Jacobsen, C. (2020). Exploring the potential of an ad hoc Mobile Assisted Language Learning management system for university EFL students. 景文學報第二 (King Literature News), 29(2), 29-50.
This Taiwanese study describes the design and evaluation of a mobile-accessible learning management system (LMS) used during an 18-week semester by 66 university students of unspecified L2 English competence level. The LMS utilized a Google course website, Google Forms and the Evernote app. The latter served to present the content of each learning unit as well as provide pronunciation, speaking and writing practice. Google Forms served as a real-time class response system that guided students through each learning unit. Participants viewed the LMS favorably in terms of perceived usefulness, learner attitude, and technological limitations.
Jafari, S., & Chalak, A. (2016). The role of WhatsApp in teaching vocabulary to Iranian EFL learners at junior high school. English Language Teaching, 9(8), 85-92.
This Iranian study evaluated the effect of an instant messaging app (WhatsApp) upon the L2 English vocabulary acquisition of L1 Persian junior high school students. Over four weeks (16 sessions), 60 participants of elementary English level, equally divided between boys and girls, learned five unspecified words per session. An experimental group of presumably 30 did so using WhatsApp via their cell phones, tablets or laptops. The remainder learned the same vocabulary via unspecified traditional methods. The experimental group significantly outscored the control on a pre-/post-test comparison. There was no significant difference between the results of participants based on gender.
Jalalifarhani, M., & Ghovehnodoushan, M. (2011). MALL and vocabulary learning in elementary students. 2011 International Conference on Languages, Literature and Linguistics. IPEDR vol.20 Singapore: IACSIT Press.
This Iranian mobile phone-based study tested the effectiveness of using SMS for the teaching of elementary L2 English. A control group of 27 students used realia in class to learn 30 words, five at a time twice a week for three weeks. An experimental group of 28 studied the same vocabulary via SMS. Messages containing three words and their Persian equivalents were sent three times a day, a different set each day, for ten days. The SMS group outperformed the control on a twenty-item thirty-day delayed post-test.
Jalaluddin, I., Darmi, R., & Ismail, L. (2021). Application of Mobile Augmented Visual Reality (MAVR) for vocabulary learning in the ESL classroom. Asian Journal of University Education, 17(3), 162-173.
This Malaysian study investigated the effect of a Mobile Augmented Visual Reality (MAVR) program upon the L2 English vocabulary acquisition and learning motivation of 45 primary school pupils described as slow learners and low achievers. Participants engaged with the program over six months with an unspecified frequency using unspecified mobile devices to learn unspecified vocabulary following unspecified procedures. MAVR included the Hunting with e-language app, a scavenger hunt that linked words to illustrative images. MAVR was able to attract the attention of slow learners, thus increasing their active participation in the learning process and improving their vocabulary level.
Jalaluddin, I., Ismail, L., & Darmi, R. (2020). Developing vocabulary knowledge among low achievers: Mobile augmented reality (MAR) practicality. International Journal of Information and Education Technology, 10(11), 813-819.
This Malaysian study appears to describe the same Augmented Reality L2 English app experiment as Jalaluddin, Darmi & Ismail (2021). Over six months, participants designated as low achievers used unspecified mobile devices to access the app, which presented them with 3D images, video projections, word pronunciation and spelling corresponding to everyday objects, places and activities. In a first stage, students learned the English words corresponding to the images. They then used the app to explore a classroom filled with the objects that they had learned. A pre-/post-test comparison demonstrated a significant performance improvement on word retrieval. However, spelling errors persisted.
Jalili, S., Khalaji, H., & Ahmadi, H. (2020). Vocabulary learning in the mobile-assisted flipped classroom in an Iranian EFL context. Teaching English with Technology, 20(4), 82-95.
This Iranian study evaluated the use of a social networking app (Telegram) upon the L2 English vocabulary learning of 26 intermediate-level language institute students, all L1 Kurdish speakers. For five weeks, one group of 14 first used their smartphones to access Telegram-based course materials and complete assignments for a flipped-class, then attended a fully face-to-face class for five weeks. A second group of 12 did likewise in the reverse order. A pre-/post-treatment vocabulary test demonstrated that both groups performed significantly better in the conventional classroom than the flipped learning classroom.
Jassim, L., & Dzakiria, H. (2019). The effect of utilizing mobile on developing English writing skill: A case study at University of Baghdad. Opcion 35, 2008-2022.
This Iraqi study evaluates the effectiveness of mobile phone usage in the teaching of English writing. During six weekly 55-minute classes, via SMS, an instructor sent a picture relating to an assigned composition topic to his 45 university students of unspecified L2 English competence level. Students downloaded this and other topic-related material with their mobile phones and used them to collaboratively develop and write their compositions. The group significantly improved its score on a pre-/post-treatment composition assessment comparison.
Javadi, Y., & Shehni, M. (2020). The role of auditory input enhancement through WhatsApp in EFL learners’ vocabulary learning and retention. Theory and Practice in Language Studies, 10(12), 1576-1586.
This Iranian study evaluated the use of a social networking messaging app (WhatsApp) to provide auditory input enhancement for vocabulary learning. Over ten sessions, a group of 29 adult intermediate-level L2 English learners in a language institute received WhatsApp voice messages that repeated vocabulary items, definitions, synonyms, and antonyms studied the day before in class. A matched control group of 26 studied the same vocabulary without the additional WhatsApp support. The experimental group significantly outscored the control on both an immediate and ten-day-delayed post-test.
Jedi-Sari-Biglar, L., & Kaban, A. (2023). Exploring the effect of mobile-assisted task-based learning on vocabulary achievement and student attitude. Smart Learning Environments, 10(50), 1-25.
This Turkish study evaluated the effect of mobile-assisted task-based learning on science-related English vocabulary acquisition and the language learning attitude of fourth-graders of unspecified L2 English competence level. Over six weeks, 18 students completed, via smartphones or tablet computers, a weekly out-of-class activity using the ChatterPix Kids app to record their voice and create animated talking pictures. A control group of 18 followed the same curriculum without the additional task-based activities. The experimental group significantly outperformed the control on a pre-/post-treatment vocabulary test comparison. It also revealed a positive impact on the language learning attitudes of the experiment group students.
Jensen, C., & Cadierno, T. (2024). Differences in mobile-assisted acquisition of receptive and productive vocabulary knowledge: A case study using Mondly. Language Learning Journal, 52(3), 255-270.
This Danish study evaluated the effect of a mobile-based app (Mondly) upon the L2 English vocabulary acquisition of twelve A1/A2-level 4th-graders. Over four weeks, participants used their mobile phones to access the app in class, half the time with the guidance of their teacher and half the time on their own. Students were encouraged to use Mondly out of class in their spare time as well. A pre-/post-treatment vocabulary test comparison showed a significant increase in vocabulary knowledge, though receptive knowledge correlated negatively with the participants’ use of the app.
Jeong, K-O. (2017). University students' perception and motivation of using digital applications as effective English learning tools. Proceedings International Conference on Platform Technology and Service, PlatCon 2017.
This Korean paper evaluates the self-study use of a smartphone-based TOEIC preparatory app by 60 upper-intermediate/advanced-level L2 English university students for a semester. In class, students had brief discussions with the instructor concerning any difficulties they encountered. A 40 item TOEIC-based listening and reading pre-/post-test demonstrated significant improvement for listening but not for reading proficiency. According to questionnaire and interview results, students were very positive about using mobile-based smart applications for their English learning and in particular appreciated its accessibility, portability, flexibility, interactivity, and their perceived enhanced English learning performance.
Jeong, K-O. (2022). Facilitating sustainable self-directed learning experience with the use of mobile-assisted language learning. Sustainability, 14(2894), 1-13.
This semester-long study investigated the effect of a TOEIC preparation app (Hackers TOEIC) upon the L2 English listening and reading proficiency of 60 low-intermediate-level learners in a South Korean university. It also sought to determine how use of the app influenced students’ perception of their self-directed language learning. A pre-/post-test evaluation demonstrated significant improvement for listening but not for reading ability. According to an end-of-semester questionnaire, the majority of students thought that mobile-assisted language learning was a very successful instructional method in promoting their learning motivation and self-directed study experience.
Jeong, M., Jeon, H., & Kim, J. (2014). Effects of smart reading in the elementary English classroom. International Journal of Contents, 10(2), 59-66.
This Korean study compared the effects of three reading modes upon the reading comprehension and affective attitudes of advanced-level L2 English sixth-grade children. Over four weeks, 30 children read stories on a tablet PC using a reading program (Smartree), while another 30 read the same stories in PDF format on PCs and a control group of 30 did likewise using printed materials. On a 20-item pre-/post-test of reading comprehension, only the Smartree group made significant progress. So, too, only the Smartree group demonstrated significantly more positive affective attitudes towards reading.
Jeong, N-S. (2017). 대학생영어쓰기학업성취도에미치는모바일학습의효과 (The effects of mobile-mediated learning on university students' English writing achievement). Multimedia-Assisted Language Learning, 20(2), 84-113. [in Korean]
This Korean paper describes the in-class use of a messaging app (KakaoTalk) to enhance mobile-mediated group talk for the purpose of improving the writing skills of 27 university students of unspecified L2 English competence level. Participants used the app for ten weeks, 20 minutes per week. During the same time, a control group of 21 engaged in face-to-face discussions. Although the experimental group significantly improved its results on a pre-/post-treatment TOEIC writing essay test, there was no significant difference compared to the control. KakaoTalk users found traditional classroom group talk more effective for learning.
Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J., …, & Lyytinen, H. (2014). The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools. Educational Technology Research & Development, 62(4), 417-436.
This Zambian study evaluated the effectiveness of a mobile phone-based phonics game (GraphoGame) upon elementary literacy skills in ciNyanja, the lingua franca of Lusaka. 259 first-graders played the game 4-5 hours over two terms. With some classes, their teachers also played GraphoGame, some with intensive training about the principles underlying the game, others without any training. With a control group of 314, neither the pupils nor teachers played the game. On a pre-/post-test comparison, experimental group participants whose intensively trained teachers also played the game significantly outperformed all other groups.
Ji, H-E., & Shin, H-W. (2019). Young foreign language learners' engagement and motivation in Augmented Reality-based vocabulary learning. Multimedia-Assisted Language Learning, 22(3), 9-31.
This Korean study investigated the effect of a mobile-based Augmented Reality app (Quiver) upon the engagement and motivation of 19 children, grades 3-6, who used the app for L2 English vocabulary learning during a two-week English camp. A control group of 19 received the same instruction supported by only pictures. Based on flow theory, the children were evaluated on four parameters: concentration, control, curiosity, internal interest. The app-based material used in the current study proved to be more effective in motivating learners only in terms of internal interest and curiosity.
Jia, C., & Hew, K. (2019). Supporting lower-level processes in EFL listening: The effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app. Computer Assisted Language Learning, 35(1-2), 141-168.
Jia, J., & Chen, Z. (2015). The effect of smart phones’ application in regular university English class on students’ learning performance. Proceedings of the 4th International Conference of Educational Innovation through Technology (pp. 131-136). Biloxi, MS, USA.
This conference presentation evaluates the effect of a smartphone-based drill and quiz app upon the L2 English vocabulary learning of university students of unspecified L2 English competence level in China. An experimental group (N= 27 for the pre-test and 80 for the post-test), used the app for three months, 10-20 minutes once per week in class and whenever students wanted out of class. The control group (N=52 students for the pre-test and 55 for the post-test), studied the same vocabulary without using the app. There was no significant difference between the two groups on either the pre-test or post-test.
Jia, J. & Chen, Z. (2016). Blending smart phones into regular classroom learning. Blended Learning: Aligning Theory with Practices. Proceedings of International Conference on Blending Learning (pp.337-347). Lecture Notes in Computer Science, 9757.
This conference presentation evaluated the effect of a mobile-based vocabulary app (CSIEC) upon the learning of 28 Chinese university students of unspecified L2 English competence who used it on their smartphones for 16 weeks. The app, which contained 727 CET4/CET6-level words and phrases from the course textbook, included a crossword game, spelling & matching the words’ pronunciation with its definition, blank filling and multiple choices in a real-time quiz. On a pre-/post-test comparison of word recall and recognition, the experimental group significantly outperformed a matched control group of 35 that received the same classroom instruction without using the app.
Jiang, D., & Zhang, L. (2020). Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing. Computers & Education, 150, 1-13.
This Chinese study investigated the effect of explicit socialization activities upon the argumentative writing competency of upper-intermediate-level L2 English graduate students. Prior to beginning five writing-related discussion sessions conducted via a social networking app (WhatsApp), 30 participants undertook mobile-basedtasks intended to foster socialization whereas a matched control group of 30 began the sessions without such activities. The experimental group significantly outperformed the control on a pre-/post-treatment writing test comparison. It also experienced lower levels of cognitive load and perceived a higher degree of social presence than the control group.
Jiang, M-L., & Liou, H-C. (2022). Mobile assisted academic vocabulary learning. Taiwan Journal of TESOL, 19(2), 1-28.
This study evaluates the effect of a mobile-based quiz app (Quizlet) on the L2 English vocabulary acquisition of 26 Taiwanese college students of unspecified English competence level. Over eight weeks, participants used their personal smartphones to access five of the Quizlet functions: Flashcards, Learn, Write, Test, Match). In all, they learned 60 words/phrases on which they were tested twice, once in week six and again in week 10. Participants demonstrated significant improvement on the first post-test compared to a pre-test. The second post-test maintained this gain, but the results were not significantly different from those of the first post-test.
Jiang, W., & Li, W. (2018). Linking up learners of Chinese with native speakers through WeChat in an Australian tertiary CFL curriculum. Asian-Pacific Journal of Second and Foreign Language Education, 3(1), 1-16.
This Australian study assessed the attitudes of 15 HSK level-3 L2 Chinese university students regarding their use of a mobile-based messaging app (WeChat) for communication practice with L1 Chinese speakers. As an assessed part of their course, over ten weeks participants engaged in five out-of-class, asynchronous, audio-recorded question-answer sessions. During each session, students had to ask and meaningfully answer five questions related to pre-determined topics covered in class. According to a post-treatment questionnaire and interviews, all the participants unanimously confirmed that they enjoyed the interactions with native speaker language partners.
Jiang, Y-C., Jong, S-Y., Lau, W-F., …, & Wu, N. (2022). Exploring the effects of Automatic Speech Recognition technology on oral accuracy and fluency in a flipped classroom. Journal Of Computer Assisted Learning, 39, 125-140.
This Chinese study investigated the effect of an Automatic Speech Recognition app (iFlyRec) upon the L2 English pronunciation of university students of unspecified English proficiency level. Over thirteen weeks, 68 participants used the app to prepare weekly pre-class oral assignments. Besides providing users with speech-to-text output, the app also offered the option of translating from Chinese to English to help learners express themselves. A control group of 60 students undertook the same weekly out-of-class exercises without the support of the app. On a pre-/post-test comparison, the treatment group significantly outperformed the control on phonological accuracy, speed fluency and repair fluency.
Jin, N. (2017). Mobile-assisted language learning: Using WeChat in an English reading class. In T-C. Huang, R. Lau, Y-M. Huang … & C-H. Yuen (Eds.), Emerging Technologies for Education. Lecture Notes in Computer Science (pp. 500-506).
This book chapter reports the effect of a social networking app (WeChat) upon the L2 English reading comprehension of Chinese university students of unspecified English competence level. Over 16 weeks, 79 students accessed the app to retrieve course handouts and assignments, conduct discussions and submit homework. According to the results reported for 25 participants on a pre-/post-treatment reading test comparison, 20 demonstrated improved scores. Overall, student reaction to the treatment was positive.
Jin, N., & Yan, Z. (2018). The construction and application of a personalized teaching space in mobile English. International Journal of Emerging Technologies in Learning, 13(11), 184-195.
This Chinese study describes the introduction of two mobile-based apps (NetEase's Dictionary, Hujiang Happy Words) into the curriculum of 52 L2 English fifth-graders of unspecified L2 English competence level. These apps were used in conjunction with a mobile messaging app (Wechat), all accessed via smartphones or tablets over four weeks. During this period, the children took four tests, with higher reading means and smaller standard deviations each time.
Jin, S. (2018). 스마트폰어플리케이션을사용한플래시카드어휘학습및 SNS 기반모바일 협력학습이영 어학습자의어휘발달에미치는영향 (The effects of using smartphone applications for vocabulary flashcards and SNS-based mobile collaborative learning on English vocabulary knowledge). Multimedia-Assisted Language Learning, 21(4), 298-322. [In Korean]
This Korean semester-long study evaluated the English vocabulary learning outcomes of 20 university students of unspecified L2 English competence level. Out of class, they used a smartphone-based flashcard app (Cram) to learn 8-10 words per week. As an assessed part of the course, they also used Facebook weekly to collaboratively find and share practical examples of the target vocabulary. A matched control group of 22 received the same class instruction, but used only paper-based flashcards with no Facebook component. The experimental group significantly outscored the control on both an immediate and a two-week-delayed-post-treatment vocabulary test.
Jin, S-H. (2014). Implementation of smartphone-based blended learning in an EFL undergraduate grammar course. Multimedia-Assisted Language Learning, 17(4), 11-37.
This paper reports the results of a study involving 43 Korean L2 English university students in a 16-week English grammar course. Twenty-one students used the BAND social networking site to discuss grammar-related assignments and share information via their smartphones. Twenty-two students served as a control, which reviewed course content and did its assignments individually. On a pre-/post-test of grammar, all students significantly improved their scores, though the experimental group more so than the control. Overall, students had a positive attitude toward the blended learning environment.
Joseph, S., Binsted, K., & Suthers, D. (2005). PhotoStudy: Vocabulary learning and collaboration on fixed & mobile devices. In Proceeding of 3rd IEEE International Workshop on Wireless and Mobile Technologies in Education. Los Alamitos, CA: IEEE Computer Society.
This American study describes PhotoStudy, a prototype annotation system for images that operates on both PCs and mobile phones. The system supports the collaborative acquisition of vocabulary by using student produced images uploaded from mobile phone cameras to produce online multiple-choice quizzes of image-word pairs. PhotoStudy was trialed twice by 10 university students of unspecified L2 English competence level, the first time using a PC emulation of a mobile phone, the second time using both an emulation and an actual mobile. Participant reactions focused uniquely on operational features of the program.
Jou, Y-A., Chen Hsieh, J., & Wu, W-C. (2017). Using the mobile app in the EFL classroom to facilitate learners’ oral accuracy and fluency. In J. Colpaert, A. Aerts, R. Kern & M. Kaiser (Eds.), ProceedingsCALL in Context (pp. 382-387).
This Taiwanese study evaluates the effect of mobile-based oral recording upon the L2 English pronunciation of 78 college students of unspecified L2 English competency level. On a daily basis over eight weeks, participants made 15-minute voice recordings using the mobile app Audio Boom on their mobile phones. The results were evaluated by both an immediate post-test and an 8-week delayed post-test of oral reading that assessed word omission, error, and mispronunciation. Compared to a pre-test, error rates were reduced between 6%-11% on the immediate post-test and between 19%-22% on the delayed post-test.
Joy, J., Balakrishnan, K., & Sreeraj, M. (2019). SiLearn: An intelligent sign vocabulary learning tool. 1-20.
This Indian report describes the design and pilot testing of a prototype Android mobile-based sign language vocabulary learning app (SiLearn). The system uses optical character recognition and visual object detection to identify words for which it then displays a video clip demonstrating the corresponding sign. It was trialed for Indian Sign Language by 14 pupils of a school for the deaf. A matched control group of 14 was taught the same signs using normal classroom teaching methods. SiLearn participants significantly outscored the control on a pre/post-treatment 20-item vocabulary recognition test.
Jung, Y-J. (2018). The Role of Socially-Mediated Alignment in the Development of Second Language Grammar and Vocabulary: Comparing Face-To-Face and Synchronous Mobile-Mediated Communication. PhD dissertation, Georgia State University, Georgia, USA.
This American PhD dissertation examines the effect of linguistic alignment upon the L2 English vocabulary and grammar acquisition of Korean university students. In two sessions over a month, participants were primed to align their vocabulary and grammar usage with that of a partner. A group of 19 did this face-to-face and 18 via mobile text chat on their smartphones. A control group of 24 did the same communicative activities without linguistic alignment priming. Compared to the control, both of the experimental groups scored higher on an immediate and one-week-delayed post-test.
Juniardi, Y., Herlina, L., Lubis, A., …, & Pahamzah, J. (2020). Computer-vs mobile-assisted learning to promote EFL students' speaking skills: A preliminary classroom-based research. International Journal of Instruction, 13(3), 417-432.
This Indonesian study evaluated the effectiveness of mobile-accessible Flash-based pedagogical lessons upon the L2 English speaking ability of 30 junior high school students. Participants accessed the lessons via their smartphones during four class sessions over a two-week period. No information is provided about either the materials used or the procedures followed. Average scores improved on a pre-/post-test comparison. According to a post-treatment questionnaire, participants also regarded the experience very favorably.