Ibáñez Moreno, A., & Vermeulen, A. (2015a). Using VISP (VIdeos for SPeaking), a mobile app based on audio description, to promote English language learning among Spanish students: A case study. Procedia - Social and Behavioral Sciences, 178, 132 -138.
This conference presentation describes the pilot testing of a mobile-based application (VISP) for the audio description of video clips as a means of promoting oral production and vocabulary acquisition. The app was trialed by 16 Spanish Erasmus students in an intermediate-level (B1) L2 English university program in Belgium. Participants orally described what they saw on a 30-second clip of Moulin Rouge so that a blind or visually impaired person could easily follow the plot. Although students showed a positive attitude towards the app, their actual learning of vocabulary was minimal.
Ibrahim, A., Huynh, J., Downey, T., ..., & O’Donovan, J. (2018). Arbis Pictus: A study of vocabulary learning with Augmented Reality. IEEE Transactions on Visualization and Computer Graphics 24 (11), 2867-2874.
This study, apparently undertaken in the USA, compared the effectiveness of a mobile-based Augmented Reality (AR) app (Arbis Pictus) to a computer-based flashcard program on the ab initio L2 Basque vocabulary learning of 52 university students. During one lab session, participants learned 30 words using both devices and then immediately took a recognition and recall vocabulary test. Four days later, the tests were repeated to assess retention. The results were virtually the same for both learning modalities in the immediate and delayed recognition tests. For recall, however, the AR treatment produced better results on both the immediate and delayed tests.
Iliyas, S., & Jumaat, N. (2019). Pembelajaran Menerusi Aplikasi Mudah Alih dan Kesannyaterhadap Pembelajaran Huruf Hijaiyah Murid Pra-sekolah (The effectiveness of game-based learning through mobile apps on learning Hijaiyah among pre-schoolers). Innovative Teaching and Learning Journal, 3(2), 30-41. [in Indonesian]
This Malaysian study evaluated the effectiveness of a mobile game-based L2 Arabic alphabet app (BelajarHijaiyah) upon the letter learning of 48 pre-schoolers. The children, who were tested as initially having weak Hijaiyah knowledge, accessed the app via tablet computers for five weeks following unspecified procedures. A pre-/post-test comparison after the fifth week demonstrated significant improvement in the children’s scores.
Im, M. (2014). Students’ perception of F2F TBLT and smartphones to enhance vocabulary retention. Korea TESOL Journal, 11(1), 87, 11(1), 87-114.
This Korean study investigated the effect of a mobile chat app (KakaoTalk) upon the L2 English vocabulary learning of 26 first-year middle school students of unspecified English competence level. Over five weeks, twice per week, participants learned two sets of twenty words. As homework, they then accessed KakaoTalk via their smartphones to discuss in small groups an assigned topic using the newly studied vocabulary. A control group of 21 did likewise using pen and paper, as if emailing, along with flashcards they made. Although both groups made significant progress on a pre-/post-test comparison, there was no significant difference between them.
Imamyartha, D., Wahjuningsih, E., Puspa, A., …, & Hudori, R. (2021). An experiment on mobile learning to leverage EFL learners’ engagement, emotional intelligence, and learning motivation. Journal of Asia TEFL, 18(4), 1285-1301.
This Indonesian study evaluated the affective results of a team-based mobile L2 English learning implementation delivered through an instant messaging app (Telegram) via smartphones. Over four months, 237 B1-level university learners, working entirely online in small groups of 4-6, used the system to collaboratively complete assignments. A control group of 238, did the same online exercises mostly individually using a learning management system (Moodle) and Zoom. A pre-/post-treatment questionnaire comparison revealed a significant increase in learning engagement and emotional intelligence, but not learning motivation, for the experimental group. The control group evidenced no significant increase in these three affective parameters.
Imelda, Cahyono, B., & Astuti, U. (2019). Effect of process writing approach combined with video-based mobile learning on Indonesian EFL learners' writing skill across creativity levels. International Journal of Instruction, 12(3), 325-340.
This Indonesian study investigated the effect of mobile phone-based video recording upon the English writing ability of vocational high school students of unspecified L2 English competence level. Following a process writing approach, over three 135-minute sessions, 61 participants learned how to write a text describing food preparation. As a homework assignment, 31 of the students also had to use their mobile phones to create a video of the procedure. This group significantly outperformed the non-MALL group on a post-treatment essay test, independently of the learners’ (high/low) creativity level judged by novelty, elaboration, originality, divergence.
Inceoglu, S., Lim, H., & Chen, W-H. (2020). ASR for EFL pronunciation practice: Segmental development and learners’ beliefs. Journal of Asia TEFL, 17(3), 824-840.
This Korean study evaluates the effect of mobile-based Automatic Speech Recognition apps (Google Assistant, Apple Siri) upon the L2 English pronunciation of 19 intermediate-level university students. Out of class, twice weekly for three weeks, participants practiced pronouncing two vowel contrasts (/i/-/ɪ/ and /ɛ/-/æ/). They did this by voice-typing a short text, and pronouncing minimal pairs in sentences and in isolation. A pre-/post-test comparison demonstrated a significant improvement in frontness for the vowel /i/, but no changes for the other vowels. Most participants reacted positively to the treatment, but some showed skepticism and frustration regarding the current state of the technology.
Indrawan, F., Daristin, P., & Laili, E. (2023). The influence of Duolingo application to EFL classroom students’ motivation in learning English. Journey: Journal of English Language and Pedagogy, 6(3), 626-633.
This Indonesian study describes the motivational effect of a game-based L2 English tutorial app (Duolingo) upon the language learning of 15 university students. For fourteen weeks, following unspecified procedures, participants of intermediate English proficiency level used their personal smartphones to complete unspecified weekly Duolingo lessons out-of-class. According to post-treatment questionnaire results, most of the participants strongly agreed that the use of Duolingo could improve their motivation to learn English. In particular, the interaction feature with other users encouraged participants to study English more actively. However, Duolingo received mixed reactions regarding its ability to increase their competitiveness to outscore their peers.
Irawati, I. (2024). Investigating the effectiveness of using WhatsApp messenger in vocabulary learning among the Indonesian learners. International Journal of Innovative Research in Multidisciplinary Education, 3(5), 731-742.
This study evaluated the effect of a social networking app (WhatsApp) upon the L2 English vocabulary acquisition of Indonesian university students. Over 25 days, 50 participants of intermediate-advanced English competence level learned three words daily using WhatsApp via their phones. Half the group did so collaboratively by discussing the meaning and part of speech of unknown words in example sentences. The other half worked independently with word lists that included the definition and part of speech of new words. The experimental group significantly outscored the control on a pre-/post-treatment vocabulary test. It also showed more positive attitudes toward the treatment.
Ishikawa, M., Kaneko, K., Haruko M., & Norihide S. (2009). Automatic creation of materials for vocabulary learning based on pictures by mobile phones of learners. Proceedings of the ITI 2009 31st International Conference on Information Technology Interfaces (pp. 391-396).
This Japanese paper describes an L2 vocabulary learning environment (SIGMA), which allows learners to automatically generate their own five-second audio-video flashcards from still images or videos that are captured on mobile phones and sent via e-mail to a website along with the L1 meaning equivalent and L2 spelling. During a single session, a prototype version of SIGMA was trialed by 11 university students of unspecified L2 English competence level. Participants indicated that they did not consider the system very easy to use, though they felt that they could learn from it.
Ishikawa, Y., Akahane-Yamada, R., Smith, C., …, & Dantsuji, M. (2015). An EFL flipped learning course design: Utilizing students’ mobile online devices. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference (pp. 261-267). Padova, Italy. Dublin: Research-publishing.net.
This Japanese study evaluated the effectiveness of a mobile-accessible online tutoring system (ATR CALL BRIX) designed to improve the TOEIC scores of L2 English university students. The program, which evaluated students’ weak points and gave advice for further learning, was used by 348 advanced-low learners for two semesters to prepare for and follow up on individualized problem-solving class instruction. These students improved their TOEIC scores by an average of over 151 points compared to only 54 for a control group of 203 students who did not use the tutoring program.
Ishikawa, Y., Smith, C., Kondo, M., …, & Wada, N. (2014). Development and use of an EFL reading practice application for an Android tablet computer. International Journal of Mobile and Blended Learning, 6(3), 35-51.
This Japanese paper describes a pilot study that investigated the effect of a custom-designed Android tablet app upon the reading ability of 26 university students of unspecified L2 English competence level. The app contained a reading passage which included a 550-word English vocabulary list of low-frequency and technical noun-verb collocations. It provided a dictionary look-up function. The app was trialed with one reading passage, apparently in two sessions, once using the app and once three months previously without the aid of the app. Use of the app resulted in an increase in reading speed with no loss in comprehension.
Isla-Montes, J-L., Berns, A., Palomo-Duarte, M., & Dodero, J-M. (2022). Redesigning a foreign language learning task using mobile devices: A comparative analysis between the digital and paper-based outcomes. Applied Sciences, 12(5686), 1-18.
This Spanish study evaluated a program (Terminkalender) designed to foster the communicative competence of L2 German learners in an A1.2-level course. During one 76-minute session, presumably using smartphones, 21 participants accessed the digital version of Terminkalender to negotiate, agree on and record a number of appointments and jointly plan several leisure time activities. A control group of 22 did likewise using the paper version of the program. The results obtained illustrated the advantages of the paper version for developing students’ linguistic competence and indicated that the digital version did not seem to be more suitable for developing students’ communicative competence.
Ismail, N., & Shahrir, M. (2017). تعلمالمفرداتالعربيةللناطقينبغيرهاعبربرامجالمراسلةالفورية، برنامجواتسابأنموذجًا (Learning Arabic vocabulary to non-native speakers through instant messaging programs, WhatsApp as an example) International Journal of Islamic Applications in Computer Science and Technology, 5(1), 12-28. [in Arabic]
This study evaluated the effect of a smartphone-accessible instant messaging app (WhatsApp) upon the L2 Arabic vocabulary acquisition of beginner-level learners in a Malaysian university. Over an unspecified time period/frequency, an experimental group of 17 used the app as a learning management system to receive multimedia materials related to the unspecified vocabulary they were studying. Meanwhile, a control group of 13 studied the (presumably) same vocabulary without using WhatsApp. The experimental group significantly outscored the control on a pre-/post-test comparison. A post-treatment questionnaire revealed that students regarded positively the use of WhatsApp as a vocabulary learning tool.
Ismayatim, W., Wahab, N., Yunus, M., …., & Hashim, H. (2019). Enhancing 21st century students' listening skills via Augmented Reality and mobile applications. International Journal of Innovation, Creativity and Change, 7(11), 314-325.
This semester-long Malaysian study describes a mobile-based Augmented Reality (AR) app (MyEVO) that was trialed by 177 university students of unspecified L2 English competence level. Participants used their smartphones to access 15 activity sessions triggered by an AR video that focused on listening skills. Answers to comprehension questions were submitted to a MyEVO community page. Students expressed positive attitudes regarding the application of this app to assist their listening comprehension. In particular, they thought that listening practice should integrate the use of AR mobile applications for a more enjoyable and meaningful experience.
Ismiati, N., & Kurniawan, A. (2019). Improving students’ vocabulary through media application online ‘Hello English’ at class X. TULIP, 7(2), 6-14.
This Indonesian study evaluated the effect of an L2 English tutorial game app (Hello English) upon the vocabulary acquisition of 20 vocational school students of unspecified English competence level. Over an unspecified time period, using their mobile phones, these students learned unspecified material in the app. A pre-/post-test comparison demonstrated a significant improvement in targeted vocabulary knowledge.
Istek, E., & Ironsi, C. (2023). Incorporating mobile learning and the CAP(E) framework in improving the receptive skills of students. Library Hi Tech, xx, np.
This study evaluated the L2 English listening and reading post-test outcomes of 90 students of unspecified English competence level at a university in North Cyprus. Over an unspecified time period with an unspecified frequency, participants studied unspecified language materials using unspecified MALL affordances. Half the group did so following an experimental Context-Analysis-Practice-Exploration framework while the other half followed a traditional Presentation, Practice, Production framework. Overall, the experimental group outscored the traditionally taught control on a post-treatment reading/listening test. However, the p value of this result was greater than 0.50. Moreover, while students’ reading skills improved, their listening skills remained unchanged.
Ivanova, R., Ivanov, A., & Nikonova, Z. (2020). Application of mobile technologies in foreign language learners’ project activity. International Journal of Interactive Mobile Technologies, 21(14), 64-77.
This study describes the use of student mobile devices to create multimedia resources in the fulfillment of course-based L2 English speaking presentation projects for 96 university students in Russia. Over a semester, participants worked on four projects by first individually creating out of class a 2-3-minute monologue which was then presented in class with peer review/correction and free discussions of the topic. Participants demonstrated a stable improvement in the quality of their language skills throughout the treatment.
Iwata, J., Tamaki, Y., Shudong, W., …, & Clayton, J. (2014). Medical students’ perceptions of using mobile phones for their English study. In S. Jager, L. Bradley, E. Meima & S. Thouësny (Eds.), CALL Design: Principles and Practice - Proceedings of the 2014 EUROCALL Conference (pp. 172-178). Groningen, The Netherlands Dublin Ireland: Research-publishing.net.
This Japanese study examined the use of a mobile-based vocabulary application for the learning of medical terminology by 242 university students. Over a period of seven months, a total of 54 learning units were sent twice per week to voluntary participants. Each unit consisted of five multiple-choice quizzes. According to a post-treatment survey completed by 120 students, 45% of the participants found the learning units effective and 62% thought that they were at an appropriate level of difficulty. However, on average only 9.5% of the participants actually took the quizzes.