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Ma, X. (2019). The effects of using a theory-based mobile application on EFL learners’ vocabulary learning and retention. PhD. dissertation, Suranaree University of Technology, Nakhon Ratchasima, Thailand.

This Thai PhD evaluated the effect of a custom-designed theory-based mobile L2 English vocabulary app upon the learning of 80 high frequency CET4-level words by 56 university students with a low level of English competency. Via their mobile phones, participants accessed ten words per week for eight weeks. A matched control group of 58 did likewise using a paper-based wordlist. While both groups demonstrated significant learning gains on a pre-/post-test comparison, the experimental group did so significantly more than the control. On a four-week delayed post-test, the experimental group did not show a significant decrease whereas the control group did.

Ma, X., & Yodkamlue, B. (2019). The effects of using a self-developed mobile app on vocabulary learning and retention among EFL learners. PASAA: Journal of Language Teaching and Learning, 58, 166-205.

This Chinese study evaluated the effectiveness of a locally developed mobile-based vocabulary app upon the L2 English vocabulary acquisition of 56 university students, who obtained an average score of about 90/150 in English on the National College Entrance Exam. Participants used their smartphones to access the app for 12 weeks, during which time a matched control group of 75 studied the same words in paper-based format. Both groups significantly increased their scores on a pre-/post-treatment vocabulary test comparison, but the app users significantly more than the control. The experimental group also fared significantly better than the control on a delayed-post-test.

Machmud, K. & Abdulah, R. (2017). Using smartphone-integrated model of teaching to overcome students’ speaking anxiety in learning English as a foreign language. Journal of Arts & Humanities, 6(9), 1-11.

This Indonesian study investigated the effect of using smartphones over an unspecified period to audio/video record, in and out of class, the unspecified speech production of 20 eighth-grade L2 English students of unspecified English competence level. The group was divided into high/low anxiety learners. A matched control group of 20 high/low anxiety learners did their speaking exercises before other students in class. The smartphone users significantly outperformed the control group on a pre-/post-treatment speaking test comparison whatever their anxiety level. Moreover, even students with low anxiety tended to score low when speaking was done in front of the class.

Mackay, J., Andria, M., Tragant, A., & Pinyana, À. (2021). WhatsApp as part of an EFL programme: Participation and interaction. ELT Journal, 75(4), 418-431.

This Spanish study describes the use of a mobile-accessible social networking app (WhatsApp) to provide a channel for out-of-class L2 English communication between 24 adult students enrolled in a five-week B2-level language school English course. Using their mobile phones to access WhatsApp, participants carried out eight voluntary communicative tasks on a nearly daily basis. Off-task participation increased as learners appropriated the space as a vehicle for their own communication. Off-task interactions fell predominantly into two categories: administrative and social. Despite being voluntary and unevaluated, with minimum teacher intervention, English was overwhelmingly the language of choice within these interactions.

Madini, A., & Alshaikhi, D. (2017). Virtual reality for teaching ESP vocabulary: A myth or a possibility. International Journal of English Language Education, 5(2), 111-126.

This Saudi Arabian study evaluated the effect of a virtual reality treatment upon the L2 English vocabulary acquisition of twenty female university students undertaking an MA in Counseling and Guidance. They had an English competence level ranging from beginner to advanced. For six weeks, using Virtual Reality Goggles, participants learned English vocabulary by watching 360-degree videos related to basic skills in counseling and some cases that required consultation and referral. A pre-/post-test comparison confirmed a significant increase in vocabulary knowledge.

Maenza, N., & Gajić, T. (2019). Mobilna aplikacija WordUp - Inovativno i zabavno usvajanje vokabulara engleskog jezika (The WordUp mobile application - English vocabulary acquisition in an innovative and fun way). Proceedings Sinergija University International Scientific Conference (pp. 44-47). Bijeljina: Sinergija University. [in Bosnian]

This Serbian study investigated the attitudes of 45 university students regarding their use of an L2 English mobile vocabulary app (WordUp). Neither the proficiency level of the participants nor the duration of their app usage were specified. The student response to using the app was very positive. According to a post-treatment questionnaire, the majority of students believed not only that they had improved their vocabulary to a great extent by using this application, but also that they had achieved an overall improvement in their knowledge of the English language.

Magagna-McBee, C. (2010). The Use of Handheld Devices for Improved Phonemic Awareness in a Traditional Kindergarten Classroom. EdD dissertation, Walden University. ProQuest Dissertations Publishing.

This American EdD dissertation investigated the effectiveness of the Bee-Bot, a handheld device for the teaching of pre-literacy English skills. Over four months, 38 kindergarteners used the device in class daily to develop letter recognition and sound identification skills. A matched control group of 38 did likewise without using the device. Teachers reported that students using Bee-Bot remained on task longer, increased motivation, developed leadership skills, and enjoyed learning with the devices. However, a pre-/post-test comparison of DIBELS initial sound fluency scores revealed no significant difference between the two groups.

Magaña Redondo, JJ. (2017). Audio Trainer Play: Design of a gamified app for the development of audio skills in a secondary school context. MA thesis, Universidad Nacional de Educación a Distancia.

This MA thesis describes the design and evaluation of a locally created game-based mobile-accessible app (Audio Trainer Play) for the development of listening skills. It was trialed in Spain out of class for four weeks, 10-30 minutes per week, by 28 vocational high school students of undisclosed L2 English competence level. The app was integrated into the curriculum for 18 participants, whereas 10 used it without course integration. All of the integrated course group participants expressed positive views of the app while only 6 of the non-integrated group did so.

Magaña-Redondo, JJ. (2022). Secondary student’s aural skills training with MALL: The experience of Audio Trainer Play. In JJ. Magaña-Redondo & S. Montaner-Villalba (Eds.), Perspectivas del proceso de enseñanza y aprendizaje de lenguas extranjeras asistido por dispositivo móvil. Revista Electrónica del Lenguaje, 9(1), 47-62.

This article reports the same study as Magaña-Redondo (2017).

Mahdi, H. (2017). The use of keyword video captioning on vocabulary learning through mobile-assisted language learning. International Journal of English Linguistics, 7(4), 1-7.

The Saudi Arabian study investigated the effect of full versus keyword captioning of two video clips upon the L2 English pronunciation of 34 L1 Arab university students. Participants received the six-minute videos on their mobile phones via WhatsApp and watched each three times, half of the group with full captions and the other half with keyword captions.  Although the keyword group performed better than the control on a pre-/post-treatment pronunciation test based on 40 words taken from the video, there was no statistically significant difference between the two conditions.

Mahmoodi Moemen Abadi, S., & Fahandezh Saadi, F. (2015). Exploring Iranian EFL university students’ attitudes toward mobile applications for vocabulary learning. International Journal of Language Learning and Applied Linguistics World, 9(1), 130-142.

This Iranian study compared the effectiveness of a mobile-based L2 English vocabulary app (504 Software) to its printed book counterpart. For four weeks, 100 higher-intermediate university students studied vocabulary from the 504resource. Half the group used their smartphones to access the app while the other half used the printed book version. The 504 app users significantly outscored the book users on a post-treatment vocabulary test. They also expressed very positive attitudes towards the mobile app as a means of vocabulary learning.

Mahmoud, S. (2013). The effect of using English SMS on KAU foundation year students’ speaking and writing performance. American International Journal of Social Science, 2(2), 13-22.

This Saudi Arabian study investigates the use of mobile phone-based SMS upon the speaking and writing ability of L2 English first-year university students. While a control group of 20 received only classroom instruction, for seven weeks an experimental group of 20 wrote 10-15-word text messages in standard English to their teacher on a daily basis.  Corrected versions of these were immediately returned to students. On a post-test, both the writing and speaking performance of the SMS group improved significantly more than that of the control. 

Mahzoun, F., & Zohoorian, M. (2019). Employing Telegram application: Learners' attitude, vocabulary learning, and vocabulary delayed retention. Electronic Journal of Foreign Language Teaching, 4(1), 151-165.

This Iranian study evaluated the effect of Telegram app usage upon the English vocabulary learning of 15 university students of unspecified L2 English competence level. During the last 15 minutes of eight classes, participants used their smartphones to receive via Telegram multimedia prompts for seven words from the day’s lesson, which they used, individually and collaboratively, to construct sentences. A control group of 17 attended classes without the use of Telegram. The experimental group significantly outscored the control on an immediate vocabulary post-test. Results of the experimental group remained essentially unchanged on a three-week-delayed post-test.

Majid, N., Arshad, H. & Yunus, F. (2018). Children and teacher’s interaction for English pre-literacy using mobile Augmented Reality. International Journal of Education, Psychology, and Counselling, 3(15), 71-78.

This Malaysian study describes the design and trialing of two versions of an Augmented Reality (AR) app (AR letter kit), one with a multi-media component and one without, intended to teach children L2 English pre-literacy skills. Using smartphones, during apparently a single session, six children aged 4-6 used the apps to learn letter names and sounds and examples of objects the names of which began with associated letters. Both the teacher and children reacted positively to the app in general, but preferred the multimedia-enhanced version. Children also showed more interaction behavior when using the multimedia-enhanced version of the app.

Malek, N., Hassan, N., & Nor, N. (2018). Smartphone use for language receptive skills: A guided approach. Creative Practices in Language Learning and Teaching, 1, 72-81. 

This Malaysian study investigated the effect of two L2 English mobile apps (LEB, NST)upon the reading and listening competence of 108 university students. On a weekly basis over ten weeks, participants used their smartphones to listen to five podcasts and read five news articles, half the group with the guidance of their instructor and half with no instructor guidance. On a pre-/post-test comparison, both groups made significant improvements for reading, but there was no significant difference for either group in listening performance.

Malekzadeh, R., & Najmi, K. (2015). The effect of mobile-assisted language learning (MALL) on guided writing skill of Iranian upper-intermediate EFL learners. Journal of Applied Linguistics and Language Research, 2(4), 42-52.

This Iranian paper evaluates the use of text messaging to provide feedback on passive voice and conditional usage in the writing of 15 intermediate-high-level L2 English language center students. In groups of 5, with the aid of the Oxford A-Z of Grammar and Punctuation app, participants exchanged sentences and corrective feedback with their instructor and each other via smartphones for six weeks. A matched control group did likewise in class using paper and pencil without the app. The experimental group significantly outperformed the control on an IELTS pre-/post-test essay comparison.

Malik, A., Emzir, & dan Sri Sumarni (2020). Pengaruh strategi pembelajaran mobile learning dan gaya belajar visual terhadap penguasaan kosakatabahasa jerman siswa Sma Negeri 1 Maro (The influence of mobile learning strategy and visual learning style on German vocabulary mastery of students of Sma Negeri 1 Maros). Visipena Journal, 11(1), 194-207. [in Indonesian]

This Indonesian study compared the effectiveness of two mobile applications upon the L2 German vocabulary acquisition of senior high school students in Indonesia. Over an unspecified treatment time and frequency, using unspecified mobile devices, 11 senior high school students of unspecified German proficiency level learned unspecified vocabulary using the Lern Deutsch Goethe Institut app. A second matched group of 11 learned the same vocabulary using Instagram. The Lern Deutsch Goethe Institut group outscored the Instagram group on a post-test comparison. However, no statistical evidence is provided to allow the determination of the significance of this result.

Mallampalli, M., Anumula, V., & Akkara, S. (2021). Enhancing second language listening skills through smartphones: A case study. In M. Auer & T. Tsiatsos (Eds.), Internet of Things, Infrastructures and Mobile Applications (pp. 347-356). Advances in Intelligent Systems and Computing, 1192. Springer, Cham.

This Indian study evaluates the effectiveness of mobile-based versus computer-based listening activities with A1-B2-level L2 English university students. For 36 hours during a semester, in three-hour sessions, students first spent 90 minutes performing different listening activities (gap filling, listening for gist, and listening for details). They then spent 90 minutes in listening activities of their choice. Of the participants, 59 used smartphones and 60 lab computers. A pre-/post-test comparison revealed a statistically significant difference in favor of the smartphone users, who also expressed improved motivation towards learning L2 listening.

Mallampalli, S., & Goyal, S. (2020). The effect of teaching collocations to Kurdish tertiary students through mobile learning. International Journal of Interactive Mobile Technologies, 14(18), 213-220.

This Indian study evaluated the effect of an instant messaging app (WhatsApp) upon the L2 English vocabulary acquisition of 25 Kurdish university students in Iraq. Over three weeks, every other day, participants of unspecified L2 English competency level received a set of collocations on their smartphones via WhatsApp. They competed on a weekly basis to write the most grammatical sentences using the targeted vocabulary. The average number of sentences written increased from week to week. All but one participant substantially improved their score on a pre-/post-test comparison. Sharing sentences in the WhatsApp group also led to a collaborative learning experience.

Mallampalli, S., & Goyal, S. (2021). Mobile applications for developing second language collaborative writing. International Journal of Interactive Mobile Technologies, 15(7), pp. 185-193.

This Iraqi study compared the effect of using a mobile-accessible instant messaging app (WhatsApp) to that of GoogleDocs/Google Slides on the L2 English writing competency of A1-B1-level university students. Over a semester, using their mobile devices, the whole class was assigned collaborative writing topics via WhatsApp. Twenty-eight participants completed the assignments using WhatsApp and an equal number using GoogleDocs/Google Slides. The Google group significantly outperformed the WhatsApp group on a post-treatment writing test. Google users indicated that they discovered their mistakes from the auto-correction/suggestion feature in Google Docs whereas the WhatsApp participants did so from peer feedback.

Malmir, P., & Rajabi. P. (2016). The effect of teaching vocabulary through text messaging by social networks on vocabulary comprehension of Iranian upper-intermediate EFL learners. International Journal of Educational Investigations, 3(7), 139-152.

This Iranian study evaluated the effect of an SMS-based program upon the vocabulary acquisition of 30 upper-intermediate level L2 English university students. Using their mobile phones, students engaged in out-of-class Telegram and Viber sessions with their instructor for a half an hour twice a week for sixteen weeks. During these sessions, participants discussed the meaning of new words, created example sentences, and took multiple-choice tests related to weekly in-class vocabulary lessons. On a delayed-post-test, the experimental group significantly outscored a matched control group that had not engaged in SMS activities.

Manan, N. (2017). WhatsApp mobile tool in second language learning. Indonesian EFL Journal, 3(1), 97-103.

This Indonesian study investigated the effect of using a mobile-based messaging app (WhatsApp) upon the English-speaking ability of 120 students of unspecified L2 English competence level in a teacher training institution. Participants were encouraged to use WhatsApp on their own time to discuss class activities, practice grammatical patterns and peer-correct their writing. A pre-/post-test comparison demonstrated significant improvement in the students’ speaking skills. Students also indicated that the use of WhatsApp had increased their motivation to practice English, both in writing and speaking, and they particularly appreciated the help provided by peer editing.

Mancilla, R. (2014). The Smartpen as a Mediational Tool for Learning Language and Content Areas: The Case of English Learners in Mainstream Classrooms. PhD dissertation, Duquesne University.

This American PhD dissertation examined the eight-month usage of the Echo Smartpen as a mediating tool for developing the language skills of seven mixed-level L2 English fifth-grade L1 Turkish speakers.  Participants used the device with a digital notebook to create multimedia vocabulary glosses from academic language used within the classroom. Learners recorded their teacher and classmates reading aloud and used the Smartpen to record oral messages for absent recipients. The Smartpen also supported extensive writing practice through note taking during classroom instruction. Its use resulted in students becoming better, more prepared, more confident, more motivated, and more strategic learners.

MandalaPutra, M., Santosa, M., & Susanti, K. (2018). Investigation of the effect of Orai smartphone-based application on speaking competency for adult learners. In M. Santosa, I. Paramarta, N. Adnyani & I. Utami (Eds.), Conference Proceedings-The Fourth International Conference on English Across Cultures (pp. 341-348).

This conference presentation compared the effectiveness of two pedagogical treatments upon the English-speaking ability of 68 adult Indonesian students of unspecified L2 English competence level in an English Language Education Department. For a period of unspecified duration, half of the students formed an experimental group that practiced their speaking skills using their smartphones to access a mobile speech coach app (Orai) while the other half formed a control group that practiced speaking skills via classroom conversation activities. The experimental group significantly outscored the control on a pre-/post-test comparison.

Mandasari, B., & Agusty, S. (2018). Mobile learning: The impact of WhatsApp usage in English language learning. In A. Nurweni (Ed.), Proceedings International Conference on English Language Teaching and Learning (pp. 177-188).

This Indonesian study describes the effect of a social networking app (WhatsApp) upon the attitudes and learning motivation of 49 college students in an L2 English education program. Over an unspecified treatment duration/frequency, participants of unspecified English competency level accessed the app via their mobile phones to discuss, presumably in English, topics related to child development. According to a post-treatment questionnaire and interview, students had a positive attitude and high motivation towards English language learning through WhatsApp.

Manegre, M., & El Morabit, S. (2024). Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class. Computer Assisted Language Learning, xx, 1-20.

This Spanish study compared the effect of student-centered learning to that of teacher-centered grammar & translation on the performance of A2-level L2 English high school students. During one two-hour session, 76 participants were split into three groups of unspecified size with the task of explaining how to drive a car. A control group did this following an explanation given by the instructor while two experimental groups did so by watching a video via a mobile-based learning management system (Soqqle). One of the experimental groups also received instruction from its teacher. The three treatments proved equally effective in a pre-/post-test comparison.

Mansor, N., & Rahim, N. (2017). Instagram in ESL Classroom. Man in India, 97(20), 107-114.

This Malaysian study investigated the effect of using a mobile-based social networking app (Instagram) upon the participation of twenty university students of unspecified L2 English competence level in online discussions. Working individually within four groups, participants first spent a week creating a video on Malaysian-themed topics, which they uploaded to their Instagram group. Using their smartphones, they spent the next week discussing each other’s video. Students enjoyed participating and interacting with other students involved in the task. Using Instagram in language learning motivated them to participate and boosted their confidence to communicate in English

Marello, C. (2014). Using mobile bilingual dictionaries in an EFL class. Proceedings of the XVI EURALEX International Congress: The User in Focus (pp. 63-83). Abel, Vettori & Ralli (Eds.).

This conference paper describes a one-session experiment in which B1-level L2 English senior technical high school students in Italy used different versions of the same bilingual dictionary (Ragazzini) to translate five sentences from English to Italian. Five participants accessed the electronic version via their smartphones, seven via a PC and five used the printed version. It was concluded that, without knowing how to effectively consult a dictionary, users do not take full advantage of the electronic dictionary whereas knowledgeable users can get the information needed from a paper dictionary just as well.

Marlowe, Z. (2018). Technology in the EFL Classroom: Effects of a Mobile English Learning Application on Turkish University Student Achievement and Motivation. EdD dissertation, University of Southern California. ProQuest Dissertations Publishing.

This American EdD dissertation evaluated the effect of a mobile-based language learning app (English Quickly) upon the A2/B1-level L2 English proficiency of 10 L1 Turkish university students in Turkey. The app focused on watching videos and associated speaking and vocabulary learning exercises. Participants used the app on their own for eight weeks. According to a post-treatment survey and interviews, the majority of participants reported having positive experiences with English Quickly, and felt they had increased their motivation to learn English. The app was also shown in particular to improve their pronunciation.

Mamani-Calapuja, A., Laura-Revilla, V., Hurtado-Mazeyra, A., & Llorente-Cejudo, C. (2023). Learning English in early childhood education with Augmented Reality: Design, production, and evaluation of the ‘Wordtastic Kids’ App. Education Sciences, 13(7), 1-18.

This Peruvian study describes the design and pilot testing of an Android-based augmented reality app (Wordtastic Kids) intended to teach (presumably elementary-level) L2 English vocabulary to young children aged 3-5 years old. The pilot testing, which was carried out in a kindergarten during one 45-minute session, involved the use of QR codes accessed in class via tablet computers. The vocabulary related to everyday topics (family, pets, clothing, parts of the body, toys, etc.). All age groups showed a significant increase in mean scores in a pre-/post-test comparison. Students also showed very positive acceptance of the AR methodology.

Martín, M., & Beckmann, E. (2011). Simulating immersion: Podcasting in Spanish teaching. In B. Facer & M. Abdous (Eds.), Academic podcasting and mobile assisted language learning: Applications and outcomes (pp. 111-131). Hershey, PA: IGI Global.

This Australian paper describes and evaluates a program involving the intensive use of Academic Podcasting Technology in the teaching of L2 Spanish to university students of unspecified L2 Spanish competence level over a four-year period. During this time, focusing on their communication skills, students became active users and producers of Spanish language podcasts in a simulated immersion environment. The program received very positive feedback from students and provides a pedagogically-sound model for the effective use of Academic Podcasting Technology in immersive-style language teaching.

Martínez Parejo, R. (2016). Desarrollo de la competencia escrita en la enseñanza de lenguas extranjeras a través del uso de dispositivos móviles (Development of writing skills using mobile devices for the teaching of foreign languages). Revista Complutense de Educación, 27(2), 779-803. [in Spanish]

This Spanish paper evaluated the effect of a mobile-based messaging system (WhatsApp) upon the L2 French writing proficiency of 12 intermediate-level university students. For twelve weeks this group used WhatsApp out of class for course-related discussions in French to collaborate on assignments, ask questions, request help. A control group of 10 followed the same class instruction without the use of WhatsApp. Both groups undertook a pre-/post-test modeled on the Test de Connaissance du Français, the results of which demonstrated significantly greater improvement in the writing skills of the WhatsApp group.

Marzban, A., & Nafarzadehnafari, F. (2018). The effect of interventionist classroom vs. MALL dynamic assessment on EFL learners’ vocabulary learning. Applied Linguistics Research Journal, 2(3), 58-66.

This Iranian semester-long study evaluated the effect of Dynamic Assessment (DA) upon B1-level L2 English vocabulary learning. Using a keyword method, DA was implemented in class and via a mobile-accessible messaging app (Telegram) and compared to traditional classroom teaching without DA. Each treatment group consisted of 30 language institute students. There was a significant improvement in all the three groups in a pre-/post-treatment vocabulary test. Although the classroom DA group outperformed the other two groups in the post-test, the difference was significant only between the classroom DA and control group.

Mashhadi, A., & Khazaie, S. (2018). Familiar or unfamiliar context? Application of m-games in the blended module of L2 learning. Online Course Management: Concepts, Methodologies, Tools, and Applications, 1, 482-510.

This Iranian study compared the effect of two types of visual support upon the learning of L2 English vocabulary by A1 level language institute students. Over twelve weeks, 50 participants played a mobile vocabulary game (Xane Bazi) with photo illustrations while a second group of 50 did likewise with a version of the game that used illustrative pictures which students themselves had drawn. The second group significantly outperformed the first on a pre-/post-treatment vocabulary test comparison. Utilizing learner-made paintings in the process of L2 vocabulary learning quickly gained learners’ attention to the embedded materials and prompted them to learn more. 

Mathee, M. (2017). The motivational value of mobile-assisted vocabulary learning applications in English as first additional language. MEd thesis, Potchefstroom Campus of the North-West University, South Africa.

This South African MEd thesis evaluates the effect of three L2 English mobile apps (Johnny Grammar’s Word Challenge, English Vocabulary Game, Vocabulary Spelling City) upon the vocabulary learning motivation of 49 high school students of unspecified L2 English competence level. Over ten days, participants used their mobile devices to access the apps during class time. The effect of this activity upon vocabulary learning motivation was then measured via a questionnaire based on attention, relevance, confidence and satisfaction. All of the components showed a significant difference in favour of the applications, particularly for attention and satisfaction.

Matthews, J., Lange, K., & Wiest, G. (2023). Spoken word form recognition with a mobile application: Comparing Azerbaijani and Japanese learners. In B. Reyolds (Ed.), Vocabulary Learning in the Wild (pp. 335-356).

This international study involved researchers in the US, Azerbaijan and Japan who investigated the effect of a mobile L2 English vocabulary app (C-levels Vocab) upon the aural word recognition of the first thousand words from the Corpus of Contemporary American English. The app was accessed out-of-class via smartphones for six weeks by university students, 16 L1 Azerbaijani (A1 English competency level) and 17 L1 Japanese (A2 English competence level). Based on a comparison with matched controls, both groups significantly increased their scores on a pre-/post-treatment word recognition test, but the Azerbaijani significantly more so than the Japanese students.

Maulina, M., Noni, N., & Basri, M. (2019). WhatsApp audio and video chat-based in stimulating students’ self-confidence and motivation to speak English. Asian EFL Journal Research Articles, 23(6.3), 181-203.

This Indonesian study evaluated the effect of a mobile-accessible social networking app (WhatApp) upon the speaking self-confidence and motivation of 25 pre-intermediate-level L2 English university students. Over a semester in 14 weekly meetings, participants used the audio-video chat function of the app to respond to assigned topics and communicate with their instructor. Self-confidence was measured weekly for self-monitoring, self-valuation, gesture, pronunciation, eye contact, and intonation. Motivation was evaluated for mastery goal, need for achievement, fear and authority expectation. Students reported feeling confident and encouraged to speak through their WhatsApp group.

Maulina, M., Rahim, T., Cortez, A., …, & Said, A. (2023). Social media mobile learning oral chat-based constructive communication to improve speaking skills. DECODE: Journal Pendidikan Teknologi Informasi, 3 (1), 139-150.

This study evaluated the effect of using a social networking app (WhatsApp) upon the L2 English speaking ability of 28 university students in Indonesia. Over one semester, via their personal mobile phones, participants said to be of average English competency level used WhatsApp in and out of class to audio/video record communicative activities in pairs or groups, dialogues, and interviews about everyday classroom and non-collegiate topics. They demonstrated significant score increases on a pre-/post-test comparison. More generally, they improved their learning collaboration, created better learning engagement, increased learning self-awareness, and accelerated flexible communication.

Mauricio, M., & Genuino, C. (2020). Writing performance and attitude of ESL learners engaged in smartphone assisted collaborative activity. LEARN: Language Education and Acquisition Research Network Journal, 13(2), 445-468.

This study investigated the effect of a social networking app (Facebook Messenger) upon the collaborative English essay writing of 40 eleventh-graders of unspecified L2 English competence level in the Philippines. During a one-hour session, working in groups of four, participants accessed Facebook Messenger via their smartphones to collaboratively prepare and write a composition about 15 pictures reflecting local social issues. The essays were assessed for content, organization, grammar, vocabulary and mechanics. The results demonstrated a positive influence on the content, organization and vocabulary of the essays. However, no influence was seen in grammar or mechanics.

Mays, B., Yeh, H., & Chen, N. (2020). The effects of using audience response systems incorporating student-generated questions on EFL students’ reading comprehension. The Asia-Pacific Education Researcher, 29(6), 553-566.

This Taiwanese study examined the effect of self-generated question formation upon the beginner-level L2 English reading comprehension of sixth-graders. Over ten weeks, the students read four stories in class for which they produced comprehension questions, individually and collaboratively in small groups. For the latter, a group of 21 used an audience response system (Kahoot!) while a control group of 21 used PowerPoint. There was no significant difference between the groups in a pre-/post-test reading comprehension comparison. However, the questions produced by the experimental group were of a significantly higher quality.

McCarty, D. (2012). An Investigation of Using iPod Fluency Apps and Repeated Reading with Self-Recording for CLDE Students. EdD dissertation, Northern Arizona University. ProQuest Dissertations Publishing.

This American EdD dissertation investigated the effect of repeated oral reading upon the English reading competence of five L1 Spanish 2nd-5th-graders of limited English proficiency identified as learning disabled in reading fluency. Over 13 sessions, using an iPod Touch, these struggling readers spent five minutes recording a short grade-appropriate text from the Timed Reading Practice app and five minutes recording a similar second teacher-created text. All participants showed a gain in reading speed for the second condition, but only the three grade 2-4 students improved for the first condition. The reading comprehension of all students improved, but not significantly so.

McCarty, S., Sato, T., & Obari, H. (2017b). Tokyo University of Agriculture and Technology case study: Smartphone app LINE for EFL peer learning. In S. McCarty, T. Sato & H. Obari (Eds.), Implementing Mobile Language Learning Technologies in Japan (pp. 33-56). Singapore: Springer.

This Japanese case study investigated the effect of using a communication app (LINE) upon the L2 English writing skills of two groups of seven lower/upper intermediate-level university volunteers. The first group wrote its comments in English whereas the second group wrote in Japanese, which the system automatically translated into English. The first group thus wrote and read in English while the second only read in English. Both groups used the program on their own mobile devices for a month, three posts every weekday, to discuss everyday topics of their choice. A pre-/post comparison of TOEIC scores and essays evaluated for readability and sentence length revealed small increases and decreases, with positive results related to the amount that was written in the posts, whether in English or Japanese. Feedback from the participants showed their overall positive attitude toward the use of LINE only for the first condition.

McCarty, S., Sato, T., & Obari, H. (2017d). Aoyama Gakuin University case study: Blended learning and flipped classrooms utilizing mobile devices. In S. McCarty, H. Sato & H. Obari (Eds.), Implementing Mobile Language Learning Technologies in Japan (pp. 71-92). Singapore: Springer.

This presentation discusses three different Japanese case studies that investigated the effectiveness of blended learning and flipped classrooms using a combination of mobile devices and PCs for the preparation of course assignments with B1/B2-level L2 English learners, all L1 Japanese university students. The first and second studies are the same as reported in Obari & Lambacher (2015). The third case study, which followed the same format and assignments as the second but using the online Lecture Ready 3 textbook, involved 24 students over two semesters. A pre-/post-comparison of the CASEC TEST revealed a statistically significant increase of mean scores as well as an increase of about 20% on the OPIc. Although the blended and flipped classroom pedagogy definitely improved English proficiency, the extent to which the use of mobile devices as opposed to PCs contributed to this improvement could not be established since such usage was not systematically tracked.

McCloskey, K. (2012). Using clickers in the second-language classroom: Teaching the passé composé and the imparfait in French. Journal of Law and Social Sciences, 2(1), 235-239.

This study provides no information about research location or institutional level. Although the L2 is identified as French, student proficiency is only identified as level 3, presumably indicating beginners of some type. Clickers were used during one lecture in which 17 students were asked to complete sentences by choosing between the Passé Composé and Imparfait past tenses. They then discussed the corrected results among themselves. The results of a pre-/post-test comparison with a matched control group who did not use clickers to respond demonstrated no significant difference in outcomes. However, participant reaction to the use of clickers was very positive.

McKenzie, T. (2014). The Challenges and Opportunities of Using Mobile Devices to Attain Māori Language Proficiency. Ph.D. thesis. Victoria University of Wellington, Wellington, New Zealand.

This PhD dissertation from New Zealand evaluated the effect of iPads and i-pods upon the Māori writing and speaking proficiency of 41 teachers in Māori medium educational settings. The application was based upon a 20-week face-to-face professional learning/development program. It included 4-13-minute videos about language grammar and language acquisition. Participants were required to audio record themselves to reflect on their progress. Six who scored below 25/50 on the pre-test increased by 10.66 points on the post-test compared to 19 scoring 25+ on the pre-test who increased by 6.29 points.

McLaren, A., & Bettinson, M. (2014). Digital learning and student motivation: Chinese for second language learners. Submitted for publication in R. Moloney & H. Xu (Eds.), The Teaching of Chinese as a Foreign Language in the 21st Century: Australian and Chinese Perspectives (pp. 1-19).

This paper describes the trial of two mobile-accessible L2 Chinese programs by Australian university students. The first, which was conducted over two years with two groups of some 30 intermediate level learners, involved the use of a bilingual online dictionary to support the reading of assigned course texts available in digital and printed format. The second trial, which was conducted with 105 beginner level learners over 12 weeks, involved the use of a character writing and recognition program (Skritter). While, overall, students found both programs useful, a high percentage chose to access them via desktop computers rather than mobile devices, 80% in the case of dictionary look-ups and 37% for character writing and recognition.

McLaren, A., & Bettinson, M. (2016). Digital tools for Chinese character acquisition and their impact on student motivation. In R. Moloney & H-L. Xu (Eds.), Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language (pp. 235-251). Singapore: Springer Science Business Media.

Same as  McLaren & Bettinson (2014)

Mehdipour-Kolour, D., & Ali, M. (2024). Examining the effects of two cognitive styles (field dependence vs. field independence) on learners’ mobile-assisted vocabulary acquisition. Journal of China Computer-Assisted Language Learning, xx, 1-22.

This Malaysian study investigated the effect of cognitive styles (field dependence vs. field independence) on learners’ mobile-assisted vocabulary acquisition. Over four weeks, one hour twice per week, 69 field-dependent and 69 field-independent high school and college intermediate-level L2 English students in a language center used a mobile-accessible flashcard app (Memrise) to learn 150 unspecified words, apparently via smartphones.  Although the pre-/post-test results of both groups demonstrated significant improvement in vocabulary knowledge, the results did not show a statistically significant difference in mean recall levels between the two intervention groups.

Mejia, G. (2016). Promoting language learning: The use of mLearning in the Spanish classes. Revista de Lenguas para Fines Especificos, 22(1), 80-99.

This Australian study describes the implementation of a mobile-based video recording component in a second-semester first-year and second-year A1-level Spanish course. Students used their mobile devices, mostly smartphones, to create a 1-3-minute video. For first-year students this was a selfie giving a brief description of their physical appearance and their personality, and their likes and dislikes. Second year students recorded a video about their neighborhood. For both groups, it is claimed that this activity resulted in a demonstrable improvement in oral skills, vocabulary and grammar, though this is unsubstantiated.

Mellati, M., & Khademi, M. (2015). The impacts of distance interactivity on learners' achievements in online mobile language learning: Social software and participatory learning. International Journal of Web-Based Learning and Teaching Technologies, 10(3), 19-35.

This Iranian study of one month duration evaluated the effectiveness of using WhatsApp on a daily basis with 25 intermediate-level L2 English university students. The app was used as a collaborative platform to share ideas and constructed sentences relating to 30 idioms and 60 collocations taken from the VOA English in a Minute series. A control group of 43 students learned the same idioms and collocations in class sessions three times per week. On a 30-item multiple-choice pre-/post-test comparison, the experimental group significantly outperformed the control group.

Mellati, M., Khademi, M., & Abolhassani, M. (2018). Creative interaction in social networks: Multi-synchronous language learning environments. Education and Information Technologies, 23(5), 2053-2071.

This study evaluated the B1-level L2 English vocabulary acquisition of Iranian language institute students. Over a month, three times per week, 45 participants learned 100 words using their smartphones to access an online course based on a mobile vocabulary app (GRE) with synchronous meetings via a social networking app (WhatsApp) to discuss course content and learning problems. A control group of 45 studied the same vocabulary in class during the same period without the use of either app. The experimental group significantly outscored the control in a post-treatment vocabulary test.

Mena, D. (2020). Cake–Learn English App and the English Language Vocabulary. BA thesis, Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas.

This Ecuadorean BA thesis evaluates the effect of an L2 English mobile-accessible app (Cake) upon the vocabulary acquisition of 16 university students of unspecified English competence level. Once per week for three weeks, participants spent 20 minutes in class using Cake to learn fixed phrases and daily expressions about greetings, emotions, and personal care. A control group of 16 did likewise using their textbook and dictionary. The experimental group significantly outscored the control on a pre-/post-test comparison. The experimental group also indicated that the dialogues, videos, and vocabulary topics presented in the Cake mobile app were clear, appropriate, and appealing.

Mengorio, T., & Dumlao, R. (2019). The effect of integrating mobile application in language learning: An experimental study. Journal of English Teaching, 5(1), 50-62.

This study evaluated the effect of a mobile-accessible learning management system (Moodle) upon the L2 English skills of junior high school students in the Philippines. Over a 3-4-week period, 50 participants of unspecified English competence level accessed Moodle via their mobile phones to engage in daily classroom discussions and complete unspecified activity tasks, apparently on an individual basis. On a pre-/post-treatment comparison involving tests of unspecified language focus, this experimental group outscored a matched control group of 50 that had only received traditional instruction. However, no p value was calculated to substantiate the significance of the difference.

Merzifonluoğlu, A. (2023). Promoting listening skills with an educational tool: VoScreen. Journal of Educational Technology and Online Learning, 6(4), 1027-1043.

This presumably Turkish study describes the effect of a mobile-accessible L2 English listening comprehension app (VoScreen) upon the listening competence of 45 presumed B1-level university students. Participants were expected to access the app out of class for twelve weeks using unspecified mobile devices to complete unspecified exercises following unspecified procedures. A pre-/post-test comparison demonstrated a significant improvement in listening outcomes. A post-treatment questionnaire revealed that students thought that VoScreen offered many advantages such as rich content, awareness of different accents, increased motivation, exposure to real life conversation and an entertaining learning environment.

Meurant, R. (2007b). L2 digital literacy: Korean EFL students use their cell phone videocams to make an L2 English video guide to their college campus. Proceedings of the 2007 International Conference on Intelligent Pervasive Computing (pp.169-173). Los Alamitos, CA:IEEE Computer Society.

This Korean conference presentation is essentially the same as Meurant (2008).

Meurant, R. (2008). The key importance of L2 digital literacy to Korean EFL pedagogy: College students use L2 English to make campus video guides with their cell phone videocams, and to view and respond to their videos on an L2 English language social networking site. The International Journal of Hybrid Information Technology, SERSC 1(1), 65-72.

This Korean article describes a one-week long task-based project intended to promote the English learning of university students of unspecified L2 English competence level through the use of their own mobile phones. Using the camera on their phones, individual students created a video guide of their campus, some of which included interviews. They posted these via MMS to the instructor who then uploaded them to a video blog on the English language version of a Korean social networking website (Cyworld.com). Students then commented on each other’s guides.

Meythaler Naranjo, M., de las Mercedes, A., Rubio Mera, C., …, & Rubio Villagrán, F. (2020). Marco de trabajo para el desarrollo de aplicaciones móviles educativas de pronunciación enfocado en usabilidad (Framework for developing educational mobile applications to teach pronunciation focused on usability). Revista Iberica de Sistemas e Tecnologias de Informacao, E52, 221-235. [in Spanish]

This Ecuadorean study describes the elaboration of a framework (Mobile Development Processes Spiral) for the development of an Android-based mobile app designed to teach the pronunciation of L2 English phonemes. The framework operates over five cycles of design, testing and revision. No details are provided about the content or pedagogical activities undertaken by learners. The app was trialed by an experimental group under conditions about which no information is provided. A pre-/post-test comparison with a control group, which was also not described, demonstrated significant gains for both groups, but significantly more so for the app users.

Michos, T. (2022). Using 'TikTok' as a Mobile Assisted Language Learning (MALL) application to examine the potential effects on Greek EFL learners' listening and speaking skills. MSc thesis, Hellenic Open University.

This Greek study evaluated the effect of a mobile instant messaging app (TikTok) upon the B2-level L2 English listening and speaking ability of 27 L1 Greek adolescents (12-17 years old). For about a month, participants accessed the app via their smartphones to watch a number of EFL videos. However, the video content, treatment procedures and frequency were unspecified. A pre-/post-treatment test revealed that the impact on listening was minimal. Speaking skills, on the other hand, improved for the majority of the participants.

Miller, A. (2019). Using WhatsApp for International Speaking Exam Preparation. MA thesis, Universidad del Norte, Barranquilla, Colombia.

This Columbian MA thesis describes the perceptions of 16 L2 English university students, of unspecified competence level, regarding a TOEFL speaking exam preparation course conducted with a social networking app (WhatsApp) via their personal mobile devices. Over three weeks, two hours daily, via WhatsApp participants audio recorded in class their spoken responses to mock TEOFL questions, to which the instructor later provided corrective feedback also via the app. According to post-treatment questionnaires and interviews, students thought the use of WhatsApp helped to reduce test anxiety and strengthened their self-evaluation abilities.

Milliner, B. (2016). Implementing a mobile-based extensive reading component: A report on student engagement and learning outcomes. In M. Iguchi & Yoffe, L. (Eds.), Mobile learning in and out of the Classroom: Balancing Blended Language Learner Training (pp. 41-50). JACET Summer Seminar Proceedings No. 14. The Japan Association of College English Teachers.

This Japanese paper reports the results of a 15-week project where 54 advanced-mid level (TOEIC 397) L2 English university students used a mobile-accessible extensive reading system (Xreading) to improve reading proficiency. Out of class, students were required to read at least 100,000 words in e-books of their choice. All but three students read over the 100,000-word benchmark. By the end of the treatment, average reading speed increased 36.5 WPM and a pre-/post-test comparison of TOEIC reading test scores demonstrated a 12-point increase which, however, did not correlate with reading volume.

Milliner, B. (2019). Comparing extensive reading to extensive reading-while-listening on smartphones: Impacts on listening and reading performance for beginning students. The Reading Matrix: An International Online Journal, 19(1), 1-19.

This Japanese study evaluated the effect of extensive reading (100,000 words) upon the L2 English skills of A2-level university students over fifteen weeks. Using smartphones, one group of 22 read while simultaneously listening to audio recordings of the texts while a second group of 17 read without listening to audio. A matched control group of 21 did no extensive reading. Pre-/post-treatment tests showed no significant difference between the groups in TOEIC listening score increases or LVLT vocabulary results. Only the control group significantly improved in TOEIC reading test scores.

Milliner, B., & Cote, T. (2015a). One year of extensive reading on mobile devices: Engagement and impressions.  In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EuroCALL Conference, Padova, Italy (pp. 404-409). Dublin Research-publishing.net.

This Japanese study investigates the use of an online graded reading program (Xreading) designed to foster extensive L2 English reading. The program, which was accessible via smartphones and PCs, was used for two semesters by 35 A2-level university students. According to an end-of-year questionnaire, 53% of students preferred accessing the program via smartphone compared to only 27% on PCs. Although students indicated a positive attitude towards using the program, they in fact read very little, on average only 13,500 of 50,000 words expected for 10% of their final course grade.

Milliner, B., & Cote, T. (2015b). Mobile-based extensive reading: An investigation into reluctant readers. International Journal of Computer-Assisted Language Learning and Teaching, 5(4), 1-15.

This Japanese study examined why over two semesters 35 first-year university students, with average TOEIC scores of 524, failed to complete a 50,000-word per semester L2 English reading assignment using the mobile-accessible XReading application. According to a questionnaire and focus group discussions, the participants enjoyed reading English and had a favorable opinion of reading on their smartphones. The failure to reach the word reading target was attributed to  (a) insufficient software training, (b) technical problems with the software, and (c) a lack of understanding about the principles and practice of reading extensively.

Min, J-Y., & Lee, E-J. (2018). 스마트폰학습앱을사용한어휘학습이초등학생의영어어휘능력과태도

에미치는영향 (The effects of using smartphone education applications on Korean elementary school learners’ English vocabulary learning and attitudes). Foreign Languages Education, 25(1), 103-128. [In Korean]

This Korean study describes the use of a mobile game-based app (Wordy Buddy) for the teaching of English vocabulary. Using smartphones, a group of 28 fifth-graders,of unspecified L2 English competence level, trialed Wordy Buddy in three 15-minute class sessions to learn 24 words each time. A matched control group of 29 learned the same vocabulary without the use of the app. Although both groups evidenced increased scores on a pre-/post-test comparison, there was no significant difference between the two groups. Neither was any significant difference between the two groups evidenced in a one-week-delayed post-test.

Minalla, A. (2018). The effect of WhatsApp chat group in enhancing EFL learners’ verbal interaction outside classroom contexts. English Language Teaching, 11(3), 1-7.

This Saudi Arabian study evaluated the effect of voice compared to text interaction upon the English verbal interaction ability of 30 beginner-level L2 English university students. Over two months, using a mobile-accessible instant messaging app (WhatsApp), 15 participants communicated with each other out of class via voice chat and 15 via text chat. The voice chat users significantly outperformed the texters on a pre-/post-treatment test comparison. They also expressed very positive views regarding the use of voice chat to enhance out-of-class verbal interaction in English.

Minin, M., & Shaykina, O. (2018b). И нтенсификация процесса обучения иностранному языку с использованием BYOD-технологии (Intensification of foreign language teaching process using BYOD-technology). Yazyki Kultura (Language and Culture), 44, 267-278. [in Russian] 

This Russian study evaluated the time gains realized in the learning of an L2 English course through the adoption of a flipped mobile-based BYOD teaching methodology with 26 intermediate-level university students. Participants used their own mobile devices to access out-of-class the content material for four lectures related to "Food and drinks”. Learning time was calculated according to the cumulative contact time spent on knowledge acquisition, skill development and assignment completion. Flipped mobile-based BYOD teaching methodology resulted in a 50% reduction of learning time.

Miqawati, A. (2020). Pronunciation learning, participation, and attitude enhancement through Mobile-Assisted Language Learning (MALL). English Review, 8(2), 47-54.

This Indonesian study describes the integration of an Android-based L2 English pronunciation app (Tflat) into the language curriculum. During seven classes, 28 technical college students of unspecified L2 English competence level accessed the app in class via their mobile phones in conjunction with teacher led pronunciation exercises. Class observations confirmed a very high degree of student involvement and a post-treatment questionnaire showed that all participants enjoyed learning using the app. All students passed the post-test, demonstrating that the app could enrich students' pronunciation learning.

Mirzaei, S., Wilkinson, B. & Wyra, M. (2018). Usability testing of VLASTA: A vocabulary learning and strategy teaching app. 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (pp. 685-689).

This Australian study describes the effectiveness of the keyword method in the learning of 22 rare English words under two conditions: traditional pen-and-paper compared to a specially designed tablet-based app (VLASTA). The two-hour trial involved 16 university students, including native speakers as well as L2 learners of unspecified competence level. Half learned the words under one condition and half under the other. Participants then recommenced the trial switching conditions. On an immediate post-test, the app users correctly recalled slightly more words compared to traditional method users. However, no p value was calculated to determine the statistical significance of this difference.

Misdi, M., Nurjannah, N., Suwarno S., …, & Tambunan, A. (2023). Assessing student empowerment in mobile-assisted extensive reading in a university setting. The Qualitative Report 8(6), 1680-1693.

This Indonesian study investigated the effect of a mobile-based extensive L2 English reading program upon the sense of empowerment experienced by 27 university students of unspecified English competence level. Over fourteen weeks, participants read at least six unspecified assigned books online out of class via the mobile-accessible Schoology learning platform. According to the results of a post-treatment questionnaire, students had positive perceptions about mobile-assisted reading with regard to impact (ability to influence teachers and peers), meaningfulness of readings (for their lives and futures), and competence (ability to complete reading tasks). Moreover, students regarded all reading activities as fun and beneficial.

Miyakoda, H., Kaneko, K., & Ishikawa, M. (2011). Effective learning materials for mobile devices: Image vs. Sound. In S. Barton, et al. (Eds.), Proceedings of Global Learn Asia Pacific 2011 (pp. 1683-1690). Chesapeake, VA: AACE.

This Japanese paper describes a vocabulary learning environment that allows instructors and learners to create flashcards for mobile devices and compares the effectiveness of their use with two groups of University students, with 59 and 40 participants. Students in both groups had five minutes to learn 15 L2 English/Japanese word pairs under one of four test conditions: text only, text + audio, text + video, text +audio + video. Both groups were pre-tested and immediately post-tested. The second group returned one week later for a second pre-/post-test. Contrary to expectations, with both groups the presence of visual data did not positively affect learning outcomes.

Miyakoda, H., Kaneko, K., Ishikawa, M., & Shinagawa, N. (2010). Online multilingual vocabulary system and its application in L2 learning. International Journal of Cyber Society and Education, 3(1), 1-14.

This Japanese paper describes the vodcast-based vocabulary learning system previously presented in Amemiya et al. (2007), Hasegawa et al. (2007), and Ishikawa et al. (2007), which consists of three modules: HodgePodge, PodBase, and Multipod. This study also repeats the results of L2 English tests taken by 10 university students with a delay of two weeks and two months, which showed better word retention than with pen and paper rote learning. The system was also trialed by three students for the teaching of L2 Japanese onomatopoeic express

Miyata, M., Ogata, H., Kondo, T., & Yano, Y. (2008b). JAMIOLAS 2.0: Supporting to learn Japanese mimetic words and onomatopoeia with wireless sensor networks. Presented at the International Conference on Computer in Education (pp. 643-650). Taipei, Taiwan: ICCE.

This Japanese paper describes the design of an improved version of the JAMIOLAS system for the learning of Japanese mimetic words and onomatopoeic expressions using palmtop computers with RFID readers which can direct learners to tagged objects and ask multiple-choice questions about them. Twenty university students (16 Japanese and four international L2 Japanese learners) field testedJAMIOLAS2 for 10 minutes. Foreign students found the system more informative than did Japanese informants.

Moayeri, M., & Khodareza, M. (2020). The effect of mobile-assisted language learning on speaking accuracy of EFL learners. Technology in Language Teaching & Learning, 2(1), 22-35.

This study investigated the effect of an oral chat app (ACO) upon the speaking ability of 16 adolescent/young adult intermediate-level L2 English learners in an Iranian language institute. Participants used their mobile phones entirely out of class for three weeks to access the app for pair-oriented exchanges. A matched control group of 19 attended the same classes and engaged in whole class discussions, but without the out-of-class supplementary speaking activity. The experimental group significantly out-performed the control on a pre-/post-test comparison and expressed positive attitudes regarding use of the app.

Moghaddam, M., & Mazaheri, S. (2017). The effect of pedagogical English smart phone applications on Iranian intermediate ESL learners’ active vocabulary. Modern Journal of Language Teaching Methods, 7(1), 47-54.

This Iranian study investigated the effect of two smartphone-based apps upon the vocabulary acquisition of 20 intermediate-level L2 English language institute students. The apps, which targeted TOEIC vocabulary and English phrasal verbs (Wlingua), were used over 18 sessions. During this time, a control group of 20 received only traditional instruction. The experimental group significantly outperformed the control on a pre-/post-test comparison.

Moghaddas, B., & Bashirnezhad, H. (2016). The pedagogical applications of Mobile-Assisted Language Learning (MALL) in improving the Iranian EFL learners' oral performance. International Journal of Applied Linguistics and Translation, 2(1), 8-14.

This Iranian study investigated the effect of using mobile phones to audio-record, over a period of 10 sessions, the in-class oral presentations of 15 intermediate-level L2 English language institute students, who used these recordings for detecting and correcting errors in their own oral performance as well as that of their classmates. In a pre/post-treatment comparison of breakdown fluency, speed fluency, and repair fluency, this experimental group significantly outperformed a control group of equal number who did classroom presentations without the use of audio recording and related follow-up auto/peer correction.

Mohammadi, E., & Masoumi, A. (2021). The relationship between learning vocabulary via mobile (Mobile-Assisted Language Learning) and Iranian EFL learners’ social anxiety and loneliness. Jordan Journal of Modern Languages and Literatures, 13(4), 775-800).

This study investigated the relationship between learning English vocabulary via mobile phone and learners’ social anxiety and loneliness. Once per week for six weeks, 32 B1-level L2 English students in an Iranian university received ten idiomatic expressions, with meanings and example sentences, via an instant messaging app (Telegram). Post-treatment, the Interaction Anxiousness Scale and UCLA Loneliness Scale were used to estimate the learners’ social anxiety and loneliness. No significant correlation was found between these variables and learners’ performance on a post-treatment vocabulary test. It was concluded that MALL could minimize the negative effects of some socially and emotionally affective variables.

Mohammadi, M., & Safdari, N. (2015). Pedagogical values of mobile-assisted task-based activities to enhance speaking skill. Paper presented at the 2015 EUROCALL Conference (pp. 416-420).

This conference presentation investigated the effect of interaction upon the intermediate-level L2 English speaking ability of L1 Persian language institute students. For seven weeks, 60 participants used their mobile phones to access a social networking communication app (WeChat) to engage in weekly 20-30 minute out-of-class oral discussions, half with student/student interactions and half with student/teacher interactions. A control group of 30 only engaged in classroom-based student/instructor discussions with no use of WeChat. The student/student interaction group outperformed the two other groups in a post-treatment speaking test.

Mohammadreza, M., Valizadeh, M., Jalal, P., & Xodabande, I. (2024). University students’ academic vocabulary development through mobile-assisted learning: Exploring the impacts on receptive and productive knowledge. Heliyon, 19, 1-11.

This study compares the effectiveness of three approaches to L2 English vocabulary acquisition with B1-B2-level university learners in Iran. Over five weeks, 30 minutes daily, 34 participants studied 100 unspecified words using smartphone-based flashcards (Anki) and following unspecified procedures while a second group of 27 did likewise using paper flashcards. A control group of 25 studied the same vocabulary using printed word lists. Post-intervention results demonstrated a substantial improvement in both receptive and productive vocabulary knowledge for the digital flashcard group, significantly surpassing the gains observed in the paper flashcard and control groups.

Mohd Dollah, M., Nair, S., & Wider, W. (2021). The effects of utilizing Telegram app to enhance students’ ESL writing skills. International Journal of Educational Studies, 4(1), 10-16.

This Malaysian study evaluated the effect of a mobile-accessible instant messaging app (Telegram) upon the L2 English writing skills of 100 secondary school students of unspecified English competence level. Over four weeks, twice weekly, participants received unspecified writing instruction via Telegram, presumably using their personal mobile phones. A pre-/post-treatment composition evaluation demonstrated significant writing improvement in spelling, punctuation, organization, vocabulary, grammar, content quality and creativity. Student perceptions towards ESL writing skills were also significantly enhanced.

Mohsen, M., & Mahdi, H. (2021). Partial versus full captioning mode to improve L2 vocabulary acquisition in a mobile-assisted language learning setting: Words pronunciation domain. Journal of Computing in Higher Education, 33(2), 524-543.

This Saudi Arabian study evaluated the effect of mobile-based video captioning upon the L2 English word pronunciation of L1 Arabic university students of unspecified L2 English competence level. During one 30-minute in-class session, using an instant messaging app (WhatsApp) via their mobile phones, 19 participants watched three 5-minute videos with full captioning. A second group of 18 did likewise with partial captioning. A third group of 18 watched the same videos without captioning. Both of the captioning groups outscored the no-captioning group on an immediate and three-week delayed post-treatment pronunciation test. Cognitive load was found lowest with partial captioning.

Monk, B., Ozawa, K., & Thomas, M. (2006). iPods in English language education: A case study of English listening students. Journal of Language, Culture and Communication, 8(1), 85-102.

This Japanese paper presents a two-semester case study involving 169 University L2 English majors who were given iPod Shuffles to listen to podcasts. However, since the written transcripts of the podcasts were available, only 18% of students used the iPods for activities related to the learning of English, compared to 70% for listening to music. Only 15% thought that faculty had used podcasting effectively. 64% of students indicated that they had never or hardly ever used their iPods for listening to English while traveling to and from campus.

Montalbán-Martínez, N. (2022). El uso simultáneo de MALL, aprendizaje combinado, aula invertida y ABP en el aprendizaje de IFE (Simultaneous use of MALL, blended learning, flipped classroom and PBL in ESP learning). In JJ. Magaña-Redondo & S. Montaner-Villalba (Eds.), Perspectivas del proceso de enseñanza y aprendizaje de lenguas extranjeras asistido por dispositivo móvil. Revista Electrónica del Lenguaje, 9(1), 63-84. [in Spanish]

This Spanish study investigated the effectiveness of the use of MALL to support a task-based blended/flipped class pedagogical approach to the teaching of L2 English to students in a vocational training center. Over an 18-week semester, 15 students used their tablets to access a web-based platform to work synchronously and asynchronously with multimedia course materials. The results of an end-of-semester four skills test (speaking, listening, writing, reading) showed a substantial improvement in EFL learning from an initial A1 (73%)/A2 (27%) pre-test result to an A2 (80%)/B1 (7%)/B2 (13%) proficiency distribution.

Montaner, S. (2020). EFL written competence through Twitter in mobile version in compulsory secondary education. Global Journal of Foreign Language Teaching, 10(2), 101-110.

This Spanish study evaluated the effect of a mobile-based social networking app (Twitter) on the L2 English writing skills of 46 high school students of B1-level English competence level. Over two terms, participants used Twitter on unspecified mobile devices to write two summaries on unspecified topics following unspecified procedures. These and unspecified pre-/post-tests were graded for (1) test content; (2) text organization and structure; (3) grammar; (4) vocabulary use; and (5) spelling. All five parameters improved on the pre-/post-test comparison. However, no p value was calculated to substantiate the significance of these improvements.

Montaner-Villalba, S. (2019). Instagram como herramienta para fomentar la expression escritaen lengua inglesa: Investigación-acción (Instagram as a tool to encourage written expression in the English language: Research-action). In K. Ramírez Paredes et al., Recursos Educativos para el Aula del Siglo XXI (pp.130-137). Eindhoven, NL: Adaya Press. [in Spanish]

This study evaluated the L2 English writing performance of B1-level high school students in Spain under two treatment conditions. Over eight 45-minutue class sessions, an experimental group of 15 used a mobile-accessible instant messaging app (Instagram) to perform the preparatory activities and composition of two essays, one per academic quarter. A control group of 14 did likewise using Word Office. Essays were assessed for content, organization, spelling, vocabulary and media. The experimental group demonstrated a substantial improvement between their first and second compositions while the control showed no significant difference.

Montaner-Villalba, S. (2022a). Using Kahoot in the English lesson within the CLIL approach. In JJ. Magaña-Redondo & S. Montaner-Villalba (Eds.), Perspectivas del proceso de enseñanza y aprendizaje de lenguas extranjeras asistido por dispositivo móvil. Revista Electrónica del Lenguaje, 9(1), 33-46.

This study investigated the effectiveness of a mobile-accessible game-based tutorial app (Kahoot!) for the learning of L2 English vocabulary targeting the field of geography. The treatment lasted two months and involved 19 A2-level high school students and 12 B1-level university students in Spain. Scores were low for both groups on an app-internal quiz, 31% total correct responses for the first group and 50% for the second. Participants indicated that they did not enjoy using Kahoot! and thought they hadn’t learned anything new.

Montaner-Villalba, S. (2022b). EFL written production through blogging: Computer versus mobile insights. In B. Arnbjörnsdóttir, B. Bédi, L. Bradley …. & M. Whelpton (Eds.), Intelligent CALL, Granular Systems, and Learner Data: Short Papers from EUROCALL 2022 (pp. 279-285). Research publishing.net.

This book chapter compares the A2-level English writing progress of high school students in Spain who used a website app (WordPress) over an academic year to complete assigned written tasks. Twelve participants did so using a mobile version of the app while another twelve used a computer-based version of the app. Although the computer-based users performed better than the mobile device users on two initial writing tasks, the results of the mobile device users on two final composition tasks were significantly better than those of the computer users, whose performance decreased significantly compared to their initial results.

Monteiro, A., & Ribeiro, P. (2020). Virtual reality in English vocabulary teaching: An exploratory study on affect in the use of technology. Trabalhosem Linguística Aplicada, 59, 1310-1338.

This study describes the use of a Google-based (Cardboard, Expeditions, Polly) virtual reality application in teaching L2 vocabulary to 25 students with an English competence level ranging from elementary to intermediate. Participants, from a Brazilian university and private students, watched a 360° video of a virtual museum tour for two sessions. On a pre-/post-treatment vocabulary test comparison, all participants improved their scores in inverse proportion to their English competence level, i.e., elementary the most, pre-intermediate in the middle and intermediate the least. Students found the experience engaging and motivating.

Moon, E-J., & Kim, J-K. (2011). 웹기반및모바일블로깅을활용한웹환경에서의쓰기효과 (Effects of web-based and mobile bloggings on Korean college students’ writing). Multimedia-Assisted Language Learning, 14(3), 225-243. [In Korean]

This Korean study compared the effects of two types of blogging upon the writing of 28 advanced-level (C1) L2 English university students, twelve of whom used a web-based and sixteen a mobile-based blog to write five essays, one a week, over a seven-week period. The results of a pre-/post-test holistic assessment showed that the mobile blogging group performed significantly better than the web-based blogging group. However, when T-units and dependent clauses were analyzed, no significant differences were observed in syntactic complexity between the two different groups.

Moradi, M., & Hosseini, L. (2023). Mobile-based learning of English language vocabulary. Afak for Sciences Journal, 8(2), 223-236.

This Iranian study compared the effectiveness of a MALL implementation to dictionary usage in the acquisition of English vocabulary by university students of unspecified L2 English competence level. Ten minutes twice weekly during an unspecified time period, 20 participants used unspecified mobile devices to memorize the meaning of 70 unspecified everyday words. A control group of 20 received no treatment and just used an unspecified dictionary to learn the same words. Whereas the MALL group demonstrated significant progress on a pre-/post-treatment vocabulary test of the words studied, there was no significant difference in the pre-/post-test results of the control group.

Moreno, M., Manahan, D., Fernandez, M., …., & Rodrigo, M. (2019). Development and testing of a mobile game for English proficiency among Filipino learners. In M. Chang, et al. (Eds.), Proceedings ICCE 2019 - 27th International Conference on Computers in Education, 2, (pp. 246-251). Taiwan: Asia-Pacific Society for Computers in Education.

The topic of this conference presentation is the same game-based L2 English learning app (Learning Likha) as described in Rodrigo, Agapito & Manahan (2019). In this case, it was trialed with 55 Filipino 4th-6th-graders of unspecified L2 English competence level. Trialing, which lasted one session, showed that students who performed better and had greater confidence enjoyed using the software but were less engaged than those who performed more poorly. However, results of the analyses did not find a significant correlation between test scores, engagement or intrinsic motivation.

Morgana, V. (2018a). The IPAD and the Development of Speaking and Writing in the Secondary EFL Classroom.  EdD thesis, The Open University.

This EdD dissertation reports the results of two iPad-based studies involving B1/B2-level L2 English high school students in Italy. The first study, which lasted five months, concerned 38 participants and focused on their perceptions of the facilitative role of the iPad in speaking tasks. According to a pre-treatment survey, over 38% of the students were doubtful about its value to develop speaking skills, and only 42% thought they could improve speaking skills at the end of the project. Post-treatment, students were much more positive regarding iPad usage. The second study focused on the performance benefits resulting from the use of iPads. Over six months, six students wrote three essays, half using an iPad and the other half using pen&paper. Analysis of the essays showed little differences in accuracy or complexity between the two groups. However, learners in the pen&paper group were the more accurate of the two. The pen&paper group also outperformed the iPad users on a post-treatment Cambridge FCE writing paper.

Morgana, V. (2024). Fostering English speaking and writing subskills for the Cambridge B2 First through technology-mediated tasks. ReCALL, 36(2), 119-34.

This study, presumably undertaken in Italy, evaluated the effect of iPad usage upon the intermediate-level L2 English of L1 Italian high school students. Over five months, 21 participants undertook four task-based projects, two as a speaking assignment and two as a written presentation. A matched control group of 21 did likewise using only pen-and-paper. iPads were used for video watching, recording speeches and writing papers. The control group watched the same videos on a class screen and made in-class oral presentations. The iPad group achieved higher scores in pronunciation and accuracy in speaking, and for content and organization in writing.

Morgana, V., & Shrestha, P. (2018). Investigating students' and teachers' perceptions of using the iPad in an Italian English as a foreign language classroom. International Journal of Computer-Assisted Language Learning and Teaching, 8(3), 29-49.

This Italian exploratory study describes the incorporation of iPads into the L2 English curriculum of two high school classes consisting of 43 sixteen-year-olds of unspecified L2 English competence level. Students used the iPads in class to perform listening, speaking and writing task-based learning activities. Over four class observations, teachers perceived improvement in student work with collaborative tasks involving speaking and listening skills. They also observed students’ increased engagement in the learning process. According to a student survey and interviews, students felt more independent in their schoolwork inside and outside the classroom due to their access to the iPad.

Morini, L., Charitonos, K., Arnab, S., …, & Van Leeuwen, G. 2016 (2016). ImparApp: Designing and piloting a game-based approach for language learning. Proceedings of The European Conference on Games Based Learning 2016, Paisley, Scotland. 

This conference presentation describes the design and pilot testing of a prototype mobile game-based, location-aware, beginning level L2 Italian app (ImparAp). ImparApp is designed to be used in a blended mode: learners spend one week in class with a tutor, and the following week complete challenges and tasks with the app in self-guided mode at campus locations collecting items to solve a time travel mystery. Seven intermediate-level (A2) L2 Italian university students in the UK field-tested the app during one session. Their reaction to the game was overwhelmingly positive.

Motallebzadeh, K., Beh-Afarin, R., & Daliry Rad, S. (2011). The effect of short message service on the retention of collocations among Iranian lower intermediate EFL learners. Theory and Practice in Language Studies, 1(11), 1514-1520.

This Iranian study investigates the effectiveness of mobile phone SMS compared to printed paper for the rote learning of L2 English collocations. For five weeks, 40 intermediate-low-level university students received twice weekly seven collocations with definitions and example sentences. Half of the group received these via SMS, the other half as a printed hand-out. Students took two quizzes in the same format as the presentation mode. Participants in the SMS group showed significantly better vocabulary retention than the ones in the printed paper group.

Motallebzadeh, K., & Ganjali, R. (2011). SMS: Tool for L2 vocabulary retention and reading comprehension ability. Journal of Language Teaching and Research, 2(5), 1111-1115.

This Iranian study investigates the effectiveness of mobile phone SMS compared to printed paper for the rote learning of L2 English vocabulary. For 16 sessions, three times a week over a period of five weeks, 34 intermediate-low-level university students received a total of 50 words with definitions and example sentences. Half of the group received these via SMS, the other half as a printed hand-out. Based on the results of a post-test, participants in the SMS group showed significantly better vocabulary retention than the ones in the printed paper group.

Motlagh, H., Khafaie, H., Arastoo, A., …, & Khafaie, M. (2020). Application of social network in traditional sciences education on the vocabulary acquisition of secondary English learner students. Education and Information Technologies, 25(4), 3071-3085.

This study evaluated the effect of a social networking app (Telegram) upon the L2 English vocabulary acquisition of 32 medical science students of unspecified English competence level in an Iranian university. Over two months, they received on their smartphones via Telegram weekly video and textual material that supplemented their course instruction. During the same time, a control group of 29 received the same class instruction without any supplementary support. Both groups significantly improved their scores on a pre-/post-treatment vocabulary test comparison, but the Telegram participants significantly more so than the control group.

Moura, A., & Carvalho, A. (2010). Mobile learning: Using SMS in educational contexts. In N. Reynolds & M. Turcsányi-Szabó (Eds.), KCKS 2010, IFIP AICT 324 (pp. 281-291). International Federation for Information Processing.

This conference presentation describes the attitudes of a group of 68 Portuguese high school and adult vocational school students regarding the use of SMS to support their learning of Portuguese and French. Presumably these were L2, but the competence level is not specified. For six weeks, participants received daily messages on their own phones three times per day. One type was simply stored and required no response. A second type involved activities asking questions or demanding individual tasks. A third type involved activities including collaborative tasks. Students liked the activities, recognized them as stimulants and felt that they promoted learning.

Mouri, K., Uosaki, N., & Ogata, H. (2018). Learning analytics for supporting seamless language learning using e-book with ubiquitous learning system. Educational Technology &Society, 1(2SI), 150-163.

This Japanese study investigated the effect of a mobile-based analytical app (VASCORLL2) upon the frequency of L2 Japanese learning episode entries in a mobile user-created vocabulary e-book (SCROLL). SCROLL allowed users to capture, review, reuse and share knowledge with other learners. VASCORLL2 automatically visualized and analyzed all learning logs in SCROLL. Over two weeks, 20 students of unspecified L2 Japanese competence level used SCROLL, all without VASCORLL2 during the first week and half with it during the second week. Whereas the number of learning episode entries increased for the VASCORLL2 users, it decreased for the non-users.

Mousavinia, S., Hayati, A., & Khazaie, S. (2014). An investigation into the impact of abbreviated didactic texting on language learning. International Journal of Applied Linguistics & English Literature, 3(2), 220-226.

This Iranian study examined the effect of abbreviations in SMS messages used to transmit L2 English grammar notes to intermediate-level university students. During 15 sessions throughout an academic year, grammar notes were sent via SMS to 120 students, one half of which received them in typically abbreviated SMS form while the other half received them in standard English. The abbreviated SMS group significantly outscored the control students on a post-treatment 30 item English grammar test. It is suggested that the use of abbreviations reduces distance and anxiety thus enhancing learning.

Movafagh Ardestani, E. (2017). The effect of using Telegram messenger on vocabulary learning of Iranian EFL learners. Language Education Studies, 3(4), 1-9.

This study evaluated the effectiveness of vocabulary teaching online via a mobile phone-based instant messaging app (Telegram) compared to traditional in-class instruction. Over eight sessions, 25 upper-intermediate-level L2 English participants in an Iranian language institute studied one way and 25 the other. Although both groups made significant progress in a pre-/post-test comparison, the mobile phone users improved significantly more so than the control.

Mroz, A. (2020). Aiming for advanced intelligibility and proficiency using mobile ASR. Journal of Second Language Pronunciation, xx, 1-27.

This American study is a follow-up to Mroz (2018), providing the quantitative statistical details relating to the effect of Automatic Speech Recognition (ASR) upon the intelligibility and proficiency of the speech of 16 intermediate-level L2 French university students. In three 30-minute sessions over a nine-week period, participants used the ARS feature of Gmail to practice a 60-100 word read-aloud passage and a 1-2 minute unscripted speech in two different classes, one that focused on speaking and the other on pronunciation. A matched control group of 10 in these classes did the same exercises without the use of ASR. Regardless of teaching focus, the experimental group significantly outperformed the control on intelligibility but not proficiency on a pre-/post-treatment comparison.

Mu, Z. (2017). Affordance-based mobile learning in a flipped classroom to enhance CFL learners’ oral proficiency: A comparative study. Paper presented at The 2nd International Conference on Education, E-learning and Management Technology (pp.106-111).

This Chinese paper describes the effect of a mobile-based flipped classroom intervention, realized via an instant messaging app (WeChat), upon the oral proficiency of 32 L2 Chinese university students of unspecified competence level. Compared to a control group of 32 that attended class three days per week for sixteen weeks, the flipped class met only twice per week during that time. WeChat was used to deliver background information, audios and videos relating to the course and also to support an interactive online learning community. WeChat participants significantly outperformed the control on a post-test.

Mulyadi, D., Aimah, S., Arifani, Y., & Singh, C. (2022). Boosting EFL leaners’ listening comprehension through a developed mobile learning application: Effectiveness and practicality. Applied Research on English Language, 11(3), 37-56.

This Indonesian study evaluated the effectiveness of an instructor-produced mobile app upon the listening comprehension of 45 L2 English university students of unspecified competence level. Using their own Android devices, participants accessed the app during 12 sessions via a learning management system (LMS). A control group of 41 accessed the same LMS materials without the mobile app support. The experimental group significantly outscored the control on a comparative pre-/post-test of listening comprehension. Moreover, a questionnaire completed by 184 university students demonstrated very high satisfaction with the mobile app.

Murad, D., Wang, R., Turnbull, D., & Wang, Y. (2018). SLIONS: A karaoke application to enhance foreign language learning. In Proceedings ACM Multimedia Conference (pp. 1679-1687). Seoul, South Korea.

This conference presentation evaluates the effect of an Android/iOS mobile-based multi-language karaoke app (SLIONS) upon the vocabulary acquisition and pronunciation of university students in South Korea. For a week, seven L2 English and eight L2 Chinese learners used the app. A pre-/post-test comparison demonstrated significant improvement in pronunciation. Vocabulary scores also increased, but not with statistical significance. Overall, student reaction to usage of the app was very positive.

Murphy, B., Mackay, J., & Tragant, E. (2023). ‘Ok I think I was totally wrong:) new try!’: Language learning in WhatsApp through the provision of delayed corrective feedback provided during and after task performance. Language Learning Journal, 51(4), 491-508.

This Spanish study describes student participation in reaction to L2 English delayed corrective feedback received on their mobile phones via a Mobile Instant Messaging app (WhatsApp) under two conditions. For five weeks, 10 L1 Spanish students in a B2-level English language school course completed situational grammar exercises adapted from their course book. Error feedback was provided either during or after task completion in a classroom WhatsApp group. Participation in during-task corrective feedback episodes was much higher than in after-task episodes. Engagement with corrective feedback episodes was also much higher when students self-repaired their own errors during communicative tasks.

Murphy, P., Bollen, D., & Langdon, C. (2012). Mobile technology, collaborative reading, and elaborative feedback. In J. Díaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning innovation and leadership in English language teaching (pp. 131-159). Bingley, UK: Emerald Group Publishing Limited.

This Japanese paper investigates the potential of a web-based environment using iPhones, laptops, and tablet computers to promote collaborative L2 English reading through the support afforded by computer-mediated feedback. Two types of feedback were compared, computer-generated only or elaborative feedback from an instructor. The system was pilot tested during one 90-minute session by 95 university students of unspecified L2 English competence level. These participants used classroom laptops compared to a control group of 62 who received instructor feedback. Scores attained on a reading comprehension exercise revealed no significant difference between the feedback modes.

Mwakapina, J., Mhandeni, A., & Nyinondi, O. (2016). WhatsApp mobile tool in second language learning: Opportunities, potentials and challenges in higher education settings in Tanzania. International Journal of English Language Education, 4(2), 70-90.

This Tanzanian paper investigated the perceptions of 120 university students of unspecified L2 English competence level regarding the use of an instant messaging app (WhatsApp) in a semester-long English remedial grammar course. Via their smartphones, students used WhatsApp to participate in discussions, access online links and take quizzes relating to two weekly short readings. The majority of students viewed the use of WhatsApp positively and thought that it had improved their overall English language proficiency. Notwithstanding, a large percentage of participants felt negatively regarding any specific improvements in their reading, speaking, listening and writing skills.