 30 that was not exposed to any MALL apps.
Elyas, T., & Al-Bogami, B. (2019). The role of the iPad as instructional tool in optimizing young learners' achievement in EFL classes in the Saudi context. Arab World English Journal, Special Issue 1: Application of Global ELT Practices in Saudi Arabia, 145-163.
This Saudi Arabian study investigated the use of iPads in the English reading and vocabulary acquisition of 20 A1 Arabic seventh-graders of unspecified L2 English competency level. For five weeks, twice-weekly for forty minutes, participants used iPads in class to read textbook passages and access five apps: Quizzlet, iBook+iBook Author, Popplet Lite, Polleverywhere, Pixton Comic Maker. A matched control group of 20 received reading instruction through in-class teacher presentations and read from their printed textbook. iPad users were found to be very engaged and significantly outscored the control group in pre-/post-treatment reading and vocabulary tests.
Engin, M., & Donanci, S. (2015). Dialogic teaching and iPads in the EAP classroom. Computers & Education, 88, 268-279.
This study examined the impact of iPad use on the opportunities for dialogic teaching in English for Academic Purposes classes in the United Arab Emirates. It involved 13 university classes with a total of 234 students of unspecified L2 English competency level over an unspecified time period. It was concluded that the impact of using iPads on dialogic teaching rested primarily on the extent of the teacher and the students' dialogic stance. It was not the iPad per se which impacted on the opportunities and restrictions for dialogic teaching, but rather the teacher and the students' response to the iPad.
Erdemir, N., Coşkun, D., & Sayın, I. (2024). Enhancing collaborative writing of graduate students through WhatsApp and Google Docs: An academic writing course. K. Büyükkarci & A. Önal (Eds.), The Future of Foreign Language Education: Innovations in Different Modes of Teaching (pp. 178-210). Isres Publishing.
This Turkish study describes the reactions of six, presumably advanced-level, L2 English graduate students to the use of two mobile apps in the collaborative writing of either a systematic review article or a research paper. On a weekly basis for fourteen weeks, participants used unspecified mobile devices to access WhatsApp as a communication platform for collaborative interaction and Google Docs for the actual writing of their projects. Participants favored WhatsApp due to its ease of communication and the immediate feedback and sense of belonging it provided. Google Docs was considered an effective tool due to its shared learning space.
Ergün-Elverici, S. (2023). Integrating mobile technologies: Two stage study on academic performance and social presence. Sustainability, 15, 1-18.
This Turkish study evaluated the effect of integrating an L2 English app (Duolingo) into the language curriculum of 16 first-year high school students of unspecified L2 English competence level. For eight weeks, via their tablets, participants accessed the app in class and after class to support the taught curriculum. Meanwhile, a matched control group of 16 received the same instruction and after-class follow-up without using the app. On a post-treatment test, the experimental group significantly outscored the control in speaking, writing and listening, but there was no significant difference in reading ability. Use of Duolingo also increased students’ social presence.
Escobar-Mamani, F., & Gómez-Arteta, I. (2020). WhatsApp for the development of oral and written communication skills in Peruvian adolescents. Comunicar. Media Education Research Journal, 65, 107-116.
This Peruvian study evaluated the effect of a mobile-accessible social networking app (WhatsApp) upon the oral and written L2 English communication skills of 36 secondary students of unspecified competence level. Over twenty sessions, in and out of class, participants used their cell phones to receive and send via WhatsApp text and voice messages intended to develop their communication skills. A control group of 34 worked with the same materials, but only in class and without using the app. The experimental group significantly outperformed the control on a pre/post-test comparison.
Esmaeili, Z., & Shahrokhi, M. (2020). The impact of Memrise application on Iranian EFL learners’ collocation learning and retention. International Journal of Language Education, 4(2), 222-233.
This Iranian study evaluated the effect of using a mobile-based L2 English app (Memrise) upon the collocation learning of 30 intermediate-level students in a private language institute. For four weeks, participants accessed the app via their mobile phones in class twice per week for 20 minutes and at home an unspecified amount of time. During this period, a matched control group of 30 received the same instruction without the use of Memrise in or out of class. Based on a pre-/post-/three-week delayed post-test comparison, both groups significantly improved their scores, but the Memrise users significantly more so than the control.
Estarki, N., & Bazyar, M. (2016). The effect of MALL on pre-intermediate EFL learners’ writing performance. European Online Journal of Natural and Social Sciences. 5(2), 406-420.
This Iranian paper evaluated the use of a mobile-accessible communication app (Viber) upon the L2 English writing proficiency of L1 Persian pre-intermediate level L2 English Institute students. In 90-minute classes that met twice per week for 15 classes, 30 students were required to write about weekly topics assigned by their instructor. Half the group discussed these topics via their Viber accounts whereas the other did so through conventional writing techniques. On a pre-/post-test that assessed content, organization and vocabulary, both groups showed significant improvement, but the experimental Viber more so than the control.
Etela, P. (2018). The effects of using mobile phone SMS on intentional and incidental vocabulary learning by Iranian EFL learners. Journal of Applied Linguistics and Language Research, 5 (5), 35-46.
This Iranian study evaluated the effect of a mobile phone-based SMS treatment upon the L2 English vocabulary acquisition of 60 university students of unspecified L2 English level. Half knew there would be a follow-up test and half did not. During one session, participants received 30 sentences each containing a targeted word. They checked word meaning as needed then used each in a sentence, which they sent back to the instructor. The same sentences were physically distributed in class to a control group of 30. In a post-test comparison, only the group aware of the forthcoming test significantly outperformed the control.
Eubanks, J-F., Yeh, H-T., & Tseng, H. (2018). Learning Chinese through a twenty-first century writing workshop with the integration of mobile technology in a language immersion elementary school. Computer Assisted Language Learning, 31(4), 346-366.
This American study evaluated the effect of iPad-based story creation activities upon the L2 Chinese of 24 second-graders in a language immersion elementary school. Participants were of unspecified L2 Chinese competency level. For three weeks, working in five rotating groups, the children spent about 80 minutes in daily workshops to create a storyboard. Using Book Creator App, they wrote, illustrated with sketches and orally narrated stories on the iPad. Participants demonstrated a significantly increased writing ability in Chinese. They also showed improvement in Chinese speaking, reading, and listening skills as well as increased engagement and motivation to learn
Ezati, E., & Kimyayi, K. (2011). Enhancing English vocabulary learning using SMS in rural areas. E-proceedings of the International Online Language Conference, 2, 211.
This Iranian mobile phone-based study evaluated the effectiveness of SMS in the acquisition of elementary L2 English vocabulary by grade 3 junior high school learners. For two weeks an experimental group of 30 received daily messages containing two English words and their Farsi equivalents. A control group of 30 received extra in-class instruction that consisted of writing new words on a whiteboard with Farsi translations. The SMS group significantly outperformed the control in a pre/post-test comparison.