Na, H., & Ng, S., (2020). The use of mobile applications in Mandarin script writing assignments among students of higher learning institutions. INSANIAH: Online Journal of Language, Communication, and Humanities, (2), 116-130.
This study evaluated the effect of mobile-based translation upon the L2 Chinese script writing ability of Malaysian university students of unspecified Chinese competence level. Over ten weeks, 41 participants were encouraged to use a mobile-phone accessible translation app (iTranslate) to complete unspecified writing assignments following unspecified procedures. A control group of 40 received traditional “chalk & talk” instruction and undertook (the presumably same) assignments using whatever resources they preferred. Both groups demonstrated significant improvement in a pre-/post-test comparison, but the experimental group significantly more so than the control. There was no significant pre-/post difference in self-efficacy between the two groups.
Naderi, N., & Akrami, A. (2018). EFL learners’ reading comprehension development through MALL: Telegram groups in focus. International Journal of Instruction, 11(2), 339-350.
This Iranian study evaluated the effect of a mobile-accessible instant messaging app (Telegram) upon the reading comprehension of intermediate-level L2 English university students. Over an academic term, 29 female and 26 male participants used their smartphones to access Telegram, which was used to distribute, read, complete related tutorial exercises, discuss and listen to audio recordings of the texts. A control group of 26 females and 22 males studied the same passages in class without the use of the app. The experimental group significantly outscored the control on a pre-/post-test comparison. There was no significant gender-based difference in these results.
Nagaraja, S-H., & Dange, J. (2018). Effectiveness of mobile assisted learning in the development of vocabulary among student-teachers. International Journal of Research and Analytical Reviews, Special Issue, 353-357.
This Indian study compares the English vocabulary acquisition of two groups of 30 B.Ed. college student teachers of unspecified L2 English competence level. One group used mobile-assisted learning, the details of which, however, are not described. The control group followed what is identified as conventional instruction, but again no details are given. On a pre-/post-treatment 33-item multiple-choice vocabulary test, the experimental group significantly outscored the control, which made no significant improvement. The experimental group also evidenced a significant increase in median scores on a delayed-post-test compared to the post-test.
Nah, K-C. (2010). The use of the internet through mobile phones for EFL listening activities. Proceedings Applied Linguistics Association of Korea 2010 Annual Conference (pp. 197-205).
This Korean conference presentation describes a three-month study that investigated the attitudes of 30 intermediate-level L2 English university students towards the use of mobile phones to access Internet-based listening exercises. Students could also discuss the topic with other participants on the mobile discussion board. The learners’ attitudes towards using the site on the mobile Internet became more neutral after the experiment, with both positive and negative attitudes decreasing. The decrease in positive attitudes was attributed in particular to the extra expense for the Internet connection and the limitations of mobile phone technology.
Nah, K-C. (2011). Optimising the use of wireless application protocol (WAP) sites for listening activities in a Korean English as a foreign language (EFL) context. Computer Assisted Language Learning, 24(2), 103-116.
This Korean study is the published version of Nah (2010). It describes a three-month investigation of the attitudes of 30 intermediate-level L2 English university students towards barriers discouraging them from using the Internet for EFL listening. The learners’ attitudes towards using the course website to complete listening exercises and discussion activities on the mobile Internet became more neutral after the experiment, with both positive and negative attitudes decreasing. The decrease in positive attitudes was attributed in particular to the extra expense for the Internet connection and the limitations of mobile phone technology (i.e., the small screen size and limited keypad).
Nah, K-C., White, P., & Sussex, R. (2008). The potential of using a mobile phone to access the Internet for learning EFL listening skills within a Korean context. ReCALL,20(3), 331-347.
This Korean study investigates the attitudes of language learners toward using mobile phones to browse a mobile-accessible website for English listening comprehension. The site was trialed by 30 intermediate-level L2 English university students for 12 weeks. In addition to listening comprehension materials, the site also incorporated a discussion board which was used to exchange course information and to help complete pre- and post-listening activities. Overall, language learners expressed positive attitudes towards the use of the website. However, about a quarter of participants preferred studying in a quiet place for extended periods instead of in short study time-slices in public spaces.
Nair, S., Siddique, M., & Wider, W. (2019). The effects of utilizing smart phones in enhancing students' English essay writing skills in Pakistan. International Journal of English Language and Literature Studies, 9(1), 1-17.
This study describes the effect of an SMS-based composition intervention upon the intermediate-level L2 English descriptive essay writing skills of 45 Pakistani college students. Over six weeks, in class, participants collaboratively wrote six essays on the basis of pictures sent via SMS to their mobile phones, about which they collaboratively wrote an essay. A control group of 65 viewed the same pictures via a PowerPoint presentation, then individually undertook the writing of a related essay. The experimental group was more motivated and significantly outperformed the control on a post-treatment essay.
Nakaya, K. & Murota, M. (2013). Development and evaluation of an interactive English conversation learning system with a mobile device using topics based on the life of the learner. Research & Practice in Technology Enhanced Learning, 8(1), 65-89.
This Japanese study describes the design and preliminary evaluation of a mobile-based Android system for English conversation practice provided through pseudo-interactions via Twitter tweets based on the interests of learners of unspecified L2 English competence level. It was trialed by four junior high school students for seven days compared to a control group of four who were only presented general conversation topics. In a post-treatment interview, three of the four participants using lifelog-based topics indicated that they enjoyed practicing the conversation provided the topics offered were really related to the tweet on their Twitter account.
Nakaya, K., & Murota, M. (2016). Improvements to a learning design: The combination of mobile application for summary speaking task by self-study and pair work in a class: The effectiveness in scaffolding tasks and visualizing learning achievement. Proceedings - IEEE 16th International Conference on Advanced Learning Technologies (pp. 337-341), ICALT 2016.
This Japanese paper examines the effectiveness of improvements made to the design of the mobile-based self-study app (MAST) described in Nakaya & Murota (2013). For four weeks, 21 L2 English university student volunteers of unspecified English competence level used the app to read and audio record summaries of short newspaper articles, one per week, which they then in class peer reviewed in pairs to improve their speech. Analysis of MAST usage showed a statistically significant increase in the number of self-study days compared to the results achieved with the previous version of the app.
Nalyvaiko, O., Vakulenko, A., & Zemlin, U. (2020). The use of the mobile application “Drops” in the process of learning foreign languages. Electronic Scientific Professional Journal, 8, 107-120.
This Ukrainian study describes in detail a game-based mobile vocabulary acquisition app (Drops) and evaluates its effectiveness in two experimental L2 English trials that lasted one week each with participants of mixed proficiency level. Drops offers vocabulary from 14 thematic categories (e.g., Food & Drinks, City & Shops, etc.) in 37 different languages, including both British and American English. Both experiments involved British English, the first targeting "City & Shops” and the second “Food & Drinks”. In the first trial, three cohorts of ten participants each were grouped by age (pupils:10-12 years, students: 18-20 years, adults: 25-30 years). On average, the students performed the best (27% correct) on a post-treatment vocabulary test, but only slightly surpassed the pupils (25% correct). Adults achieved less than 12% correct. The second trial was conducted with two groups of fifth-graders, 30 per group. One was from a comprehensive school and the other from an English-specialized school. On a post-treatment vocabulary test, the English-specialized students on average outscored those from the comprehensive school 31% correct to 21% correct.
Namaziandost, E., Alekasir, S., Dehkordi, E., & Tilwani, S. (2021). An account of EFL learners' vocabulary learning in a mobile assisted language environment: The case of Rosetta Stone application. Language Learning Electronic Journal, 22(1), 80-110.
This Iranian study evaluated the effectiveness upon L2 English vocabulary acquisition of two versions of an L2 English app (Rosetta Stone) compared to conventional classroom teaching. Over seven weeks, 60 B1/B2-level language institute students learned 100 words, 20 using their phones to access the MALL version of Rosetta Stone, 20 using PCs for the CALL version and 20 in class without technological support. All three groups made significant improvement in a pre-/post-treatment vocabulary test comparison, but Rosetta Stone users more so than the control and the CALL group the most.
Namaziandost, E., Hashemifardnia, A., Bilyalova, A., …, & Rivera-Lozada, O. (2021). The effect of WeChat-based online instruction on EFL learners’ vocabulary knowledge. Education Research International, 2021, 1-8.
This Iranian study evaluated the effect of a mobile-accessible messaging app (WeChat) used collaboratively by 22 intermediate-level L2 English students to learn and practice vocabulary. Over an undisclosed time period, participants were presented ten words per session, asked questions about word meaning and made sentences. A matched control group of 22 learned the same words during six forty-minute in-class sessions of teacher-led instruction involving translations, antonyms, and synonyms. The experimental group significantly outscored the control group in a pre-/post-test comparison.
Nasab, H., & Taki, S. (2016). Effects of MALL in blended learning on Iranian EFL learners' reading comprehension. Modern Journal of Language Teaching Methods, 6(1), 854-869.
This Iranian paper evaluates the use of a mobile instant messaging app (Viber) as the basis of a blended learning environment and its effect upon the L2 English reading competence of 20 intermediate-level private language school students. For eight weeks, out of class, participants used Viber on their smartphones and tablets to discuss weekly class readings. During the same period, a matched control group of 20 did the same readings, but did not discuss them out of class. On a pre-/post-treat reading test comparison, the experimental group significantly outperformed the control.
Naseri, E., & Khodabandeh, F. (2019). Comparing the impact of audio-visual input enhancement on collocation learning in traditional and mobile learning contexts. Applied Research on English Language, 8(3), 383-422.
This Iranian study compared the effectiveness of written and audio enhancement upon the learning and written use of collocations by L1 Farsi intermediate-level L2 English learners under two conditions. In ten in-class sessions over four weeks, 60 participants studied 30 collocations, half the group with enhancements and half without. Another group of 60 received the same treatment on their mobile devices via WhatsApp groups. On a pre-/post-test comparison, participants who received enhanced input significantly outscored those who did not. No significant difference was demonstrated between the mobile versus non-mobile groups.
National Council for Curriculum and Assessment (2007). Mobile-Assisted Language Learning Report on the Pilot Project (58 pp).
This report describes the outcomes of a four-week pilot project that used mobile phones to support the teaching of Irish at an unspecified competence level with 69 second year primary school students in Ireland. Students used the phones both in and out of class to dial into pre-recorded question prompts to which they recorded their responses. They also received one word or phrase daily via SMS. Students viewed the system favorably and reported progress in speaking Irish, particularly their increased vocabulary, improved comprehension, and grammatical competence. Teachers indicated that the system was especially effective for weaker students.
Naz, D., Rasheed, T., Khalid, M., & Naseem, H. (2023). Impact of teaching English grammar via mobile learning apps to English as second language learners in Pakistan. Russian Law Journal, 11(3), 1992-2003.
This Pakistani study evaluates the effect of a gamified L2 English app (Hello English) upon the grammar learning of 7th-8th graders of unspecified English competence level. During fifteen sessions over three months, apparently using smartphones, 50 participants completed unspecified exercises following unspecified procedures. Meanwhile a control group of 50 received unspecified instructions that did not include use of the app. The experimental group significantly outperformed the control on a pre-/post-treatment grammar test. Additionally, respondents viewed the app favorably for its contribution to language learning, emphasizing its role in enhancing language proficiency.
Naz, M., Nusrat, A., Tariq, S., …, & Ashraf, F. (2022). Mobile-assisted vocabulary learning (M learning): A quantitative study targeting ESL Pakistani learners. Webology, 19(3), 1342-1364.
This study evaluated the effect of a mobile-accessible game-based quiz app (Kahoot!) upon the L2 English vocabulary acquisition of L1 Urdu university students in Pakistan. Over six weeks, twice weekly for twenty minutes, 20 learners of unspecified English competence level, accessed Kahoot! in class via their smartphones to learn a total of 120 words taken form Barron’s GRE High-Frequency word list. A matched control group of 30 did likewise using traditional paper-based English vocabulary learning methods. The experimental group significantly outscored the control on a pre-/post-test comparison.
Ndegwa, A., Gutiérrez-Colón, M., & Manegre, M. (2024). Impact of a gamified application on reading comprehension and attitude of Swahili among young learners in Kenya. Interactive Learning Environments, 32(6), 3047-3059.
This Kenyan study evaluated the effectiveness of an L2 mobile Swahili game-based reading app (StratApp) with primary school children. Over an unspecified duration and frequency, using tablets in small groups, 19 participants of unspecified Swahili proficiency level read unspecified texts following unspecified procedures. They were awarded badges by gaining points for correct responses. A matched control group of 20 students, also working in small groups using tablets, read the same texts in PDF format without receiving any award points. The experimental group significantly increased its scores on a pre-post-test comparison whereas the control showed no difference in its reading scores.
Nel, M-L. (2018). L’ordinateur et le téléphone portable en classe de FLE pour travailler l’oral (The computer and mobile phone in FLE class to develop oral skills). French Studies in Southern Africa, 48, 161-188. [in French]
This study describes the attitudes of twenty L2 French university students of unspecified competence level in South Africa regarding their preference of platform for developing oral skills. In class, twice a week for two weeks, participants engaged in monologues and interactive speaking activities, half of the time using a computer-based program (Papotons) and the other half using a social networking app (WhatsApp) via their mobile phones. According to a post-treatment questionnaire, students preferred using a mobile phone with WhatsApp because they found this quicker, easier, and more effective than the computer program.
Ng, S., Azlan, M., Kamal, A., & Manion, A. (2020). A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance. Education and Information Technologies, np.
This Malaysian study evaluated the effect of guided mobile-based activities upon the L2 English of 264 B2-level university students. During eight weekly classes, participants used their smartphones to access a mobile app that linked them to six web-based tools for the teaching of course contents. A matched control group of 155 studied the same content using textbooks, text-related cards, pictures. Out of class, all students could access a mobile-accessible learning management system to upload/download course materials. The guided mobile activities group significantly outscored the control on a pre-/post-test comparison.
Nguyen, T-H., Hwang, W-Y., Pham, X-L., & Ma, Z-H. (2018). User-oriented EFL speaking through application and exercise: Instant speech translation and shadowing in authentic context. Educational Technology & Society, 2 (4), 129-142.
This Taiwanese paper reports the results of two experiments involving the use of a GPS location-aware bi-directional Chinese-English Android-based translation app (ezTranslate) with L2 English university students of unspecified L2 English competency level. In response to oral input, ezTranslate provides text translations and their pronunciation, which users can shadow with evaluation via an Automatic Speech Recognition algorithm. The app also allows audio recordings to be made and sent to an instructor. In the first experiment, as a course assignment, 44 students used ezTranslate for two weeks to describe on-site, one per week, two favorite locations. A group of 36 did likewise without their physical on-site presence. Students who used the app on-site tended to express more complex, longer sentences. When evaluated for accent, grammar, fluency, and vocabulary, students who completed the second assigned recorded location description in an authentic context outperformed those who made their recordings off-site. In the second experiment, 36 volunteers used ezTranslate for a week with no required, pre-selected, topics or assignments. It was found that students who walked more in arriving at their on-site locations also tended to speak more.
Nguyen, V., & Pham, V. (2011). Learner open modeling in adaptive mobile learning system for supporting student to learn English. International Journal of Interactive Mobile Technologies, 5(4), 22-29.
This Vietnamese article is the published version of Nguyen & Pham (2012).
Nguyen, V., & Pham, V. (2012). CAMLES: An adaptive mobile learning system to assist student in language learning. In Wireless, Mobile and Ubiquitous Technology in Education (WMUTE), 2012 IEEE Seventh International Conference (pp. 72-76). IEEE.
This conference presentation describes the design and evaluation of an adaptive mobile phone-based app (CAMLES) intended to prepare L2 English learners for the TOEFL. It focuses on five main topics: nouns, verbs, adjectives, adverbs and prepositions. Content can be adapted according to location, time, and learner's knowledge. The prototype was tested, presumably during a single session, by three groups of 35 Vietnamese students based on prior TOEFL scores: none, below 450, above 500. Participants generally rated CAMLES positively for usefulness, question difficulty and topic appropriateness, use of contextual features and desire to reuse the system.
Nickerson, C. (2018). Mobile and multidimensional: Flipping the business English classroom. ESP Today. Journal of English for Specific Purposes at Tertiary Level, 6(1), 65-83.
This study describes a flipped classroom experience in an online Business English course mediated entirely by student-owned mobile devices. For a semester, 41 B2-level university students in the UAE completed 19 communicative tasks intended to promote interaction, language production and reflection, and develop two critical computer-mediated workplace communication skills, i.e., dealing with different audiences and selecting appropriate media. According to a post-treatment questionnaire, participant reactions to the flipped course were significantly more positive compared to the course evaluation of 161 matched students who had received normal face-to-face instruction.
Nicolaidou, I., Pissas, P., & Boglou, D. (2021). Comparing immersive Virtual Reality to mobile applications in foreign language learning in higher education: A quasi-experiment. Interactive Learning Environments, 1-15.
This study compared the effect upon vocabulary acquisition of an immersive L2 Italian app (Mondly) under two implementations. During one twenty-minute session, 20 university students in Cyprus with little or no prior exposure to Italian watched a Virtual Reality display (Oculus Rift) of a lesson targeting everyday scenarios. A matched control group of 20 watched the same lesson for ten minutes using a mobile phone version of the app. Both groups demonstrated a statistically significant improvement on a pre-/post-treatment vocabulary test comparison. Although there was no significant post-test result difference between the groups, both expressed positive reactions to the treatment.
Nikoopour, J., & Kazemi, A. (2014). Vocabulary learning through digitized & non-digitized flashcards delivery. Procedia - Social and Behavioral Sciences, 98, 1366-1373.
This Iranian study investigated the effectiveness of flashcards for L2 English vocabulary learning. A total of 109 advanced-level university students, divided into three groups, used flashcards containing definitions, example sentences, synonyms and antonyms to learn 70 words per week for 10 weeks. One group did so via mobile phone, one via an online program, and one using printed flashcards. In a pre-/post-test comparison, the mobile phone group significantly outperformed the online group, though there was no significant difference in performance compared to students who used printed flashcards.
Noletto, I. (2014). WhatsApp as a pronunciation input aid. Proceedings of the 6th Encripro International Conference on Technology Productivity (pp. 1-7).
This Brazilian study describes the effect of a social networking app (WhatsApp) upon the L2 English pronunciation of three beginner-level classes with an unspecified number of students. Using their own (or borrowed) Android smartphones, participants were expected to access, out of class three times per week over ten months, pronunciation exercises relating to words and expressions taught in class. It is claimed, without any supporting data, that course grades were about 20% better than in previous years with a 40% improvement in pronunciation accuracy.
Novawan, A., Aisyiyah, S., Wijayanti, F., …, & Indrastana, N. (2019). Investigating students’ MALL experience in light of an ecological perspective. Journal of English in Academic and Professional Communication, 5(2), 64-75.
This study investigated the attitudes of four Indonesian university students, of unspecified L2 English competence level, regarding a six-month long MALL-supported L2 English program. The course exploited a variety of mobile-accessible apps (Moodle, WhatsApp, Airmore, etc.) to teach integrated language skills and strategic/functional grammatical forms. Open-ended interviews revealed positive impacts of the MALL implementation. These involved the nurture of ecological learning habit through mobile technology which revealed an increase in motivation, improvement of English skills, enhancement of content-knowledge, and advancement of technological skill.
Novita, A. (2023). The Effectiveness of Using Cake Application in Teaching Speaking Skills at Islamic Senior High School of Daarul Ulum As'adiyah Kab. Luwu Timur. BA thesis, Institut Agama Islam Negeri (IAIN) Palopo.
This Indonesian BA thesis evaluates the effect of a mobile-accessible L2 English app (Cake) upon the oral production of 20 eleventh-grade high school students of unspecified English competency level. During six class sessions, students used Cake on their mobile phones to practice and audio record a description of a famous person, place, food, city, country, sport. They then presented this description to the class and discussed it. In a pre-/post-test comparison that assessed accuracy, fluency and comprehensibility, participants improved substantially on all three parameters.
Nugrahini, Y. (2019). The influence of MALL (Mobile Assisted Language Learning) on English as foreign language students’ reading comprehension. Journal of English Language Teaching and Learning Literature, 2, 51-57.
This study assessed the effect upon reading comprehension of distributing and receiving tutorial assignments via mobile phones. Over sixteen class sessions, 60 Indonesian vocational high school students of matched intermediate-level L2 English read eight texts and completed comprehension homework assignments on them, half the group via mobile phone texting and the other half in paper & pencil form. The texting group significantly outscored the paper & pencil group on a post-treatment reading comprehension test.
Nwaocha, V. (2010). SMS-based mobile learning system: a. veritable tool for English language education in rural Nigeria. MobileActive.org. Postgraduate strand at ICTD2010 (pp. 49-53).
This conference presentation describes the results of a pilot study of unspecified duration involving the use of mobile phone-based SMS to support the learning of L2 English phrases by 60 Nigerian senior high school students of unspecified L2 English competence level. No information is provided either about the pedagogical materials used or procedures followed. On a pre-/post-test comparison, this cohort significantly outperformed a control group of the same size that received extra classroom instruction in lieu of SMS support. All SMS participants expressed their satisfaction with the new instructional device.