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Paiman, P., Yundayani, A., & Suciati S. (2022). The use of smartphone in improving the students’ speaking skill. Al-Ishlah: Journal of Education, 14(1), 1009-1018.

This Indonesian study describes the effect of an in-class smartphone-based approach on improving the L2 English public speaking ability of 39 junior high school students. Over three months, participants prepared class presentations telling about their past experiences. They used their smartphones to access teacher-assigned web-based videos that served as a model of the personal experience they were to recount, first as a written text then orally before the class. The procedure, which included collaborative interactions, kept students' interest and gave them confidence to speak up and actively participate in class. They also demonstrated substantial improvement in a pre-/post-treatment speaking test.

Palalas, A. (2009). Using mobile devices to extend English language learning outside the classroom. In D. Metcalf, A. Hamilton & C. Graffeo (Eds.), mlearn2009: 8th World Conference on Mobile and Contextual Learning Proceedings (pp. 179-183). Orlando, FL: University of Central Florida.

This Canadian paper is the first of a series describing experiments undertaken with the iPod Touch to facilitate the out-of-class learning of English for Specific Purposes. Twelve community college students of unspecified L2 English competence level pilot tested vocabulary-based podcasts for 15 weeks. While participants expressed high levels of satisfaction with the program, minimal levels of interaction were observed and the connectivity features of the mobile devices were hardly utilized. Learning was thus limited to non-reciprocal listening and rote memorization of vocabulary.

Palalas, A. (2011a). ESP for busy college students: Is the blend of in-class, online & mobile learning the answer? The IALLT Journal,41(1), 108-136.

This Canadian paper describes a hybrid L2 English for Specific Purposes accounting course that included a mobile component based on a web-accessible iPod Touch program which provided vocabulary and listening podcasts (with video). The program was pilot tested for 15 weeks by 12 college students of unspecified L2 English competence level. It was concluded that the iTouch allowed for effective learning and teaching of listening, but the cost of the device and Internet connectivity were rated as the greatest barriers to iPod Touch effectiveness in a learning context.

Palalas, A. (2011b). Mobile-Assisted Language Learning: Designing for your students. In S. Thouësny & L. Bradley (Eds.), Second language teaching and learning with technology: Views of emergent researchers (pp.71-94). Dublin, Ireland: Research-publishing.net.

This Canadian paper, a sequel to Palalas (2011a), describes the pilot testing of an iPod Touch-based program designed to support the learning of English for Specific Purposes. It was trialed for ten weeks by 21 college students of unspecified L2 English competence level. During this time participants used the iPod individually to create audio dictionaries and collaboratively to build an online repository of idioms. The majority of tasks involved listening comprehension practice, followed by recording of audio files which capture the usage of English in the real world.

Palalas, A. (2012a). Design Guidelines for a Mobile-Enabled Language Learning System Supporting the Development of ESP Listening Skills. PhD dissertation, Centre for Distance Education, Athabasca, Canada.

This Canadian PhD presents the results of an 18 month study that is the culmination of research previously reported in Palalas (2009) and Palalas (2011a), Palalas (2011b). The goal of this project was to develop guidelines for the design of a web-based mobile-enabled learning system intended to improve the listening skills of college level English for Specific Purposes students. Over 100 students of unspecified L2 English competence level undertook eight listening comprehension tasks. According to a summary survey completed by 20 students, these tasks were completed on mobile phones less than 19% of the time.

Palalas, A., & Olenewa, J. (2012). Mobile-assisted language learning: Enhancing student learning with mobile phones at George Brown College. Contact North/Contact Nord, n vol n., 1-5.

This Canadian paper explored the use of the iPod Touch as an L2 English for Specific Purposes learning tool. It was pilot tested by 100 college students who used the device to create personalized audio dictionaries which they posted to a class website to produce an audio-visual idiom definition repository. Student teams also went on scavenger hunts, getting hints, directions, and maps through the iPods and solving puzzles. Students shared their reflections on the learning to a voice-based blog. High levels of language learning were perceived by students and instructor.

Palangngan, S. (2022). The implementation of Hello English smartphone application in enhancing students’ vocabulary mastery. IDEAS Journal on English Language Teaching and Learning Linguistics and Literature,10(1), 415-423.

This Indonesian study evaluated the effect of an L2 English tutorial game app (Hello English) upon the vocabulary acquisition of 25 high school students of unspecified English competence level. Over four class sessions, using their smartphones, these participants studied unspecified material in the app. A pre-/post-test comparison demonstrated a significant improvement in targeted vocabulary knowledge.

Palaroan, R., Gimeno, A., Biňas, G., …, Heidarzadegan, N. (2023). Connecting beyond the classroom: Use of Viber as a support tool for enhancing essay writing skills and online language learning engagement among students. World Journal of English Language, 13(3), 265-273.

This study, attributed to eleven researchers in five different countries, evaluated the use of an instant messaging app (Viber) as a support tool for enhancing the L2 English essay writing skills and motivation of ten University students in the Philippines. The participants were all first-year English majors said to have a high entry-level proficiency in writing, though this is not equated with any standardized measurement metric. The treatment was influenced by Austin’s Engagement Theory, however no details are provided about the materials used, procedures followed or treatment duration/frequency. A pre-/post-treat comparison demonstrated a significant increase in writing ability and motivation.

Palfreyman, D. (2012). Bringing the world into the institution: Mobile intercultural learning for staff and students. 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. 161-181). Bingley, UK: Emerald Group Publishing: Limited.

This study from the United Arab Emirates describes the use of mobile phone cameras by L2 English university students who took pictures of their everyday life to introduce themselves and their culture. Firstly, this was done by 15 volunteers for the benefit of newly arrived foreign instructors. Secondly, 22 students wrote a paragraph based on the photo they took as an English composition course assignment. It was concluded that the use of mobile phone cameras was an effective means of fostering learner autonomy and intercultural exchanges.

Palomo-Duarte, M., Berns, A., Cejas, A., …, & Caballero, J. (2016). Assessing foreign language learning through mobile game-based learning environments. International Journal of Human Capital and Information Technology Professionals, 7(2), 53-67.

This Spanish paper evaluates the four-week trialing of an L2 German vocabulary mobile app game (Ano APP) by 120 beginning-level university students, who accessed it out of class on their own time. The game operated on the basis of definitions for which learners had to supply the corresponding word. For every 20 correct responses, learners were able to provide a definition for other participants to guess. Following a 60-item pre-test, students took three similar weekly vocabulary tests. All 100 students who took all four tests greatly improved their test scores.

Palomo-Duarte, M., Berns, A., Cejas, A., …, & Ruiz-Rube, I. (2017). Assessing foreign language learning through mobile game-based learning environments. Blended Learning: Concepts, Methodologies, Tools, and Applications (9). Information Resources Management Association.

This is the same paper as Palomo-Duarte, et al. (2016) with the addition of I. Ruiz-Rube as co-author.

Palomo-Duarte, M., Berns, A., Cejas A., ..., & Ruiz-Rube I. (2018). A community-driven mobile system to support foreign language learning. In V. Ahuja & S. Rathore (Eds.), Multidisciplinary Perspectives on Human Capital and Information Technology Professionals (pp. 95-116).                                 

This study describes the effect of a game-based mobile-accessible tutorial program (Anon_app) upon the vocabulary and grammar acquisition of some 52 A1-level L2 German learners at a Spanish university. All tasks were based on the idea of guessing and explaining words previously selected by the teacher. Participants used the app entirely out of class for four weeks, half the group independently and half collaboratively with other students. On a pre-/post-treatment comparison, both groups improved substantially on a 60-item test, but the collaborative group more so than the independent players.

Palomo-Duarte, M., Berns, A., Dodero, J., & Cejas, A. (2014). Foreign language learning using a gamificated APP to support peer-assessment. In. F. García-Peñalvo (Ed.), Proceedings TEEM’14. Second International Conference on Technological Ecosystems for Enhancing Multiculturality, Salamanca, Spain, October 1st - 3rd, 2014 (pp. 381-386). Salamanca: ACM.

This conference presentation describes the effect of an Android smartphone game-based vocabulary learning app (Guess it!). Each student has to write definitions for a specific term which has previously been delivered by the system. Once this is done, the definition enters in the game and other players have to guess the term defined. The app was trialed for four weeks by 100 A1-level L2 German higher education students. Compared to a 60-item pre-test, median scores improved significantly on all three weekly post-tests taken by the participants. 

Pamintuan, C., Mallari, D., Garcia, N., ..., & Reggie M. (2018). The use of WeChat application on CFL learners’ vocabulary acquisition. TESOL International Journal, 13(4), 26-38.

This study evaluated the effect of a mobile-accessible messaging app (WeChat) upon the L2 Chinese vocabulary acquisition of nine Philippino university students. Participants had a written Chinese competence level of HSK5 (C1) and oral of HSKK (A2). For ten days, 30 minutes per day, they used their smartphones to access WeChat for messaging with native speakers, reading official accounts and playing tutorial games. A matched control group of nine received the same class instruction without the supplementary WeChat activities. The experimental group significantly outscored the control on a pre-/post-test comparison.

Panfilova, V., Spichak, V., & Zhumakhanova, A. (2022). Educational mobile games as a tool for increasing vocabulary when learning a foreign language. International Journal of Web-based Learning and Teaching Technologies, 17(1), 1-27.

This paper reports the results of three studies undertaken in Russia and Kazakhstan. The first was a comprehensive analysis of the main functions and characteristics of 55 mobile Russian and English language learning games. The other two evaluated the effect of four mobile L2 English apps upon the language learning of university students of unspecified English competency level. One language learning study lasted 25 days and involved 342 students in Russia who were divided into three groups of about 110. One group learned vocabulary, both within and outside the classroom, using Quizlet while another used Memrise. The third group used traditional methods (textbooks and dictionaries) exclusively in the classroom. Quizlet users made the greatest progress, followed closely by the Memrise group. The traditional textbook/dictionary users performed much less well. The second language learning study lasted 21 days and involved 158 students in Kazakhstan who were divided into three groups of about 50. The main goal of the second experiment was to reveal the effectiveness of using ELSASpeak and Tandem to improve speaking skills, expand vocabulary, and develop listening comprehension skills. One group worked on communication skills through contact with peers and teachers and attending English speaking clubs. Another group used Tandem to pursue the same objective by communicating with penfriends from the UK or the USA. The third group studied English on their own using ELSASpeak. Significant increases in the number of new words used in discussions were seen among the students using Tandem. The ELSASpeak users demonstrated a great improvement in the pronunciation quality.

Papadima-Sophocleous, S., & Charalambous, M. (2014). Impact of iPod Touch-supported repeated reading on the English oral reading fluency of L2 students with specific learning difficulties. EuroCALL Review, 22(1), 47-58.

This Cypriot study describes an eight-week experiment involving oral reading skills that duplicates Papadima-Sophocleous, et al. (2012) with a different group of learners. Eight L2 English university students with Special Learning Difficulties (SpLD) downloaded three A1-level texts with accompanying audio recordings that served as models of pronunciation. Participants used iPods to listen to the models and record their own pronunciation. The iPod-supported activity helped students increase their automaticity in speed and accuracy and improve the prosodic features of their oral reading, however less so compared to a non-SpLD group.

Papadima-Sophocleous, S., Georgiadou, O., & Mallouris, Y. (2012). iPod impact on oral reading fluency of university ESAP students. GloCALL 2012 Conference 2012 International Symposium on CALL Abstracts and Short Papers. (CD-ROM, np). Beijing: China.

This Cypriot study reports the results of an experiment that sought to measure the impact of iPod Touches upon L2 English oral reading skills. The six-week project involved 15 university students who downloaded three B1 (CEFR) level texts with accompanying audio recordings that served as models of pronunciation. Participants used the iPods to listen to the models and record their own pronunciation. The iPod-supported activity helped students increase their automaticity in speed and accuracy and improve the prosodic features of their oral reading.

Paramita, G., Ardika, I., Setyono, E., …, & Suciani, N. (2022). The use of Cake application to improve speaking ability. Journal of Applied Studies in Language, 6(2), 214-220.

This Indonesian study assessed the effect of a smartphone-accessible L2 English app (Cake) upon the speaking ability of university students of unspecified English proficiency level. Over an unspecified time period, 27 participants received unspecified conventional instruction supplemented by the use of Cake. Meanwhile, a control group of 27 received the same conventional instruction without the use of the app. The experimental group significantly outperformed the control on a pre-/post-test comparison. However, whereas the results of the conventional instruction on its own were judged ineffective, the addition of Cake-based learning only raised the results to a level judged less effective.

Pardoel, B. (2018). Gamification and Its Potential for Foreign Language Learning-Lessons From a Six-Week Gamified Moodle Course for German as a Foreign Language at Secondary School Level. MA thesis. Cyprus University of Technology.

This Cypriot MA thesis evaluated the effectiveness of a mobile-accessible gamified app (Berlin Mission) in motivating the learning of A1-level L2 German by 39 Dutch vocational secondary school students. For six weeks, working in triads, about 80% of the time students did this during school hours using their own mobile devices. Mission Berlin was their only experience with German lessons, and no grades were given. Students with an average-activity level believed they learned more from this course than either low- or high-activity-students. Student feedback about Mission Berlin was very positive.

Pardoel, B., Papadima-Sophocleous, S., & Athanasiou, A. (2019a). Moodle app gamification features and their potential for foreign language learning. Proceedings WorldCALL 2018 CALLing all the CALLers Worldwide (pp. 94-97).

This publication describes the same study presented in Pardoel (2018).

Pardoel, B., Papadima-Sophocleous, S., & Athanasiou, A. (2019b). Mission Berlin -- A mobile gamified exploration of a new educational landscape. In A. Plutino, K. Borthwick & E. Corradini (Eds.), New Educational Landscapes: Innovative Perspectives in Language Learning and Technology (pp. 25-31).

 This publication describes the same study presented in Pardoel (2018).

Paredes, R., Ogata, H., Saito, N., …, & Ueda, T. (2005). LOCH: Supporting informal language learning outside the classroom with handhelds. Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (pp. 182-186). Los Alamitos, CA: IEEE Computer Society.

This Japanese paper describes the prototype testing of the LOCH learning system for foreign university L2 Japanese students. LOCH provides text and voice communication between instructors and students and as well supports collaborative task-based learning through the collection and sharing of multimedia data in real life situations via GPA-equipped PDAs linked to a web server. A group of two teachers and seven foreign students, of unspecified L2 Japanese competence level, trialed the system during a one-day field trip and found the system interesting and valuable.

Pareja Lora, A., Calle Martinez, C., & Pomposo Yanes, L. (2016). Aprendiendo a hacer presentaciones efectivas en inglés con BusinessApp (Learning to make effective English presentations with BusinessApp). Revista Iberoamericana de Educacion a Distancia, 19(1), 41-61. [in Spanish]

This Spanish paper describes the results of a one-month trial of a mobile phone-based app (Business App) designed to teach the theoretical content underlying C1 level L2 English business oral presentation skills. University students in an experimental group of 14 used the application on their own while a control group of 13 was taught the same content by a language center instructor in four two-hour sessions. A post-treatment test revealed no significant difference in results, thus indicating that students could learn as effectively with the application as with classroom instruction.

Park, J-Y. (2013).  스마트폰을활용한어휘학습유형이대학생영어학습자의어휘학습능력과학습태도에미 치는영향 (A Study on the Effects of Smartphone Application along with Types of Learning on University Students' Vocabulary Ability and Learning Attitudes). MA thesis, Ewha Woman’s University. Kyo, Seoul. [in Korean]

This study investigated the effect of a game-based mobile vocabulary app (Magical Vocabread) upon the intermediate-level L2 English vocabulary acquisition of Korean university students. Over five weeks, in four groups of 14, participants played the game on their smartphones individually or competitively. Half of each treatment condition had to play 30 minutes per day and half were encouraged to obtain a score of at least 70%. All groups significantly increased their scores on a pre-/post-test comparison, but the self-regulated groups more so than those with an imposed time condition. However, this difference was not statistically significant.

Park, M., Purgina, M., & Mozgovoy, M. (2016). Learning English grammar with WordBricks: Classroom experience. Proceedings of 2016 IEEE International Conference on Teaching and Learning in Education (pp. 220-223). Washington, DC: IEEE.

This conference presentation describes the effect of a mobile-based game-enhanced app (WordBricks) upon the L2 English grammar skills of ten Japanese university students of unspecified L2 English competence level. Over four months, using an Android-based tablet PC, participants autonomously interacted with WordBricks to complete two chapters derived from their course textbook that focused on countable/uncountable nouns. A control group of eleven studied the same material using just the printed textbook. Students were pre-tested before starting each chapter and again after finishing each chapter. The experimental group significantly outperformed the control on both post-tests.

Park, S., Kim, T., & Lee, B-G. (2011b). Developing English learning content for mobile smart devices. In J. Park, L. Yang & C. Lee (Eds.). Future Information Technology. Communications in Computer and Information Science, 185, 264-271. Springer, Berlin, Heidelberg.

This Korean paper describes an Android/Windows mobile-accessible learning system (m-Live) designed to deliver L2 English course contents. This consisted of nine units exemplifying how to make formal business presentations and included an online dictionary, model letters, sound, and movies. The system was trialed in one session by 60 university students of unspecified L2 English competence level. According to the user questionnaire, 95% of the participants were satisfied at a neutral or higher level with m-Live.

Park, S-J., & Kim, K-J. (2019). 모바일앱활용영어문법학습이대학생의문법능력향상에미친영향및학

습만족도와학습의유용성에대한연구 (A study on the effects of mobile app-based grammar learning on college students’ grammar ability and their perceptions). Foreign Language Education Research, 33(2), 301-325. [In Korean]

This Korean study investigated the effectiveness of a mobile-based L2 English learning app that focused on grammar problem solving exercises. Fourteen university students of mixed ability levels (low = 6, intermediate = 6 and high = 2) used the app for nine weeks in conjunction with an English language course, conducted three times per week, that covered fifteen grammar lessons. A pre-/post treatment grammar test demonstrated no significant difference. However, according to a post-treatment questionnaire, students' perceptions about the usefulness of mobile learning were positive.

Parsa, N. (2021). Impact of mobile-assisted language learning (MALL) on EFL learners' grammar achievement and self-efficacy. International Journal of Language and Translation Research, 1(4), 71-94.

This study evaluated the effect of two mobile-accessible apps upon the L2 English grammar proficiency of intermediate-level learners in an Iranian institute. Over fourteen 90-minute sessions, 30 participants used their mobile phones in class to access grammar lessons via Skyroom. Out of class, they communicated with each other and their instructor about their homework assignments via Telegram. A matched control group of 30 received the same classroom instruction without MALL support. The experimental group significantly outscored the control on a pre-/post-treatment grammar test comparison. However, there was no significant difference between the two groups’ mean scores on a self-efficacy assessment.

Passos, H. (2012). Aplicação móvel direcionada para o treino da conjugação verbal e consolidação de vocabulário (Mobile application directed to the training of verbal conjugation and consolidation of vocabulary). MA thesis, Universidade Do Porto, Porto. [in Portuguese]

This Portuguese MA thesis describes the design and prototype testing of an Android game-based mobile app (Tugar) for the learning of beginning-level L2 Portuguese verbal conjugation and vocabulary. It was tested during one session by a dozen beginner level Portuguese learners. Although some operational problems were encountered, overall students appraised the app as being fun, appealing and motivating for learning. They noted in particular that making scoring dependent upon response time made the game more challenging and attractive.

Pathan, H., Moskvitcheva, S., Khatoon, S., & Aleksandrova, O. (2024). The relationship between teachers’ motivation, professional development, and mobile technology integration in language learning. International Journal of Interactive Mobile Technologies, 18(9), 50-60.

This Russian study evaluated the effectiveness of professional development programs in enhancing Pakistani teachers’ ability to utilize technology in language instruction. It involved 200 L2 English teachers of unspecified language teaching level who undertook an unspecified training program over an unspecified time period/frequency.  Pre-training and post-training evaluations were conducted to assess teachers’ knowledge and views on technology integration in English language instruction, while semi-structured interviews were conducted with 20 of their students. The results suggest that the professional development program was successful in increasing the percentage of teachers who responded positively to the idea of integrating technology into language instruction.

Patronis, M. (2014). The effect of using the iPad on students’ performance in writing and reading comprehension: Pilot study report. Arab World English Journal, Special Issue on CALL 1, 67-80.

This paper from the UAE explores the effectiveness of iPads usage upon L2 English writing and reading comprehension. Using their iPads in a 30-minute session, 77 third-semester university students of unspecified L2 English competence level read an e-text then wrote a paraphrase and ten sentences based upon it. On a second day, they did likewise with an equivalent printed text using paper and pen to write their paraphrase and 10 sentences.  Despite very positive student perceptions that the iPad helped improve their writing and reading comprehension, its use made no statistically significant difference in the results.

Patten, K., & Craig, D. (2007a). e-Literacy and Literacy: iPods, popular culture, and language learning. International Journal of the Book, 4(1), 69-74.

This American study describes a three-month project that involved the integration of iPod Shuffles into the literacy curriculum of three schools with a high level (25-55%) of English Language Learner populations. Teachers used iPods to present audiobooks of assigned texts. Students used the corresponding printed books for oral reading, shared them in literary circle groups, or used them for sustained silent reading. A fourth-grade class in one school significantly improved its post-treatment writing scores. In another school, the frequency of academic vocabulary usage was higher in the writing of 6th-8th-grade students after the project than before. In the third school, the number of 7th-8th-graders in a class of ten who passed a standardized test increased from six to nine.

Patten, K., & Craig, D. (2007b). iPods and English‐language learners: A great combination. Teacher Librarian, 34(5), 40‐44.

This American paper is a follow-up to Patten & Craig (2007a). It extends the original study to four schools and describes in greater detail the related action research studies that utilized the iPod Shuffle to access assigned audio book readings. All experimental implementations lasted three months. The first project took place in an elementary school where an unspecified number of students of unspecified L2 English competence level read a Magic Treehouse series book. It focused on reading and writing skills. Based on pre-/post-test scores writing improved significantly, though many of the reading scores remained the same. In the second project, an unspecified number of students of unspecified L2 English competence level in a middle school read Shiloh and Holes. In this case, the focus was on vocabulary, depth of discussion and quality of writing. The frequency of academic vocabulary was higher after the project than before. Discussion within the small groups was in-depth and on target. Students used a higher frequency of descriptive language and writing was more focused on prompts. However, it was not possible to attribute improvements in these three areas to the use of the iPods. The third project focused on reading skills and vocabulary. It involved ten primary school pupils who read Honk the Cowdog and James and the Giant Peach. Nine of the students were L1 Spanish speakers and one L1 Japanese. Their L2 English competence level was unspecified. These students’ results on the reading assessment instruments were positive for the whole group. The last project involved an unspecified number of L2 English middle school students operating at the intermediate and advanced levels. Owing to problems with student attendance and varying language proficiency levels of students, this project was abandoned.

Pearson, L. (2011). Exploring the effectiveness of mobile phones to support English language learning for migrant groups. Journal of the Research Centre of Educational Technology, 7(1), 90-105.

This British paper describes a 10-week project that explored the effect of a mobile phone-based L2 English language tutorial program (Anspear English) upon the confidence levels of a predominantly Bangladeshi community of immigrant adult learners of unspecified L2 English competence. Data were collected based on the application usage of 20 students, ten learners enrolled in a language course and ten by independent learners. Enrolled students used the application much more frequently. Confidence levels in English language skills increased, especially for the independent learners. Increased confidence in social skills in English also increased, but much more for the enrolled students.

Pearson, L., & Anspear (2011). Family-centred learning for Eastern European migrants using a mobile English language application. Proceedings 10th World Conference on Mobile and Contextual Learning (mLearn) (pp. 7-14). Beijing, China: Beijing Normal University.

This British paper describes a 14-week project that explored the use of a mobile phone-based L2 English language tutorial program (Anspear English) as a family-centered learning tool for Eastern European migrant families who had recently arrived in the United Kingdom. The application was used by 20 adult learners, of unspecified L2 English competence level, as a supplement to their presumably adult education language course as well as for independent study. Participants experienced increased confidence levels across English language skills, and particularly felt more confident in their writing abilities.

Pellerin, M. (2014a). Using mobile technologies with young language learners to support and promote oral language production. International Journal of Computer-Assisted Language Learning and Teaching, 4(4), 14-28.

This Canadian study evaluated the effect of using tablet computers and handheld MP3 players upon the oral competency of some 350 L2 French immersion primary school children of unspecified L2 French competence level. Over two years, sixteen instructors created exercises that required the children to video and audio record descriptions of self-selected pictures related to the literacy themes they were studying in class. Findings showed that the affordances of the mobile technologies contributed to the creation of innovative learning environments and authentic language learning experiences that promoted the production of oral language among young language learners.

Pemba, D., Mann, V., Sarkar, T., & Azartash, K. (2016). Learning English in China: A tablet-based app using the voices of native speakers. Open Journal of Social Sciences, 4(7), 85-91.

This Chinese study evaluated the effectiveness of a mobile-based L2 English pronunciation app (Kadho English) with L1 Chinese kindergarten and primary school children of unspecified English competence level. Over six months, twice a week for 30 minutes in class, 510 participants accessed the app via tablets to practice their pronunciation by listening to and imitating native speaker recordings. A control group of 512 children spent the same amount of time learning English by traditional methods taught by non-native-speaker teachers. The experimental group significantly outperformed the control in pronunciation on perceived foreign accent on both an immediate post-test and four-month delayed-post-test.

Penghui, B. (2014). Constructing with micro mobile learning: A new model of cooperation and interaction in college English vocabulary teaching. Research in Teaching, 37(3), np.

This Chinese study evaluated the learning of 100 English words by 78 college students of unspecified L2 English competence level. Four times per day for four weeks, 28 participants, working collaboratively in groups of five, received words and related information via mobile-phone-based text messaging to which they had to immediately respond by sending back the word. Group members also used their mobile phones to reply daily to questions or answers and conduct micro learning interaction. On a pre-/post-treatment vocabulary test comparison, the experimental group participants significantly outscored a control group of 50 that worked individually using paper and pencil methods.

Pennestri, S. (2012). Effectiveness of clickers as a source of feedback in a Spanish language classroom.

This American report describes the use of an audience response system (i-clicker) to teach beginner-level L2 Spanish to 58 L1 English university students. Apparently during a single session, participants took a pre-test prior to receiving instruction on the use of ser/estar then answered a series of 20 multiple-choice clicker-based questions. Half of the learners were immediately shown the correct answer while the other half had to first give the reason why the answer was correct before seeing it. Both groups made significant improvements on an immediate post-test and retained the gains on a two-week delayed-post-test.

Pérez, B., Vigil, M., Níkleva, D., …, & Sanchidrián Rodríguez , L. (2011). The Esepod project: Improving listening skills through mobile learning. ICT for Language Learning International Conference.

This Spanish paper describes ESEPOD, a podcasting project accessible via mobile phones that provides extensive L2 English listening practice complemented by collaborative online interaction. The project uses six-minute BBC broadcasts and was trialed by three groups of university students. The first trial involved 27 participants working independently and lasted seven weeks. The second involved 29 students working collaboratively and lasted 10 weeks. Although there was an increase in interactivity among participants, they did not frequently help each other. To improve interactivity, in the third trial Facebook discussion groups were used for two months with over 50 participants, resulting in increased student interaction. In all three projects, participants’ acceptance of the project was positive.

Pérez-Paredes, P., Ordoñana Guillamón, C., Van de Vyver, J., …, & Sanchez Hernández, P. (2019). Mobile data-driven language learning: Affordances and learners' perception. System, 84, 145-159.

This study describes the design and testing, on smartphones and tablets, of an L2 English writing app (TELL-OP) by three groups of B2+-level university students: 70 in Belgium for three weeks, 55 in Spain for one week and 60 in the UK for 10 minutes. The app was based on data-driven learning principles involving the discovery of linguistic patterns of use and meaning by examining extensive samples of attested uses of language. The results suggested a generally positive evaluation of the app’s instant and personalized feedback and variety of tools.

Perks, B., & Warchulski, D. (2019). Promoting student autonomy, engagement and interaction through Mobile-Assisted Language Learning. APA CALL Journal, 1-27.

This study investigated the effect of the use of a mobile-accessible social networking site (Edmodo) to increase the frequency of student interaction in English in an informal social media setting. Over 14 weeks, 18 B1-level L2 English university students in Japan communicated weekly with 31 L2 English university students in Chile. Students were asked to post comments and exchange photos and videos on assigned topics. Edmodo encouraged autonomous learning in a social networking setting among the Japanese students and facilitated their improvement in reading, writing, and listening habits and skills.

Perry, B. (2021). Gamified mobile collaborative location-based language learning. Frontiers in Education, 6, 1-15.

This Canadian study examines the potential of collaborative learning in place-based Augmented Reality L2 games. It describes the perceptions of three groups (N=33/17/8) of first-year university students of unspecified L2 French competency level regarding their learning experience and the ways in which they collaborated to complete game-based tasks. During three on-campus sessions lasting 50-80 minutes, apparently using mobile phones, participants played Explorez (a virtual narrative treasure hunt) and VdeUVic (a campus tour involving virtual dangers). Four factors appeared to contribute to the students sustaining the engagement of high-level co-regulation: asking questions, tentativeness of explanations, background knowledge, and shared positive emotions.

Perwita, T., Asmana, C., & Arifani, Y. (2021). Mobile-Assisted Language Learning) based using scientific approach to improve students’ vocabulary. Journal of English Teaching, Literature, and Applied Linguistics, 5(1), 43-52.

This Indonesian study reports the results of a MALL intervention, of unspecified duration, intended to improve the L2 English vocabulary knowledge of 24 8th graders of unspecified proficiency level. A mobile-accessible social networking app (WhatsApp) was used, but no details are provided about the intervention materials or procedures followed. A control group of 24 studied without using the MALL programme. A pre-/post-test revealed that the experimental group significantly outscored the control.

Petersen, S. (2007). Mobile community blog: Enhanced support for mobile collaborative language learners. Proceedings of the 2007 International Symposium on Collaborative Technologies and Systems (pp. 337-346), Orlando, FL, USA, 21-25 May 2007.

This Norwegian article follows-up on Petersen, Chabert & Divitini (2006) and describes the implementation of a multimedia class blog accessible via mobile phone to maintain a community of learning between two L2 French study-abroad university student volunteers and their stay-at-home teacher and classmates. Despite highly rating the idea of the blog, students only made 24 contributions over an 11-week period. This low level of participation was attributed to the lack of support for SMS/MMS blogging and general absence of a sense of community.

Petersen, S., Chabert, G., & Divitini, M. (2006). Language learning: Design considerations for mobile community blogs. IADIS International Conference Mobile Learning2006. Dublin.

This Norwegian article describes the design of a multimedia class blog accessible via mobile devices (phone, PDA, smartphone) to maintain a community of learning between 19 L2 French study-abroad university students and their 14 stay-at-home teacher and classmates. The blog focused on the discussion of French cultural topics (e.g., films, music, cuisine) to foster the exchange of ideas and data (text, images, sound, video), provision of feedback and maintenance of social interaction while students were away for four weeks. Student study-abroad blog data were collected but were not yet analyzed.

Petersen, S., Divitini, M., & Chabert, G. (2008). Identity, sense of community and connectedness in a community of mobile language learners. ReCALL, 20(3), 361-379.

This Norwegian paper is an extended version of Petersen, S. (2007). It focuses in particular on the failure of a mobile-accessible class blog to create a community of learning between university L2 French study-abroad students and their stay-at-home teacher and classmates. Based on informal interviews with three students, it is concluded that participants lacked any sense of community from the start and could not establish their identities via the blogs, which are better suited to supporting existing communities than to creating new ones.

Petersen, S., Markiewicz, J-K., & Bjørnebekk, S. (2009). Personalized and contextualized language learning: Choose when, where and what. Research and Practice in Technology-Enhanced Learning,4(1), 33-60.

This Norwegian paper confirms the continuing prototype status of the mobile-accessible personalized context-adaptable PALLAS language learning system. The authors explain that, due to the lack of any content, the system has not been used by language learners and no user evaluation is available. However, the design of the system was evaluated by three university L2 French teachers, who overall were very positive about its potential usefulness.

Petersen, S., Procter-Legg, E., Cacchione, A., …, & Nefzaoui, S. (2012). Lingobee – Creating a buzz in mobile language learning. MLearn 2012 (pp. 1-8). Helsinki, Finland.

This paper presents three case studies undertaken in Italy, England and Norway which evaluated a web-linked smartphone-based application (Lingobee) that allowed students to collaboratively create multimedia entries for language and culture learning. The Italian study lasted three months and involved two groups of beginner level L2 Italian Erasmus university students. The first consisted of ten participants who used LingoBee entirely on their own. The second consisted of seven learners who used the program with teacher guidance. The group lacking instructor support made much less use of the application. No direct correlation was observed between engagement in LingoBee use and proficiency in Italian. The English study lasted between 14-15 weeks and involved two groups of L2 English pre-university students, six intermediate-level in the first and seven advanced-level in the second. A teacher-led approach was used in both studies. The advanced-level group produced twice as many LingoBee entries as the intermediate-level group. The Norwegian study involved two groups of beginner-level L2 Norwegian ERASMUS university students. The first consisted of eighteen learners in an intensive language class that lasted two weeks. The second consisted of 15 students in a non-intensive course that lasted eight weeks. The LingoBee entries produced by the second group were more advanced, had sentences and questions consisting of 6-7 words, some of which were of a communicative nature. In all the case studies, the students started off enthusiastically. However, their enthusiasm and the level of participation decreased during the course of the studies.

Petersen, S., Sell, R., & Watts, J. (2011). Let the students lead the way: An exploratory study of mobile language learning in a classroom.  Proceedings 10th World Conference on Mobile and Contextual Learning (mLearn) (pp. 55-61). Beijing, China: Beijing Normal University.

This Norwegian paper describes an exploratory study of the in-class use of mobile phones to access a server-based L2 English vocabulary repository (Cloudbank). The program enabled advanced language learners to collect, describe, and share everyday-life language and culture-related content. The system was trialed for three months by 28 primary school pupils whose main focus was on the acquisition of figures of speech in English. Students collaborated through the technology by editing and extending each other’s work and by learning from each other’s contributions to the Cloudbank repository. Cloudbank proved a success in the classroom for both teachers and students.

Phetsut, P., & Waemusa, Z. (2022). Effectiveness of mobile assisted language learning (MALL)-based intervention on developing Thai EFL learners’ oral accuracy. International Journal of Technology in Education, 5(4), 571-585.

This Thai study evaluated the effect of using a social networking app (WhatsApp) upon the L2 English oral production of 30 intermediate-low level English high school students. Over five weeks, participants used their smartphones to complete five unspecified oral tasks via audio recordings made on WhatsApp. The instructor also used the app to provide individual feedback in the form of an eight-step scaffolding process. Students demonstrated significant improvement in a pre-/post-treatment oral test comparison.

Philiyanti, F., Haristiani, N., Rasyid, Y., & Emzir (2019). Android-based learning teaching media in contextual and learning on Japanese language reading.  Journal of Engineering Science and Technology, 14(3), 1138-1149.

This Indonesian study describes the design and testing of an Android-based L2 Japanese reading app (Yomimashou) that was trialed over three sessions by 14 beginner-level (presumably university) learners. The app was accessed via smartphones and involved the individual reading of short texts, 20-70 words, mostly written in Hiragana. In pairs, participants then used a social networking app (WhatsApp) to discuss their reading and share their results with other participants. A pre-/post-treatment reading test comparison demonstrated a substantial improvement in learning achievement after the students used the app.

Phuc, T., & Nghi, T. (2023). Examining the impact of mobile apps on language teaching and learning in a public university: An experimental study. International Journal of Linguistics, Literature and Translation, 6(6), 113-121.

This Vietnamese study assesses the effect of a mobile-based course management platform (Mobile Aided Language Learning Portal) upon the L2 English proficiency of 93 university students with English competence levels ranging from beginner to advanced. Using unspecified mobile devices, participants accessed the MALLP on a voluntary basis for 3-4 weeks to study unspecified content following unspecified procedures. This experimental group performed much better on a pre-/post-test compared to a control group of 93 that received only unspecified traditional instruction. Whereas control group results remained essentially unchanged, in the experimental group the percentage of intermediate/advanced-level learners increased by 50%.

Pickett Davis, A. (2019). A comparison of mobile and computer receptive language ESL tests. MA thesis, Brigham Young University.

This American MA thesis evaluated the effects upon language test performance on mobile devices compared to computers. Over two days, university students with L2 English competency between novice-high and advanced-mid took two listening (N=106) and two reading comprehension (N=122) tests. One of each test was taken on a BYOD mobile device and one using a computer. The four tests were equal in difficulty, reliability, and length and all had questions at the intermediate, advanced, and superior level. Post-testing revealed no significant difference in either skill area whichever device was used.

Pilter, P. (2021). Basic School Students' Perceptions of the Application Memrise as an Assisting Tool for Language Learning. MA thesis, University of Tartu, Estonia.

This Estonian MA thesis investigated the perceptions of one 6th-grader (A2-level) and six 9th-graders (B1-level) regarding their one-month use of a mobile-based version of their L2 English course textbook using the Memrise gamified app. It was discovered that the younger student was not more eager or motivated than the older ones to use the app. Participants liked the versatility of its assignments and its user-friendliness, but thought the app did not remind them enough about the words they got wrong. They perceived no benefits to their linguistic self-confidence, language use or reduced classroom anxiety.

Pinastika, W. (2016). Pengaruh penggunaan Pleco (m-learning) terhadap kemampuan membaca pemahaman bahasa mandarin pada siswa SMK Negeri 2 Jombang (The effect of using Pleco (m-learning) on reading ability understanding of Mandarin in State Vocational High School 2 Jombang. Mandarin UNESA, 1(1), 1-9. [in Indonesian]

This Indonesian study evaluates the effect of an L2 Chinese dictionary app (Pleco) upon the reading comprehension of 21 eleventh-grade high school students of unspecified Chinese competence level. Participants accessed the app during two class sessions using unspecified mobile devices to complete unspecified exercises. A control group of 21 did likewise assisted only by the instructor’s explanations. Both groups improved substantially on a pre-/post-test comparison, but the experimental group significantly more so than the control. Use of the app also increased students’ learning motivation.

Pingmuang, P., & Koraneekij, P. (2022). Mobile-Assisted Language Learning using task-based approach and gamification for enhancing writing skills in EFL students. Electronic Journal of e-Learning, 20(5), 623-638.

This Thai study describes the design and pilot testing of a task-based, gamified, L2 English learning app intended to teach writing skills. It was trialed, presumably using mobile phones, over eight weeks, two hours per week, by 35 lower secondary school learners (Grades 7-9) of unspecified English competence level. Participants completed six writing tasks that involved seven steps: selecting themes, exploring topics, drafting ideas, editing tasks, giving peer feedback, reviewing submissions, and concluding findings. Participants demonstrated significant improvement on a pre-/post-treatment writing test. They were also very satisfied with the learning process and MALL application.

Piper, B., Zuilkowski, S., Kwayumba, D., & Strigel, C. (2016). Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya. International Journal of Educational Development, 49, 204-214.

This study evaluated the effect of e-reader usage upon the early L2 Kiswahili and L3 English literacy of Kenyan L1 Dholuo second-graders.  E-readers were used by 1174 learners in class and at home. For 393 learners, their teachers/teacher supervisors had no access to ICT. For the others, either their teachers or teacher supervisors were provided with laptops. On a pre-/post-treatment reading test comparison, while there was no significant difference between the three groups of e-reader users, they all significantly outscored a control group of 386 that did not use e-readers.

Pirasteh, P., & Mirzaeian, V. (2015). The effect of Short Message Service (SMS) on learning phrasal verbs by Iranian EFL learners. Language in India, 15(1), 144-161.

This Iranian mobile phone-based study investigated the effect of SMS on the learning of 25 English phrasal verbs by 38 university students of unspecified L2 English competence level. Participants over 25 days received twice per day an SMS containing one phrasal verb, its meaning and 2-3 related examples. A control group of 37 students of unspecified L2 English competence received the same material in a printed booklet and were instructed to learn one phrasal verb per day. Although the scores of both groups improved on a pre-/post-test comparison, those of the experimental group were significantly higher, independently of student gender.

Piriyasurawong, P. (2020). Scaffolding Augmented Reality model to enhance deep reading skill. TEM Journal, 9(4), 1760-1764.

This Thai study investigated the effect of an unnamed mobile-based Augmented Reality (AR) app upon the L2 English reading proficiency of university students of unspecified English competence level. Over four weeks, using their smartphones, 30 participants accessed unspecified AR-based materials while reading weekly texts to find the main idea, supporting details, a process and comparisons. A control group of 30 read the same texts without any AR support, presumably attempting to find the same information. Both groups took comprehension tests after each reading. The average test results of the AR group were greater than those of the control group.

Pirzada, W., Memon, S., & Habibullah, P. (2021). A quasi-experimental study on the performance and attitudes of Pakistani undergraduate students towards Hello English language learning application. Journal of Development and Social Sciences, 2(4), 353-367.

This Pakistani study evaluated the effect of an L2 English app (Hello English) upon the grammatical proficiency of 62 university students of unspecified English competence level. Participants in the experimental group used the app on their mobile phones for two months. In a post-treatment grammar test, there was no significant difference in scores compared to those of a control group of 39 students who did not use the app. Notwithstanding, the app users still found it very easy to use and effective in language learning.

Pishevari, R., Sheikhi, R., & Heydarpour, M. (2015). The effect of using monolingual mobile dictionary on the Iranian EFL learners’ ability to recall and use the vocabulary. Modern Journal of Language Teaching Methods, 5(4), 22-30.

This Iranian study compared the vocabulary acquisition of pre-intermediate-level L2 English language institute students using mobile and paper dictionaries. Over three months, during 15 twice-weekly 90-minute sessions, 21 participants used an unspecified mobile dictionary to learn seven words from different unspecified categories. As part of the treatment, the instructor explained the vocabulary usage for them. Meanwhile, a control group of 21 users of an unspecified paper dictionary studied the same vocabulary without any instructor intervention. On a pre-/post-test comparison, the mobile dictionary group outperformed those in the paper dictionary group both on recall time and recalled vocabulary for each category.

Pitts, C., & Weschler, R. (1999a). Gadgets and gizmos: Gimmicks or godsends? Proceedings of the 1998 Japan Association of Language Teaching (JALT) International Conference (pp. 106-110).

This paper describes the results of an experiment with 23 Japanese university learners of unspecified L2 English competence level.  It focused on the relative look-up speeds of English words using a handheld English-Japanese e-dictionary (Seiko) compared to its printed counterpart. The results demonstrated that e-dictionary look-up was 23% faster. A survey also revealed that students used electronic and paper dictionaries in the same way and did not take advantage of the mobile device’s portability or extra speed.

Plana, M., Sanz, A., Triana, I., …, & Hopkins, J. (2015). Percepciones de los estudiantes ante el uso de los mensajes instantáneos de telefonía móvil para mejorar la comprensión escrita en inglés. Un estudio preliminar utilizando WhatsApp (Students' perceptions of using mobile instant messaging to improve written comprehension in English: A preliminary study using WhatsApp). Revista del Congrés Internacional de Docència Universitària i Innovació (CIDUI), (2), 1-11. [in Spanish]

This Spanish study describes the perceptions of L2 English university students in a B2-level course regarding their use of a mobile-accessible instant messaging app (WhatsApp). Participants, initially 95 in number working in groups of 10, used the app for twelve weeks via their mobile phones to undertake weekly reading exercises of unspecified texts. According to a post-treatment survey, students indicated that use of the app had increased their motivation to read. However, the drop-out rate of participants exceeded 50% and only 37 completed all the exercises and tests.

Poláková, P. (2022). Use of a mobile learning application in the process of foreign vocabulary learning. Procedia Computer Science, 207, 64-70.

This Slovakian study appears to report the same experimental results as those presented in Poláková & Klímová (2022).

Polakova, P., & Klímová, B. (2019). Mobile technology and generation Z in the English language classroom-a preliminary study. Education Sciences, 9(3), 1-11. 

This study evaluated the effect of a mobile-accessible game app (Kahoot!) on the B1-level L2 English vocabulary acquisition of ten vocational high school students in an undisclosed location. Over two 45-minute sessions, participants played the game together in pairs while a control group of ten working independently used a textbook and dictionary to find out and explain the meaning of the target words. The experimental group outscored the control on a pre-/post-test comparison. A post-treatment questionnaire and interviews showed that using the app was more enjoyable than the traditional teaching methods.

Poláková, P., & Klímová, B. (2022). Vocabulary mobile learning application in blended English language learning. Frontiers in Psychology, 13, 1-10.

This Slovakian study reports the results of a ten-week experiment during which 17 intermediate-level L2 English vocational high school students received on their mobile devices, as a complement to their classroom instruction, newly introduced vocabulary via a mobile app (Angličtina Today). The app provided translations and TextToSpeech pronunciations. A control group of 19 received the same classroom instruction without the mobile app support. The experimental group outperformed the control on a pre-/post-treatment vocabulary test comparison. Moreover, it expressed overall satisfaction with the ease of use motivational enhancement of the app.

Poláková, P., Klímová, B., & Pražák, P. (2021). Vocabulary improvement by using smart mobile application—A pilot study. Studies in Systems, Decision and Control, 295, 197-208.

This study, apparently from the Czech Republic, evaluates the effectiveness of a locally designed mobile vocabulary app with 10 B1-level L2 English vocational high school students. Participants used the app, which included pronunciation and provided communication with the teacher, for three months while a matched control group of 11 studied the same vocabulary through written exercises (answering questions, matching definitions, gap filling) in the course textbook and workbook. The experimental group significantly outscored the control on a pre-/post-treatment vocabulary test comparison.

Pooley, A. (2017). Exploring Language Contact and Use Among Globally Mobile Populations: A Qualitative Study of English-Speaking Short-Stay Academic Sojourners in The Republic of Korea. PhD dissertation, University of Southern Queensland, Australia.

This Australian PhD dissertation describes a ten-month study of the use of smartphones and Mobile Instant Messaging (MIM) via KakaoTalk chatrooms to support the informal learning of L2 Korean by 96 short-stay English-speaking Korean university students with no prior knowledge of the Korean language or culture. MIM chatrooms supported the students’ screen-to-screen, face-to-face and face-to-screen interactions. These included the exchange of emoticons, expressive images, video and audio recordings as well as typed text, all of which supported the students’ shift from dependence on their Korean-speaking hosts to self-reliant language learning.

Popova, S. (2015). Mобильное обучение как новая технология обучения иностранному языку студентов вузов (н апримере Томского политехнического университета) (Mobile learning as a new foreign language teaching technology for university students (by a case study of Tomsk Polytechnic University)). Volga Region Scientific Herald, 4-2(44), 49-52. [in Russian]

This Russian study describes the integration of a mobile-accessible Moodle program (The World of Work) into the curriculum of an L2 English university course. Over a semester, 46 students accessed the program as a required part of their 20-hour course. The Moodle course contained various types of materials for the development of grammar and vocabulary as well as a large number of links to online resources for independent work. Most students obtained excellent results in the course. According to a post-treatment survey, participants regarded the course positively.

Pourdana, N., Nour, P., & Yousefi, F. (2021). Investigating metalinguistic written corrective feedback focused on EFL learners’ discourse markers accuracy in mobile-mediated context. Asian-Pacific Journal of Second and Foreign Language Education, 6(7), 1-18.

This Iranian study describes the use of a social networking app (WhatsApp) to provide metalinguistic written corrective feedback about discourse marker usage (additive, adversative, causal, temporal) in the writing of 42 C1-C2-level L2 English adult language institute students. Weekly for eight weeks, participants wrote a 150-200-word essay on an assigned topic, and via WhatsApp submitted it and received corrective feedback from their instructor. A comparison of the eight compositions revealed unsystematic patterns of distribution for the four types of discourse markers with no sign of significant improvement in accuracy.

Pratiwi, D., Amumpuni, R., Fikria, A., & Budiastuti, R. (2023). Enhancing students’ learning outcomes through MALL in TOEFL preparation class for railway mechanical technology. International Journal of Language Education, 7(2), 185-198.

This Indonesian study investigated the effect of MALL upon the L2 English listening, reading and writing skills of 46 vocational college students, of unspecified English competence level, preparing to take the TOEFL exam. During an intensive one-week (40 hour) course, participants presumably used their unspecified mobile devices to access unspecified learning materials following unspecified procedures via a Learning Management System as well as two mobile-accessible game-based apps (Quizizz, Kahoot!). The results of a pre-/post-treatment TOEFL-based test demonstrated significant improvements with a strong effect size. However, the mean results for the post-test were below the college’s pass level for the TOEFL.

Prince, J. (2014). A Case Study of English Language Learners in a Digital Classroom: Exploring the Experiences of Students and Teachers Using iPads for Linguistic Development and Content Knowledge Acquisition. EdD dissertation, The University of Maine.

This American EdD dissertation describes the use of individually assigned iPads with 10 fourth-graders in a Swiss primary school. The iPads were used for six months in a class for which L2 English was the language of instruction. The English competence of the children ranged from beginner to native speaker. The instructor reported that the built-in functionalities of the iPad, international settings, language tools, Internet, and many apps personalized student learning. Students thought that use of the iPads had improved their language skills and reported that they enjoyed using the devices.

Priya, P. (2017). Using Mobile Phones for Vocabulary Acquisition in an ESL Classroom. MA thesis, University of Malaya, Malaysia.

This Malaysian MA thesis assessed the effect of a mobile-based dictionary (Oxford for English) upon the vocabulary acquisition of 30 intermediate-level L2 English university students. Participants first took a vocabulary pre-test then immediately undertook a reading task requiring them to match the same words to definitions. The next day, using the app via their mobile phones, they took a vocabulary post-test immediately followed by a word/definition matching reading task without the app. There was a significant improvement in the post-test scores. Two weeks later, participants wrote an essay to test their use of the newly learned vocabulary. The majority of students could not use the words appropriately in context.

Priyanti, N., Santosa, M., & Dewi, K. (2019). Effect of Quizizz towards the eleventh-grade English students’ reading comprehension in mobile learning context. Language Education Journal Undiksha, 2(2), 71-80.

This study evaluates the effect of a mobile-accessible game-based quiz app (Quizizz) upon the English reading ability of 37 Indonesian 11th-graders of unspecified L2 English competence level. On six occasions, this experimental group used the app in undisclosed ways to study English while a matched control group of 36 learned the same materials without the app. The experimental group significantly outscored the control on a post-treatment reading comprehension test.

Procter-Legg, E., Petersen, S., & Cacchione, A. (2014). LingoBee mobile app: Connecting to language learners through technology. In S. Leone (Ed.), Integration of Formal and Informal E-Learning Environments for Adult Lifelong Learners (pp. 199-221). Hershey, PA: IGI Global Publishing. 

This e-book chapter is a sequel to Petersen, et al. (2012). It describes the use of an Android smartphone-based situated-language-learning app (LingoBee) in a project involving five L2 case studies in Britain, Italy, Lithuania, The Netherlands and Norway. The languages studied were English, Italian, Dutch, Lithuanian, Hungarian and Norwegian. Using LingoBee, (pre-)university students, of unspecified L2 competence level, took on-site pictures to create, cooperatively and collaboratively, an annotated web-based vocabulary repository (SIMOLA). The case studies highlighted that the support and guidance provided by instructors can impact positively on learners’ engagement and use of LingoBee.

Pu, M., & Zhong, Z. (2018). Development of a situational interaction game for improving preschool children’ performance in English vocabulary learning. Proceedings of the 2018 International Conference on Distance Education and Learning (pp. 88-92). New York: ACM.

This conference paper describes the design and pilot testing of an augmented-reality game for L2 English vocabulary that was trialed for twenty minutes with five preschool children of unspecified L2 English competency level in Taiwan. A pre-/post-treatment vocabulary test comparison with three children who were only exposed to printed cards showed no significant learning difference. Neither was there any significant difference in learning interests between the groups. Cognitive load, however, was significantly lower with the experimental group.

Pukšič, D., & Krašna, M. (2015). M-Learning in practice: Language learning mobile application. Proceedings from Central European Conference on Information and Intelligent Systems (pp. 105-114).

This Slovenian study describes the design and pilot testing of an Android-based mobile language learning app (BlaBla) for A1/A2-level L2 Slovenian. It was trialed for two weeks by twelve university students in an Erasmus intensive language course.  Although students from the experimental group found the application useful, compared to twelve control students in the same class who did not use the app, no significant learning difference was observed on a post-treatment test.

Purwati, T. (2018). Using mobile application to promote autonomous learning for syntax subject. E-Structural, 1(2), 142-153.

This Indonesian study describes the attitudes of 40 university students of unspecified L2 English competence level regarding their usage of three mobile-accessible apps (Quizlet, Socrative, Sli.do) to learn English syntax via smartphones in class. Neither the content, procedures nor treatment duration/frequency were specified. Twice as many students preferred using Socrative over Quizlet or Sli.do. Twenty-two students believed that using smartphones in learning was challenging and interesting. However, only ten thought that using the apps helped them become an autonomous learner. Likewise, just eight students found that using the apps in learning syntax was helpful in finding materials and examples.

Puspandari, L., & de Haviland Basoeki, O. (2020). The use of mobile device in the application of Education 3.0 to increase students' English-speaking ability at shipbuilding polytechnic. Asian EFL Journal, 27(3), 247-258.

This study investigated the effect of a social networking messaging app (WhatsApp) upon the English-speaking ability of 90 Indonesian university students of unspecified L2 English competence level. For seven weeks, participants undertook discussions in class. For the remainder of the semester, in addition to face-to-face classroom activities, they accessed WhatsApp via their smartphones for discussion and explanation of the material. Student reaction to the innovation was overall very positive. Those who before were passive in class became more actively involved in discussion groups and made a significant improvement in the end-of-year course test.

Puspitaloka, N., Hasanah, U., & Rahmawati, I. (2017). English vocabularies enrichment through “Hello English” Android-based educational game for young learners’ classroom. The 2nd TEYLIN International Conference Proceedings (pp. 140-148).

This conference presentation evaluates the effect of a mobile-based L2 English tutorial game app (Hello English) on the vocabulary acquisition of 35 Indonesian fifth-graders of unspecified English language competence. Twice weekly in class for four weeks, presumably using their smartphones, these students learned unspecified material in the app while a control group of 35 received the same classroom instruction without use of the app. Both groups demonstrated improvement on a pre-/post-/treatment vocabulary test comparison, but the Hello English users significantly more so than the control.

Puspitasari, H., Maharani, R., Setyawan, W., & Primasari, Y. (2022). Android-based mobile application for vocabulary learning. Jurnal Pendidikan Dan Pengajaran, 55(3), 469-479.

This Indonesian study describes the design, development and trialing of an Android-based mobile L2 English vocabulary app (VocApp). The whole process took place over an unspecified time period and involved 20 tenth-grade high school students of unspecified English competence level. The study claims to be based on a theory of instructional design, vocabulary, and vocabulary teaching. However, none are identified. While the design of the app is described in detail, no treatment procedures are specified. Likewise, it is claimed validation demonstrated that VocApp was quite effective in improving vocabulary acquisition, but no pre-/post-test data is provided to substantiate the claim.

Pyo, J., & Lee, C-H. (2022a). Students’ perspectives of Mobile-Assisted Blended Learning (MABL) in L2 listening classes at the university level. Korean Journal of English Language and Linguistics, 22, 1175-1198.

This Korean study investigated the attitudes of 87 university students regarding their 14-week experience with a mobile-based L2 English listening program that was part of a blended learning beginner-level curriculum. According to a post-treatment questionnaire and interviews, participants found mobile-assisted blended learning for L2 English listening useful, interesting, satisfying, motivating, and not particularly difficult. The results of this study also indicated that the students preferred the “Learner-Mobile Interaction” the most, followed by “Learner-Teacher,” “Learner-Learner,” and “Learner-Web” interactions. Among six activity types, the students showed the highest preference for “Learning with Teacher’s Video” and lowest for “Learning with Introduced Web Content”.

Pyo, J., & Lee, C-H. (2022b). Academic engagement and task completion in L2 listening through Mobile-Assisted Blended Learning (MABL) in higher education. Korean Journal of English Language and Linguistics, 22, 1389-1416.

This Korean study investigated university students’ academic engagement and learning outcomes in beginning-level L2 English listening classes. Weekly for fourteen weeks, all students completed the same online listening comprehension exercises via a social networking app (KakaoTalk), using mostly smartphones. An experimental group of 51 did so with full instructor guidance. Meanwhile, a control group of 40 did the same exercises on their own, without instructor intervention. Compared to the control group, experimental group participants displayed significantly more positive attitudes regarding their perceived academic engagement and demonstrated a significantly higher activity completion rate. They also demonstrated significantly better post-test listening results.

Pyo, J., & Lee, C-H. (2024). Developing learner autonomy and EFL listening skills through mobile-assisted blended learning. Innovation in Language Learning and Teaching, xx, 1-16.

This Korean study evaluated the effect of a mobile-based blended English learning program upon the learning autonomy and A2-level listening skills of 50 university students. Weekly over fourteen weeks, participants used unspecified mobile devices to undertake instructor-guided individual/collaborative listening exercises via a social networking app (KakaoTalk). Meanwhile, a control group of 41 did the same exercises on their own, without instructor guidance, via an unidentified online learning management system. In a pre/post-test comparison, the experimental group significantly outperformed the control in listening competence. Pre-/post-treatment questionnaires also revealed significant differences favoring the experimental group in all assessed learning autonomy parameters.