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Kadhim, W., Dakhil, T., & Yahy, A. (2022). The impact of mobile learning on Iraqi EFL learners' oral performance and their motivation: A case study of Dyala. TEFL Journal, 1(1), 78-102.

This Iraqi study evaluated the effect of MALL upon the L2 English speaking ability and learning motivation of B2-level language institute students. Over 10 weeks, an experimental group of 20 used unspecified mobile devices to access an unspecified number of unspecified English learning apps. Meanwhile, a control group of 20 learned using an unspecified CD-ROM program. A comparative pre-/post-treatment speaking test and motivational questionnaire revealed a significant improvement in both speaking ability and motivation for the experimental MALL group whereas the speaking and motivational results remained essentially unchanged for the control group.

Kafryawan, W. (2023). The effectiveness of computer-assisted language learning (CALL) by smartphones to increase English proficiency of Papuan EFL students. English Franca, Academic Journal of English Language and Education, 7(1), 217-230.

This Indonesian study evaluated the effectiveness of accessing CALL resources via smartphones, i.e., smartphone-accessible MALL. Over an unspecified time period and frequency, 30 university students of unspecified L2 English competence level studied unspecified English learning materials following unspecified procedures. A pre-/post-test comparison established that participants had significantly improved their unspecified language skills. Seven interviewed students expressed mixed positive/negative attitudes regarding the use of smartphones for language learning.

Kam, M., Kumar, A., Jain, S., …, & Canny, J. (2009). Improving literacy in rural India: Cellphone games in an after-school program. Human-Computer Interaction Institute. 

This conference presentation describes the results of a pilot project to teach elementary level L2 English to school children in India.  During 38 two-hour sessions over thirteen weeks, 27 primary school pupils from grades 2-9 participated in an after-school program in which mobile phones were used in-class to teach vocabulary, basic grammar and simple sentence construction through word-picture associations, spelling completion and jumbled sentence games. Pre-/post-test comparisons demonstrated significant learning gains for all students, the degree of improvement correlating with higher grade levels.

Kamalian, A., & Sayadian, S. (2014). The role of short text messaging in Iranian EFL vocabulary learning and motivation. Science Journal of Education, 2(4), 101-107.

This Iranian study evaluated the effect of SMS-based writing upon the vocabulary acquisition of pre-intermediate-level L2 English learners. For nearly three months, 30 students used their mobile phones out of class to create sentences based on textbook vocabulary. Their instructor corrected these via a marked-up return SMS. A control group of 30 received the same classroom instruction, but their sentences were written and corrected in pencil and paper notebooks. The experimental group significantly increased its scores in a pre/post-test whereas the control scored lower on the post-test than the pre-test.

Kamaruddin, A., Bardan, S., Baharuddin, N. …, & Wahid, N. (2019). 3D Bahasa Arab Augmented Reality (3DBaar) membantu meningkatkan penguasaan bahasa Arab pelajar (3D Arabic language Augmented Reality (3D Baar) in assisting student’s acquisition of Arabic language). Innovative Teaching and Learning Journal, 2(2), 17-31. [in Malay]

This Malaysian study describes the design and pilot testing of a researcher-created Augmented Reality app (3D BAAR) intended to improve the L2 Arabic reading and speaking skills of primary school students. Over an unspecified time period, 20 fourth-graders of unspecified Arabic competency level accessed the app via smartphones to learn animal names from images that served as 3D AR triggers. Participants read and listened to the pronunciation of the displayed Arabic words, which they then pronounced themselves. Significant improvement was observed in a pre-/post-treatment achievement test comparison. The children also expressed a very high level of satisfaction with the app.

Kang, S., & Kim, Y-J. (2021). Examining the quality of mobile-assisted, video-making task outcomes: The role of proficiency, narrative ability, digital literacy, and motivation. Language Teaching Research, xx, 1-28.

This Korean study investigated the role of four independent variables (L2 proficiency, L1 narrative ability, digital literacy, and motivation) on the quality of language use and completion of an L2 English video creation task. Using their own smartphones/tablets and a mobile-based video creation app (KineMaster), 48 L1 Korean high school students of unspecified L2 English competence level spent two 50-minute class sessions individually recording a one-minute video on an assigned personal topic. The results showed that English writing proficiency and first language narrative ability significantly predicted the quality of English language use and task fulfillment.

Kang, T. (2016). Effectiveness of Strategy Instruction Using Podcasts in Second Language Listening and Speaking. PhD dissertation, Northern Arizona University. ProQuest Dissertations Publishing.

This American PhD dissertation investigated the effect of explicit strategy instruction upon the intermediate-level L2 English listening and speaking skills of ten mostly L1 Arabic university students. Using mobile-accessible podcasts, participants undertook 12 weekly podcast listening and speaking activities that included strategy instruction worksheets. A matched control group of ten did the same exercises without strategy instruction. On a comparative pre-/post-treatment listening and speaking test comparison, both groups made significant progress, but there was no significant difference between the two treatments. Both groups showed positive attitudes towards the podcast activities.

Kao, Y-M., Tsai, C., Liu, C., & Yang, C. (2016). The effects of high/low interactive electronic storybooks on elementary school students' reading motivation, story comprehension and chromatics concepts. Computers & Education, 100, 56-70.

This Taiwanese paper describes a one-hour class experiment using iPads to read two variants of an e-book (Color Monster’s Adventure), which included text as well as color concepts. Working in pairs, 20 fourth-graders of unspecified L2 English competency level read a version of the e-book with only simple interactive buttons and narration while another 20 read a high-interactivity version of the e-book that included guidance, prompts and feedback functions. On an immediate post-treatment test, students in the high-interaction group performed significantly better in reading motivation, story comprehension and chromatics concepts than their low-interaction counterparts.

Kaplan-Rakowski, R., & Loranc-Paszylk, B. (2017). Students' views on the helpfulness of multimedia components of digital flashcards in mobile‑assisted vocabulary learning. In K. Borthwick, L. Bradley & S. Thouësny (Eds.), CALL in a Climate of Change: Adapting to Turbulent Global Conditions – Short Papers from EUROCALL 2017 (pp. 170-176).

This study investigated the preferences of 59 advanced-level L2 English learners regarding the features of a mobile-based flashcard app (AnkiDroid). The flashcards presented 48 words with an illustrative image, English definition, audio pronunciation (plus sound effects) and Polish translation. The participants, who were all L1 Polish speakers, independently accessed the app on their smartphones for ten days.  According to a post-treatment survey, users did not find English definitions helpful and translation was perceived as significantly more helpful than pronunciation.

Karacan, C., & Polat, M. (2022a). Predicting pre-service English language teachers’ intentions to use Augmented Reality. Journal of Digital Learning in Teacher Education, 38, 139-153.

This study describes how the attitudes of L2 English pre-service teachers at a university in Turkey affected their intention to use Augmented Reality. Over an unspecified time period, 141 students of unspecified English competence level were first taught to create AR exercises with apps like HPReveal, Arize, and Aurasma, presumably using tablets and smartphones. Then, using Unity with an AR add-on (Vuforia), they were taught how to develop their own AR-based application for vocabulary teaching purposes. Perceived usefulness was the most significant predictor of participants’ intentions to use AR. Facilitating conditions and ease of use were the least impactful factors.

Karakuş, E., & Ünlüer, Z. (2017). Collaboration among English language learners on a smartphone-based instant messaging platform. International Journal of Language Academy, 5(5) CUELT Special Issue, 194-207.

This Turkish study used a mobile instant messaging app (WhatsApp) as a platform for the collaborative interaction of 16 L2 English university students, 15 at the elementary level and one intermediate-level learner. Students were assigned to groups of four with the task of creating, over an unspecified time period, a video describing a campus building. Presumably, they used their smartphones for this. In the process, they also used WhatsApp for collaborative discussions relating to the creation of their group video. It was found that students collaborated with each other mostly for cognitive and managerial purposes in preference to social interaction.

Kargozari, H., & Tafazoli, D. (2012). Idiom on the move. In INTED 2012: Sixth International Conference on Technology, Education and Development, INTED Proceedings (pp. 3866-3869).

This conference paper investigated the use of mobile phone-based exercises to teach L2 English idioms to 20 Iranian university students as part of a supplementary program in a reading course. A pre/post-test comparison revealed that the application could help learners in learning idioms. All participants showed positive attitudes about learning idioms by this method.

Kartal, G. (2022). Evaluating a mobile instant messaging tool for efficient large-class speaking instruction. Computer Assisted Language Learning, xx, 1-29.

This Turkish study investigated participant reactions to the use of a social networking app (WhatsApp) as a platform for improving the B2/C1-level L2 English speaking and pronunciation of 99 university students. Over two weeks, in groups of five, students used their smartphones to record themselves speed reading aloud, singing a song or reading the lyrics aloud, saying tongue twisters, and making a video summary. They listened to the recordings of the other four group members and provided feedback on pronunciation. Participants expressed high satisfaction levels with the adopted pedagogy.

Karthiga, S. (2018). An empirical study on mobile technology to augment English vocabulary of computer science students. International Journal of Engineering and Advanced Technology,8(2), 358-360.                                   

This paper describes the use of an English vocabulary app (Talk English) as a supplementary out-of-class resource.  It was used for twelve weeks by 46 Saudi Arabian university students of unspecified L2 English competence level. The app, which was accessible via mobile phone or MP3 player, exploited songs and provided a dictionary, word games and puzzles that focused on synonyms, antonyms, homophones. During the same period, a control group of 44 received the same classroom instruction without the use of Talk English. App users outscored the control group on a post-treatment vocabulary test.

Karthika, J., & Selvam, V. (2023). Accessible and engaging voices: Teaching English to adult second-language learners with visual impairment using WhatsApp voice notes in India. British Journal of Visual Impairment, 41(3), 675-686.

This Indian study describes the use of a mobile-accessible instant messaging app (WhatsApp) to support the L2 English speaking of visually impaired adults in a technology centre. Over six months, eight participants of unspecified English competence level accessed WhatsApp via their smartphones to create weekly audio voice notes describing everyday events. Voice notes not only provided a platform for the learners to converse in English but also an opportunity to reflect critically on their own learning progress. It was observed that students were more engaged in the learning process and in improving their speaking skill when voice notes were used.

Kashanizadeh, I., & Shahrokhi, M. (2021). The use of mobile to boost Iranian EFL learners’ grammar knowledge: The case of grammar learning application in focus. Journal of Applied Linguistics and Language Research, 8(1), 1-10.

This study evaluated the effectiveness of a custom designed L2 English grammar app (Grammar Learning Application) upon the grammatical competency of 25 intermediate-level language institute students in Iran. Over six weeks, during twelve sessions, participants used their mobile phones to access the app in class to learn verbal forms (present conditional, present continuous, past continuous, present perfect, present perfect continuous, the passive). A matched control group of 25 did likewise using unspecified traditional methods and their course textbook. The experimental group significantly outscored the control, with a large effect size, on a pre/post-treatment grammar test comparison.

Kassaie, L., Shairi, H., & Gashmardi, M. (2021). Integrating MALL into the classroom: The cultural and pedagogical impact of authentic podcasts on FFL learners’ listening and speaking skills. International Journal of Society, Culture and Language, 9(1), 69-85.

This Iranian study evaluated the effect mobile-based podcasts upon the listening and speaking competence of six intermediate-level F2 French language school students. For five weeks, presumably using smartphones, participants completed three listening tasks integrated with a speaking activity. Meanwhile, a control group of 6 received traditional instruction without the use of podcasts. The experimental group, but not the control, was tested for listening comprehension on a weekly basis. This improved significantly across the different sessions. Both groups were tested weekly for speaking performance. The experimental group improved significantly more than the control in five of eight assessed speaking parameters.

Kassem, M. (2018). The effect of a suggested in-service teacher training program based on MALL applications on developing EFL students' vocabulary acquisition. Journal of Language Teaching and Research, 9(2), 250-260.

This Egyptian paper describes the results of a four-week in-service MALL training program for 10 L2 English secondary teachers and its effect upon the vocabulary skills of their 200 students of unspecified L2 English competence level. The teacher training focused on the use of four types of applications: Quizlet, Digital Vocabulary Notebook, digital video games and online dictionaries. A pre-post-training survey revealed a significant increase in the teachers’ use of mobile vocabulary apps. The students of these teachers, who used the apps for 15 weeks, also demonstrated significant improvement on a pre-/post-test of vocabulary.

Katemba, C. (2019). Students’ vocabulary enhancement at grade 10: A comparative study using CALL & MALL in Indonesia. CALL-EJ, 20(1), 87-114.

This Indonesian study compared the vocabulary learning of 10th-grade high school students of unspecified L2 English competence level under two conditions: CALL and MALL. Over two months, twice weekly in a computer lab, 35 participants underwent the CALL condition using the Tell Me More app which included pictures, voice, correct word pronunciation, tests and games. Meanwhile, a MALL group of 33 studied the same content, sent to their homes the night before class via SMS ten words at a time. Both groups made significant progress on a pre-/post-test comparison. However, there was no significant difference between the two groups.

Katemba, C. (2021). Enhancing vocabulary performance through mobile assisted language learning at a rural school in Indonesia. Acuity: Journal of English Language Pedagogy, Literature and Culture, 6(1), 1-11.

This study evaluated the effectiveness of a mobile phone-based SMS implementation upon the L2 English vocabulary acquisition of 40 8th-graders, of unspecified English ability level, in a rural Indonesian secondary school. Over 14 weeks, weekly the night before class, participants were sent about 10 words the meaning of which they had to memorize. A control group of 39 studied the same vocabulary in class only without access to the SMS supplement. The experimental group significantly outscored the control on a pre-/post-test comparison.

Kaur, P., &Naderajan, R. (2019). Kahoot! In the English language classroom. South East Asian Journal of Contemporary Business, Economics and Law, 20(6), 49-54.

This Malaysian study investigated the attitudes of year 9-11 high school students regarding their use of a learning platform (Kahoot!) to study English, presumably using personal mobile devices. Of the 50 students who completed the questionnaire, 29 were L2 English students.  However, their English competence level was not indicated. Neither was any information provided regarding the focus of their language studies, the materials used, procedures followed or usage durations. Almost all the student responses regarding the use of Kahoot! were positive.

Kaveh, A., Hadipourfard, E., & Bavali, M. (2023a). The effects of mobile-assisted versus paper-and-pencil concept mapping on EFL learners’ vocabulary learning. Computer Assisted Language Learning Electronic Journal, 23(3), 314-333.

This Iranian study evaluated the effect of concept mapping upon the intermediate-level L2 English vocabulary acquisition of university students. During four sessions over two weeks, using an unnamed mobile phone-based app, 30 participants created concept maps corresponding to the unspecified vocabulary they were studying. A second group of 30 did likewise by manually drawing pencil & paper concept maps while a control group of 30 studied the same vocabulary without recourse to concept maps. In a pre-/post-/one-week delayed post-treatment vocabulary test comparison, both concept mapping groups significantly outperformed the control, but the app users more so than the manual drawers.

Kaveh, A., Hadipourfard, E., & Bavali, M. (2023b). The effects of mobile-assisted concept mapping on EFL learners’ writing fluency and motivation. JALT CALL Journal, 19(2), 171-196.

This Iranian study investigated the effect of an unnamed mobile-based concept mapping app upon the upper-intermediate-level L2 English writing of L1 Persian university students. Over four weeks, twice weekly out-of-class, 70 participants used WhatsApp via their smartphones to discuss assigned writing topics. Half the group did so using the concept mapping app while the other half prepared its topics without the app. In comparison with a pre-treatment composition, the experimental group significantly outperformed the control on both an immediate and three-week-delayed post-treatment composition task. The writing motivation of the experimental group was also significantly greater than that of the control.

Kayaoğlu, M., & Çetinkaya, S. (2018). Using what students have at their fingertips: Utilising mobile phones for circular writing. The Qualitative Report, 23(12), 3098-3115.

This Turkish study investigated the perceptions of 26 pre-intermediate-level L2 English university students regarding their mobile phone-based circular writing activity. Over five weeks, in groups of five-six, participants used their mobile phones to write one story a week, with each student adding a grammatically correct and logical sentence. Stories were collaboratively evaluated during a weekly one-hour class. Participants enjoyed the activity as it enabled them to learn new words and structures, enhanced their writing by bringing them a sense of audience and showing them the importance of cohesion and coherence.

Kayaoğlu, M., Sağlamel, H., & Kobul, K. (2017). Learner perspectives on mobile phone integration for vocabulary development in translation classes. Lublin Studies in Modern Languages and Literature, 41(1), 191-213.

This Turkish paper evaluates the effect of mobile phone-based vocabulary learning upon student perceptions about mobile phone usage for vocabulary learning. For six weeks, 27 L2 English university students in an advanced-level translation course received vocabulary and sentences for translation via SMS before, during and after classes. Three each from the lowest, mid and highest SMS responders were then interviewed to determine their perspectives on the use of mobile phones in translation classes. Sending text-messages for vocabulary development purposes was considered to be a good idea by all nine respondents.

Kayapinar, U., Erkir, S., & Kose, N. (2019). The effect of tablet use on students' success in English as a Foreign Language (EFL) grammar classroom. Educational Research and Reviews, 14(5), 178-189.

This study evaluated the effect of tablet usage upon the A2-level L2 English grammar acquisition of university students in Turkey. Over 16 weeks, 28 students did all their daily learning using researcher-provided tablets. Their tablets were equipped with an e-textbook, access to a learning management system and instant messaging communication tools between the students and their instructor. A control group of 28 studied the same syllabus using printed materials with access to the same learning management system via the campus library or their personal computers. A pre-/post-test revealed no statistically significant difference between the results of the two groups.

Kazemi, M., & Zenouzagh, Z. (2023). The impact of interactive content-embedded application on vocabulary learning and attitude change: A case study of Kahoot in Iranian context. SN Social Sciences, 87, np.

This study evaluated the effect of a mobile-accessible game-based quiz app (Kahoot!) upon the acquisition of intermediate-level L2 English vocabulary by 23 adult L1 Persian students at a mosque in Iran. Over ten weeks, participants used their smartphones to receive sets of words via Kahoot!, 120 in total, taken from their 504 Absolutely Essential Words coursebook. During the same time, a matched control group of 23 studied the same words without the use of Kahoot!. The experimental group significantly outscored the control on a pre-/post-treatment vocabulary test comparison. Experimental group participants also expressed a higher level of language learning motivation.

Keezhatta, M., & Omar, A. (2019). Enhancing reading skills for Saudi secondary school students through Mobile-Assisted Language Learning (MALL): An experimental study. International Journal of English Linguistics, 9(1), 437-447.

This Saudi Arabian study compared the effect of a MALL-based treatment upon the reading ability of 60 tenth-grade high school students of low L2 English competency level. They participated in a supplementary MALL-based English course in addition to their normal course. However, no information is provided about the materials used, treatment procedures followed or treatment duration. Pre-/post-test results were compared to those of a control group of 60 which received only conventional teaching. There was a significant difference between MALL users and non-users in favor of the experimental group.

Kelly, R. (2015). An Exploration of Instagram to Develop ESL Learners’ Writing Proficiency. MA thesis, Ulster University.

This MA thesis from the UK evaluated the effect of a mobile-based social networking app (Instagram) upon the A2-C1-level L2 English descriptive writing of four adult volunteers. Twice weekly for five weeks, participants accessed Instagram to post an image with a 150-word description. These were corrected and returned to the writers, graded on a CEFR scale for vocabulary range, vocabulary control, grammatical accuracy, coherence, orthographic control and thematic development. Formative assessment revealed that learners with a lower initial descriptive writing ability progressed more than those of a higher initial level.

Kennedy, C., & Levy, M. (2008). L’italiano al telefonino: Using SMS to support beginners’ language learning. ReCALL,20(3), 315-330.

This Australian article is a follow-up to Levy & Kennedy (2005), using mobile phone SMS to teach vocabulary and grammar to beginning level L2 Italian university students for seven weeks. In particular, the study sought to investigate the acceptability of “pushing” SMS to students at a time and frequency determined by the researchers. A survey of 58 students revealed general satisfaction with the experiment, though many respondents found even one SMS per day excessive. Among the sample of messages evaluated, those that the students ranked as most interesting or enjoyable tended to coincide with those scoring lowest on usefulness.

Kent, D. (2019). Technique efficacy when using a student response system in the reading classroom. Language Learning & Technology, 23(1), 26-35.

This Korean study compared the effectiveness of an audience response system (Plickers) upon reading comprehension under two conditions: peer-intervention and teacher-intervention. For seven weeks (21 class hours), 24 advanced-level L2 English university students answered multiple-choice reading comprehension questions using Plickers with their mobile devices. They then engaged in post-question discussions, half under each condition. The peer-intervention group significantly outperformed the teacher-intervention group on a pre-/post-test comparison. According to a post-treatment survey, participants viewed the response system as useful for highlighting their knowledge gaps, focusing their attention, and stimulating their engagement.

Kent, D., & Jones, M. (2012b). Using smartphones to create and deliver learner-generated video content for tasks. STEM Journal, 13(3), 105-133.

This Korean study describes a smartphone-based video production project undertaken over six weeks by twelve technical college students with a beginners/pre-intermediate-level L2 English competence level. Each participant watched a different assigned movie, for which they created a poster and, using their smartphones, video-recorded a review. They displayed their posters in class and posted their reviews online. They viewed each others’ reviews on their smartphones via a QR code link included on their posters. Students found the use of movies for learning English to be motivating, and thought that the use of smartphones provided a further enjoyable element to the task.

Keogh, C. (2017). Using WhatsApp to create a space of language and content for students of international relations. Latin American Journal of Content & Language Integrated Learning, 10(1), 75-104.

This Columbian study describes the perceptions of 19 L2 English university students regarding their use of an instant messaging app (WhatsApp) as the platform for a community of practice during a four-month semester course. WhatsApp served as a shared space in which learners could practice new phrases or vocabulary learned within the class and discuss concepts related to the course content.  The reaction of the learners was overwhelmingly positive and students felt they had improved their knowledge of vocabulary and language structure by reading the posts of others.

Kessler, G. (2010). Fluency and anxiety in self-access speaking tasks: The influence of environment. Computer Assisted Language Learning, 23(4), 361-375.

This American study investigated the use of MP3 players compared to audio lab PCs upon L2 English speaking quality. Forty advanced-level L2 English university graduate students recorded weekly two-minute audio journals over a period of ten weeks. All students had to make at least one recording in each environment. 38 opted to do 8 of 10 recordings with the mobile device. Speaking fluency was rated in relation to volume, pausing, utterance length, and rate. For all parameters, recordings made using the MP3 player were ranked significantly better than those made using the audio lab.

Kessler, M. (2023). Supplementing mobile-assisted language learning with reflective journal writing: A case study of Duolingo users’ metacognitive awareness. Computer Assisted Language Learning, 36(5-6), 1040-1063.

This study describes the effect of writing reflective journals upon the language learning metacognition of six students in a US university Second Language Acquisition course. All participants, of various L1 backgrounds, were required to use their mobile devices, at least 20 minutes three times per week for five weeks, independently studying a language of their choice (Chinese, French, Gaelic, Portuguese, Spanish) using a mobile-accessible app (Duolingo) and write a weekly report of their experiences. The L2 learning level is not specified. The journals aided students’ metacognitive awareness in five domains: Successes, Target language features, Task, Strategies, Challenges.

Kessler, M., Loewen, S., & Gönülal, T. (2023). Mobile-assisted language learning with Babbel and Duolingo: Comparing L2 learning gains and user experience. Computer Assisted Language Learning, xx, 1-25.

This study, apparently American in origin, compares the L2 Turkish learning outcomes from the use of two mobile-based language learning apps (Babbel, Duolingo). Over eight weeks, about two hours per week, 27 mostly university students used Babbel and 32 Duolingo to learn Turkish ab initio on their own. They were then post-tested on reading, writing, speaking, listening, vocabulary, and grammatical competence. Learning gains were not substantial and there was no significant difference in results based on the app that was used.

Ketabi, S., Zarei, G., & Khazaie, S. (2011). Mobile mediated versus traditional method of L2 vocabulary learning: A comparison between vocabulary learning with and without pictorial annotation. International Conference on Language, Literature and Linguistics. IPEDR (26). Singapore: IACSIT Press.

This Iranian paper studied the effect of a mobile phone-based program upon the learning of basic L2 English vocabulary by 60 semi-illiterate Farsi-speaking adults in a literacy movement organization school. During seven class sessions, half the group was presented a total of 30 words with their Farsi equivalents, which they repeated orally and wrote in notebooks. The remaining students received the same vocabulary via MMS, half of the words with pictorial annotations and half without. The MMS group significantly outperformed the control on a 30-item recognition/recall post-test, vocabulary items with pictorial annotations showing the best results.

Kétyi, A. (2013). Using smart phones in language learning – A pilot study to turn CALL into MALL. In L. Bradley & S. Thouësny (Eds.), 20 Years of EUROCALL: Learning from the Past, Looking to the Future. Proceedings of the 2013 EUROCALL Conference (pp. 129-134), Évora, Portugal. Dublin/Voillans.

This conference presentation describes the reaction of 59 L2 German Business School students (presumably) in Hungary to the use of a language learning app (Busuu). Over some eight weeks, participants of unspecified German competence level accessed the app via their personal smartphones to study unspecified content following unspecified procedures. According to a post-treatment questionnaire, student liked Busuu very much. However, being unwilling or unable to purchase the professional version of the app, they (and the researcher) regretted not being able to profit from all of its features.

Kétyi, A. (2015). Practical evaluation of a mobile language learning tool in higher education. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL Proceedings of the 2015 EUROCALL Conference (pp. 306-311). Padova, Italy. Dublin: Research-publishing.net.

This Hungarian paper examined the usefulness of a mobile-accessible language learning app (Busuu) for the learning of L2 German, English, Spanish, and Italian with L1 Hungarian adult business college students. Busuu was used by 35 students for eight weeks, with a non-user control group of 45. The same project is reported in greater detail in Kétyi (2016). Although the experimental group outscored the control on a pre-/post-test comparison, students spent very little time using Busuu and found it of limited usefulness for language learning.

Kétyi, A. (2016). From mobile language learning to gamification: An overlook of research results with business management students over a five-year period. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 1, 45-60.

Despite its title, this study reports on three projects that took place over three years. It involved L1 Hungarian business school students of unspecified L2 competency level. The first two projects were based on the Busuu language learning app and the third a text-based interactive sci-fi story (Lifeline). Only the second Busuu project reports learning outcomes, as previously described in Kétyi (2015). The results are the same, but the number of experimental participants is reported here as 51 and the controls as 43. Although the project lasted eight weeks, all but four of the volunteers quit using the app at the end of the free seven-day trial period. On average, Busuu was used only for about two hours. Notwithstanding, the Busuu users significantly increased their scores on a pre-/post-test compared to a control group of 43 who did not use the app at all and performed less well on the post-test than the pre-test.

Khalaf, K. (2017). The effect of e-mail and WhatsApp on Jordanian EFL students’ reading skill. Arab World English Journal, 8(2), 228-237.

This study compared the effect of mobile-accessible e-mail and a social networking app (WhatsApp) upon the L2 English reading skills of Jordanian 10th-graders. Over eight weeks, four 40-minute sessions weekly, three experimental groups of 15 each used their smartphones to access reading materials via WhatsApp, e-mail, or both. A control group of 15 received only conventional instruction. No information is provided about participant proficiency levels, nor any details about treatment materials or the procedures followed. The experimental groups all significantly outperformed the control on a post-treatment scanning and skimming test.

Khalil, S. (2023). Effectiveness of mobile learning in enhancing Saudi English majors’ skills in learning vowels. Arab World English Journal, 13(4), 281-291.

This Saudi Arabian study evaluated the effectiveness of a mobile-based L2 English pronunciation app (English Pronunciation) upon the vowel production of 18 university students of unspecified English competence level. Participants used the app for 14 weeks to practice short vowels, long vowels and diphthongs. Short vowels were the most challenging for them. Participants demonstrated significant improvement in the production of both short and long vowels in a pre-/post-treatment vowel pronunciation test comparison. So, too, students demonstrated high levels of active involvement in their learning. Learners also reported enjoying using the application and the simplicity and clarity of the exercises.

Khalitova, L., & Gimaletdinova, G. (2016). Mobile technologies in teaching English as a foreign language in higher education: A case study of using mobile application Instagram. Proceedings 9th International Conference of Education, Research and Innovation (pp. 6155-6161).

This conference presentation describes the use of a mobile-based instant messaging app (Instagram) with 25 intermediate high/advanced-level L2 English university students in Russia. Over four months, out of class via Instagram on their smartphones, participants viewed three 20-second videos per week. They also answered comprehension questions, which were corrected by the instructor.  A control group of 25 received the same classroom instruction without the supplementary Instagram support. The experimental group significantly outscored the control on a post-treatment listening comprehension test. The majority of participants viewed the use of Instagram favorably. 

Khan, R., Ali, A., Kumar, T., & Venugopal, A. (2023). Assessing the efficacy of augmented reality in enhancing EFL vocabulary. Cogent Arts & Humanities, 10(1).

This study assessed the effect of augmented reality materials upon the vocabulary acquisition of male elementary level L2 English university students in Saudi Arabia. Over five weeks, participants learned 40 unspecified words with the help of a virtual reality field trip app (Nearpod) accessed via their personal smartphones. Meanwhile a matched control group of 47 male students learned the same words without using the supplementary Nearpod materials. Post-test results for the two groups favored the AR users. However, no significant differences were observed in a delayed post-test. Experimental group participants demonstrated positive perceptions of the AR materials in vocabulary learning.

Khan, R., Radzuan, N., Farooqi, S., …, & Khan, M. (2021). Learners’ perceptions on WhatsApp integration as a learning tool to develop EFL vocabulary for speaking skill. International Journal of Language Education, 5(2), 1-14.

This study describes the attitudes of 32 Saudi Arabian L2 English university students, of unspecified English competence level, regarding the use of a mobile-accessible instant messaging app (WhatsApp) to learn spoken vocabulary. Over eight weeks, participants used their smartphones to receive, twice per weekly, vocabulary cards of targeted words, containing translations, example sentences and pictures. Via WhatsApp, they wrote new sentences using these words and commented on each others’ sentences. They also used the words during in-class discussions. Learners expressed positive attitudes about using WhatsApp for vocabulary development and intended to continue using it in the future to learn English.

Khansarian-Dehkordi, F., & Ameri-Golestan, A. (2016a). Effects of mobile learning on acquisition and retention of vocabulary among Persian-speaking EFL learners. CALL-EJ, 17(2), 43-56.

This Iranian paper evaluates the use of a social networking site (Line) to provide instructional sessions targeting intermediate-level L2 English vocabulary with adolescent/young adult L1 Persian speakers in a language institute. For nine weeks, in twice-weekly half-hour sessions, an experimental group of 40 used their own mobile phones or tablet pcs to study a total of forty words which they practiced in online chats. During the same period, a control group of 40 studied the same words in class. The experimental group significantly outperformed the control on both a post-test and a delayed post-test two weeks later.

Khansarian-Dehkordi, F., & Ameri-Golestan, A. (2017). Effects of social networking on Iranian EFL learners’ vocabulary acquisition.  Research in English Language Pedagogy, 5(2), 97-111.

This is the same study as published in Khansarian-Dehkordi & Ameri-Golestan (2016a).

Khazaie, S., & Dastjerdi, H. (2011). An investigation into the impact of traditional vs blended teaching on EFL learners’ vocabulary acquisition: M-learning in focus. International Journal of Humanities and Social Science, 1(15), 202-207. 

This Iranian study evaluated the effect of mobile phone-based vocabulary instruction upon the learning of pre-intermediate level L2 English high school students. Sixty students learned ten words every week for ten weeks, 30 in class only while 30 additionally received SMS sent two words per day five days per week. Half of the SMS contained English words and Persian equivalents, the other half included example sentences and their translations. The SMS group significantly outperformed the control on recognition and recall tests with greater gains on words supported by example sentences.

Khazaie, S., & Hayati, A. (2013). Teaching English to Iranian foreign national police via mobile. Conference Proceedings IKT, 5th Conference (pp. 377-382).

This Iranian conference presentation investigated the effectiveness of using a PDF-based app to improve the L2 English oral conversational ability of 114 police officers enrolled in an intermediate-level course. They used the app during 16 class sessions to learn prefabricated conversations, which they then practiced in pairs. The conversations were presented in four formats: oral, oral + text, oral + picture, oral + text + picture. According to a post-treatment recognition test consisting of 20 multiple-choice and 20 fill-in-the-blank questions, there was a statistically significant positive difference in performance associated with the oral + picture presentation mode.

Khazaie, S., & Jalilifar, A. (2015). Exploring the role of mobile games in a blended module of L2 vocabulary learning. Teaching English Language, 9(1), 61-91.

This Iranian study investigated the effect of mobile-based game playing upon the L2 English vocabulary acquisition of 152 university students of indeterminate English competence level. Participants learned medical terms in class during 18 weekly sessions, 16 per session. They then used their cell phones with a variety of game apps (Try This, Crocodile Board Games, Sentence Monkey) to practice this vocabulary out-of-class. Game playing was undertaken both individually and collaboratively. A pre-/post-test comparison demonstrated significant vocabulary gains. More marked, however, were the results of tests taken after each game, which showed significantly greater gains when playing collaboratively than individually.

Khazaie, S., Jannejad, M., & Kasgari, Z. (2012). An investigation into the modality specificity of L2 learners' STM abilities in learning vocabulary via PDAs. International Journal of Applied Linguistics & English Literature, 1(4), 86-101.

This paper reports the effects of annotation types on the learning of vocabulary by 158 pre-intermediate level L2 English students in an Iranian institute. Participants were placed into four groups depending on their visual and verbal learning abilities. Using PDAs as the delivery method, learners studied 20 words, half presented without annotation, half accompanied by an image and an illustrative sentence.  Although participants with high-visual ability and/or high-verbal ability, learned materials with annotations better than those without, learners with both low-visual and low-verbal abilities learned the vocabulary better without annotations.

Khazaie, S., Ketabi, S., Hayati, A., & Tafazoli, D. (2012). MALL: The effects of short-term memory and gender on vocabulary learning.  In S. Chirimbu & M. Alexe (Eds.), Modern Approaches to Gender Studies: Equality Through Assumed Differences (pp. 303-317).

This Iranian paper involved 158 pre-intermediate level L2 English students in a language institute, placed into four groups depending on their visual and verbal learning abilities.  Using their mobile phones as the delivery method, during a single lab session, learners studied 18 words under three conditions: words presented with their pronunciation, part of speech, and Persian translation without annotations; with an example sentence; or with an illustrative image. Participants with high-visual and/or high-verbal abilities learned better with textual and/or pictorial annotations. The low-visual and low-verbal ability groups showed better results under the no annotation condition.

Khlaisang, J., & Sukavatee, P. (2023). Mobile-Assisted Language Learning to support English language communication among higher education learners in Thailand. Electronic Journal of e-Learning, 21(3), 234-247.

This Thai study describes the design, development and pilot testing of a mobile chatbot-based app (MALLIE) intended to foster L2 English communication skills. It was trialed over an unspecified duration/frequency by 105 university students who nearly all accessed it via personal smartphones. The English competency level of the participants is unspecified, it only being known that they sat a B1-level placement test. Overall, student reaction to the app was positive, with its perceived usefulness receiving the highest scores.

Khodabandeh, F., Alian, J., & Soleimani, H. (2017). The effect of MALL-based tasks on EFL learners’ grammar learning. Teaching English with Technology, 17(2), 29-41.

This Iranian study compared the effectiveness of MALL-based tasks to printed exercises in the teaching of grammar. For twelve weeks, 60 intermediate-level L2 English junior high school L1 Persian students organized into groups of five were inductively taught grammar rules (present simple, present continuous tense, possessives, frequency adverbs). Half of the participants then used their smartphones to do task-based activities via an instant messaging app (Telegram) while the other half completed printed workbook exercises (multiple-choice questions, unscrambling sentences, blank-fill, finding errors). The MALL-based-task group significantly outperformed the control on a pre-/post-test comparison.

Khodarahmi, Z., & Heidari-Shahreza, M. (2018). Effect of MALL on the acquisition of word stress patterns of English by Iranian EFL learners: The case of Telegram. Journal of Applied Linguistics and Language Research, 5(1), 40-55.

This Iranian study investigated the effect upon intermediate-level L2 English pronunciation by delivering explanations of word stress placement via a mobile-based messaging app (Telegram) compared to in-class delivery. Sixty L1 Persian language institute students were evenly divided into an experimental group and control, who received explanations each way over 10 sessions of 20 minutes each. The experimental group significantly outscored the control on a pre-/post-test comparison. A post-treatment survey also indicated that the experimental group positively viewed the use of Telegram to improve pronunciation.

Khodashenas, M., & Amouzegar, E. (2013). The effect of using MALL on Iranian EFL learners vocabulary learning. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4(2), 43-47.

This Iranian paper studied the effects of mobile phone SMS usage upon the English vocabulary acquisition of students of unspecified L2 English competence level in an IELTS preparation course. Over a period of ten weeks, 60 learners studied a list of 150 words. Half the group received the words three times per week via SMS with definitions and example sentences. The other half was given the same list and used only their dictionaries to learn the words. The experimental group significantly outperformed the control on a pre/post-test comparison using similar 50 item multiple-choice assessments.

Khojah, M. (2018). The Use of Smartphones and Task-based Language Teaching to Motivate Female Saudi EFL Learners in Reading Classrooms. PhD dissertation, University of Central Lancashire.

This PhD dissertation examines the effect of two mobile-accessible apps (Socrative, Padlet) upon the B1-level L2 English reading ability of female university students in Saudi Arabia. Over seven weeks, following a task-based curriculum, 23 participants used their smartphones to access individual and collaborative activities via Socrative and Padlet while a second group of 25 completed the same exercises using printed materials. A control group of 24 received traditional teacher-centered instruction. On a post-treatment reading test, both task-based groups outperformed the control, the mobile group more so than the non-mobile group.

Khojah, M., & Thomas, M. (2021). Smartphone-mediated EFL reading tasks: A study of female learners’ motivation and behaviour in three Saudi Arabian classrooms. Asian EFL Journal, 25(2), np.

This Saudi Arabian study investigated the effect of mobile task-based learning upon the reading competency of language institute learners of unspecified L2 English competence level. For six weeks, three hours per week, 23 participants used their smartphones to access two mobile apps (Socrative, Padlet) to complete task-based reading assignments. One control group of 25 undertook the same assignments using printed materials while a second control group of 24 received traditional Presentation-Practice-Production instruction. The experimental group scored significantly higher than the controls on a pre-/post-test comparison and also displayed greater motivation.

Kholis, A. (2021). Elsa speak app: Automatic speech recognition (ASR) for supplementing English pronunciation skills. Pedagogy: Journal of English Language Teaching, 9(1), 1-14.

This Indonesian study describes the integration of a mobile-based L2 English pronunciation app (Elsa speak) into the curriculum of 16 university students of unspecified English competence level. Participants accessed the app via their smartphones and used it in-class for 15 sessions to practice unspecified learning materials over an unspecified time period. It is claimed that the pronunciation of students improved substantially. However, aside from average pre-/post-test results, no statistical analysis is provided to substantiate the claim. According to the feedback from interviews and questionnaires, students found the treatment motivating.

Khoshsima, H., & Khosravi, M. (2022). Vocabulary retention of EFL learners through the application of Anki, WhatsApp and traditional method. Journal of Foreign Language Teaching and Translation Studies, 6(5), 77-98.

This study compared the English vocabulary acquisition of teenagers/young adults of unspecified L2 English competence level in an Iranian language institute. For a week, three groups of 20 studied course book vocabulary under one of three conditions: (1) Anki digital flashcards, (2) WhatsApp podcasts and group discussion, (3) traditional class instruction including paper flashcards. Most students used their smartphones to access Anki and WhatsApp. The two mostly mobile groups significantly outscored the traditional control group, on both an immediate and 6-day delayed post-treatment vocabulary test, the Anki group more so than the WhatsApp users.

Khrisat, A., & Mahmoud, S. (2013). Integrating mobile phones into the EFL foundation year classroom in King Abdulaziz University/KSA:  Effects on achievement in General English and students’ attitudes. English Language Teaching, 6(8), 162-174.

This paper describes a seven-week experiment with Saudi university students who used mobile phones to support the teaching of intermediate-level L2 English. Twenty students used their mobile phones for a variety of functions that included making grammatical and vocabulary notes, taking photos, recording interviews, sending messages and receiving, listening and reading texts. While participants expressed positive attitudes towards using their mobile phones in these ways, a post-test demonstrated no significant difference in performance between the mobile-supported students and a control group of twenty that did not use any instructional technology.

Khubyari, L. (2016). Rapport in EFL classroom with mobile application in everyday context. International Journal of English Language Education, 4(1), 123-137.

This Iranian study investigated the effect of SMS usage upon the classroom rapport of twenty intermediate-level L2 English language institute learners. Following each of twenty sessions, this group received a text message question which they had to answer. A matched control group of twenty followed the same class instruction without the text messaging. Both groups completed a pre-/post-treatment questionnaire relating to classroom rapport, as defined by harmony, conformity, accord or affinity. Although both groups evidenced an increase in rapport, the experimental participants did so significantly more so than the control.

Khubyari, L., & Narafshan, M. (2016). A study on the impact of MALL (Mobile-Assisted Language Learning) on EFL learners’ reading comprehension. International Journal of English Language Teaching, 4(2), 58-69. Published by European Centre for Research Training and Development UK.

This Iranian study evaluated the L2 English reading comprehension proficiency of 40 intermediate-level English Language Institute students, all of which studied nine passages during 20 in-class sessions. Out of class, half of the group did activities that required reading, reflection, and question answering, which was undertaken on mobile phones via SMS-delivered materials. The other half did the same exercises in paper & pencil format. A pre-/post-test comparison showed a statistically significant improvement in median reading comprehension scores for all students, but more so for the experimental group than the control.

Kiernan, P., & Aizawa, K. (2004). Cell phones in task-based learning: Are cell phones useful language learning tools? ReCALL, 16(1), 71-84.

This Japanese paper reports on a research project aimed at evaluating the use of mobile phones as tools for classroom-based vocabulary learning. Over a three-week period, using e-mail on PCs and mobile phones, and audio recordings, about 120 English L2 university students undertook picture narrative and invitation tasks involving the use of colloquial expressions. Post-tests did not reveal any significant differences in vocabulary acquisition between the three groups. Using mobile phone e-mail clearly has limitations because of the quantity of language that can be used due to the one-finger input.

Kim, A. (2022). Mobile-Assisted Language Learning in L2 Korean using WeChat: A case study. International Journal of Interactive Mobile Technologies, 16(1), 94-105.

This study investigated the perceptions of 16 Chinese college students regarding the use of a mobile-accessible messaging app (WeChat) as an assessed part of their intermediate-level L2 Korean course. WeChat was used for a semester to 1) share lecture video clips; 2) ask and answer questions; 3) perform simple writing tasks; 4) socialize; and 5) share information related to lectures. According to post-treatment survey and individual interviews, students generally welcomed the use of WeChat and positively perceived the usefulness of the five components of the WeChat project.

Kim, B., & Shim, H. (2019). Chunk meets image: The effects of chunking and imagery on mobile-based self-learning of English as a foreign language. International Journal of Computer-Assisted Language Learning and Teaching, 9(1), 79-98.

This Korean study investigated the effect of chunking, with and without image support, on the vocabulary acquisition of 92 seventh-graders of mixed L2 English competence level. During one session, using a locally developed smartphone app, participants studied ten English sentences twice under the four conditions: word units with and without word-representing images, chunk units with and without chunk-representing images. Immediate post-treatment results showed that the main effects of both chunking and imagery were significant and that the two combined was even greater. The interaction effect was even more pronounced in a five-day delayed-post-test than in the immediate effect measurement.

Kim, D., & Kim, D-J. (2012). Effect of screen size on multimedia vocabulary learning. British Journal of Educational Technology, 43(1), 62-70.

This Korean study describes a 30-minute experiment that measured the effect of screen size and graphic support on the L2 English vocabulary acquisition of 135 middle school pupils who were randomly divided into three groups determined by the size of an image projected on a computer screen: small (320 x 240 pixels), medium (480 x 320 pixels) and large (600 x 800 pixels). A pre-test compared to a one-week-delayed-post-test demonstrated significantly better results with the large screen group, but no significant differences relating to the use of graphics images.

Kim, D., Ruecker, D., & Kim, D-J. (2017). Mobile Assisted Language Learning experiences. International Journal of Mobile and Blended Learning, 9(1), 49-66.

This American study describes the perceptions of 40 advanced-level L2 English university students regarding the use of MALL in their TESOL course. During a semester, participants undertook six class projects that focused on the integration of MALL into the language teaching curriculum using various applications. The assessment of student perceptions was determined by a pre-/post-treatment survey and their reflections for each project. Participants responded well to activities that kept technology use simple and had interesting tasks. Negative responses largely consisted of frustrations caused by the difficulty of using the technology.

Kim, E-Y., Park, S-M., & Baek, S-H. (2011). Twitter and implications for its use in EFL learning. Multimedia-Assisted Language Learning, 14(2), 113-137.

This Korean study explores the use of Twitter microblogging in English classes for three different grade levels: 5, 7, 11. In all three classes, the L2 English competence level was unspecified. The tweets that were collected over three weeks from 15 pupils in each group revealed that each grade level tweeted with different purposes, and their tweets showed different patterns and distinctive features. It was concluded that Twitter stimulated learners to increase their L2 English output and helped them maintain social interaction with other learners using the target language regardless of grade levels.

Kim, H. (2010). Three teachers’ initial efforts to use Twitter for teaching English in public schools. Multimedia-Assisted Language Learning, 13(2), 129-154.

This Korean article describes how three L2 English teachers in an elementary, middle, and high school used Twitter microblogging for three weeks with their students. This qualitative case study yielded findings with regard to the teachers’ interaction patterns with students, which were noticeably different when using Twitter. The three teachers agreed that Twitter enables good writing practice for students of any age and provides a valuable opportunity for them to spontaneously use English for authentic purposes.

Kim, H., Cha, Y., & Kim, N. (2020). Impact of mobile interactions with AI on writing performance. Modern English Education, 21(2), 1-13.

This Korean study investigated the effect of two types of in-class discussion upon the L2 English writing of students described as belonging to the highest level of reading classes at their university. Over a semester, every week for 10-15 minutes, a control class of 38 paired students discussed orally face-to-face a subject introduced in a reading assignment. An experimental group of 35 did likewise by text chatting with an AI chatbox (Andy or Replika), presumably using their smartphones. Both groups showed significant improvement in a pre-/post-treatment comparison, but the chatbox users significantly more so than face-to-face group.

Kim, H. & Park, D. (2016). 말하기학습용모바일앱개발을위한과업설계및평가:설계기반연구 (Mobile application design and evaluation for English-speaking practice: Design-based research). Multimedia-Assisted Language Learning, 19(1), 58-85. [In Korean]

This Korean paper describes the design and preliminary evaluation of a mobile dialog-based English-speaking app by 120 adults of elementary/intermediate L2 English competency level. Participants trialed the program for two weeks, but only the dialogues of six participants were analyzed. They reported that the tasks were enjoyable and not difficult.

Kim, H., Yang, H., Shin, D., & Lee, J. (2022). Design principles and architecture of a second language learning chatbot. Language Learning & Technology, 26(1), 1-18.

This Korean study describes the pilot testing of a mobile-based Artificial Intelligence English-speaking chatbot app (ELLIE) with 137 high school students of unspecified L2 competence level. Using student mobile phones, it was trialed in-class for seven weeks, 20-30 minutes per session. Working individually or in small groups, students could participate in three types of speaking interactions: general chats (personal information), task chats (problem-solving), and form-focused language practice. The participants were able to maintain a relatively lengthy conversation in English and engage in L2 problem-solving tasks with a substantial amount of meaning negotiation.

Kim, H-J., & Hur, K. (2016). 사이버대학영어수업에서스마트앱을활용한혼합교수⋅학습방안설계와효 과성비교 (A comparative study of the effects of implementing three different smartphone applications for English classes at a cyber university, with special reference to the students’ affective domains and learning attainment). Multimedia-Assisted Language Learning, 19(1), 86-113. [in Korean]

This Korean study compared the effect of three smartphone-based apps (KakaoTalk, NaverBand, Socrative) upon the English vocabulary learning of 50 university students of unspecified L2 English competence level. Participants were enrolled in an e-learning class (KakaoTalk=16, NaverBand=15, Socrative=19). Each group received seven sets of vocabulary quizzes via its respective app for three weeks. Although all three groups evidenced a significant score increase on a pre-/post-treatment vocabulary test, there was no significant difference between the groups. All participants expressed positive attitudes towards blended learning, but the highest degree of satisfaction was found in the Socrative group.

Kim, H-J., & Yoon, M-N. (2014). Adopting smartphone-based blended learning: An experimental study of the implementation of Kakao Talk and Mocafé. Multimedia-Assisted Language Learning, 17(2), 86-111.

This Korean paper describes a pilot study involving eight middle school pupils in a low-intermediate level L2 English writing class in which twice-weekly face-to-face sessions were followed by smartphone-based online activities. Each week for four weeks, students wrote five sentences and an essay on the BBS boards in Mocafé and provided feedback on their peers’ writing. This was followed by communicative interaction with their teacher and peers through the mobile messenger application KaKao Talk. This experimental blended learning approach significantly increased students’ written output in both quantity and quality.

Kim, H-K. (2010). Mobile phone use for the purpose of improving French speaking skills. Proceedings of the IADIS International Conference Mobile Learning 2010 (pp. 397-399).

This conference poster is a short version of the conference presentation relating to the three-month project described in Kim & Mangenot (2011). With the exception of the number of students being reported as 14 (rather than 13), and greater detail being provided, the studies are the same.

Kim, H-K. (2015). A blended learning scenario to enhance learners' oral production skills. The EUROCALL Review, 23(1), 17-23.

This study examined the effect of using a mobile-based communication app (KakaoTalk) upon the beginner/intermediate-level L2 Korean pronunciation of seven L1 French university students. Over four sessions, participants had to select a song in Korean, identify the expressions in its chorus line, then practice pronouncing them in order to finally audio record them using their smartphones on KakaoTalk for feedback from Korean native speakers. Learners appreciated the possibility of interacting with native speakers and thought it improved their listening skills, but most of them preferred synchronous communication for training their pronunciation skills.

Kim, H-K., & Mangenot, F. (2011). Apprentissage nomade en langue en Corée et production orale asynchrone (Nomadic language approach in Korea and asynchronous oral production). In E. Nissen, F. Poyet & T. Soubrié (Eds.), Interagir et Apprendre en Ligne (pp. 189-208). Grenoble, Ellug. [in French]

This Korean paper describes a three-month project involving 13 L2 French university volunteers of unspecified L2 French competence level. Participants used their mobile phones to produce short (~30 second) video clips related to 11 assigned tasks. Students posted their videos to a common website (Cyworld) for viewing on PCs, but declined to comment on each other’s work. In post-project interviews, students expressed concern about the costs of Internet charges and the uneasiness experienced in having their performances heard and seen by others. Although most memorized or read their soundtracks, students felt the video recording helped improve their pronunciation.

Kim, H-S. (2011). Effects of SMS text messaging on vocabulary learning. Multimedia-Assisted Language Learning,14(2), 159-180.

This Korean paper investigates the use of SMS in vocabulary acquisition. For five weeks, 62 advanced-level L2 English university students learned 75 words. A control group (N=21) received only class instruction. Twice-weekly, two experimental groups received 15 words via SMS on their mobile phones, to which one of the groups (N=21) responded by answering quiz questions. The experimental groups outperformed the control, and those who received SMS with interactivity learned significantly more words than those without it. Students in the experimental groups responded positively toward using SMS for vocabulary learning.

Kim, H-S. (2012). Using short message service for vocabulary learning by students’ English proficiency. Multimedia-Assisted Language Learning, 15(2), 75-96.

This Korean study evaluated the effect of mobile phone-based SMS vocabulary learning upon the L2 English proficiency of 87 university students, grouped according to low (TOEIC ~370) and high (TOEIC ~605) level ability. Each ability level was divided in two and assigned to either a control group, which received printed vocabulary lists, or an SMS group. In sets of 5-8, a total of 80 words were distributed to all four groups, twice weekly for six weeks. Regardless of students’ proficiency levels, the SMS groups performed significantly better than the controls.

Kim, H-S. (2013). Emerging mobile apps to improve English listening skills. Multimedia-Assisted Language Learning, 16(2), 11-30.

This Korean smartphone-based study investigates the effectiveness of podcasting upon the English listening comprehension of 20 students in a TOEIC university course. Th L2 English competency level of the students was unspecified. Compared to a control group of 24 that did only class assignments, the experimental group in addition listened to 30-minute audio podcasts twice a week for 10 weeks. Pre-/post-test comparisons showed that the listening comprehension of all students improved, though more so for the experimental group.  The experimental group’s survey responses were mostly favorable towards the use of podcasts for listening comprehension especially due to mobile accessibility.

Kim, H-S. (2014). Effects of using mobile devices in blended learning for English reading comprehension. Multimedia-Assisted Language Learning, 17(2), 64-85.

This Korean paper examined the effects on English reading comprehension of mobile phone usage in a blended learning environment. For 14 weeks a control group of 21 university students of unspecified L2 English competence level discussed weekly reading topics only in class, while a matched experimental group of 23 did so on their smartphones via the mobile-accessible KakaoTalk messaging system.  All students significantly improved their reading scores on a pre-/post-test comparison, though the experimental group more so than the control. In their survey responses, most experimental group students considered mobile phones useful for English learning.

Kim, H-S. (2019). The use of Socrative and Kahoot! in English Grammar. Multimedia-Assisted Language Learning, 22(4), 57-78.

This study compared the effect of three types of in-class quizzing upon the L2 English grammatical competency of 75 intermediate-level Korean college students. Over 15 weeks, in groups of 25 all participants were given the same 20-minute grammar lessons followed by an immediate in-class 10-15-item multiple-choice quiz, one group on paper, one using the electronic Socrative learner response system and the third of the Kahoot! learner response system. Although on a pre-/post-test comparison all three groups made significant improvements, there was no difference in final performance between the three groups.

Kim, H-S., & Cha, Y-J. (2019). Effects of using Socrative on speaking and listening performance of EFL university students. STEM Journal, 20(2), 109-134.

This Korean study evaluates the effect of an electronic learner response system (Socrative) upon the speaking and listening performance of 25 advanced-level L2 English university students. In class over 13 weeks, in response to audio-video prompts, participants accessed Socative on their mobile devices to answer questions and post their opinions. A matched control group of 19 responded via printed handouts and face-to-face discussions. Although both groups made significant gains on post-treatment speaking and listening tests, Socrative participants improved more than the control group. Student reactions in both groups were positive.

Kim, I-S. (2003). The development of the PDA-based multimedia contents for teaching an English syntax course. Multimedia-Assisted Language Learning, 6(2), 9-34.

This Korean paper describes the course syllabus and processes involved in converting a semester-long face-to-face third-year university L2 English syntax course into a PDA-based multimedia contents program derived from recorded weekly lectures. The L2 English competency level targeted by the course was unspecified. The course allowed students to preview or review materials and get ready for group discussions during two-hour weekly tutorials. Owing to the expense of purchasing a PDA, only half the class of 40 students used the program, which necessitated the creation of an alternative web-based version. Users of the PDF program reported very positively about their experience.

Kim, K-O. & Park, S-H. (2015). 모바일기반SNS를활용한과정중심초등영어쓰기학습의효과 (The effects of process-based writing through the use of mobile SNS software on elementary English education).  Multimedia-Assisted Language Learning, 8(1), 11-32. [in Korean] 

This Korean smartphone-based study investigated the effectiveness of using a mobile-accessible Social Networking Service as a platform for L2 English process-writing activities. Over seven months, 28 sixth-graders of three ability levels (low 8, mid 13, high 7) worked collaboratively in matched pairs or triads writing a total of 10 assignments on school-related themes. Pre-/post treatment comparisons demonstrated a positive influence on writing ability, though significantly so only for the mid and high-level students. Student surveys and individual interviews revealed positive attitudes, reduced anxieties, as well as increased interest and participation in English writing.

Kim, N-Y. (2018a). Effects of reading aloud tasks through a mobile phone on EFL vocabulary and reading comprehension skills. Multimedia-Assisted Language Learning. 21(1), 57-76.     

This Korean study assessed the effect of reading aloud with mobile phone-based audio recording upon vocabulary acquisition. For eight weeks, once per week out of class, 34 intermediate-level L2 English college students recorded a textbook-based passage. A control group of 36 read the same passage out loud in class without audio recording it. Both groups significantly increased their scores on a pre-/post-test comparison. However, the experimental group, which scored significantly lower than the control on reading comprehension on the pre-test, nearly equaled the results of the control on the post-test.

Kim, N-Y. (2018b). Computer chat versus mobile chat: Effects of different chat tools on EFL speaking and writing. STEM Journal, 19(2), 145-167.

This Korean study evaluated the effectiveness of a chat app (KakaoTalk) on the L2 English speaking and writing skills of low English competency college students. During ten weekly ten-minute sessions, 21 students chatted in class using the app on their mobile phones while another 20 did likewise using a computer version of the app. On a pre-/post-test comparison, the computer chat group outperformed mobile chat in terms of speaking fluency and complexity. As for writing fluency and complexity, both computer and mobile chat turned out to be equally effective. There was no significant difference in accuracy between the two treatments.

Kim, N-Y. (2018c). CALL and MALL: Effects on Foreign Language Writing and Impacts on Perceptions of Language Learning. Korean Journal of Applied Linguistics, 34(1), 143-167.

This Korean study compared the effect of diary writing upon the L2 English writing performance of 44 university students. For 16 weeks, half of the participants wrote using a computer (CALL) while the other half used their mobile phones (MALL). In a pre-/post-test comparison, both groups significantly developed overall writing skills including language use, vocabulary, and mechanics. However, the CALL group outperformed the MALL group in organization, language use, and mechanics. There were no measurable differences in content or vocabulary. Participants reported positive perceptions of both CALL and MALL.

Kim, N-Y. (2022a). AI-integrated Mobile-assisted Language Learning: Is it an effective way of preparing for the TOEIC test in classroom environments? English Teaching, 77(3), 79-102.

This Korean study evaluated the effectiveness of an artificial intelligence language learning app (Soljam) in the preparation for the TOEIC listening/reading exam by university students of unspecified L2 English competence level. A CALL version of Soljam was trialed over a semester by 190 students compared to 164 who used the MALL version accessed via mobile phones. A control group of 132 students received only traditional classroom instruction.  On a pre-/post-test comparison, the CALL group outperformed the control on both listening and reading. It also outscored the MALL group for reading though there was no significant difference on the listening test.

Kim, N-Y. (2022b). A comparative study on AI-directed and human-directed MALL. Multimedia-Assisted Language Learning, 25(2), 44-63.

This Korean study evaluated the effectiveness of a mobile-based custom-designed Artificial Intelligence tutoring system used to prepare 51 elementary-level L2 English university students for the TOEIC exam. Two hours per week for an unspecified treatment duration, participants used their mobile phones to complete unspecified TOEIC preparation exercises automatically corrected and tailored to address their individually determined weaknesses. Meanwhile, a matched control group of 47 completed TOEIC automatically corrected preparation exercises assigned to the whole class and monitored by a human instructor. While both groups demonstrated significant progress on a pre-/post-test comparison, the AI-instructed group significantly outperformed the control.

Kim, S. (2015). 휴대전화로제작한동영상이이공계학생의영어발표수업에미치는학습효과 (The effects of self-recorded videos on students’ own smartphones in an English presentation class for engineering majors). Multimedia-Assisted Language Learning, 18(3), 142-165. [in Korean]

This paper reports on the usage of student-produced smartphone-based videos as a tool for improving English presentation skills. For three weeks, 17 Korean university students of unspecified L2 English competence level produced presentation videos with their smartphones. They used these as a tool for analyzing their performances, reducing weaknesses and enhancing strengths in the presentations. The instructor also analyzed students’ self-recorded videos as a critical teaching tool, which enabled feedback to students that was specific and context-based. The study showed statistically significant improvement of presentation performance grades between the mid-term and final exam.

Kim, S-K., & Lim, K. (2010). 학습자의문화이해및의사소통능력향상을위한마이크로블로그학습활동

사례연구 (A case study on the effects of microblogging as a learning activity to enhance ESL students’ cultural knowledge and motivation to write in English). Multimedia-Assisted Language Learning, 13(3), 155-174. [in Korean]

This Korean paper explores how Twitter can be utilized to increase the motivation of L2 English students to write in English. The study involved nine Korean art college students of unspecified L2 English competence level in New York who generated 326 tweets over a five-week period. Students focused more on content than on grammar in their tweets. The informal nature of posting and the social network of twittering were perceived as positive aspects that increased students’ motivation to write in English. The character limit and the response delay were seen as negative factors in writing activities.

Kim, Y. (2018). The effects of mobile-assisted language learning (MALL) on Korean college students’ English-listening performance and English-listening anxiety. Proceedings of the 8th International Conference on Languages, Social Sciences, Education and Interdisciplinary Studies (pp. 277-298). Higher Education and Innovation Group.

This conference presentation investigated the effect of MALL app usage upon the English listening competence and related anxiety levels of five Korean university students of unspecified L2 English competency level. Over six weeks, participants were encouraged to use, ten minutes per day, a number of apps recommended by their instructor. Actual usage, however, was not monitored. A control group of five used traditional learning materials (i.e., textbooks, MP3 files). On a post-treatment comparison, the experimental group reduced its anxiety levels and slightly increased its test results whereas the control remained basically the same for both.

Kimura, M. (2006). English Language learning by multimedia mobile phones. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2575-2578). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE).

This conference presentation describes three mobile phone-based projects involving L2 English university students in Japan. The L2 English competence level of these students is unspecified. In the first, participants used a TOEIC preparation app for an undisclosed period of time. An experimental group of 41 did so via mobile phones while a control group of 56 used PCs. Both groups significantly increased their scores on a pre-/post-test comparison, though there was no significant difference between the groups. The second project investigated the effect of mobile phone usage upon listening comprehension and vocabulary acquisition of short news video clips. Participants watched five 30-second clips twice, eleven students via mobile phone and twenty-seven using computers. The mobile phone users outscored the computer group on a post-treatment test, but not significantly so. The third project also involved the use of video clips, this time preceded by on-screen comprehension questions and accompanied by vocabulary captions. Student reaction was mixed, with some students indicating that the preparatory comprehension questions and vocabulary captions improved their understanding of the video and others complaining that the on-screen supplements were difficult to see and follow.

Kimura, M., Obari, H., & Goda, Y. (2011). Mobile technologies and language learning in Japan: Learn anywhere, anytime. In M. Levy, F. Blin, C. Siskin & O. Takeuchi (Eds.), WorldCALL International Perspectives on Computer-Assisted Language Learning (pp. 38-54).

This paper summarizes three mobile phone-based L2 English research studies involving Japanese university students.  The first, conducted over a period of five months in 2003, measured the effectiveness of a TOEIC exam tutorial program when accessed by 41 students using their mobile phones compared to 57 who accessed the same program via PCs.  While pre-test/post-test results showed a significant overall improvement for students, there was no significant difference between the learning gains of the two groups. The second study, which took place over six weeks in 2007, measured the vocabulary learning gains of 137 students using a flashcard program.  English words were presented under three conditions: with a Japanese translation, with only an image, with an English sentence plus a Japanese translation. The highest gains were achieved using just the Japanese translation. In the third study, which lasted 24 weeks during the 2008-2009 academic year, 63 students used their phones to access online vocabulary and pronunciation tutorials. Average scores on a pre-test/post-test demonstrated a significant improvement.

Kirsch, C. (2017). Translanguaging practices during storytelling with iTEO in preschools. Translation and Translanguaging in Multilingual Contexts, 3(2), 145-166. 

This paper is part of a two-year longitudinal examination of the use of an iPad oral recording app (iTEO) to promote collaborative storytelling in four preschools in Luxembourg. The study focuses in particular on the translanguaging practices of five emergent multilingual children in an L2 Luxembourgish learning environment. The data on the childrens’ translanguaging was collected through video-recordings, interviews and oral documents. Use of iTEO facilitated storytelling and all five children translanguaged using features of several languages, although the frequency of translanguaging varied with each child. 

Kirsch, C., & Izuel, A. (2017). Emergent multilinguals learning languages with the iPad app iTEO: A study in primary schools in Luxembourg. The Language Learning Journal, xx, 1-15.

This study from Luxemburg investigated the learning behavior of two pairs of primary school children whose French and German language acquisition was mediated over two school years via the in-class usage of an iPad-based oral text editor (iTEO) to create a variety of oral texts (e.g., story creation, retelling). During this time, the children interacted freely, kept each other on task and supported each other’s learning. They listened attentively, provided lexical and grammatical input, extended phrases and transformed sentences. They repeated speech, rephrased sentences, provided explanations and praised their peers.

Klímová, B. (2019a). Mobile application as appropriate support for the retention of new English words and phrases in English-language learning. Smart Innovation, Systems and Technologies, 144, 325-333.

This study from the Czech Republic evaluates the effectiveness of a locally produced mobile app upon the learning of L2 English vocabulary by 19 B2/C1-level university students who accessed the app via their smartphones out of class for two and a half months. The app contained ten parallel lessons of vocabulary and phrases which students had to translate from their native language into English. On a post-treatment vocabulary test, participants significantly outscored a matched control group of twelve who received the same classroom instruction without the supplementary app activities.

Klímová, B. (2019b). Impact of mobile learning on students’ achievement results. Education Sciences, 9(2), 1-8.

This study is the same as that reported in Klímová (2019a).

Klímová, B. (2020c). Formative assessment in a blended learning English course. Advances in Intelligent Systems and Computing. 17th International Conference on Remote Engineering and Virtual Instrumentation (pp. 961-967). Athens, GA.

This study from the Czech Republic investigated the effect of mobile-based formative assessment on the vocabulary acquisition of 22 upper-intermediate-level L2 English university students. Using their smartphones to access an Android/iOS app (Angličtina (English) TODAY) out of class for thirteen weeks, participants learned, and were tested on, ten sets of words and ten sets of phrases. Participants achieved higher scores on a final achievement test compared to a control group of six that did not use the app.

Klímová, B., & Berger, A. (2018). Evaluation of the use of mobile application in learning English vocabulary and phrases – A case study. Lecture Notes in Computer Science (pp. 218-226).

This study from the Czech Republic investigated the effect of an Android-based program upon the advanced level (CEFR B2) L2 English vocabulary acquisition of 21 Management of Tourism students who accessed the app via their smartphones for two months. Ten students in the same class did not use the app. On a post-treatment vocabulary test, of the seven students who did not meet the 50% threshold for passing, six had not used the app. However, six participants passed the test without using the app, four of which had not attended class either.

Klímová, B., & Polaková, P. (2020). Students’ perceptions of an EFL vocabulary learning mobile application. Education Sciences, 10(2), 37-44.

This study investigated the attitudes of 28 Czech university students regarding their experience with a locally developed L2 English vocabulary app (Angliˇctina TODAY). The participants, who were advanced-level (B1/C2) learners, used the app for a semester entirely out of class. Overall, the students’ positive attitude towards the app prevailed over their neutral or negative opinions. Students appreciated the anywhere/anytime learning and corrective feedback, and thought the app’s use had helped prepare them for their final exam. However, they also reported that the app failed to provide communication performance support.

Klímová, B., & Toman, J. (2020). Effectiveness of the blended learning approach in teaching and learning selected EFL grammar structures at a university level – A case study. In S. Cheung, R. Li, K. Phusavat … & L-F. Kwok (Eds.), Blended Learning, Education in a Smart Learning Environment. Lecture Notes in Computer Science (pp. 227-236). Springer.

This study describes the implementation of a blended advanced B2/C1-level L2 English course which supported out-of-class activities via a mobile-based app (Angliˇctina TODAY). Over thirteen weeks, 28 Czech university students used the app to improve their grammatical competency. A pre-/post-treatment test confirmed that all students had significantly improved their knowledge of the targeted grammatical structures as a result of the blended learning approach.

Knox, S. (2011). Smartpens in second or other language learning environments. EdMedia, 1-7.

This Australian paper investigates the use of smartpens (Pulse) with adult L2 English learners. Smartpens were distributed to groups of about 22 staff workshop participants who used them to record presenters during six 90-minute sessions. Participants played back the recordings to enhance listening comprehension and to prepare a series of podcasts linked to notes taken during the workshops. Post-treatment questionnaires and interviews indicated that all participants believed that smartpens had helped improve their English listening comprehension and that they provided opportunities as well for pronunciation and intonation practice.

Knutsson, O., Nissilä, N., Räsänen, M., & Carlsson, N. (2011). Participatory design of a mobile application for teenagers’ language homework. Proceedings 10th World Conference on Mobile and Contextual Learning (mLearn) (pp. 121-129). Beijing, China: Beijing Normal University.

This Finnish paper describes the design of a mobile phone-based app (Mobile Study Assistant) that provided Finnish high school students of unspecified L2 Swedish competence level with homework assistance in Swedish. The app, which targeted listening and reading skills using a news reader, dictionary, tutorial, music and movies, was developed in collaboration with 36 students. It was evaluated once by 59 students and a second time by 15 via pre-/post-questionnaires. These focused on the attitudes and opinions of those using the program for their homework. Student perceptions were more positive with the second group.

Ko, E., & Lim, K-Y. (2021). Promoting English learning in secondary schools: Design-based research to develop a mobile application for collaborative learning. The Asia-Pacific Education Researcher, xx, np.

This Korean study describes the development and trialing of a locally designed mobile L2 English speaking app (Wikitalki) with 109 tenth-grade learners in Korea. The app was a classroom assistance tool that provided verbal practice opportunities and enabled students to receive personalized peer feedback on their speaking performance. After four-weeks usage with their own mobile devices, participants were given a speaking test. Although use of the app promoted collaborative learning, there was no significant difference in results compared to a control group, the details of which are not described.

Ko, M-H. (2019). Students’ reactions to using smartphones and social media for vocabulary feedback. Computer Assisted Language Learning, 32(8), 920-944.

This Korean study reports the attitudes of 208 low-intermediate / intermediate L2 English university students concerning their semester-long use of a mobile-accessible social media forum (NaverCafé). Participants used the app to submit sentences they wrote for targeted vocabulary practice. This was done in class using their own smartphones, with the instructor providing immediate feedback by anonymously displaying the sentences via a classroom projector. According to an end-of-semester survey, student reactions to this procedure were very positive. Specifically, they indicated that it had induced active learning, increased interest and satisfaction; enhanced cooperation and sharing and improved word use.

Koç, Ö., Altun, E., & Yüksel, H. (2021). Writing an expository text using Augmented Reality: Students’ performance and perceptions. Education and Information Technologies, 27, 845-866.

This Turkish study evaluated the effect of Augmented Reality (AR) resources upon the writing of B1-level L2 English high school students. Over an unspecified time period, with unspecified mobile devices, 24 participants used Metaverse Studio to access writing prompts augmented by integrated AR materials. A control group of 24 accessed the same prompts supplemented by paper-based visual support for vocabulary, and phrase/sentence examples. In a post-treatment comparison, the experimental group scored significantly higher than the control on all assessed parameters: content, organization, lexical resources, grammatical range/accuracy, total writing score. The experimental group also viewed the AR experience very favorably.

Koh, E., Wang, A., Lim, A., …, & Naharuddin, N. (2016). Engaging English language learners with mobile devices in the twenty-first century. A Singapore perspective. In C-S. Chai, C-P. Lim & C-M. Tan (Eds.), Future Learning in Primary Schools (pp. 43-64). Springer: Singapore.

This Singaporean paper describes an inquiry-based intervention program — inquiry-based, mobilized Strategies for English Language Learning and Reading (i.m.STELLAR) — upon the English of 114 third-graders of unspecified L2 English competence level. Students accessed the program via smartphones for three terms to engage in extensive community-of-inquiry activities. Experimental group participants and a matched control group of 190 matched pupils, who were taught using a traditional worksheet-based curriculum, were pre-/post-tested on oral communication. They also completed pre-/post treatment surveys of self-reported creativity and critical thinking. The intervention resulted in significant improvement for oral communication and critical thinking scores but not creativity scores.

Kohnke, L. (2020). Exploring learner perception, experience and motivation of using a mobile app in L2 vocabulary acquisition. International Journal of Computer-Assisted Language Learning and Teaching, 10(1), 15-26.

This Hong Kong study investigated the attitudes of 14 university students of unspecified L2 English competence level regarding their use of a custom-designed game-based vocabulary app (Alphabet vs Aliens @PolyU), which they trialed in and out of class for three weeks. In general, they were satisfied with the app and noted in particular its anytime/anywhere flexibility as a particular strength. Participants reported that example sentences and opportunities to practice pronunciation were the most beneficial and motivating features. Overall, participants appreciated the opportunities to compete against each other through the scoring system and time-limit features.

Kohnke, L., Zhang, R., & Zou, D. (2019). Using mobile vocabulary learning apps as aids to knowledge retention: Business vocabulary acquisition. The Journal of ASIA TEFL, 16(2), 683-690.

This study evaluated the effectiveness of a game-based app (Excel@EnglishPolyU) upon the acquisition of business-related L2 English vocabulary by 51 L1 Chinese Hong Kong university students of unspecified L2 English competence level. For a month, using their own smartphones, participants accessed the app out of class to learn 30 words at four difficulty levels: beginner, elementary, intermediate, advanced. There was an increase in scores between a pre-/post-test in which students indicated whether or not they knew the meaning of words. Overall, participants appear to have learned vocabulary better at the higher levels than the lower ones.

Kohnke, L., Zou, D., & Zhang, R. (2020). Exploring discipline-specific vocabulary retention in L2 through app design: Implications for higher education students. RELC Journal, 52(3), 539-556.

This paper describes the effect over a month of a mobile-based tutorial game app (Books vs Brains@PolyU) upon the English vocabulary recognition of Hong Kong university students of unspecified L2 English competence level in four disciplinary domains: Nursing (N=29), Business (N=51), Engineering (N=45), and Design (N=24). A pre-/post-test consisted of 120 words, at four levels of difficulty (beginner, elementary, intermediate, advanced), to which participants responded whether or not they knew the word. For all subject domains, each level showed an increased number of proficient participants in the post-tests, with the greatest increase at intermediate level.

Koleini, N., Boroughani, T., Eslami, Z., & Xodabande, I. (2024). Exploring the impacts of mobile-assisted learning on university students' technical vocabulary knowledge. International Journal of Educational Research Open, 7, x, 1-9.

This study evaluated the effect of mobile-based digital flashcards upon the vocabulary acquisition of intermediate-level L2 English university students in Iran. Over ten weeks, 15 minutes daily five times per week, 50 participants accessed the digital flashcards via their smartphones to learn 250 psychology-related technical terms with example sentences and Persian translations.  Meanwhile, a matched control group of 30 did likewise using paper-based flashcards. The experimental group significantly outscored the control on both an immediate and six week-delayed post-test. The advantage of the experimental treatment is attributed to personalization, but no evidence of personalization is provided.

Komar, O. (2022). Розвиток англомовної комунікативної компетентності здобувачів освіти за допомогою мобільних застосунків (Development of students’ communicative competence by means of mobile apps). Problems of Modern Teacher Training, 1(25), 136-144. [in Ukrainian]

This Ukrainian study investigated how eight intermediate-level L2 English university students, using smartphones, tablets and smartwatches, accessed two mobile apps (LingQ, Vocscreen) to improve their speaking, listening and reading skills. Over an unspecified time period, using the apps as a complement to their course, participants studied unspecified materials following unspecified procedures. The intervention showed that mobile apps could be easily applied in the classroom and created relevant context for topics under discussion. This experimental group reacted positively to their experience and in a pre-/post-test comparison outperformed a control group of ten classmates who did not use the mobile apps.

Kongcharoen, C., Prasunpaengsri, S. & Wongmeekaew, T. (2017). Investigating applications of mobile translator for assisting English vocabulary learning. Proceedings 10th International Conference on Ubi-media Computing and Workshops. Pattaya, Thailand.

This Thai study compared the effectiveness upon L2 English vocabulary acquisition of two affordances (Mobile Dictionary and Camera Instant) in a mobile-based English to Thai translation app. Mobile Dictionary required words to be manually typed in, whereas Camera Instant translations were obtained just by hovering the mobile device over the text. Over two months, 21 third graders used Camera Instant to assist their reading of three stories while a matched control group of 19 did likewise using Mobile Dictionary. The experimental group significantly outperformed the control group on pre-/post-test comparisons.

Kord M., Azimi N., & Ramezani Z. (2023). Using Mobile-Assisted Language Learning (MALL) on learning English vocabularies; A case study high schools of Rafsanjan. European Journal of Educational and Development Psychology, 11(2), 24-43.

This Iranian study investigated the effect of MALL upon the L2 English vocabulary acquisition of high school students of unspecified competence level. Over an unspecified treatment duration, 50 participants received a word list three times per week on their mobile devices via a social networking app (WhatsApp). They defined these using the Android Online Dictionary and used them in a sentence. They then sent these via WhatsApp to other students and the instructor for correction. Meanwhile, a control group of 100 learned the same words following unspecified traditional methods. The experimental group significantly outperformed the control on a pre-/post-test comparison.

Korkmaz, H. (2010). The effectiveness of Mobile-Assisted Language Learning as a supplementary material for English language teaching course books. MA thesis, Bilkent University, Turkey.

This Turkish MA thesis investigated the effectiveness of mobile phones in supplementing course books used in the teaching of pre-intermediate-level L2 English. For eight weeks, textbook-related SMS and MMS materials were regularly sent to 50 university students of unspecified L2 English competence level. Compared to a matched control group of 50 students who used conventional supplementary materials, the results of two course achievement tests, which included grammar, vocabulary, reading, writing, showed that the experimental group did significantly better. Responses of the experimental group to a post-treatment questionnaire revealed positive attitudes towards MALL supplementation in language learning.

Korlu, H., & Mede, E. (2018). Autonomy in vocabulary learning of Turkish EFL learners. The EUROCALL Review, 26(2), 58-70.

This Turkish study examines the effects of the use of Quizlet upon the vocabulary acquisition of pre-intermediate L2 English university students. A cohort of 40 students was divided into an experimental group that did Quizlet vocabulary exercises on their mobile phones for 8 weeks and a control group that learned vocabulary without Quizlet. The experimental group significantly outscored the control on a pre-/post-test of vocabulary. The overall perceptions of teachers and students was positive. Students indicated that using Quizlet had increased their interest in studying vocabulary on their own devices.

Köse, T. & Mede, E. (2018). Investigating the use of a mobile flashcard application Rememba on the vocabulary development and motivation of EFL learners. MEXTESOL Journal, 42(4), 1-26.

This Turkish study investigated the effect of using a mobile-based flashcard app (Rememba) upon the vocabulary acquisition of 19 upper-intermediate-level L2 English university students. Participants used the app on their smartphones in class two hours per week for seven weeks to create 10-20 flashcards, which they then studied using the spaced repetition system provided by Rememba. A matched control group of 19 studied the same vocabulary in class without the use of any type of flashcards. The experimental group significantly outscored the control on a 70-item pre-/post-treatment vocabulary test.

Koyama, T. (2010). Teaching strategies for an effective use of E-dictionary: A pilot study. Studies in English Language and Literature, 37, 35-44.

This Japanese paper presents the results of an experiment of eight weeks’ duration conducted with 14 beginner/intermediate-level L2 English university students. The study sought to determine the effectiveness of teaching explicit strategies to improve the effectiveness of word look-ups using handheld electronic dictionaries. The strategies were those observed by good language learners described in Koyama & Takeuchi (2009). Although comprehension scores were higher on a post-test, participants looked up fewer words and used fewer strategies than before their training.

Koyama, T. (2015a). 電子辞書の方略指導の効果 (How does E-dictionary strategy training contribute to EFL learning?). LET Kansai Chapter Collected Papers, 15, 109-120. [in Japanese]

This Japanese paper presents the results of an experiment conducted with fifteen beginner/intermediate-level L2 English university students. The study sought to determine the effectiveness of teaching explicit strategies to improve word look-ups and reading comprehension using handheld electronic dictionaries. Over ten weeks, students applied the strategies to the reading of twenty-four college textbook essays of about 250 words in length. Although a pre-/post-test comparison revealed a small but significant increase in search items, there was no significant difference in reading skills.

Koyama, T. (2015b). The impact of E-dictionary strategy training on EFL class. Lexicography ASIALEX, 2, 35-44.

This study is a replication of Koyama 2015a.

Koyama, T., & Takeuchi, O. (2003). Printed dictionaries vs. electronic dictionaries: A pilot study on how Japanese EFL learners differ in using dictionaries. Language Education and Technology, 40, 61-79.

This Japanese paper is the first of several studies by Koyama and Takeuchi investigating the use of handheld English/Japanese e-dictionaries (Ed.) by L2 English learners. In the first part, it investigates the differences in the searching behavior and English word retention of a group of 16 high school and 26 university students, all of unspecified L2 English competence level. During one 20-minute session, half of each group used an ED while the other half used a printed dictionary (PD), one text for the high school students and another for the university students. No significant differences were found with regard to the number of words looked up, the time taken, nor word retention on a seven-day delayed quiz. In the second part of the paper, the results of a twenty-minute study that replicated the first experiment are described. This time a think-aloud protocol was included. This involved four graduate students, of unspecified L2 English competence level, who recounted their thoughts while reading the same university student text as in the first experiment, half using an ED and half a PD. As with the first experiment, no significant differences were observed for any of the assessed parameters on a post-treatment quiz.

Koyama, T., & Takeuchi, O. (2004a). How look-up frequency affects EFL learning?: An empirical study on the use of handheld-electronic dictionaries. Proceedings of the CLaSIC 2004 Conference, 2004, pp.1018-1024.

This Japanese study describes a half-hour university class experiment which was designed to measure English word look-up frequency, reading time and comprehension based on a short English text (~400 words). One group of 37 intermediate-high-level L2 English university students used English/Japanese handheld e-dictionaries and another matched group of 35 used their printed counterparts. Users of the electronic dictionaries looked up more words and read their text more quickly, but there was no significant difference in reading comprehension between the two groups.

Koyama, T., & Takeuchi, O. (2004b). Comparing electronic and printed dictionaries: How the difference affected EFL learning. JACET Bulletin, 38, 33-46. [Same as the first study in Koyama & Takeuchi 2005a]

This Japanese study examines the L2 English dictionary look-up times and word retention of 18 intermediate-level university students in an experiment involving the reading of two short English texts (~475 words) using an English/Japanese handheld e-dictionary compared to its printed counterpart. No significant differences were found between search times; however, use of the printed dictionary resulted in significantly better word retention in a recognition and recall test administered seven days later.

Koyama, T., & Takeuchi, O. (2005a). How has the difference affected the retention? Two empirical studies on electronic dictionaries. Proceedings of FLEAT-V Conference, 2005 (pp. 1-6).

This Japanese study describes two short lab experiments that evaluate L2 English word retention of intermediate-level university students using an English/Japanese handheld e-dictionary (Ed.) compared to its printed counterpart (PD). In the first (see Koyama & Takeuchi (2004b), participants read two texts, one using an ED and the other a PD. After each reading, they took an immediate vocabulary quiz. This was followed a week later by a recall and recognition test of the words they had looked up in a dictionary. The results showed significantly better retention with the PD. The second experiment measured retention immediately after reading a text. Using an ED, 17 students looked up twice as many words in half the time, but did not retain any more vocabulary than a control group of 16 that used the PD.

Koyama, T., & Takeuchi, O. (2005b). Does an assigned task result in better retention of words?: Two empirical studies on hand-held electronic dictionaries. Language Education & Technology, 42, 119-132.

This Japanese article reports on two handheld electronic dictionary (Ed.) investigations of the effect of task assignment upon L2 English word retention. The first study involved 34 junior college false-beginner-level students and the second 61 more advanced-level university students. Both experiments lasted for one session during which participants used an ED to look up English words while reading a text. In the first experiment, half the group did so with the additional task of also extracting example sentences. In the second experiment, which replicated the first, 26 participants performed the same additional task. On a one-week-delayed post-test, students were assessed on word definitions, rate of recall, and rate of recognition. While the task-assigned students in the second experiment significantly out-performed the control on word definitions, there was no difference on word recognition between the two groups in the first experiment. In neither experiment was there any significant difference between the rate of recall or recognition between the task-assigned and control groups. Neither did the assignment of a task affect student evaluation of the ED as a learning tool

Koyama, T., & Takeuchi, O. (2007). Does look-up frequency help reading comprehension of EFL learners? Two empirical studies of electronic dictionaries. CALICO Journal, 25(1), 110-125.

This Japanese study describes two short-term lab experiments that evaluated L2 English text comprehension of university students using an English/Japanese handheld e-dictionary (Ed.) compared to its printed counterpart (PD) in relation to word look-up frequency and time on task. In the first experiment, the performance of a group of 34 false-beginner-level students was compared with each participant using both types of dictionary. In the second experiment, involving more advanced level students, 15 used an electronic dictionary and 16 its printed counterpart.  In both experiments, participants using e-dictionaries looked up substantially more words in much less time, but did not do any better on a text comprehension quiz than users of the printed dictionaries.

Koyama, T., & Takeuchi, O. (2009). How effectively do good language learners use handheld electronic dictionaries: A qualitative approach. Language Education & Technology, 46, 131-150.

This Japanese paper compares the L2 English word look-up behavior of five good language learners (EFL/SLA post-graduate students) using handheld electronic dictionaries with that of five false-beginner level college students. Look-up strategies were investigated using a single session individually conducted think-aloud protocol. The results revealed that the more advanced level students were good electronic dictionary users and that the functions of the electronic dictionaries had provided not only good language learners but also false beginners with scaffolding for L2 English learning.

Koyama, T., & Yabukoshi, T. (2011). 電子辞書使用の方略指導への一考察―メタ認知活動を取 り入れて(A study on E-dictionary strategy training by implementing metacognitive tasks). Language Education & Technology, Kansai Chapter Collected Papers, 13, 79-91. [in Japanese]

This Japanese paper follows up on the Koyama (2010) study that unsuccessfully attempted to teach look-up strategies when using handheld English-Japanese electronic dictionaries to read English texts. In this eight-week-long project, particular attention was paid to teaching eight intermediate-level L2 English university students to internalize the strategies taught and to consciously apply them when using the electronic dictionaries. A pre-/post-test comparison after five weeks of treatment demonstrated a significant increase in vocabulary comprehension.

Kožuh, I., Hauptman, S., Kosec, P., & Debevc, M. (2015). Assessing the efficiency of using augmented reality for learning sign language. Proceedings of the International Conference on Universal Access in Human-Computer Interaction (pp. 404-415).

This conference presentation evaluated the effectiveness of a smartphone-based augmented reality Slovenian sign language app.  It was tested using three pairs of words during one session with eleven deaf/hard-of-hearing signers and fourteen hearing non-signers. Use of the app was compared to the results obtained from a picture symbolizing a sign and a physically present sign language interpreter. The lowest success rates occurred when watching pictures. The best results were obtained with the sign language interpreter. No differences were found between deaf/hard of hearing signers and hearing non-signers.

Krasulia, A., & Saks, K. (2020). Students’ perceptions towards mobile learning in an English as a foreign language class. Conference presentation: 2020 IEEE 20th International Conference on Advanced Learning Technologies

This study investigated the attitudes of Ukrainian university students towards mobile-accessible technologies used in the acquisition of their L2 English reading, writing, listening, and speaking skills. Over three academic years, a total of 43 students regularly supported their L2 English learning with a great variety of applications (e.g., Google Docs, VoiceThread, LearnEnglish Podcasts). According to end-of-year surveys, students were 100% in favor of MALL. The overwhelming majority of the students indicated that mobile-assisted tasks helped them develop not only their language skills but also positive attitudes and interpersonal teamwork skills.

Krisbiantoro, B., & Pujiani, T. (2021). The effectiveness of MALL and flipped classroom in teaching writing to the eleventh graders of SMA in Banyumas. EduLite Journal of English Education Literature and Culture, 6(1), 86-104.

This Indonesian study compares the pedagogical effectiveness of a mobile-accessible learning platform (Nearpod) combined with a mobile messaging app (LINE) to flipped classroom instruction without MALL support. Over what appears to have been seven classes, 72 L2 English eleventh-graders of unspecified L2 English competence level collaboratively wrote analytical expositive texts under the MALL condition, which allowed revision with peer feedback and correction. A matched control group of 72 students wrote their compositions at home with in-class review. A post-treatment writing test revealed that the MALL intervention was more effective than flipped classroom instruction in teaching writing.

Krystalli, P., Arvanitis, P., & Panagiotidis, P. (2020). Réalité augmentée et développement des compétences langagières à l'oral: Enjeux et perspectives (Augmented Reality and the development of oral language skills: Challenges and perspectives). Langues & Cultures, 1(2), 99-112. [in French]

This study investigated the effect of an Augmented Reality app (Blippar) upon the L2 French oral skills of 25 Greek university French students of B1-B2+ proficiency level. For five weeks, participants accessed the app via their smartphones to add an overlay image and descriptive two-minute audio soundtrack to Greek cultural images. The content of the soundtrack was first produced in written form, corrected by the instructor, then revised before recording. Despite the treatment, assessment of the soundtracks revealed all the typical pronunciation problems of native Greek speakers.

Kuimova, M., Burleigh, D., Uzunboylu, H., & Bazhenov, R. (2018). Positive effects of mobile learning on foreign language learning. TEM Journal, 7(4), 837-841.

This study describes the learning outcomes and attitudes of 20 pre-intermediate-level L2 English students in a Russian university relating to the use of a social networking app (WhatsApp). Participants used the app via their mobile phones for ten weeks to complete obligatory weekly task-based assignments involving individual comment and group discussion. Meanwhile, a matched control group of 20 received only traditional instruction. The results of final exams in the course showed that students from the experimental group received better grades than the control group. The great majority of experimental group participants thought that the intervention was or could be useful.

Kumar, A., Reddy, P., & Kam, M. (2011). SMART: Speech-enabled mobile assisted reading technology for word comprehension. Lecture Notes in Computer Science, 6738, 497-499.

This pilot study, undertaken in rural India, explored the effectiveness of using mobile phone-based speech recognition technology to support the learning of English vocabulary. Thirty-one 4th-5th graders, of unspecified L2 English competence level, used two English literacy learning games to learn twenty-five English words selected from government-issued textbooks. In the games, learners bought or recovered items either receptively by choosing images or productively by saying the word corresponding to the desired item. A pre-/post-test comparison demonstrated that the productive group significantly outperformed the receptive group after 30 minutes of targeted practice of words and their meanings.

Kumar, V., Lian, T., & Vasudevan, H. (2016). A study on the perception of undergraduates on the use of WhatsApp as a tool for Mandarin language teaching and learning: A case in UNiKL RCMP. Language Education and Civilisation International Conference (np).

This Malaysian paper investigated the perceptions of 66 university students of unspecified L2 Mandarin competence level regarding their use of a social networking messaging app (WhatsApp) as part of their L2 Mandarin class. During an unspecified time period, students were required to send in voice recordings which consisted of their pronunciation or dialogues in Mandarin to suit situations posted by the instructor. Pictures were also posted and the students were required to write the correct word in Mandarin characters and post it to the group. Participants expressed positive attitudes regarding the use of WhatsApp in Mandarin language teaching and learning.

Kurniawati, D., Agustina, E., & Kuspiyah, H. (2021). The effect of Duolingo application on students’ vocabulary mastery. Channing: English Language Education and Literature, 6(2), 43-48.

This Indonesian study describes the effect of a mobile-accessible L2 English learning app (Duolingo) upon the vocabulary acquisition of 27 seventh-grade students of unspecified competence level. Participants accessed the app over an unspecified time period, presumably using their personal Android smartphones. This experimental group outscored a similar control group of 28 non-app users on a post-treatment vocabulary test. Though the difference was small, it was nonetheless statistically significant.

Kurt, M., & Bensen, H. (2017). Six seconds to visualize the word: improving EFL learners' vocabulary through VVVs. Journal of Computer Assisted Learning, 33(4), 334-346.

This Turkish paper evaluated the effect of using a smartphone-based video recording app (Vine) upon the English vocabulary acquisition of 16 L1 Turkish university students of unspecified L2 English competence level. For six weeks, participants used Vine to produce six-second video clips illustrating the meaning and connotations of 30 words, which other students in the group had to guess. On a pre-/post-treatment 30-item vocabulary test, Video users significantly outscored a matched control group of 16 who studied the same vocabulary without using Vine. Participants enjoyed the whole process and found it very motivating and effective.

Kuru Gönen, S., & Zeybek, G. (2021). Using QR code enhanced authentic texts in EFL extensive reading: A qualitative study on student perceptions. Education and Information Technologies, 27, 2039-2057.

This Turkish study describes the reactions of 28 L2 English university students to QR-activated Augmented Reality resources, which were used to support the extensive reading of authentic British cultural texts. Text comprehension required a vocabulary of 11,000 word families, which pre-treatment testing determined the students possessed. Participants used their mobile phones to read two texts per week for two weeks. Three main themes related to QR code enhancement while reading culturally-based texts emerged from student reflections and interviews: advantages of using QR codes in extensive reading, criticism of the content of QR codes, and technical problems in using QR codes.

Kusmaryani, W., Musthafa, B., & Purnawarman, P. (2019). The influence of mobile applications on students' speaking skill and critical thinking in English language learning. Journal of Physics: Conference Series, 1193(1), 1-6.

This Indonesian study investigated the effect of the use of nearly a dozen mobile-based apps (online dictionary, language translator, speech to text, WhatsApp, Google Chrome, YouTube, Weebly, Gmail, etc.) upon the English speaking and critical thinking ability of 38 university students of unspecified L2 English competence level. The apps were used in conjunction with twelve class meetings throughout a semester. Neither the materials used nor the instructional procedures followed are indicated. A pre-/post-treatment test revealed significant improvement in both speaking and critical thinking ability. In interviews, students were also very enthusiastic about learning and practicing English using mobile-based apps.