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O, K-M. (2015). The effectiveness of Mobile-Assisted Language Learning on L2 listening comprehension. Multimedia-Assisted Language Learning, 18(2), 135-158.

This South Korean paper examined the effect of a smartphone-based social networking app (Naver Band) upon the L2 English listening comprehension of thirty university English majors of unspecified competence level. Students used Naver Band out of class for nine weeks, principally while commuting to school.  The study found a statistically significant mean increase from pre-/post-test results for these students. A matched control group of 18 students, who did not participate in Naver Band activities, made no progress. According to a post-treatment questionnaire and interviews, students considered the m-learning experience useful for improving listening skills.

Obari, H., Goda, Y., Shimoyama, Y., & Kimura, M. (2008). Mobile technologies and language learning in Japan - learn anywhere, anytime. Proceedings of the WorldCALL2008 Conference (pp. 201-204).

This Japanese article summarizes the results of four experimental mobile phone-based L2 English applications for university students. In the first, an unspecified number of students received SMS grammar and vocabulary tutorials for an unspecified amount of time in preparation for the TOEIC exam. Both the experimental group and a control group that used computers improved their scores in a pre-/post-test comparison. The second and third experiments exploited video clips for listening comprehension of a news program. One lasted a week and involved participants of unspecified L2 English competence level, an experimental group of 11 with a control of 27 that used computers. The result was that the mobile group got higher scores than the computer group and showed the improvement after one week. The other experiment involved 20 low proficiency learners who viewed video clips with and without subtitling over an unspecified amount of time. In the fourth experiment, 136 students tested a custom-made vocabulary app for three weeks. It targeted the rote learning of 50 English words under three conditions: with a Japanese translation, with a picture, highlighted in a sentence with a Japanese translation. Most students improved their scores greatly.

Obari, H., & Lambacher, S. (2012). Improving the English proficiency of native Japanese via digital storytelling, blogs, and e-mobile technologies. In L. Bradley & S. Thouësny (Eds.), ProceedingsCALL: Using, Learning, Knowing (pp. 223-227). EUROCALL Conference, Gothenburg, Sweden, © Research-publishing.net Dublin.

This Japanese study describes a two-semester blended learning experiment intended to improve the English listening, presentation, and blogging skills of 60 L1 Japanese university students of unspecified L2 English competence level. Students listened to at least six English lectures on YouTube, which they downloaded onto their mobile devices and summarized. They subsequently broke up into small groups of four or five to prepare PowerPoint class presentations based on their summaries. The presentations were delivered both individually and as a group. Students then created digital storytelling recordings of their summaries. A pre-/post-test comparison revealed a significant increase in average scores.

Obari, H., & Lambacher, S. (2015). Successful EFL teaching using mobile technologies in a flipped classroom. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 433-438). Dublin: Research-publishing.net

This Japanese paper presents the findings from two 24-week-long case studies involving a flipped-classroom approach that exploited mobile devices to improve the TOEIC scores of L2 English university learners. In the first study, 60 first-year students watched course video lectures and online English learning materials using their mobile devices out of class, then created PowerPoint presentations for interaction and small group discussions in class. In the second study, 25 third-year undergraduates used i-Pads to access a variety of tutorial programs out of class then created PowerPoint slides in preparation for classroom presentations and discussions. In the first study, pre-/post-treatment administration of the TOEIC demonstrated that students in the flipped-lesson class improved their scores significantly more than a control group, from an average of 474 to 649 compared to 484 to 617 for the control.  In the second study, students in the flipped-lesson group increased their average TOEIC score from 577 to 758, with a 24% improvement on the speaking test. Students expressed satisfaction with the variety of the online course materials and were motivated by the flipped-class environment that incorporated m-learning.

Obari, H., Lambacher, S., & Kikuchi, H. (2020). The impact of using AI and VR with blended learning on English as a foreign language teaching. In K.-M. Frederiksen, S. Larsen, L. Bradley & S. Thouësny (Eds.), CALL for Widening Participation: Short Papers from EUROCALL 2020 (pp. 253-258). Research-publishing.net

This conference paper describes two case studies involving intermediate-level L2 English university students in Japan, each over a ten-month period entirely out of class. In both studies, students used personal smartphones and smart speakers, about which they filmed and wrote journals entries.  In the first study, 30 students interacted with Amazon Alexa to respond to everyday needs (e.g., assistance in cooking, weather reports, movie recommendations). Meanwhile a control group of 29 used the ATR CALL Brix app without smart speakers. The smart speaker group significantly outscored the control in a post-treatment TOEIC test. In the second study, 23 students used virtual reality goggles to interact with a variety of authentic environments as well as Google Home Mini to practice English listening, speaking, and vocabulary skills along with other various tutorial apps. Based on pre-/post-treatment TOEIC and OPIC test comparisons, participants demonstrated statistically significant improvements. The majority of students agreed the smart speaker was helpful in improving their English listening and listening skills. Conversely, only a small percentage of students agreed it was helpful in improving their reading and writing skills.

Oberg, A., & Daniels, P. (2013). Analysis of the effect a student-centred mobile learning instructional method has on language acquisition. Computer Assisted Language Learning, 26(2), 177-196.

This Japanese paper investigated the in-class self-paced instructional use of the iPod Touch to access an online L2 English textbook-based program of listening and quizzes. The results of 61 university students who used the iPods for 15 weeks were compared to those of a control group of 61 who used only the printed textbook as instructed by their teacher. The L2 English competency level of the students was not specified. The iPod group scored consistently higher than the control in post-tests. The experimental group also indicated very positive attitudes towards self-study iPod-based learning.

Ockert, D. (2015). Using a tablet computer for positive self-review: Influence on students’ EFL motives. Accents Asia, 8(1), 22-26.

This Japanese study examined the effect of using iPad-based video recordings to provide a six-week delayed self-review for nine junior high school students, of unspecified L2 English competence level, who made a short oral presentation before their classmates. Compared to a control group of 12 students who made their presentations without video recording review, post-treatment questionnaire results indicated significant increases in students’ intrinsic motives and their identified regulation (Ideal L2 Self). It is suggested that the positive self-review provided by the iPad recordings contributed to the increased motivation of these students to study English.

Ogata, H., Gan, L-H., Wada, M., & Yano, Y. (2008). Supporting task assignments for language learning outside classroom with handhelds. Eighth IEEE International Conference on Advanced Learning Technologies.

This Japanese conference presentation describes the design and initial evaluation of LOCH, a PDA-based L2 Japanese learning system. LOCH is intended allow overseas students to learn Japanese while involved in real life situations with authentic learning that takes place around real world situations. Students, of unspecified number, who trialed it for one day thought that it was interesting. However, they also expressed negative reactions relating to restrictions in terms of battery life, ease of inputting words and connection speed.

Ogata, H., Gan, L-H., Yin., C,, ..., & Yano, Y. (2008). LOCH: Supporting mobile language learning outside classrooms. International Journal of Mobile Learning and Organisation, 2(3), 271-282.

This Japanese article is a slightly expanded version of the description of the PDA-based L2 Japanese learning LOCH system design and experimental field test results presented in Ogata, et al. (2008). The 22 university students of unspecified L2 Japanese competence level who trialed LOCH for a day enjoyed the experience and indicated that they would like to use the system again. In particular, they found the PDA to be helpful when confronted with situations that aroused doubts or questions to bring back to the classroom.

Ogata, H., Kondo, T., Yin, C., …, & Yano, Y. (2007). Computer supported ubiquitous learning environment for Japanese mimicry and onomatopoeia with sensors. In T. Hirashima, et al. (Eds.), Proceedings of ICCE 2007, Supporting Learning Flow through Integrative Technologies (pp. 463-470). Fairfax, VA: IOS Press.

This Japanese conference presentation describes the context-aware JAMIOLAS system for the learning of L2 Japanese mimetic words and onomatopoeic expressions (MIO). JAMIOLAS operates through Phidgets, physical sensors which are worn by learners who are alerted to the presence of MIO-related objects and asked questions about them over a wireless network. Ten university students (half Japanese, half foreign of unspecified L2 Japanese competence level) who trialed the system in one 60-minute session, using a tablet computer prototype, found it more effective than studying with just a dictionary.

Ogata, H., Li, M., Hou, B., ..., & Yano, Y. (2011). SCROLL: Supporting to share and reuse ubiquitous learning log in the context of language learning. Research and Practice in Technology Enhanced Learning, 6, 69-82.

This Japanese study describes the pilot testing of a smartphone-based system, SCROLL, designed to keep track of what users learn through daily life experiences. SCROLL was trialed for two weeks by 5 university students to evaluate its effectiveness in learning 60 L2 English names of everyday objects. A control group of 15 students used only a printed dictionary to learn the vocabulary. While all students improved in a post-test, except for the weakest participants in the experimental group, there was no significant difference in learning gains between the two groups.

Ogata, H., & Yano, Y. (2004a). CLUE: 語学学習を対象としたユビキタスラーニング環境の試作 と実験 (CLUE: Computer supported ubiquitous learning environment for language learning). Information Processing Society of Japan, 45 (10), 2354-2363. [in Japanese]

This Japanese paper describes the implementation and trialing of CLUE, a mobile-based vocabulary learning system intended for use with L2 English and L2 Japanese. CLUE supports the learning of sentences, L2 Japanese polite expressions and L2 English vocabulary based on the identification of objects using RFID tags. Three primary school children and three graduate students learned English words an hour a day for a week, half using CLUE and half without. CLUE users regarded the system favorably and on a pre-/post-test of vocabulary outscored those who did not use it.

Ogata, H., & Yano, Y. (2004b). Knowledge awareness map for computer-supported ubiquitous language-learning. In J. Roschelle, T-W. Chan, Kinshuk & S. Yang (Eds.), Proceedings 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education: Mobile Support for Learning Communities (pp.19-26). Los Alamitos, CA: IEEE Computer Society.

This Japanese paper describes the design of CLUE, the collaborative ubiquitous learning system presented in Ogata & Yano (2004a) and evaluates a week-long field test of a PDA + GPS/Wireless LAN prototype which provided 89 location-aware L2 English expressions. The trial compared the vocabulary retention of six university students of unspecified L2 English competence level, three using the prototype and three others who studied the same vocabulary list on paper. The CLUEusers regarded the program favorably and substantially outscored the control group on a pre-/post- test of vocabulary.

Ogata, H., & Yano. Y. (2004d). Knowledge awareness for a computer-assisted language learning using handhelds. International Journal of Continuing Engineering Education and Lifelong Learning, 14(4-5), 435-449. [Same as Ogata & Yano 2004b]

This Japanese paper describes the design and pilot testing of a PDA-based mobile collaborative learning app (CLUE) that provided useful L2 English expressions based upon the GPS-identified location of users. Three university students trialed CLUE for a week at simulated locations (a hospital, restaurant, store, hotel) on campus. Non-Japanese students who spoke English were at each spot and conversed with the participants. On a pre-/post-treatment vocabulary test, CLUE users significantly outscored a control group of three students who studied the same expressions in paper format without communicative interaction.

Ogata, H., Yin, C., El-Bishouty, M., & Yano, Y. (2010). Computer supported ubiquitous learning environment for vocabulary learning. International Journal of Learning Technology, 5(1), 5-24.

This Japanese study is the published version of Ogata, Yin, Liu ... & Yano (2006). It reports the user evaluation of two twenty-minute lab sessions involving the context-aware TANGO vocabulary learning system. In this experiment, eight L1 Japanese university students used TANGO to learn the English names of RFID-tagged objects while eight foreign university students did likewise to learn the Japanese names of the same objects. The L2 competence level of the students was not specified. According to a post-treatment survey, both groups were very interested in using the system and thought that it was helpful in supporting vocabulary learning.

Ogata, H., Yin, C., Liu, Y., ..., & Yano, Y. (2006). Supporting ubiquitous language learning with RFID tags. Proceedings of mLearn (np), Alberta, Canada, Oct.22-25.

This Japanese study investigated the perceptions of sixteen university students regarding the functioning of a mobile-based vocabulary app (Tango) that detects the objects around the learner using RFID tags and asks appropriate questions for vocabulary learning via a PDA. In two twenty-minute sessions over two days, half of the participants trialed the system as L2 Japanese learners and half as L2 English learners. The L2 competence level of the students was not specified. According to a post-treatment questionnaire, both groups were very interested in this system and rated its pedagogical usefulness very highly.

Ogata, H., Yin, C., Paredes R., ..., & Ueda, T. (2006). Supporting mobile language learning outside classrooms. Paper presented at the ICALT Conference 2006, Kerkrade, The Netherlands.

This Japanese paper extends the data from one to two trials of the experiment described in Paredes, et al. (2005) using the mobile LOCH learning system to support the collaborative task-based learning of L2 Japanese. The two one-day field trips involved 13 foreign university students and two teachers. Learners were given tasks that required them to use Japanese in real life situations (e.g., interview someone, gather information, buy something) and to collect and share data with each other, which participants found useful and valuable.

Oh, J., Lee, H-K., Park, M., & Cho, Y. (2014). Exploring the effects of tablet PC-based English learning. English Teaching, 69(3), 151-176.

This Korean study compared the pedagogical effectiveness of a traditional paper-based versus tablet-based L2 English curriculum. Over three months, six hours per week, 154 elementary and middle school children of unspecified L2 English competence level received the same instruction, an experimental group of four classes via in-class tablets and a control group of three classes via printed materials. On a pre-/post/treatment comparison, the tablet users significantly outscored the traditional classes in reading but there was no significant difference in listening skills. Overall, the experimental group expressed positive attitudes towards the use of tablets to learn English.

OkumuşDağdeler, K., Konca, M., & Demiröz, H. (2020).The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning. Journal of Language and Linguistic Studies, 16(1), 489-509.

This Turkish study evaluated the learning of 40 L2 English collocations over nine weeks by two groups of university students of unspecified proficiency level. One group of 36 studied using personal smartphones to access a mobile vocabulary app (CollocatApp) while a control group of 37 learned the same collocations using a printed wordlist. Participants were post-tested for both receptive and productive vocabulary knowledge. The experimental group significantly outperformed the control only on the receptive test. A three-week-delayed post-test revealed no significant difference between the two groups on receptive vocabulary knowledge.

Omede, J., & Achor, E. (2015). Gender dimensions in the use of mobile phone SMS on note taking and comprehension of audio-taped lecture materials in Kogi State of Nigeria. Research Journal of Education, 1(1), 8-14.

This Nigerian study examined the influence of gender upon the lecture note taking and listening comprehension ability of 250 male and 150 female L2 English university students, all of unspecified competence level. Participants were trained for three weeks in the use of SMS-style abbreviations for note taking. They then used their mobile phones to take notes of an audio-recorded lecture and were immediately tested on their comprehension of its contents. In a pre-/post-test comparison, the mean scores of all students improved significantly on note taking and listening comprehension. However, there were no significant gender-based differences on either test.

Önal, N., Çevik, K., & Şenol, V. (2019). The effect of SOS Table learning environment on mobile learning tools acceptance, motivation and mobile learning attitude in English language learning. Interactive Learning Environments, xx, 1-14.    

This Turkish study investigated the attitudes of 110 L2 English university students, of unspecified L2 English competence level, regarding a mobile-based grammar app game (SOS Table) which they used for eight weeks to learn English tenses. The perceptions of students were objectively measured pre-/post-treatment using the Mobile Learning Tools Acceptance Scale, the Motivation Scale in English Language Learning and the English Mobile Learning Attitude Scale. The results indicated that SOS Table usage increased both the mobile learning tools acceptance of the participants and motivation in English, and mediated the positive attitude development for mobile learning in English.

Ono, Y, Ishihara, M., & Yamashiro, M. (2012). Mobile-based shadowing materials in foreign language teaching. Proceedings of the 1st IEEE Global Conference on Consumer Electronics, (pp. 90-93).

This Japanese paper describes two iPod Touch-based studies involving L2 English high school students of unspecified competence level. The first involved 34 participants who used the iPods for four weeks to audio record their repetition (shadowing) of short oral monologue passages (35-40 words) at the 5.1 Flesch-Kincaid grade level, which they uploaded to a learning management system for follow-up face-to-face peer work. Students demonstrated significant improvement on a pre-/post-test comparison that assessed word-/sentence-level stress, fluency, volume and sentence intonation. The second study involved 76 students for seven weeks in a blended reading course focused on learning as much vocabulary as possible for a TOEIC and/or TOEFL test. They undertook the same shadowing activities as participants did in the first study. A pre-/post-treatment questionnaire indicated that these activities affected students’ awareness or consciousness towards a more communicative approach to language learning.

Ono, Y., Ishihara, M., & Yamashiro, M. (2015). Blended instruction utilizing mobile tools in English teaching at colleges of technology. Electrical Engineering in Japan, 192(2), 1-11.

This Japanese paper describes two experiments involving the effect of an iPod Touch-based app (starQuiz) upon the L2 English performance of College of Technology students of unspecified competence level. The app was used for the exchange of speech and text data, quizzes, and questionnaire surveys. The first experiment lasted six weeks and targeted the reading and vocabulary acquisition of 68 fourth-year students. A control group of 31 was taught the same content by a traditional translation method, with iPod Touch activities replaced by group reading and other speech tasks.  The experimental group significantly outscored the control on a pre-/post-test 60 item vocabulary test. Questionnaires completed by the experimental group suggested that the course stimulated the learners’ interest and changed the attitude of their learning strategies in a more communicative direction. Specifically, in terms of the ARCS model, higher Satisfaction and Confidence were noted. The second experiment lasted four weeks and targeted the speaking proficiency of 20 second-year students, who practiced shadowing native-speaker recordings. A pre-/post-test of reading aloud demonstrated statistically significant improvements in naturalness, volume, and intonation.

Osaki, S., Ochiai, N., Iso, T., & Aizawa, K. (2003). Electronic dictionary vs. printed dictionary: Accessing the appropriate meaning, reading comprehension, and retention. In M. Murata, S. Yamada & Y. Tono (Eds.), Dictionaries and Language Learning: How Can Dictionaries Help Human and Machine Learning? (pp. 205-212). Urayasu, Japan: The Asian Association for Lexicography

This Japanese paper compares the performance of 167 Japanese university students on L2 English vocabulary acquisition using handheld English/Japanese electronic dictionaries (ED), their printed counterparts (PD), and no dictionary (ND). In a reading comprehension test ED users outscored PD and ND was the lowest. Both dictionary groups also took an immediate and one-week delayed test of word definitions and word retention. ED users scored better than PD on word definitions but there was no significant difference on word retention.

Osman, M. (2013). Evaluation of mobile and communication technologies for language learning. Unpublished MA thesis, Loughborough University, UK.

This MA thesis from the UK evaluated the effect of mobile-phone SMS support and use of a desktop-based wiki upon written English performance. The five-week study involved 61 undergraduate students of unspecified L2 English competence level in Malaysia. All received the same class instruction but only an experimental group of 25 was given supplementary support. The SMS consisted of lesson reminders, URL links to reference materials and quizzes. The wiki was used to allow students to collaboratively update their learning activities. The experimental group performed significantly better than the control group in a written post-test.

Osman,M., & Chung, P. (2010). Feasibility study on mobile and communication technologies for language learning. IADIS International Conference Mobile Learning (pp. 265-268).

This Malaysian paper investigates the feasibility of using mobile phone text messaging with communication technologies to support the collaborative acquisition of L2 English. Six students of unspecified English competence level participated in the study for 10 days, three using a blog and three a wiki. They were sent five types of messages at fixed intervals: update reminders, lesson reminders, multiple-choice questions, web links, and feedback requests. The majority of the participants had positive attitudes towards the technologies and agreed their use could help them in learning English.

Osman, M., & Chung, P. (2011). Language learning using texting and wiki: A Malaysian context.e-CASE & e-Tech International Conference (pp. 1888-1903).n.loc: Knowledge Association.

This Malaysian paper is a follow-up of Osman & Chung (2010). It describes a 38-day test that compared the use of mobile phone SMS with and without a wiki component to support the L2 English writing of university students of unspecified English competency level. A pre-/post-test showed that the writing of the 26 wiki- group participants was better than a non-wiki group of 35. However, students in the experimental group did not like to use a wiki for collaborative learning and they much preferred working from home on desktop PCs to using mobile phones anywhere.

Ou, K., Tarng, W., & Chen, Y. (2018). Vocabulary learning through picture-viewing and picture-drawing on tablets. International Journal of Distance Education Technologies, 16(3), 64-80.

This Taiwanese study compares the effectiveness of mobile-accessible flashcards under three conditions for L2 English vocabulary learning. Using tablets, sixth-graders studied in total twenty words, fifteen minutes daily for a month. Twenty-six did so drawing their own illustrative pictures, twenty-four others did likewise, but shared their pictures with their classmates. A control group of twenty-six used flashcards with illustrative pictures already provided. There was no significant difference between the groups’ performance on either an immediate or one-week-delayed post-test.  However, both drawing groups significantly outscored the control on a one-month-delayed post-test. 

Ou-Yang, F-C., Lo, F-Y., Hsieh, J., & Wu, W-C. (2020). Facilitating communicative ability of EFL learners via high-immersion virtual reality. Journal of Educational Technology & Society, 23(1), 30-49.

This Taiwanese study describes the design and initial implementation of a custom made immersive virtual reality program (Virtual Reality Life English) that operated via headsets within a 7’ x 7’ physical play area. The contents targeted dialogic interaction in commonly encountered daily life conversations: making reservations at hotels and restaurants, purchasing a toy, asking for directions, ordering a meal. During four 15-minute sessions, once per week for four weeks, 36 pairs of A1/A2-level L2 English junior high school students used the system. A pre-/post-treatment revealed a significant improvement in communicative performance and students were positive about the learning experience.

Ou-Yang, F-C., & Wu, W-C. (2015). Using mixed-modality learning strategies via e-learning for second language vocabulary acquisition. Journal of Educational Technology & Society, 18(3), 309-322.

This Taiwanese study investigated the learning effectiveness of a smartphone-based L2 English vocabulary app (MyEVA) using two operational options (preference mode, basic mode) compared to an Internet dictionary (Yahoo Dictionary) and a traditional paper-based dictionary. The experiment was undertaken by 93 institute of science and technology students of A2/B1-level L2 English competence level. During one 80-minute session, the participants learned nine different words under each condition. Pre-/post-tests based on a self-reported vocabulary knowledge scale indicated that MyEVA in preference-mode stimulated the greatest vocabulary acquisition and best retention.

Ou-Yang, F-C., & Wu, W-C. (2017). Using mixed-modality vocabulary learning on mobile devices. Journal of Educational Computing Research, 54(8), 1043-1069.

This Taiwanese study is a follow-up of Ou-Yang, et al. (2013) which investigated the effectiveness of a smartphone-based L2 English vocabulary app (MyEVA) that allowed users to choose between four learning strategies: wordcard, flashcard, imagery, and Chinese assonance. For two weeks, a group of university students of unspecified L2 English competency level, 53 non-English majors and 55 English majors, used the app to learn 50 vocabulary items of various levels of difficulty. On a 50-item pre-/post-test the mean scores of both groups increased significantly, but those of the English majors more so than the non-majors.

Ou-Yang, F-C., Wu, W-C., Chao, Y-C., & Liu, J-W. (2013). MyEVA mobile®: A mixed-modality vocabulary learning and offline-supported mobile system for English learning. In L-H. Wong, et al. (Eds.), Proceedings of the 21st International Conference on Computers in Education (pp. 811-814). Indonesia: Asia-Pacific Society for Computers in Education.

This Taiwanese pilot study evaluated the effectiveness of an Android smartphone-based L2 English vocabulary app (MyEVA) with a group of 20 students of unspecified L2 English competence level who used it on their own phones out of class for one week. MyEVA offered participants four learning strategies: WordCard (English word, example sentence, Chinese equivalent), Flash Card (English word, Chinese equivalent), Imagery (English word, Chinese equivalent, image), and Chinese Assonance (similar sounding words).  A 50-item pre-/post-test, that included English-Chinese translation, single-choice and matching, showed a significant learning gain. WordCard was the most frequently used learning strategy.

Ou-Yang, F-C., Wu, W-C., & Wu, Y-J. (2020). Using a game-based mobile app to enhance vocabulary acquisition for English language learners. International Journal of Distance Education Technologies, 18(3), 1-24.

This study describes the design and preliminary implementation of a mobile game-based L2 English vocabulary app (Saving Alice). For about four weeks, mostly at home, 120 Taiwanese twelfth-graders of unspecified L2 English competence level used their smartphones to access the app, which targeted 500 frequently-used TOEIC English vocabulary items. Participants significantly improved their mean score results on a pre-/post-test comparison. Instructors and students alike regarded use of the app very positively.

Özcan, M., & Kert, S. (2020). Use of mobile applications in collocation teaching. Cypriot Journal of Educational Sciences, 15(5), 1176-1190.

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Özcan, M., Özkan, A., & Şahin, N. (2017). The influence of the Augmented Reality application on students’ performances in Ottoman Turkish readings. Universal Journal of Educational Research, 5, 27-33.

This Turkish study describes the effect of a smartphone-based Augmented Reality app upon the Ottoman Turkish vocabulary learning of 30 university students. On a weekly basis over three weeks, participants of unspecified competence level used an AR-enhanced printed course booklet to read poems in that language. The AR app used QR codes to translate difficult words into modern Turkish and provide illustrative 3D graphics. A control group of 30 studied the same poems using the printed course booklet without AR enhancements. It is claimed, without any supporting data, that the experimental group significantly outperformed the control on a pre-/post-test comparison.

Ozer, M., & Kılıç, F. (2018). The effect of Mobile-Assisted Language learning environment on EFL students’ academic achievement, cognitive load and acceptance of mobile learning tools. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2915-2928.

This Turkish study examined the effect upon the language skills of 32 A2-level L2 English university students who used a variety of mobile apps for six-weeks (32 hours). A matched control group of 31 followed the same curriculum without mobile technology. On a pre-/post-test comparison, only students in the experimental scored significantly better. A pre-/post treatment evaluation of technology acceptance showed a significant increase by the experimental group who also perceived a low level of mental effort when completing learning activities, compared to the cognitive overload reported by control group students