S

Saeidi, M., & Mozaheb, M. (2012). Comparing vocabulary learning of EFL learners by using two different strategies (mobile learning vs. flashcards). International Journal of Mobile Learning and Organisation, 6(3/4), 303-315.

This Iranian study investigated the effectiveness of a mobile-based vocabulary learning app (Spaced Repetition System) compared to printed flashcards with a group of L2 English university students who had average TOEFL (IBT) scores of 90 (intermediate-level). For seven weeks, 40 participants used their mobile phones/PDAs to access the app while another 40 used flashcards to learn 1200 new words. The instructor also sent vocabulary information via SMS to the app users, who were obliged to respond. The mobile app users significantly outscored the control on a post-treatment 20-item multiple-choice vocabulary test.

Safar, A., Al-Jafar, A., & Al-Yousefi, Z. (2017). The effectiveness of using Augmented Reality apps in teaching the English alphabet to kindergarten children: A case study in the state of Kuwait. Eurasia Journal of Mathematics, Science & Technology Education, 13(2), 417-440.

This Kuwaiti study evaluated the effect of two mobile-based Augmented Reality apps (AR Flashcards Animals-Alphabet and AR Alphabet Flashcards) upon the learning motivation and L2 English alphabet learning of 21 kindergarteners who used the apps on iPads during 20-minute class lessons for seven weeks. A control group of 21 learned the English alphabet via what is described as traditional methods. The experimental group demonstrated a significantly higher degree of interaction during the lessons than did the control. This higher interaction correlated strongly with significantly higher scores on a 30-item post-test.

Şahan, O., Çoban, M., & Razi, S. (2016). Students learn English idioms through WhatsApp: Extensive use of smartphones. Erzincan Üniversitesi Eğitim Fakültesi Dergisi Cilt-Sayı, 18(2), 1230-1251.

This Turkish paper investigated the use of a social networking messaging app (WhatsApp) as a platform for the learning of L2 English idioms by 33 B1-level university students. For five weeks, participants learned three idioms per week, the meaning and use of which they discussed out of class in WhatsApp chat groups via their smartphones. On a post-test consisting of gap-filling questions and dialogue completion, participants achieved a median score in excess of 87%. Interviews with ten students confirmed students’ positive attitudes toward WhatsApp and its motivational effects on learning.

Sahin, N., & Özcan, M. (2019). Effects of augmented reality in teaching old Turkish language mementoes on student achievement and motivation. Contemporary Educational Technology,10(2), 198-213.

This Turkish study assesses the effectiveness of a mobile smartphone-based Augmented Reality app developed by the researchers to support the teaching of Old Turkish literary texts to 25 university students of unspecified Old Turkish proficiency level. For four weeks, participants studied three texts via a combination of class lectures and mobile-based AR materials. Meanwhile, a matched control group of 25 studied the same texts without the benefit of the app. The academic success of the experimental group was significantly superior to that of the control on a pre-/post-test comparison. However, the language portion of this assessed performance is never identified.

Said, M., Hanid, M., Ali, M., & Punyanathan, K. (2024). The effect of mobile application to promote learning English for primary school students. Advances in Mobile Learning Educational Research, 4(1), 940-950.

This Malaysian study evaluated the effect of a researcher-created game-based language learning app (Endangered Animals Project) upon theL2 English learning motivation and performance of 26 fifth-grade primary school children of unspecified English competence level. Using their personal mobile devices, following unspecified procedures, participants accessed the app in class for two weeks to complete three lessons. According to a post-treatment questionnaire, student motivation to learn English significantly improved. Likewise, a pre-/post-test comparison demonstrated a very large and significant improvement in unspecified English skills.

Said Ahmed, M. (2015). The effect of Twitter on developing writing skill in English as a foreign language. Arab World English Journal, Special Issue on CALL (2), 134-149.

This study investigated the effect of Twitter microblogging on the English writing of 30 Saudi Arabian college students of unspecified L2 English competence level. Over eight weeks, every school day, participants accessed Twitter via their smartphones to summarize reading materials and respond to the instructor’s reading prompts. During the same time, a control group of 30 studied the same material and undertook the same writing exercises but without the Twitter support. On a post-treatment writing test of five paragraphs, the experimental group significantly outscored the control for all sub-skills: ideas and content, organization, style, voice.

Saidouni, K. (2019). The effect of mobile-assisted language learning on developing EFL students’ speaking skill: The case of second year students of English at Batna−2 University.  PhD dissertation, University of Mostafa Benboulaid Batna-2, Algeria.

This PhD dissertation evaluated the effect of using numerous mobile-accessible apps (e.g., Moodle, Camera, Facebook, Voice Recorder) upon the L2 English speaking ability of 32 Algerian university students of unspecified competence level. Participants used their own mobile devices, almost all smartphones, in class for seven months to access MALL materials. A control group of 32 studied without the use of any MALL materials. On a pre-/post-treatment speaking/listening test, the experimental group significantly outperformed the control and also expressed favorable perceptions of the treatment, especially its effect upon their learning motivation.

Salamat, A., & Pourgharib, B. (2013). The effect of using mobile on EFL students speaking. International Research Journal of Applied and Basic Sciences, 4(11), 3526-3530.

This Iranian paper evaluated the effect of in-class mobile phone usage upon the L2 English speaking ability of 20 university students. For a semester, in each of 30 class sessions, students spent 10 minutes via mobile phone discussing with their instructor everyday topics taken from their textbook (Vocabulary in Use). Errors were noted by the instructor, which students then worked on individually as a homework assignment. In a post-test of speaking ability, this experimental group significantly outperformed a control group of 20 students, which received no treatment at all.

Salameh, O. (2011). A multimedia offline cell phone system for English language learning. International Arab Journal of e-Technology, 2(1), 44-48.

This Palestinian study describes the design of a prototype mobile phone off-line multimedia language learning system primarily intended to support L2 English reading and listening comprehension. Each Flash-based lesson consists of several slides containing text, picture and audio followed by multiple choice comprehension questions. Pilot testing of the system by 60 university students revealed that it worked correctly on 73% of their (mostly Nokia) mobile phones. Overall, student evaluation of lesson content was very positive.

Saleh, Z., Ahmad, S., & Fahim, S. (2020). Mobile assisted language learning for developing critical reading skills of EFL university students. Occasional Papers in the Development of English Education, 69(1), 225-250.

This Egyptian study investigated the effect of a number of mobile apps, most particularly, Google Classroom App and WhatsApp Messenger, upon the L2 English critical reading competency of forty university students. Over three months, working individually and collaboratively in small groups twice a week, participants accessed the apps via mobile phones to practice the evaluation of targeted textual features (purpose, intended meaning, inference, facts/opinions, bias, evaluation). A pre-/post-test comparison demonstrated significant improvement in critical reading skills. 

Salih, A. (2019). Effects of mobile-assisted-language-learning on developing listening skill to the department of English students in college of education for women at Al Iraqia University. European Journal of Language and Literature Studies, 5(1), 31-38.

This is the same paper as Azeez & Bajalani (2018a).

Salmela, R., Lehtonen, M., Köykkä, J., …, & Bertram, R. (2024). Training Finnish morphology with a smartphone application in adult beginner level learners. Computer Assisted Language Learning, xx, 1-33.

This Finnish study evaluated the effect of a locally produced L2 Finnish morphology app (Finnish Morphology Application) upon the receptive and productive L2 morphology competence of 33 adult beginner-level university and adult education center students. Via their smartphones, participants used the app out-of-class for three weeks at least 15 minutes daily. Meanwhile, a control group of 38 did likewise using a general purpose L2 Finnish language app (Suomipassi) that treated morphology without any special focus upon it. While both groups performed better in the post-test than the pre-test, the experimental group outperformed the control on two of three evaluation parameters.

Samad, I., & Ismail (2020). ELSA Speak application as a supporting media in enhancing students’ pronunciation skill. Majesty Journal, 2(2), 1-7.

This Indonesian study evaluated the effect of an L2 English speaking app (ELSA Speak) upon the pronunciation of twelve university students of unspecified English competence level.  Using their smartphones during eight sessions over an unspecified treatment period, participants did unspecified exercises following unspecified procedures. A pre-/post-test demonstrated a significant improvement in the pronunciation of the students.

Samaie, M., Mansouri Nejad, A., & Qaracholloo, M. (2018). An inquiry into the efficiency of WhatsApp for self‐ and peer‐assessments of oral language proficiency. British Journal of Educational Technology, 49(1), 111-126.

This Iranian study evaluated a smartphone-based social networking app (WhatsApp) as an assessment platform for L2 English speaking ability. Thirty advanced-level private language institute adolescents used the app to make a five-minute recording within a WhatsApp group. They evaluated their own recording and that of all their classmates for pronunciation, fluency, grammar, vocabulary/content and communication skills/strategies. There was a statistically significant difference between self- and peer-assessment scores, with the participants assigning higher grades to their peers than themselves. WhatsApp usage generally had negative effects on the participants’ attitudes towards assessment.

Samaka, M., Ismail, L., Abu Abdulla, N., & Clark, B. (2012). M-learning for training English at workplace. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), INTED2012 Proceedings of the 6th International Technology, Education and Development Conference, Valencia, Spain, 5-7 March, Spain.

This conference presentation describes the design and evaluation of a prototype Android-based mobile L2 English learning system for oil/gas industry workers in Qatar. The system supports four learning approaches: exposition, exploration, assessment, and communication. It focuses on grammar as well as workplace-related listening comprehension and vocabulary. The system was trialed by 27 trainees from five different oil and gas companies. The testing outcome demonstrated that the m-learning approach and particular app used in this study were effective in promoting retention in language learning.

Samimi, F., & Abadi, S. (2016). The mediation of mobile application in boosting the vocabulary learning of upper-intermediate EFL learners: Advantages and disadvantages. Modern Journal of Language Teaching Methods, 6(5), 302-311.

This Iranian study compared the L2 English vocabulary acquisition of 100 upper-intermediate-level university students under two conditions: mobile-app based and printed. For four weeks, half the group studied 96 words from the 504 printed vocabulary book while the other half did likewise using a digital version via their smartphones. The mobile-based users significantly outscored the control on a pre-/post-test comparison. Smartphone users expressed satisfaction with the efficiency, portability and convenience of the mobile app, but also indicated small screen size, limited battery life and limited memory size as disadvantages.

Samuels, J. (2003). Wireless and handheld devices for language learning. Proceedings of the 19th Annual Conference on Distance Teaching and Learning, Madison, WI.

This paper describes three experimental semester-long projects which trialed web-enabled PDAs used by American university students as an in-class alternative to a computer lab. The first project focused on an L2 Norwegian grammar and vocabulary Hot Potatoes-based review program involving a single class. The PDAs were also used for a class text chat. In the second experiment, PDAs were used to support six 30-minute text chat sessions in an L2 French course consisting of six classes.  Both the Norwegian and French instructors expressed an interest in continuing to use the PDAs in their courses. In the third project, two Latin classes used PDAs to mark vowel length to learn scansion in Latin poetry.  Several obstacles related to font control were encountered during the development and implementation of this project.

Sánchez Ambriz, M., & Martínez Balboa, S. (2018). M-learning en el CELEX-ESIA Z. Estrategia educativa que incorpora al WhatsApp al E-learning para el desarrollo de la competencia oral y escrita del idioma inglés (M-learning at CELEX-ESIA Z. Educational strategy that incorporates WhatsApp to E-learning for the development of oral and written English language proficiency). Hamut’ay, 5(1), 66-83. [in Spanish]

This study evaluates the effect of using an instant messaging app (WhatsApp) upon the L2 English writing and speaking of intermediate-level participants enrolled as distance education students at the National Polytechnic Institute in Mexico. Over nine months, 46 participants used their mobile devices to access the app to interact with other students and communicate with the instructor about course assignments.  Compared to 37 matched enrolled in-class students, the WhatsApp users initially scored significantly lower on a writing/speaking pre-test. However, at the end of the treatment period, they significantly outscored the enrolled in-class students on a parallel post-test.

Sandberg, J., Maris, M., & de Geus, K. (2011). Mobile English learning: An evidence based study with fifth graders. Computers & Education, 57(1), 1334-1347.

This Dutch article reports on the trialing of a smartphone-based GPS and off-line L2 English vocabulary learning game with fifth-graders. Two groups followed up a classroom lesson about zoo animals with a zoo visit guided by their GPS-equipped phones. Twenty-four of the pupils had access to the mobile phones only at the zoo, while 22 were also allowed to take the phones home for two weeks. A control group of 29 had classroom lessons only. Pupils who took the mobile phones home performed the best on a 50-word vocabulary post-test.

Sandberg, J., Maris, M., & Hoogendoorn, P. (2014). The added value of a gaming context and intelligent adaptation for a mobile learning application for vocabulary learning. Computers & Education, 76, 119-130.

This Dutch study examined the effect of adding a game component to the mobile phone-based Mobile English Learning (MEL) L2 English vocabulary application described in Sandberg, Maris & de Geus (2011). For two weeks, one group of 42 fifth graders used the original MEL while another of 49 used the game-enhanced version. In a pre-/post-test comparison of vocabulary acquisition, students in the game-enhanced group outperformed the control without spending any more time with the learning material. They also valued the game-enhanced application more than the control group valued the MEL-original.

Sanosi, A. (2018). The effect of Quizlet on vocabulary acquisition. Asian Journal of Education and e-Learning, 6(4), 71-77.

This Saudi Arabian study evaluated the effect of a flashcard program (Quizlet) upon the vocabulary acquisition of 21 low-level L2 English university students, all L1 Arabic speakers. Participants used Quizlet in and out of class for four weeks to learn 90 words. Though Quizlet was accessible as a computer application, participants were instructed to download and use it on their mobile phones. During the same period, a matched control group of 21 studied the same vocabulary without the use of Quizlet. On a pre-/post-test comparison, the experimental group significantly outperformed the control.

Saran, M. (2009). Exploring the Use of Mobile Phones for Supporting English Language Learners’ Vocabulary Acquisition. MA thesis, Middle East Technical University, Ankara, Turkey.

This Turkish MA thesis reports the results of two studies investigating the effect of mobile phone-based MMS/SMS vocabulary instruction with L2 English pre-university students fairly equally distributed between elementary and pre-intermediate level learners.  In the first study, which lasted ten weeks, 31 students received three words per day via MMS in addition to classroom instruction. The MMS included word definitions, example sentences, related pictures, and pronunciations. This was supported by weekly SMS vocabulary quizzes. A control group of 31students received only classroom instruction. Regardless of competency level, the mobile-based group significantly outscored its control group counterpart on an immediate and one-month-delayed post-treatment vocabulary test. In the second study, which lasted four weeks, the MMS delivery of vocabulary instruction was compared to new word distribution by printed and web-based materials. Each treatment group consisted of 34-35 students, again with a near equal distribution of elementary and pre-intermediate learners in the three groups. The mobile-based group at both competency levels significantly outscored its counterparts in the other two groups on an immediate and one-month-delayed post-treatment test of vocabulary knowledge and pronunciation.

Saran, M., Çağıltay K., & Seferoğlu, G. (2008). Use of mobile phones in language learning: Developing effective instructional materials. 5th International Conference on Wireless, Mobile and Ubiquitous Technologies in Education (pp. 39-43). Los Alamitos, CA: IEEE Computer Society.

This Turkish paper describes the use of mobile phone MMS to support L2 English vocabulary acquisition. At fixed intervals, three times a day for 10 weeks, a total of 120 words were “pushed” to 32 beginner/pre-intermediate-level prep school students. The system allowed learners to see the definitions of words, example sentences, audio pronunciations and related visual support, and take multiple choice vocabulary quizzes. Though no objective data is given, it is claimed that using MMS in enhancing vocabulary knowledge was very effective and that all students provided positive feedback.

Saran, M., & Seferoglu, G. (2010). Yabanci dil sözcük öğreniminin çoklu ortam cep telefonuiletileri ile desteklenmesi Supporting foreign language vocabulary learning through multimedia messages via mobile phones. Hacettepe University Faculty of Education Journal, 38, 252-266.  [In Turkish]

This Turkish paper describes a year-long mobile phone-based project that tested the effectiveness of MMS and SMS in the learning of 120 words by 32 L2 English university prep-school students compared to a control group of the same size which did not receive this support.  Participants were at beginner, intermediate and advanced L2 English competence levels. The MMS, pushed at regular intervals, included word definitions, example sentences, visual representations and pronunciations. These were accompanied by 60 follow-up SMS quizzes. In pre-/post- and delayed post-test comparisons the experimental group significantly outscored the control. Student feedback about the program was unanimously positive.

Saran, M., Seferoğlu, G., & Çağıltay, K. (2009). Mobile assisted language learning: English pronunciation at learners’ fingertips. Eurasian Journal of Educational Research, 34, 97-114.

This Turkish study compared the effectiveness of a mobile phone MMS English pronunciation application to delivery of the same materials via a website and printed handouts. The materials consisted of 80-word definitions, example sentences, related pictures, plus pronunciations for the MMS and the web application. The materials were provided to three groups of eight elementary-level L2 English preparatory school students, one for each condition, four words a day for four weeks. The MMS group significantly outperformed the two control groups in a pre-/post-test.

Saran, M., Seferoğlu, G., & Çağıltay, K. (2012). Mobile language learning: Contribution of multimedia messages via mobile phones in consolidating vocabulary. The Asia-Pacific Education Researcher, 21(1), 181-190.

This Turkish paper investigates the effectiveness of using mobile phone-based multimedia messages (MMS) in learning L2 English vocabulary compared to delivery through web pages and printed form. The treatment incorporated word definitions, exemplary sentences, related visual representations and word formation information. The MMS and web pages also included word pronunciations. The four-week trial involved beginner/pre-intermediate-level prep school students, 34 each using the web and printed materials and 35 using mobile phones. Pre-/post-test comparisons indicated that students at both levels who were sent MMS learned more words than those who studied on the web or with printed materials.

Saran, M., Seferoğlu, G., & Çağıltay, K. (2013). Supporting foreign language vocabulary learning through multimedia messages via mobile phones.  Flourishing ideas in English Language Teaching (FIELT), np. 

This Turkish paper compares the effectiveness of using mobile phone-based multimedia messages (MMS) in learning L2 English vocabulary (N=35) with delivery through web pages (N=34) and printed text (N=34). All three conditions included the definitions of words, exemplary sentences, related visual representations, information on word formation and pronunciation. The four-week trial involved elementary and pre-intermediate level English preparatory school students. Though no objective data is given, it is claimed that within both L2 English levels the mobile groups outperformed all the other groups not only in a post- test but also in a delayed post-test.

Sarhandi, P., Bajnaid, A., & Elyas, T. (2017). Impact of smartphone-based activities on EFL students' engagement. English Language Teaching, 10(6), 103-117.

This Saudi Arabian paper investigated the effect of using student-owned smartphones upon the learning engagement of intermediate-level L2 English university students. For two weeks, a group of 50 was divided into an experimental and control section. The former undertook course book activities in class using smartphones whereas the latter did the same with printed materials. The experimental group participants demonstrated significantly higher levels of task engagement.  They initiated their activities significantly faster and were observed to have significantly more sustained behavioral involvement than the control while exhibiting generally positive emotions.

Sari, S., Anwar, K., & Marifah, U. (2022). The effectiveness between using CALL with Hot Potatoes and MALL with Quizizz for vocabulary enhancement at MAN 2 Gresik. Journal of English Teaching, Literature, and Applied Linguistics, 5(2), 86-93.

This Indonesian study compared the English vocabulary teaching effectiveness of two quiz apps: Hot Potatoes on a CALL platform and Quizizz as a mobile app. Over four weeks, high school students of unspecified L2 English competence level learned a total of 40 words, 10 per class session. The CALL group consisted of 23 participants and the MALL group of 26. Both groups studied the same material and topics. On a pre-/post-test comparison, the MALL-based group significantly outperformed the CALL group students, the result reflecting a medium effect size.

Sariani, Miladiyenti, F., Rozi, F., …, & Marzuki, D. (2022). Incorporating mobile-based Artificial Intelligence to English pronunciation learning in tertiary-level students: Developing autonomous learning. International Journal of Advanced Science Computing and Engineering, 4(3), 220-232.

This Indonesian study describes the effect of a mobile-accessible Artificial Intelligence English speaking app (ELSA Speak) upon the pronunciation of 26 university students of unspecified L2 competence level. Using their personal mobile phones, participants accessed the app out of class weekly for three months to complete unspecified assignments. In a pre-/post-test comparison, students demonstrated a slight improvement in their pronunciation of the schwa sound /ə/, but the difference was not statistically significant. Although students sometimes found using the app challenging, it motivated them to put in an effort and they acknowledged that it stimulated their critical thinking and problem-solving abilities. 

Saritepeci, M., Duran, A. & Ermiş, U. (2019). A new trend in preparing for foreign language exam (YDS) in Turkey: Case of WhatsApp in mobile learning. Education and Information Technologies, np.

This Turkish study describes the use of a smartphone-based messaging app (WhatsApp) as a platform to support the preparation of a standardized L2 English exam (YDT). Twenty-nine adult volunteers used the app for six months as part of a WhatsApp group. The procedure, however, was entirely teacher-centered as only the instructor could share questions, materials, example sentences, videos or links. Participants thought WhatsApp supported active learner-instructor interaction and increased their motivation to learn. However, it was concluded that WhatsApp activities did not support deep learning and only provided superficial information.

Sato, T., Murase, F., & Burden, T. (2015). Is mobile-assisted language learning really useful? An examination of recall automatization and learner autonomy. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 495-501). Dublin: Research-publishing.net.

This Japanese three-week study explored the effect of a smartphone-based app for the learning of English phrases upon the vocabulary recall and learner autonomy of 52 university students of unspecified L2 English competence level. The app presented 100 phrases with Japanese translations and included matching and blank-fill quizzes. A matched control group of 45 memorized the same phrases and translations from a paper-based vocabulary list. Although the experimental group significantly outperformed the control in a post-treatment vocabulary test, a student attitude questionnaire did not show any statistically significant effects on the development of learner autonomy.

Sato, T., Murase, F., & Burden, T. (2020). An empirical study on vocabulary recall and learner autonomy through mobile-assisted language learning in blended learning settings. CALICO Journal, 37(3), 254-276.

This Japanese study investigated the effect of a mobile-based vocabulary quiz app (Quizlet) upon 40 intermediate-level L2 English university students. Over three weeks, participants used their smartphones out of class to learn 100 assigned expressions via Quizlet while a control group of 54 did likewise using a paper-based list. The experimental group significantly outscored the control on a post-treatment vocabulary test and used more targeted expressions in a written essay. However, there was no significant difference between the groups in writing quality. App usage enhanced positive attitudes towards autonomous learning.

Schenker, T., & Kraemer, A. (2017). Maximizing L2 speaking practice through iPads. Languages, 2(6), 1-11.

This American paper investigated the effect of an iPad-based app (Adobe Voice) upon the oral proficiency of second-semester L2 German university students. Over a 13-week semester, 16 students used the app three times per week for out-of-class individual speaking practice on projects related to the course syllabus. On a post-treatment SOPI, the iPad group achieved significantly higher scores than 39 students in a control group which did not use the app. However, the results did not show any statistically significant differences between the two groups for fluency and complexity.

Seibert Hanson, A., & Brown, C. (2019). Enhancing L2 learning through a mobile-assisted spaced-repetition tool: An effective but bitter pill? Computer Assisted Language Learning, 33(1-2), 133-155.

This American study investigated the relationship between the usage of a mobile-based vocabulary flashcard app (AnkiMobile) and the beginner-level L2 Spanish proficiency of 62 L1 English university students. Participants accessed the app via their smartphones for twelve weeks. Use of the app was compulsory and counted in the course grade. Notwithstanding, usage was low and participants reported low enjoyment, though they also reported having higher Spanish motivation and self-efficacy. Statistically, a positive relationship was shown between days studying with AnkiMobile and Spanish performance at the end of the semester.

Seifert, T., & Har-Paz, C. (2020).The effects of mobile learning in an EFL class on self-regulated learning and school achievement. International Journal of Mobile and Blended Learning, 12(3), pp. 49-65.

This study describes the effects of a mobile-based L2 English program upon fifteen intermediate-level tenth-graders in Israel. For three months, during ten double class periods, students used a variety of apps (Nearpod WhatsApp, Facebook, Quizlet) to undertake, individually and collaboratively, course assignments. During the same time, a control group of 18 received traditional instruction without mobile learning support. Mobile-based teaching did not affect the self-regulation learning abilities of the students.  It did, however, increase external and internal motivation and their post-treatment course grades were superior to those of the control.

Seifert, T., & Zimon, V. (2019). Using tablet applications as assistive tools in teaching English as a foreign language. In A. Baruch & H. Tal (Eds.), Mobile Technologies in Educational Organizations (pp. 263-282).

This Israeli study describes the effect of tablet-computer usage upon the L2 English reading skills of eight fourth-graders, half identified as having learning difficulties and half without learning difficulties. Over five months, the children practiced reading skills with 30 different mobile-based apps, once per week in class. Pre-/post-tests revealed greater progress was made by the children with learning difficulties, most notably in reading comprehension. The effect of the treatment upon learning motivation produced mixed results for both groups, positive according to their weekly diaries, but negative on a post-treatment questionnaire. 

Şendağ, S., Gedik, N., Caner, M., & Toker, S. (2017). Mobil - yoğun podcast dinlemenin İngilizce öğretmen adaylarının dinleme, konuşma ve eleştirel düşünme becerilerine etkisi (The effects of mobile-intensive podcast listening on the listening, speaking and critical thinking skills of pre-service English teachers). Educational Technology Theory and Practice, 7(2), 94-122. [in Turkish]

This study evaluated the effect of intensive podcast listening upon the B2-level L2 English listening, speaking and critical thinking skills of 29 pre-service English teachers at a Turkish university. Over ten weeks, using Android tablets, participants spent 26 hours listening to 24 podcasts on a variety of informal topics. A matched control group of 29 students received the same classroom instruction without listening to any podcasts. Although there was a significant increase in listening comprehension, speaking and critical thinking skills from pre-test to post-test for both the control and experimental groups, the difference between the two groups was not significant.

Şendağ, S., Gedik, N., Caner, M., & Toker, S. (2019). Mobil destekli dil öğrenmede podcast kullanımı: Öğretici merkezli yoğun dinleme ve mobil kapsamlı dinleme (Use of podcasts in mobile-assisted language learning: Instructor-led intensive listening and mobile extensive- listening). Mersin Üniversitesi Eğitim Fakültes iDergisi, 15(1), 1-27. [in Turkish]

This Turkish study compared the effect of two types of listening practice, intensive instructor-led (N=29) versus extensive mobile (N=30), upon the L2 English competence of B2-level university students. All participants accessed listening materials via tablet-based podcasts. The instructor-led group did so in a lab during 13-15 sessions over 10 weeks. The extensive mobile group listened to whatever and however many podcasts they wanted out of class for seven weeks, then collaboratively created their own podcasts. The instructor-led group significantly out-performed the mobile group on a pre-/post-treatment listening comprehension test.

Şendağ, S., Caner, M., Gedik, N., & Toker, S. (2024). Enhancing language proficiency through mobile extensive listening and podcasting: A multifaceted approach to metacognition and critical thinking. Thinking Skills and Creativity, np.

This Turkish study evaluated the effect of extensive mobile-based podcast listening and creation upon the L2 English speaking, listening and critical thinking skills of 29 B2-level university students. Over ten weeks, six hours weekly, participants used tablets with unspecified Android apps to listen to various podcasts. Working in small groups, they then created and peer-reviewed their own podcasts. Meanwhile, a matched control group of 28 listened to two weekly podcasts, for which they individually wrote a review. On a pre-/post-test comparison, the experimental group significantly outperformed the control in speaking, but there was no difference in listening or critical thinking.

Sénécal, A-M., & Cardoso, W. (2021). A world of differences: The role of individual differences in L2 vocabulary learning with clickers. In C. Brudermann, M. Grosbois, C. Sarré … & S. Thouësny (Eds.), CALL & Professionalization– Short papers from EUROCALL 2021. Research-publishing.net.

This (presumably) Canadian study investigated the effect of clicker usage on the L2 English vocabulary learning of secondary school students of unspecified English competence level. Over six weeks, 31 participants used the clickers to answer multiple-choice questions relating to 30 low frequency words in unspecified reading passages. A post-treatment questionnaire revealed that students had positive perceptions of clickers and in particular thought that their use promoted vocabulary learning. However, no significant difference in learning gains were observed when pre-/post-test results were compared to those of a control group of 30 who raised their hands when responding to the multiple-choice questions.

Sénécal, A-M., Cardoso, W., & Mezzaluna, V, (2024). Make words click! Learning English vocabulary with clickers: Users’ perceptions. Computer Assisted Language Learning, 37(4), 766-788.

This Canadian study examined language students’ cognitive (learning-related) and non-cognitive (interaction-related) perceptions of clickers as pedagogical tools in an eighth-grade L1 French high school class of high-beginner L2 English learners. Over two months, 29 students learned 30 low-frequency words via PowerPoint presentations with embedded clicker-linked multiple-choice questions. A matched control group of 29 viewed the same presentations, but responded to questions by raising their hands. Cognitive perceptions of the pedagogical benefits of clickers were significantly more positive with clicker users than those in the control group. There were no significant differences between the two groups relating to non-cognitive perceptions.

Sénécal, A-M., Mezzaluna, V., & Cardoso, W. (2018). Make words click! Leaning English vocabulary with clickers. In P. Taalas, J. Jalkanen, L. Bradley & S. Thouësny (Eds.), Future-proof CALL: Language Learning as Exploration and Encounters – Short papers from EUROCALL 2018 (pp. 290-295). Research-publishing.net.

This conference presentation reports the same study as that described in Sénécal, Cardoso & Mezzaluna (2024). However, whereas the latter investigated student perceptions of clicker usage, this prior study evaluated learning outcomes, specifically vocabulary gains made by 31 eighth-grade L2 English learners of unspecified competence level who over two months studied 30 unspecified low-frequency words using clickers to answer multiple-choice questions. A control group of 30 studied the same materials, but responded to questions by hand-raising and orally. While both groups improved in their knowledge of the target vocabulary after intervention, there was no significant difference between the two groups.

Seo, W., & Choi, I-C. (2014). The effect of using a smartphone speaking application on Korean middle school students’ English expression learning and satisfaction. Multimedia-Assisted Language Learning, 17(1), 34-57.

This Korean study investigated the effectiveness of a smartphone-based app (Speaking 200) on the L2 English vocabulary acquisition of 69 middle school pupils compared to a control group of 70 who studied the same material from printed handouts.  Each group consisted of a higher and lower proficiency level cohort. Compared to a pre-test taken before the six-week trial, average scores in the post-test improved for all groups, though these were significantly higher only between the experimental and control groups of lower ability. Overall, participants were satisfied with the mobile app.

Sepúlveda Valenzuela, E., Badilla Quintana, M., & Careaga Butter, M. (2014). Mobile devices for teaching English as a second language in higher education. The case of DUOC in Chile. Journal of Mobile Multimedia, 10(3-4), 234-243.

This Chilean study evaluated the effect of in-class mobile phone usage upon the rate of participation in online discussions. Over five weeks, 32 professional institute students with basic-level L2 English proficiency used their phones to access a weekly Blackboard discussion forum where they were allowed 15-20 minutes to respond in writing to a personally related prompt. Compared to results from the previous year, the number of responses in the discussions forum greatly increased. Students also favored in-class mobile phone usage because they felt more comfortable and had their teacher’s help.

Serafini, E. (2013). Learner perceptions of clickers as a source of feedback in the classroom. In K. McDonough & A. Mackey (Eds.), Second Language Interaction in Diverse Educational Contexts (pp. 209-224). John Benjamins Publishing Company.

This American paper investigated how L1 English beginner-level L2 Spanish university students reacted to clicker-mediated feedback. During seven classes, participants used clickers to respond to multiple-choice questions relating to past tense usage. After each question, a PowerPoint slide displayed the correct response either on its own (N=11), or accompanied by a histogram of student responses (N=14) or a formal grammatical explanation (N=12). Though participants’ perceptions of the overall effectiveness of the clicker-based activities were positive there were mixed reactions regarding the likely usefulness of continuing to use them in future.

Setyawan, W., Budiman, A., Wihara, D., …, & Wajdi, M. (2019). The effect of an Android-based application on T-Mobile learning model to improve students’ listening competence. Journal of Physics: Conference Series, 1175(1), 1-6.

This Indonesian study evaluates the effectiveness of an Android-based L2 English learning app (T-Mobile) upon the listening ability of twenty-year-old students at an unspecified educational institution. On a weekly basis over four weeks, 35 participants of unspecified English competence level used their smartphones to listen to unspecified materials via T-Mobile. Meanwhile, a control group of 37 listened to materials, presumably the same, accompanied by illustrative images without using the app. On a pre-/post-test comparison, both groups increased their listening scores, but the experimental group significantly more so than the control.

Setyowati, Y. (2019). Let's listen through WhatsApp: An energizing listening exercise in EFL class. Journal of Physics: Conference Series, 1179 012052.

This study evaluated the effect of a smartphone-based instant messaging app (WhatsApp) implementation upon the listening comprehension of 26 L2 English tenth-grade students, presumably in Indonesia. For four months, participants used the app to complete weekly listening comprehension exercises within a WhatsApp group. However, no information is provided about the students’ L2 proficiency level nor treatment materials or procedures. Although a pre-/post-treatment listening comprehension test demonstrated a marked improvement in mean scores, no statistical evidence is presented to substantiate the significance of the results. Student reaction to the treatment was positive, but participants tended to use slang and jargon.

Seyyedrezaei, S., Kazemi, Y., & Shahhoseini, F. (2016). Mobile Assisted Language Learning (MALL): An accelerator to Iranian language learners’ vocabulary learning improvement. International Journal of Research in Linguistics, Language Teaching and Testing, 1, 7-13.

This Iranian study investigated the effect of an instant messaging app (Viber) upon the intermediate-level L2 English vocabulary acquisition of L1 Persian students at a language institute. Via their cell phones, thirty participants received definitions and example sentences for 5 words every other day (15 words per week) for twelve weeks (180 words total). Meanwhile, a matched control group of 30 studied the same words, presumably following the same schedule, just using their textbook. There was a significant difference between the pre-/post-test scores of students in the experimental group but not the control.

Shadiev, R., Fayziev, M., Abildinova, G., …, & Shadiev, N. (2023). Mobile technology as a catalyst for enhancing EFL speaking skills in social language learning contexts. IEEE DASC/PiCom/CBDCom/CyberSciTech 2023 (pp. 422-427).

This study, attributed to ten researchers in five different countries, evaluated the effect of a locally-created mobile L2 English learning app upon the speaking performance of graduate students, about whom no information is provided. The app, based on social learning theory, exploited speech recognition technology and fostered speaking within a social language learning environment in culturally authentic communicative contexts. It was used for five weeks, 20-30 minutes daily, by 29 participants as preparation for the discussion of five everyday topics. On a pre-/post-test comparison, this group significantly outperformed a control group of 29 that did not use the app.

Shadiev, R., Halubitskaya, Y., & Huang, Y-M. (2018). Designing strategic mobile-assisted language learning activity aimed at minimizing cultural attributes. In Y-T. Wu, N. Srisawasdi, M. Banawan … & M. Rodrigo (Eds.), ICCE 2018: 26th International Conference on Computers in Education, Workshop Proceedings (pp. 634-637). Taiwan: Asia-Pacific Society for Computers in Education.

This conference presentation describes the ability of MALL to reduce the cultural attributes of language learners inherent in Asian culture: shyness, reservedness, passiveness, inhibition, lack of confidence, risk-avoidance, rote learning, test-oriented learning, reliance on teachers for knowledge. For a semester, three classes weekly, twelve L2 Russian students in China used their mobile phones to complete homework by texting, audio recording and picture taking and messenger to share homework with the instructor. Results of student interviews showed that the MALL activity was useful in minimizing cultural attributes inherent in Asian culture.

Shadiev, R., Hwang, W-Y., Huang, Y-M., & Liu, T-Y. (2015). The impact of supported and annotated mobile learning on achievement and cognitive load. Educational Technology & Society, 18 (4), 53-69.

This Taiwanese paper, which focuses upon language acquisition and cognitive load, reports the results of two experiments involving the use of a tablet-based system designed to support L2 English acquisition in a situated learning environment. The system allowed users to take out-of-class pictures of objects, which they could then textually or orally annotate and share with peers. It also provided text-to-speech, translation, and dictionary assistance. The system was used by two groups of junior high school classes of unspecified L2 English competence level, one consisting of 28 and the other of 31 students. The first class used an electronic textbook and served as the experimental group in the first experiment and control without the use of the electronic textbook or learning system in the second and vice versa with the second class. The experimental students outperformed the control students on post-test items in both experiments. Learning activities undertaken with the tablet learning system also caused less cognitive load for the students.

Shadiev, R., Hwang, W-Y., Huang, Y-M., & Liu, T-Y. (2017). Cognitive diffusion model: Facilitating EFL learning in an authentic environment. IEEE Transactions on Learning Technologies, 10(2), 168-181.

This Taiwanese study investigated the effect of mobile-based situated learning upon the cognitive processes of junior high school L2 English students. Over six weeks, 26 participants used Android tablets to access a locally developed app to translate words, annotate texts, make notes, record their voices and take photos while completing three descriptive out-of-class tasks. A control group of 31 undertook the same tasks using their textbooks and notebooks, with optional picture taking and voice recording. The experimental group significantly outperformed the control on a pre/post-test of L2 cognitive ability.

Shadiev, R., Hwang, W-Y., Huang, Y-M., & Liu, T-Y. (2018). Facilitating application of language skills in authentic environments with a mobile learning system. Journal of Computer Assisted Learning, 34(1), 42-52.

This Taiwanese study investigated the effect of collaboration upon the L2 English learning of 26 junior high school students who used a mobile-based system on Android tablets for six weeks to complete three tasks. First, students took pictures of objects which they described in writing and orally using the mobile learning system. In the other tasks, they wrote and audio recorded a description, then submitted it for peer-review, via the system for the second task and face-to-face for the third. Student performance was enhanced the most with face-to-face peer-review.

Shadiev, R., Hwang, W-Y., & Liu, T-Y. (2018a). A study of the use of wearable devices for healthy and enjoyable English as a foreign language learning in authentic contexts. Educational Technology Research & Development, 21(4), 217-231.

This study evaluated the use of smartwatches to support the L2 English learning of 18 Taiwanese junior high school students of unspecified L2 English competence level in a course for which they wrote a daily diary that applied their classroom learning. Students were provided with smartwatches, which they used for one week to translate vocabulary, communicate with their classmates, audio record verbal content and get Automatic Speech Recognition feedback about their pronunciation. During a second week, participants wrote their diaries without the use of a smartwatch. Learning performance with smartwatches was significantly higher than without them.

Shadiev, R., Hwang, W-Y., & Liu, T-Y. (2018b). Investigating the effectiveness of a learning activity supported by a mobile multimedia learning system to enhance autonomous EFL learning in authentic contexts. Educational Technology Research & Development, 66(4), 893-912.

The data in this Taiwanese paper relate to two studies, both of which occurred over a total of six weeks and involved the use of a multimedia mobile-based learning system accessed via Android tablets by 26 L2 English junior high school students of unspecified L2 English competency level. The system provided five functions: Annotating, Recording, Dictionary, Sharing, Calendar. In the first study, on a pre-/post-test comparison, these students significantly outperformed a matched control group of 27 who studied the same learning content and participated in the same three individually completed out-of-class descriptive tasks without the use of the mobile learning system. In the second study, the experimental group students undertook two further descriptive tasks, the first individually and the second collaboratively. Students had better learning performance when they completed tasks collaboratively rather than individually.

Shadiev, R., Hwang, W-Y., & Liu, T-Y. (2021). Facilitating cognitive processes during EFL smartwatch-supported learning activities in authentic contexts. British Journal of Educational Technology. 52(3), 1230-1243.

This Taiwanese study evaluated the effect of a smartwatch-based mobile app (ezTranslate on an ASUS ZenWatch 2) on the cognitive processes (remembering, understanding, applying) of 18 junior high school students of unspecified L2 English competence level. After class over two weeks, with the assistance of the app, participants typed, audio-recorded and shared information related to the description of people, places, objects and situations in their neighborhood employing vocabulary and grammar learned in class. A post-test of students’ cognitive processes level was significantly higher than that of the pre-test. According to post-treatment interviews, the students were satisfied with their learning experiences.

Shadiev, R., Liu, J., & Cheng, P-Y. (2023). The impact of Mobile-Assisted Social Language Learning activities on speaking skills and self-efficacy development. IEEE Transactions on Learning Technologies, 16(5), 664-679.

This Chinese study describes the design and pilot testing of a socially-based mobile-accessible language learning platform intended to foster the development of L2 English speaking skills. It was trialed for five weeks by 29 female graduate students of unspecified English competence level who used it with unspecified mobile devices to complete five speaking assignments. The platform allowed participants to consult with each other and collaboratively undertake assigned speaking tasks. A control group of 29 other female graduate students completed the same assignments individually following traditional methodologies. The experimental group significantly outperformed the control on a pre-/post-test comparison of speaking ability.

Shadiev, R., Liu, T., Shadiev, N., …, & Otajonov, O. (2021). Exploring affordances and student perceptions of MALL in familiar environments. Lecture Notes in Computer Science (pp. 397-412).

This study was undertaken by a team from China, Uzbekistan, Russia and Kazakhstan. It explored the perceived affordances of 25 Chinese university students of unspecified L2 English competence regarding a mobile-based L2 English learning system (Daily English) intended to operate in familiar environments. The system included a digital textbook, learning tasks, learning map, online dictionary and communication tool. Participants used it over an unspecified time period to complete five learning tasks. According to a post-treatment questionnaire, most students highly valued the system and thought that personal, specific, innovative, predictable, and meaningful were affordances of familiar environments for EFL learning.

Shadiev, R., Wang, X., Halubitskaya, Y., & Huang, Y-M. (2022). Enhancing foreign language learning outcomes and mitigating cultural attributes inherent in Asian culture in a mobile-assisted language learning environment. Sustainability, 14(14), 1-17.

This semester-long study describes the use of mobile phones to support the language learning of beginning-level L2 Russian by twelve university students in China. The treatment also included explicit strategy training to reduce Asian cultural attributes that impede language learning, e.g., passiveness, memorization, test-oriented learning, teacher-centeredness. Using their mobile phones, students had to write and audio record about the topics they had studied in class as well as communicate with each other and their instructor about homework assignments via a messenger app (WeChat). A pre-/post-test comparison confirmed significant language learning and interviews revealed a substantial reduction in counterproductive learning behaviors.

Shadiev, R., Wang, X., Liu, T., & Yang, M. (2022). Improving students’ creativity in familiar versus unfamiliar mobile-assisted language learning environments. Interactive Learning Environments, xx, 1-23.

This study examined how environmental familiarity affected the L2 English creative writing skills of Chinese university students. The students, of unspecified English language level, undertook one task per week for five weeks linked to physical environments (e.g., cafeteria, museum) about which they wrote descriptive essays using tablet PCs linked to a locally developed learning management system. Participants were organized into three groups of 25. One was familiar with all the physical environments. The two others were unfamiliar with the environments, but one received training in familiarization strategies. Students with existing or acquired environmental familiarity outperformed those who lacked such familiarity.

Shadiev, R., Wu, T-T., & Huang, Y-M. (2020). Using image to text recognition technology to facilitate vocabulary acquisition in authentic contexts. ReCALL, 32(2), 195-21.

This study describes an Android-based image-to-text recognition system used to provide beginner-level L2 English vocabulary. Out of class, twenty L1 Russian primary school children photographed food items studied in class, from which the app generated the corresponding English words and Russian translations. Over two weeks, the children used this vocabulary to write descriptions of an imaginary shopping experience. A control group of twenty matched students did likewise using only the vocabulary in their textbook. Learners in the experimental group outperformed their control counterparts on both a vocabulary post-test and delayed post-test.

Shadiev, R., Yang, M-K., Reynolds, B., & Hwang, W-Y. (2021). Improving English as a foreign language-learning performance using mobile devices in unfamiliar environments. Computer Assisted Language Learning, xx, 1-31.

This study evaluated the effect of training in familiarization strategies upon the L2 English writing of Chinese university students. Using tablets, 50 participants of unspecified L2 English competence level accessed a mobile-based online learning system to write a short essay about five unfamiliar locations which they visited out of class, one per week for five weeks. Half the group did this with familiarization strategy training and half without. Although the writing quality of the strategy-trained students’ five essays was significantly better than that of the non-trained group, the results of a post-treatment writing test were mixed.

Shafiee Rad, H. (2021). Exploring use of mobile-mediated hybrid dynamic assessment in improving EFL learners' descriptive writing skill. Computer-Assisted Language Learning Electronic Journal, 22(1), 111-132.

This four-week study evaluated the effect of mobile-assisted dynamic assessment upon the descriptive writing skill of B2-level L2 English young adults in an Iranian language institute. While 15 students wrote one paper&pencil essay per week, scored without feedback or correction, 15 others wrote a daily essay, which using their smartphones they submitted via a learning management app (Edmodo). This was returned to them via Edmodo with full error feedback and correction. The Edmodo-based group, with the real-time mediation of their instructor, significantly outscored the control on a post-treatment writing assessment.

Shah, Z., Ahmed, A., & Anjum, A. (2016). Improving English listening skills of IELTS students through smartphones. ELF Annual Research Journal, 18, 123-136.

This Indian study describes the effect of smartphone usage upon the English listening comprehension of 20 (secondary school) college students of unspecified L2 English competence level. Over three weeks, participants used their phones to listen to unspecified materials using unspecified apps following unspecified procedures. A pre-/post-test comparison demonstrated a significant improvement in listening performance. So, too, student reaction to the treatment was very positive with most indicating that smartphone technology was an efficient way to improve English listening skills.

Shahbaz, M., & Khan, R. (2017). Use of mobile immersion in foreign language teaching to enhance target language vocabulary learning. The Journal of Educational Research, 7(1), 66-82.

This Saudi Arabian paper examined the effect of WhatsApp on the acquisition of 40 English phrasal expressions from Nation and Martinez phrase test 1-5. For four weeks, 20 L2 English university students were sent 10 WhatsApp messages weekly. These consisted of targeted phrasal expressions, their meaning, an example of the phrases in sentences and an image representing the meaning of the phrasal expressions. Compared to a matched control group of 20 that learned the same phrases without WhatsApp, learners in the experimental group achieved considerably better development in a post-test.

Shahrokhi, M., & Kamyabi, M. (2016). The impact of Mobile-Assisted Language Learning (MALL) on phrasal verbs of Iranian intermediate EFL students. Blended Learning: Concepts, Methodologies, Tools, and Applications (886-908). Information Resources Management Association.

This Iranian paper reports the results of a smartphone-based study that evaluated the effectiveness of the use of SMS and a phrasal verb app (Phrasal Verbs Machine) with 20 Iranian intermediate-level L2 English university students. The instruction of a control group of 20 was limited to class activities. Analysis of the data revealed that MALL instruction was more effective than in-class language learning instruction alone.

Shakarami, A., & Khajehei, H. (2014). Tech-assisted language learning tasks in an EFL setting: Use of hand phone recording feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104.

This Iranian study investigated the effects of using mobile phone-based audio recordings on the oral production of L2 English university students. At the beginning and end of a 14-week semester, 18 experimental group students and 17 controls produced a 30-second recording. The experimental group, but not the control, continued to make 30-second recordings on topics discussed in class, which they submitted weekly via e-mail without feedback from their instructor. A pre-/post-treatment comparison of student recordings revealed no significant differences in fluency or lexical count between the two groups.

Shamsi, A., Altaha, S., & Gilanlioglu, I. (2019). The role of m-learning in decreasing speaking anxiety for EFL learners. International Journal of Linguistics, Literature and Translation, 2(1), 276-282.

This study examined the effect of using a social network messaging app (WhatsApp) upon the speaking anxiety of nine pre-intermediate-level L2 English Syrian university students. Prior to the treatment, participants completed the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire. For four weeks, three times per week, students then made 3-15 minute voice recordings. They sent these to other group members and received feedback on grammar, pronunciation, vocabulary and fluency from the researchers. A post-treatment administration of the FLCAS demonstrated a significant decrease in the learners' anxiety in speaking English.

Shao, Y. (2011). Second language learning by exchanging cultural contexts through the mobile group blog. In S. Thouësny & L. Bradley (Eds.), Second language teaching and learning with technology: Views of emergent Researchers (pp. 143-168). Dublin, Ireland: Research-publishing.net.

This paper from Singapore describes two studies that used a mobile group blog (Nottsblog) to foster the linguistic and cultural integration of foreign university students in the United Kingdom. The first involved 12 newly arrived Chinese students who described over a month their own activities and shared observations of British culture. The second involved 23 prospective British students in China who spent a 30-minute session reading the Nottsblog. Students in both groups reported that the blog gave them a sense of belonging to the online community.

Shao, Y., Crook, C., & Koleva, B. (2007). Designing a mobile group blog to support cultural learning. Proceedings of mLearn’07 (pp. 223-226). Beijing, China: Beijing Normal University.

This British paper reports on the design of a mobile-enabled group blog intended to foster the local cultural learning of international university students. The study was carried out over three weeks with 16 newly arrived mainland Chinese students. Analysis of blog activity revealed five types of learning: awareness, information gathering, information transfer, information sharing, and feedback. Participants agreed that the use of mobile phones to capture visuals and send texts facilitated the understanding of the local culture.

Shao, Y., Wang, L., & Lü, S. (2016). In search of the effectiveness of MALL: A case study about smartphone based EFL learning in a Chinese vocational college. In A. Palalas & M. Ally (Eds.), International Handbook of Mobile-Assisted Language Learning. China Central Radio & TV University Press, Co., Ltd. (pp. 582-607).

This Chinese study investigated the effectiveness of a smartphone-based multimedia textbook app (SPC) as a revision tool for L2 English among first-year nursing students. For ten months, three classes totaling 153 students revised eight learning units. One group used traditional textbooks, class notes, and paper-based exercises. A second used SPC. The third was free to use either revision resource, though 90% opted for SPC. Students who used m-learning methods completed more revision exercises, spent almost twice as much time revising and had considerably higher mid-term and final test results.

Sharifi, S., & Shahreza, M. (2021). The effect of MALL on the acquisition of receptive and productive knowledge of L2 vocabulary by Iranian EFL learners: The case of Telegram. International Journal of Research in English Education, 6 (2), 102-114.

This Iranian study evaluated the effect of learning L2 English vocabulary transmitted by a mobile messenger app (Telegram) via smartphones. During eight 20-30-minute sessions, Telegram was used to send the meaning and synonyms of 20 unknown words to 27 intermediate-level L2 English language institute students. They then discussed these among themselves, presumably via Telegram. The same materials were physically delivered in class to a matched control group of 30.  The experimental group significantly outscored the control on a post-treatment test of productive and receptive vocabulary knowledge. Slightly less than half the experimental group expressed positive attitudes towards the treatment.

Shaumiwaty, S., Fatmawati, E., Sari, H., …, & Herman, H. (2022). Implementation of Augmented Reality (AR) as a teaching media in English language learning in elementary school. Obsession Journal: Journal of Early Childhood Education, 6(6),6332-6339.

This Indonesian study describes the effect of a researcher-created Augmented Reality app upon the L2 English vocabulary learning of 22 fourth-graders of unspecified English competence level. The children used the app via smartphones over an unspecified time period, following unspecified procedures, to learn unspecified vocabulary. On a pre-/post-test comparison, participants demonstrated significant vocabulary learning. Reactions of the teacher and students alike to the AR treatment were very positive, and in particular they felt that it made learning more fun.

Shea, A. (2011). Teaching Japanese writing with a Smartpen. World Conference on ELearning in Corporate, Government, Healthcare, and Higher Education (pp. 401-403), Honolulu, HI.

This American study describes the use of smartpen technology (Livescribe) to support the learning of kanji by 64 beginning-level L2 Japanese university students. Livescribe was used to capture the instructor’s voice and handwriting of the kanji characters from one chapter of the course textbook. The resulting pencasts were then posted on YouTube and accessed voluntarily by students via Blackboard. Although students perceived that the pencasts aided them in learning the kanji, the instructor did not observe any noticeable difference in the students’ kanji writing skills.

Shea, A. (2014). Student Perceptions of a Mobile Augmented Reality Game and Willingness to Communicate in Japanese. EdD dissertation, Pepperdine University. ProQuest Dissertations Publishing.

This American EdD dissertation describes a mobile-based Apple iOS Augmented Reality game (Yookoso), and the effect of its use upon the Willingness to Communicate (WTC) of nine L2 Japanese higher education students. Participants used the app on their own mobile devices at least three times within three weeks. Through game logs, observations and interviews it was determined that the app had an effect upon all five of the antecedents of WTC: perceived competence, reduced L2 anxiety, security, excitement, and responsibility. Reduced L2 anxiety was the most frequently exhibited.

Shen, L. (2019). The construction and application of the WeChat-based mobile interactive translation teaching model. International Journal of Emerging Technologies in Learning, 11(9), 76-80. 

This Chinese study evaluated the use of a mobile-based instant messaging app (WeChat) as a platform for L2 English translation studies with students of unspecified L2 English competency level. Two classes of university students (N=82) used it over an academic year. Two other classes (N=79) taught by traditional methods served as a control. Students used WeChat out of class to practice translations, share resources and add supplementary materials. Completed translations were sent to the instructor via WeChat.  On a final translation examination, the average score of the experimental group was several points higher than that of the control.

Shen, W-W., Hong, Z-W., Huang, C-P., & Lin, J-M. (2020). Developing a mobile-assisted software application to observe university students' vocabulary growth through extensive reading. Journal of Internet Technology, 21(3), 681-687.

This Taiwanese study describes the design and pilot testing of an Android-based app (MAER) intended to foster L2 English extensive reading and increase vocabulary size. The app calculated the reading difficulty and required vocabulary size of 96 articles, each 300-600 words, encompassing thirteen non-technical topics. It then recommended paper-based articles according to the user’s interests and vocabulary size. Over ten weeks, 35 university students, with an average Flesch–Kincai 3K reading level, read on average 24 articles out of class, and significantly increased their vocabulary size on a pre-/post-test comparison.

Sherine, A., Seshagiri, A., & Sastry, M. (2020). Impact of WhatsApp interaction on improving L2 speaking skills. International Journal of Emerging Technology in Learning, 15(3), 250-259.

This Indian study investigated the impact of WhatsApp app group-chat interaction and informal learning upon the English-speaking ability of 110 university students of mixed L2 English competence level. Over two semesters, participants accessed WhatsApp via their smartphones to complete a variety of individual and collaborative learning activities and problem-solving tasks. Their speaking ability was subsequently assessed relative to: fluency and coherence; lexical resource; grammatical range and accuracy; and pronunciation. Pre-/post-test results demonstrated a statistically significant difference in their speaking skills and a considerable positive change in their perceptions of the effect of WhatsApp chatting upon their speaking ability.

Shi, Y-S., & Tsai, C-Y. (2022). Fostering vocabulary learning: Mind mapping app enhances performances of EFL learners. Computer Assisted Language Learning, xx, 1-53.

This Taiwanese study evaluated a mobile-based mind-mapping app (SimpleMind) for the acquisition of L2 English vocabulary by vocational high schoolers. Over eight weeks, eighty students, all trained to make self-drawn vocabulary mind-maps, learned 89 words in a 50-minute weekly class session. Using mobile phones, half the students was guided by the app, while half used traditional paper-pencil. The app users significantly outscored the control group on both a post-test and four-week delayed-post-test. Experimental participants agreed that the MALL app allowed them to move from receptive to productive ways of learning.

Shi, Z., & Luo, G. (2016). Application of WeChat Teaching platform in interactive translation teaching. International Journal of Emerging Technologies in Learning, 11(9), 71-75. Kassel, Germany: International Association of Online Engineering.

This Chinese study describes a semester-long experiment that used a mobile-accessible social communication app (WeChat) as a learning platform for the university-level teaching of L2 English translation. Instructors used the platform to distribute translation materials, which 30 students of unspecified L2 English competence level completed and shared via WebChat with the instructor and their peers for comments and corrections. During the same period, a matched control group of 30 students completed the same exercises without recourse to the WeChat learning platform. The experimental group viewed the system favorably and significantly outscored the control on a pre-/post-test comparison.

Shi, Z., Luo, G., & He, L. (2017). Mobile-Assisted language learning using WeChat instant messaging. International Journal of Emerging Technologies in Learning, 12(2), 16-26.

This Chinese study evaluated the effectiveness of the out-of-class usage of a messaging app (WeChat) upon the L2 English language proficiency of 25 university students of unspecified L2 English competency level. Over a semester, they participated via their smartphones an hour per day in a whole group WeChat discussion the tropic of which was set by an instructor plus another hour per day in student-led small chat groups dedicated to vocabulary, grammar, listening, oral, and writing. On a pre-/post-test comparison, the experimental group significantly outperformed a matched control group of 25 that did not use WeChat.

Shih, R-C. (2013). Enhancing college students' environmental protection awareness through a mobile LINE application in English Public Speaking course. Life Science Journal, 10(3), 2137-2142.

This Taiwanese paper study explored the effects of combining a free communication app (LINE) and in-class presentations for L2 English public speaking. Over four weeks, 49 Junior-year English major technological university students of unspecified L2 English competency level presented biweekly assigned public speaking topics in front of class and, using their smartphones, via the LINE APP. The findings of the study show that the students made significant progress on their public speaking performance, including articulation, intonation, posture, gesture, and usage of vocabulary and phrases. Through this blended instruction, their learning motivation and attitude were also enhanced.

Shih, R-C. (2020). The effect of English for Specific Purposes (ESP) learning-language lab vs. mobile-assisted learning. In M. Khosrow-Pour, S. Clarke, M. Jennex & A-V. Anttiroiko (Eds.), Language Learning and Literacy: Breakthroughs in Research and Practice (pp. 532-548). Information Resources Management Association.

This Taiwanese study compares the language lab-based to the mobile-based teaching of an ESP course (Business Language Testing Service) to college students of unspecified L2 English competence level. Participants studied the course materials in ten two-hour weekly classes. Thirty-four students did so in a language lab with full multimedia support and thirty-eight in a regular classroom without such support, but with supplemental out-of-class instructional materials delivered via a smartphone-based messaging app (LINE). The performance of the mobile-based group was significantly better than that of language-lab group on a post-treatment BLTS test. The mobile-based group also viewed the treatment very positively.

Shih, R-C., Lee, C., & Cheng, T-F. (2015). Effects of English spelling learning experience through a Mobile LINE APP for college students. Procedia - Social and Behavioral Sciences, 174, 2634-2638.

This Taiwanese paper investigates the effectiveness of a mobile phone-based program (Line APP) used to teach L2 English spelling to 29 university students of unspecified L2 English competence level. For six weeks, three times per week, the audio recording of four words was sent to students, who responded with the corresponding written spelling and Chinese translation. A pre-/post-test comparison demonstrated statistically significant learning gains by all participants. In a post-treatment questionnaire, students expressed moderate to high satisfaction with the program.

Shih, R-C., Papa, C., & Cheng, T-F. (2013). Establishment of a mobile-assisted language teaching model for English teachers of technological universities and colleges. In Robot, Vision and Signal Processing (RVSP), 2013 Second International Conference (pp. 144-147). IEEE.

This Taiwanese paper describes the outcomes of integrating the voluntary use of a smartphone-based messaging app (LINE) into the L2 English classes of two junior college groups. The first involved 47 students for ten weeks in a Public Speaking course in which LINEAPP was used to practice and record oral presentations delivered in class. In the second group, a four-week (36-hour) intensive remedial course of 51 students, the instructor sent out a list of vocabulary words and phrases taught via LINEAPP after every class. No indication is given about the actual number of students who used LINE APP, but in post-treatment questionnaires and interviews those that did reported being moderately to highly satisfied with the app. It is claimed that both groups of students showed significant progress in their English performances, though no details are given.

Shih, Y. (2007). Dynamic language learning: Comparing mobile language learning with online language learning. PhD dissertation, Capella University.

This American PhD compares the effectiveness of an online ab initio Chinese spoken language course for travel delivered via PCs and smartphones. For four weeks, 64 high school and university students accessed the same weekly lessons, half the students using PCs and half smartphones. There was no significant difference between the two groups on weekly tests. The average degree of satisfaction with system performance and learning experience were the same for both groups. However, the PC group expressed significantly greater satisfaction with Internet performance than did the smartphone group.

Shimoyama, Y., & Kimura, M. (2009). Development of and effectiveness in vocabulary learning content for mobile phones in Japan. World CALL 2008 Conference (pp. 138-141). Kyushu-Okinawa, Japan: The Japan Association for Language Education and Technology.

This Japanese paper investigated the use of mobile phones for the learning of advanced-level L2 English vocabulary in a six-week study that involved 137 university students. Firstly the study revealed that there were no significant learning differences whether English/Japanese word pairs with audio occurred alone or with an illustration or example sentence. Secondly, it was confirmed that “anytime, anywhere learning” fit in well with students’ learning style. Lastly, the study showed that the use of mobile phones had little effect upon students’ learning strategies.

Shirinbakhsh, S., & Saeidi, F. (2018). The effectiveness of Telegram for improving students’ reading ability. Journal of Applied Linguistics and Language Research, 5(4), 118-129.

This study evaluated the effect of explicit strategy training upon the B1-level L2 English reading competence of 16 students taking a course at an IELTS center in Iran. Over ten two-hour sessions, half of the group received class instruction in thirteen reading strategies through traditional lecture presentation and practice with exam-like materials. The other half of the group received the same strategy instruction before class via their mobile phones through a social networking app (Telegram), which they were able to consult while doing the class reading exercises. The Telegram users significantly outscored the control on a pre-/post-treatment reading test comparison.

Shirmardi, F., Roohani, A., & Jam, B. (2021). Effect of mobile game-based instruction on Iranian EFL learners’ pronunciation: Exploring their motivational perception. Interdisciplinary Studies in English Language Teaching, 1(1), 181-198.

This Iranian study evaluated the effect of a game-based L2 English app (Spaceteam ESL) upon the pronunciation of low-intermediate-level English high school students. Weekly for ten weeks, five teams of four participants used smartphones and tablets to access the app in class for thirty minutes. A control group of twenty individually listened to and repeated the same words under the guidance of their instructor, but played no related games. The experimental group participants significantly outperformed their control counterparts on a pre-/post-test comparison. It is maintained that their motivation also improved, but no quantitative data is provided to support the claim.

Shizuka, T. (2003). Efficiency of information retrieval from the electronic and the printed versions of a bilingual dictionary. Language Education & Technology, 40, 15-33.

This paper describes the results of a 50-minute experiment with 77 L2 English students in a Japanese university which measured the time taken to look up English words and usage examples using a handheld English-Japanese e-dictionary compared to its printed counterpart. Participants first used one dictionary then swapped and used the other. Word look-up speed was substantially quicker with e-dictionaries and this advantage was multiplied by the user’s familiarity with e-dictionaries. There was no significant difference between the two dictionaries in the time taken to find examples.

Shooshtari, G., Jalilifar, A., & Khazaie, S. (2013). Mobile, L2 vocabulary learning, and fighting illiteracy: A case study of Iranian semi-illiterates beyond transition level. Applied Research on English Language, 2(2), 65-79.

This mobile phone-based Iranian paper studied the interrelationship between the use of formal versus informal language in instructions and the occurrence or non-occurrence of pictorial annotations in the learning of basic L2 English vocabulary by semi-illiterate adult Farsi speakers. Over a five-week period, 123 participants received via SMS and MMS a total of 36 basic English words. A post-test revealed significantly greater learning gains with informal as opposed to formal instruction. However, the use of pictorial annotations resulted in better results when they were accompanied by instructions in formal language.

Shraim, K. (2014). A case study of mobile technology-enabled English language learning: The Amazon Kindle e-reader initiative in Palestine. International Journal of Interactive Mobile Technologies, 8(3), 25-31.

This Palestinian study investigated the effects of using Kindle e-book readers upon the L2 English of 114 fifteen-year-olds. Over a six-week period, students in a week-end learning center read 12 stories intended to broaden their understanding of American culture. A pre-/post-test comparison revealed improvements in vocabulary and pronunciation but reading comprehension remained unchanged. Attitudes towards learning English changed positively, though the majority of students found the Kindle cumbersome and reported many unsatisfactory aspects of their interaction with the texts relating to navigation, bookmarking, annotation and clipping.

Siddique, M., & Nair, S. (2015). The effectiveness of using mobile phone in enhancing writing skills: Teacher's and students' reflections. Australian Journal of Basic and Applied Sciences, 9(37), 390-396.

This Pakistani study describes the effect of using mobile phone-based SMS upon the writing skills of 40 intermediate-level L2 English college students. For six weeks in class, via SMS, the instructor sent students the topic of a descriptive essay along with writing instructions, pictures and video clips. Students downloaded, discussed and collaboratively wrote and edited the descriptive essays of their peers. Based on a pre-/post-test essay comparison, students made less mistakes on the post-test and were able to write the introduction, body and conclusion of the essay coherently and cohesively.

Simanjuntak, R. (2020). Learning specific academic vocabulary using MALL: Experience from computer science students. Teaching English with Technology, 20(5), 87-107.

This study evaluated the effect of the use of a mobile-based dictionary (SPEARA) upon the acquisition of L2 English vocabulary for specific academic purposes (computer science) by 113 intermediate-level learners in an Indonesian university. The treatment lasted nine weeks and a pre-/post-test demonstrated a significant learning improvement in the students’ vocabulary knowledge. Moreover, students perceived leaning using MALL to be both positive and rewarding.

Simanjuntak, R., Prawati, A., & Masyhur, M. (2022). The effect of Hello English application on speaking ability. EDUKATIF: JurnalIlmu Pendidikan, 4(6), 7415-7425.

This Indonesian study evaluated the effect of an L2 English tutorial game app (Hello English) upon the speaking ability of 35 eleventh graders of unspecified English competence level. Over four sessions of 90 minutes each, students accessed Hello English lessons relating to cause-and-effect relationships about which they made audio recordings. They were pre-/post-tested on speaking ability on the same topic and were evaluated on five parameters: pronunciation, grammar, vocabulary, fluency, comprehension. The results of the post-test were significantly better than the pre-test for all parameters.

Šimonová, I., & Netolicka, J. (2017). Teaching and learning English at grammar school supported by mobile touch technologies. ICTE Journal, 6(1), 61-69.

This Czech study describes the reaction of 30 primary school fifth-graders to the use of a mobile-accessible learning management system (iTunesU) in a B1-level L2 English course. Using tablets, students were able to practice their pronunciation through audio recordings made in iTunesU. Working in pairs, they also used the app to collaboratively create a text-based story with visual illustrations. When asked to describe their experience using a tablet compared to two lessons where tablets were not used, students agreed that is was different rather than better, and being different, it was more easily remembered.

Šimonová, I., & Poulova, P. (2016b). Mobile-assisted model of teaching and learning English for IT students. Lecture Notes in Computer Science, 9622, 336-345.

This Czech paper describes a hybrid flexible model of teaching/learning L2 English to university students that included a mobile-accessible online semester-length course via an LMS combined with six 90-minute face-to-face sessions and two specially designed mobile apps. End-of-course questionnaires relating to computer device usage and student opinions of MALL indicated that notebooks (88%) and smartphones (81%) were the most frequently used. Students also indicated that the hybrid flexible model of mobile-assisted teaching/learning English was highly appreciated, with most learners considering it highly helpful, or helpful for them.

Singaravelu, G. (2009). Mobile learning to enrich vocabulary in English. i- Manager's Journal of Educational Technology, 6(2), 63-68.

This Indian study investigated the effect of a mobile phone-based approach upon L2 English vocabulary acquisition. For one week, a group of 60 high school students learned vocabulary, half the group through conventional methods and half via SMS messages exchanged between participants. The latter were divided into small sub-groups, each provided with a mobile phone which they used to send each other words, reply with synonyms, as well as blank fill-ins and words with missing letters to be completed. The experimental group significantly outscored the control on a pre-/post-test comparison.

Singay, S., Pelden, D., & Dorji, S. (2022). Impact of Mobile-Assisted Language Learning (MALL) on Bhutanese EFL learners’ perceptions and learning opportunities. Mextesol, 46, 1-9.

This Bhutanese study evaluated the perceptions of 33 L2 English college students, of unspecified English competence level, regarding the use of MALL to sustain their online learning of grammar and essay writing. Mobile devices were used for the presentation of content through live video sessions, slide/video presentations and discussions. Three times over twelve weeks, after each course unit, students responded to a questionnaire about their views on three topics: Interest in Future MALL; Usefulness of Mobile Device for English Learning; Effectiveness of MALL vs Traditional Instruction. Learners’ views about MALL gradually improved during the semester on all three parameters.

Sittichansen, K., & Kanjug, I. (2018). Design and development of constructivism mobile-based learning environment on English subject for junior high school students in Thailand. In Y-T. Wu, N. Srisawasdi, M. Banawan … & M. Rodrigo (Eds.), ICCE 2018: 26th International Conference on Computers in Education, Workshop Proceedings (pp. 614-619). Taiwan: Asia-Pacific Society for Computers in Education.

This conference presentation describes the design an L2 English mobile-based learning environment management system (SCOCIALClassnet) that was guided by social constructivist principles. It was pilot tested on the formation and use of the past tense with junior high school students in Thailand. Two classes, totaling 31 students, participated. One class used SCOCIALClassnet and the other did not. Although users of the system gave enthusiastic approval, preliminary test results demonstrated no statistically significant difference between the two groups.

Sobh, R. (2018). The Effect of Using Mobile Learning to Enhance EFL Learners' Speaking Skills at Al-Aqsa University. MA thesis, Faculty of Education, Al-Azhar University, Gaza.

This MA thesis evaluated the effect of a MALL implementation involving five apps (IELTS Vocabulary, IELTS Speaking, English pronunciation, English speaking conversations, Speak English like an American) upon the L2 English speaking ability of 20 university students of unspecified English competence level in Gaza. Over two months, during 18 sessions, participants used their smartphones to access the aps for a variety of activities:  role play, group work, debates, storytelling, short presentations. Their speaking ability was pre-/post-tested according to several parameters: fluency, vocabulary, accuracy, grammar, pronunciation. All significantly improved with a large effect size.

Sofiana, N., & Mubarok, H. (2020). The impact of English game-based mobile application on students’ reading achievement and learning motivation. International Journal of Instruction, 13(3), 247-258.

This Indonesian study evaluates the effectiveness of a game-based L2 English learning app (English game-based Mobile Application) on improving the reading skills of 58 8th-graders. Playing in pairs, the children accessed the app via their smartphones three times. A matched control group of 61 received the same classroom instruction without use of the app. The experimental group significantly outscored the control on a post-treatment reading test and also demonstrated greater learning motivation.

Solak, E., & Cakir, R. (2015). Exploring the effect of materials designed with Augmented Reality on language learners' vocabulary learning. Journal of Educators Online, 12(2), 50-72.

This Turkish study describes the effect of an unspecified Augmented Reality (AR) app upon the motivation of university students to learn elementary-level L2 English vocabulary and its correlation with academic achievement. Over three weeks, 130 false beginners used unspecified mobile devices to learn unspecified vocabulary following unspecified procedures. It was determined that AR technology materials had a positive impact on increasing undergraduate students’ motivation towards vocabulary learning, with no significant differences related either to student gender or academic major. A positive significant correlation was found between academic achievement and the motivation in the use of AR technology in language classroom.

Soleimani, H., Jalilifar, A., Rouhi, A., & Rahmanian, M. (2019). Augmented Reality and virtual reality scaffoldings in improving the abstract genre structure in a collaborative learning environment: A CALL study. Journal of English Language Teaching and Learning, 11(23), 327-356.

This Iranian study compared the effect of three scaffolding formats on the writing of L2 English university students. During four weekly 20-minute sessions, working collaboratively in pairs of low and high intermediate-level learners, participants all received the same scaffolding support while writing abstracts. For eight students, this was delivered via an Augmented Reality app. Another eight used virtual reality headsets for writing support and a control group of eight received its writing support in paper-based format. No significant differences were found among the three groups on a post-treatment writing test.

Soleimani, H., & Morshedian, M. (2013). The relationship between attitude to computer assisted language learning and language proficiency: Evidence from mobile text message. International Journal of Basic Sciences and Applied Research, 2(5), 523-530.

This Iranian paper investigates the effect of language proficiency and attitude towards CALL upon the grammar learning of 36 pre-intermediate and intermediate-level L2 English students. For five days, twice daily, the instructor sent to students via SMS grammar lessons on topics that were not part of their routine syllabus. Two days later, students completed a questionnaire relating to their attitudes towards Computer-Assisted Language Learning and took a grammar test based on the SMS lessons. No relation was found either between language proficiency or attitudes towards CALL and improved grammar learning.

Soleimani, M., & Aghazadeh, Z. (2024). The implementation of MALL for idiom learning attainment during the COVID-19 pandemic: The case of Iranian EFL learners. MEXTESOL Journal, 48(2), 1-11.

This Iranian study evaluated the effect of L2 English vocabulary instruction delivered to intermediate-level female Language Institute learners via an instant messaging app (WhatsApp) under three conditions. Over 20 sessions during an unspecified time period, 20 students received each time four unspecified idiomatic expressions used in a sentence context. Another 20 students received the same idioms with an English definition. A third group of 20 received the idioms accompanied by a (presumably Persian) translation. All three groups demonstrated a significant improvement in a pre-/post-/ delayed post-test comparison, the contextualized condition most of all and the translation condition least of all.

Solikhah, N. (2020). Improving students’ motivation in English vocabulary mastery through mobile learning. Wanastra Jurnal Bahasa dan Sastra, 12, 73-78.

This Indonesian study evaluated the motivational effect of mobile learning upon the L2 English vocabulary acquisition of an unspecified number of university students of unspecified English competence level who used mobile phones over an unspecified time period/frequency to learn unspecified vocabulary following unspecified procedures. The treatment was organized over two cycles with an unspecified pre-test and post-cycle tests. Test results improved after each cycle as did the students’ motivation as reflected in their activity levels. According to a post-treatment questionnaire, participants agreed that mobile learning media could motivate them and increase their English vocabulary mastery.

Solmax, O. (2024). Impacts of digital applications on emergent multilinguals’ language learning experiences: The case of Duolinguo. Education and Information Technologies, xx, np.\

This Turkish study describes the perceptions of 29 L2 English teacher candidates regarding their use of a mobile-accessible language learning app (Duolinguo). Via their smartphones, the students accessed the app daily for a month as part of their English coursework to learn another language with which some had limited experience while others were complete beginners. According to pre-/post-study reflective journals, participants perceived improvements especially in vocabulary. Although they appreciated the app’s technical features, they criticized its cultural and speech limitations. They expressed positive views on integrating such apps into language classrooms and planned to incorporate them into their teaching practice.

Somerville, J. (2019 ). Japanese students' interaction using smartphone apps: A study of young learners in a private high school. Indonesian TESOL Journal, 1(2), 17-38.

This Japanese study describes the use of multiple mobile-based apps and their effect upon the interaction level of 36 L2 English high school students with A1-B1 proficiency-levels. In six sessions over four days participants voluntarily engaged in oral activities focusing on Future Sports, Theme Parks, Jobs and Careers, and Music. LINE, used for the purpose of having a spoken conversation, was the most successful in encouraging student-student interaction. This was nearly twice as frequent as when using Socrative for collaborative problem solving or QR Scanner Mingler to present activity questions.

Somoano García, Y., & Menéndez Santurio, J. (2017). Mobile Assisted Language Learning eneducación secundaria obligatoria: Una propuestadidáctica (Mobile Assisted Language Learning in compulsory secondary education: A didactic proposal). Conference Presentation: II Congreso Virtual de Educación Mediática y Competencia Digital. [in Spanish]

This conference presentation describes the implementation of a mobile BYOD-based L2 English curriculum within a Spanish high school.  Over 13 55-minute class sessions, 34 students of unspecified L2 English competence level used their own mobile devices to undertake collaborative assignments. These required consulting online videos and podcasts related to news broadcasts in order to extract general information, main points and relevant details relating to different news topics. Students regarded very highly the pedagogical approach and thought that the use of mobile-based technologies was very motivating.

Somoano García, Y., & Menéndez Santurio, J. (2018). Percepciones de alumnado y profesorado sobre una intervención de mobile learning en inglés como lengua extranjera (Perceptions of students and teachers about a mobile learning intervention in English as a foreign language). International Journal of Technology and Educational Innovation, 4(1), 79-87. [in Spanish]

This Spanish study investigated the perceptions of 18 L2 English high school students and their instructor regarding the use of mobile-based classroom learning activities. Over thirteen sessions, participants worked in pairs and small groups using their own smartphones to scan QR codes containing multi-word verbs, which they noted in MyWordBook. They also posted grammatical exercises and maintained discussions on a class blog. Post-treatment, students indicated they thought that MALL helped them acquire vocabulary and grammar, and improve their oral and written performance as well as their organizational skills.

Song, B., & Xiong, D. (2023). A comparative study of the effects of social media and language learning apps on learners’ vocabulary performance. Asia Pacific Education Review, xx, np.

This study compared the relative effectiveness of three mobile-accessible apps upon the L2 English vocabulary acquisition of 72 Chinese university students of unspecified English competence level. Over eight weeks, participants used the apps on their own out of class to memorize a total of 560 CET4 high frequency words, 10 words daily. Two groups of 24 used social networking apps (QQ in one, WeChat in the other) and a third group of 24 used a language learning app (Baicizhan). On a pre-/post-test comparison, the WeChat group significantly outscored the QQ group, with the Baicizhan group outperforming both social networking groups.

Song, D., Oh, E., & Glazewski, K. (2017). Student-generated questioning activity in second language courses using a customized personal response system: A case study. Educational Technology Research and Development, 65(6), 1425-1449.

This study investigated the effect of student self-generated questions upon the intermediate-level L2 Korean of 23 university students in Australia. During one sixty-minute class session, working in pairs, participants used a locally customized Audience Response System (EnClicker PRS) to create multiple-choice and short-answer questions relating to daily activities and content-based knowledge. It was observed that use of the PRS fostered classroom interaction through student-generated questioning. There was also a significant difference in students’ pre-/post-test achievement results. Students generally agreed that the activities supported by the PRS were effective.

Song, E-H. (2013). 스마트폰토익앱을이용한토익학습이 EFL 대학생들의토익점수와 인식에치는영향 (The effect of TOEIC learning using smartphone TOEIC app on TOEIC score and perception of EFL college students). English Curriculum Education, 12(3), 49-68. [in Korean]

This Korean study investigated the effect of mobile-based TOEIC-prep apps upon the listening and reading comprehension of 20 L2 English university students. Over eleven weeks, entirely out of class, twenty participants used their smartphones to access one of five TOEIC apps of their choosing. Their study schedule was completely self-determined. On a pre-/post-treatment comparison, although participants increased their scores on both a mock TOEIC listening and reading comprehension test, only the latter improved significantly.  Most of the participants responded positively about the use of the apps for their TOEIC preparation.

Song, E-H. (2016). 스마트폰듣기앱과카카오톡을활용한영어듣기연습에관한연구 (A study of the use of a smartphone English listening app and Kakao Talk on English listening practice). Multimedia-Assisted Language Learning, 19(3), 83-109. [in Korean]

This Korean study investigated the effect of two smartphone-based apps (English Pod-English Study Podcast, Kakao Talk) upon the intermediate-level L2 English listening comprehension of forty university students. Over about ten weeks, entirely out of class, participants listened to self-selected podcasts on average about three times per week for a total of seven hours. Then, in groups of four, they used Kakao Talk once or twice per week to write each other messages using vocabulary from the podcasts. A pre-/post-treatment listening test comparison demonstrated a significant improvement in scores.

Song, Y. (2008). SMS enhanced vocabulary learning for mobile audiences. International Journal of Mobile Learning and Organisation, 2(1), 81-98.

This paper from Hong Kong is an extended study of the hybrid website + mobile phone SMS vocabulary learning program described in Song & Fox (2005). Twice a day, four times per week for four weeks, between four and six thematically related words were sent via SMS to 10 volunteer adult L2 English learners of unspecified L2 English competency level. The experiment demonstrated that the use of SMS can work as a reminder and as a motivator for learning. Test results demonstrated a marginal improvement in performance and a positive learner attitude towards the use of the combined technologies.

Song, Y., & Fox, R. (2005). Integrating M-technology into web-based ESL vocabulary learning for working adult learners. Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education 2005 (pp. 154-158). Los Alamitos, CA: IEEE Computer Society.

This paper from Hong Kong reports on a pilot study that explores the use of mobile phone SMS to support the English vocabulary learning of working adults of unspecified L2 English competence level. The system was trialed for four weeks by 10 volunteers as a complement to a web-based multimedia tutorial program. New words and expressions were delivered via SMS twice a day, four days a week. Test results demonstrated a marginal improvement in performance and a positive learner attitude towards the use of the combined technologies.

Song, Y., & Yang, Y. (2020). Enhancing primary students’ vocabulary learning motivation and outcomes using the mobile user-generated-content tool. In K.-M. Frederiksen, S. Larsen, L. Bradley & S. Thouësny (Eds.), CALL for Widening Participation: Short Papers from EUROCALL 2020 (pp. 320-326). Research-publishing.net

This conference paper investigates the effectiveness of a mobile-based user-generated content tool (m-UGC) on the L2 English vocabulary acquisition of 22 Hong Kong fourth-graders of unspecified L2 English competency level. The children used the app for two weeks to create their own 32-word vocabulary logs, including definitions and illustrative pictures. Students could also make comments on others’ logs. A control group of 18 learned the same words without the app. The experimental group outscored the control on a pre-/post-test comparison. Whereas the motivational attitudes of the m-UGC group improved, those of the control were less positive.

Soto, C., & Zenteno, C. (2019). Smartphone screen recording apps: An effective tool to enhance fluency in the English language. Colombian Applied Linguistics Journal, 21(2), 208-229.

This study evaluated the effect of smartphone-based video recording upon the speaking fluency of 31 elementary-level L2 English primary school children in Chile. The participants, working collaboratively in small groups in 90-minute sessions, prepared four-minute oral presentations about their favorite TV programs. For two sessions, they did this without video recording their performance then for two with video recordings. Student performance was evaluated for expression and volume, phrasing, smoothness, and pace. The findings revealed an increase in the speaking fluency of the students, especially with regard to the ‘pace’ criterion.

Soviyah, S., & Etikaningsih, D. (2018). Instagram use to enhance ability in writing descriptive texts. Indonesian EFL Journal, 4(2), 32-38.

This study evaluated the effect of a mobile phone-based instant messaging app (Instagram) upon the L2 English descriptive writing of Indonesian high school students of unspecified English proficiency level. Over a month during four class sessions, the app was used by 25 students to provide still images and videos to illustrate four three-paragraph texts, two describing places and two people and friends. A control group of 25 wrote the same descriptive texts without the use of any supporting images. Both groups showed significant improvement on a pre-/post-test comparison. However, the Instagram users did so significantly more so than the control.

Stander, A. (2011). An Investigation into The Validity of Mobile Technologies as a Support Structure for First Year Students Studying German as a Foreign Language in a South African Context. MPhil thesis. University of Stellenbosch.

This South African MPhil thesis describes the reactions of 112 university students to the incorporation of a mobile phone-based SMS component into the curriculum of a beginner’s level L2 German course. For five weeks, Monday-Friday, volunteers received one of three types of SMS: a language tip, a riddle or a quiz. Although the participation rate was very low, according to a post-treatment questionnaire and interview, students indicated that a system like this could make learning interesting, and interactive, and that is was and could be useful and efficient when implemented correctly.

Stockwell, G. (2007a).Vocabulary on the Move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning,20(4), 365-383.

This is the first of five Japanese studies comparing the use of L2 English vocabulary learning software on web-enabled mobile phones and PCs. The study involved eleven advanced-level university students over 13 weeks. The program required students to choose, write or match words, definitions or translations. Mobile phone usage was very low, with eight of eleven students using their phones little or not at all. Learners generally spent more time per task when using a mobile phone, but achieved slightly lower scores than when completing the tasks on the computer.

Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270.

This Japanese study is a follow-up to Stockwell (2007).  It evaluates the use by 75 pre-intermediate level university students of a 13-week L2 English vocabulary program available on both PCs and web-enabled mobile phones. The study sought to identify how and why learners did or did not use mobile phones for language learning. 61.3% of students did not use mobile phones at all; 22.7% tried them, but quit. Students felt that PCs were faster and easier to use. Learners were unprepared to pay for using mobile phones for non-recreational purposes.

Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95-110.

This Japanese study evaluates mobile phone compared to desktop PC usage of a web-based L2 English vocabulary program by 175 university students over a three-year period. In effect, it collates the results of Stockwell (2007) and Stockwell (2008) with the outcomes of a similar 2009 study. Though still limited, mobile phone usage was higher in the last year (35.6%) than in the first (17.4%) and second (14%) years. Lessons took consistently longer to complete on mobile phones, but there was not much difference in the scores achieved as a result of the platform.

Stockwell, G. (2012b). Mobile phones for vocabulary learning: Do smart phones make a difference? In J. Colpaert, A. Aerts, W-C. V. Wu, & Y-C. J. Chao, The Medium Matters: Proceedings 15th International CALL Conference, (pp. 572-574).

This Japanese study compared the use of smartphones versus non-smartphones and desktop PCs to access a web-based L2 English vocabulary program (VocabTutor). It lasted one semester and involved university students, of which 13 owned smartphones and 26 non-smartphones. As in previous studies (Stockwell (2007); Stockwell (2008); Stockwell (2010)), most students used a PC in preference to either type of mobile phone to do exercises, which took longer to complete with phones. There was no noticeable difference in scores achieved using either type of phone or a PC.

Stockwell, G. (2013a). Tracking learner usage of mobile phones for language learning outside of the classroom. In P. Hubbard, M. Schulze & B. Smith (Eds.), Learner-Computer Interaction in Language Education: A Festschrift in Honor of Robert Fischer (pp.118-1326). San Marcos, TX: CALICO.

This Japanese study investigates server logs compiled over 12 weeks showing how fifty pre-intermediate level L2 English university students complete listening and vocabulary activities on mobile compared to PC platforms. As in previous studies (Stockwell (2007a); Stockwell (2008); Stockwell (2010); Stockwell (2012b)), the number of learners using mobile phones remained very low (28%). Mobile phone users typically required an extra 60-90 seconds to complete activities compared to using a PC. While activities were undertaken at a range of times, locations were predominantly centered around home and university.

Stockwell, G. (2013b). Sustaining out-of-class mobile learning through a mobile phone-based “push” mechanism. Proceedings WorldCALL 2013 (pp. 320-322). Glasgow, UK: University of Glasgow.

This Japanese university study is based on the same server log data of 50 pre-intermediate L2 English learners reported in Stockwell (2013a). It investigates the effect of pushing (i.e., automatically sending) email homework reminders of vocabulary exercises which students pulled (i.e., voluntarily accessed) from a web-based source either via mobile phones or PCs. The study indicated that the push notifications did not directly link to immediate engagement in activities on either platform, but rather that learners undertook these activities at a range of times, predominantly centered around home and university.

Stockwell, G., & Liu, Y-C. (2015). Engaging in mobile phone-based activities for learning vocabulary: An investigation in Japan and Taiwan. CALICO Journal, 32(2), 299-322.

This paper reports on an investigation that took place in Japan and Taiwan which replicated the L2 English vocabulary acquisition study reported in Stockwell (2010). The program, available to both mobile and stationary devices, was used for a semester by 160 university students, 39 in Japan and 121 in Taiwan. The study sought to determine whether the country of the learners and the availability of smartphones would affect the devices used. Results indicated that neither the smartphone nor the country of the learners seemed to have a particularly large impact.

Strasser, T., & Greller, W. (2015). Towards digital immersive and seamless language learning. In M. Ebner, K. Erenli, R. Malaka … & A. Walsh (Eds.), Immersive Education (Vol. 486, pp. 52-62). CCIS Berlin: Springer.

This Austrian paper describes the integration of a mobile-accessible e-portfolio platform (Mahara) into an L2 English university curriculum for primary/secondary pre-service teachers. During the one-year course, students of unspecified English competence level used their smartphones to create audio recordings of themselves in different situations talking about certain seminar-related topics. They then uploaded their recordings to their personal e-portfolio in Mahara and invited their peers and tutors to give constructive feedback on their spoken performance. In a survey completed by 147 students, participants agreed that Mahara provided a dynamic, seamless interface for communicative and self-regulated learning.

Sudarmaji, I., Forsia, L., Siregar, I., & Yusuf, D. (2022). Hello English app for online learning during the pandemic: Does it enhance the students’ English vocabulary development? Elsya: Journal of English Language Studies, 4(1), 54-64.

This Indonesian study evaluates the effect of a mobile-based L2 English tutorial game app (Hello English) on the vocabulary acquisition of 30 seventh-graders of unspecified English language competence. Over six class meetings, using their smartphones, these participants studied unspecified material in the app while a control group of 30 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.

Sufi, E., & Shalmani, H. (2018). The effects of Tflat pronunciation training in MALL on the pronunciation ability of Iranian EFL learners. European Journal of Foreign Language Teaching, 3(2), 87-103.

This Iranian study compared the effects of L2 English pronunciation instruction under two pedagogical conditions. Over six weeks, once per week, the pronunciation of four different words was taught in class to 30 intermediate-level university students, half via a mobile phone-base app (TFlat) and half through instructor modeling with choral repetition. TFlat users could hear the pronunciation of the words, see explanations of the sounds, practice and audio record the words. All students improved on a pre-/post-treatment pronunciation test comparison, but only the TFlat users did so with statistical significance.

Suhaimi, N., Mohamad, M., & Yamat, H. (2019). The effects of WhatsApp in teaching narrative writing: A case study. Humanities & Social Sciences Reviews, 7(4), 590-602.

This Malaysian study describes a two-week experiment using a smartphone-based social networking messaging app (WhatsApp) as a platform for improving the vocabulary and grammar in the writing of eight A2-level English sixth-graders. Students used the app on to write sentences based on questions and prompts posed by the teacher. These were then discussed and corrected by the teacher and fellow students within a WhatsApp group. This involved a total engagement of 23-hours. Student progress was measured on a parallel 40-minute pre-/post-treatment essay. Improvements were observed for vocabulary but not grammar.

Sukstrienwong, A., & Vongsumedh, P. (2013). Software development of word search game on smart phones in English vocabulary learning. In L. Zhang (Ed.), The Proceedings of the 2013 International Conference on Education and Modern Educational Technologies, 39, 37-42.

This Thai study evaluated the effect of the use of an iPhone-based word search game upon the L2 English vocabulary acquisition of 16 university students of unspecified L2 English competence level who used the app for one week. Their learning was compared to that of two control groups of 15 students each who were exposed to the same 25 words, one group via e-mailed lists of five words sent out daily, the other via a daily paper-based word search game. The experimental group outscored both controls on a pre-/post-test comparison.

Şükür, M., Yılmaz-Yakışık, B., & Yangın Ekşi, G. (2023). Mediational moves and reciprocity behaviors in face-to-face and mobile-assisted dynamic assessment. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 16(2), 423-453.

This Turkish study investigated the dynamic assessment (DA) of the spoken L2 English narration of four A2-level university students. During two sessions over three weeks, participants watched a five-minute animated YouTube video involving a moral lesson and then were asked to narrate the events in past tenses. DA was undertaken face-to-face with the instructor in one session and via mobile phones using an instant messaging app (WhatsApp) in the other session. The DA interactions between the instructor and the learner undertaken face-to-face and via mobile-assisted contexts were generally not much different in terms of the mediational moves and reciprocity behaviors.

Summet, V. (2010). Facilitating Communication for Deaf Individuals with Mobile Technologies. PhD dissertation, Georgia Institute of Technology.

This American PhD dissertation compared the effect of a video-based American Sign Language (ASL) vocabulary teaching program upon the learning of 80 basic words under four conditions: iPhone-based-distributed, iPhone-based-massed, desktop-based-distributed, desktop-based-massed. Forty ASL beginners, ten under each of the four conditions, participated in the project over seven days. Participants were assessed receptively by writing the English for 40 signs and expressively by signing 40 other words. Participants under the Massed-conditions completed significantly more lessons and answered more questions correctly on both the receptive and expressive tests than the Distributed-conditions participants.

Sun, C-Y., Chang, K-Y., & Chen, Y-H. (2015). GPS sensor-based mobile learning for English: An exploratory study on self-efficacy, self-regulation and student achievement. Research and Practice in Technology Enhanced Learning, 10(23), 1-18.

This Taiwanese study investigated the effect of self-regulation and self-efficacy upon the learning of L2 English plant descriptions by 41 university students of unspecified L2 English competency level using a mobile-based GPS system. For about an hour, participants walked around the campus accessing plant information via their smartphones. A pre-/post-test comparison revealed that both self-regulation and self-efficacy proved to be significant predictors of learning achievement in the mobile context-aware learning environment. However, whether initially grouped as high or low in self-regulation or self-efficacy, no significant increase in self-regulation or self-efficacy was found in the participants.

Sun, L-Y. (2018). Mobile assisted language learning: Conversion from Mandarin to Cantonese. BA thesis, The Education University of Hong Kong.

This BA thesis describes the trialing of an Android/iOS mobile-based app designed to teach L2 Cantonese to L1 Mandarin speakers. This involved reading aloud and recording a 263-character text in Cantonese annotated with a Jyutping transcription. During a one-hour session, Hong Kong university students were given training in converting the character/sound correspondence between the Chinese language variants. Eleven participants learned these via the app while a second group of twelve did likewise using a printed handout and audio recording. A pre-/post-test revealed no significant difference between the two groups.

Sun, Z., Lin, C-H., You, J., …, & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3-4), 304-324.

This Chinese study examined the effect a using a mobile Social Networking Site (Papa) upon the speaking skills of 37 primary school L2 English learners of unspecified L2 English competency level. For 13 weeks, they submitted recordings of their oral assignments via Papa to their instructor along with pictures relevant to the assignments. A control group of 35 recorded, but did not submit, the same assignments at home using whatever devices they had available. In a pre-/post-test comparison, the experimental group significantly outperformed the control group in speaking fluency but not in accuracy or pronunciation.

Sung, K-Y., & Poole, F. (2017). Investigating the use of a smartphone social networking application on language learning. JALT CALL Journal, 13(2), 97-115.

This American study examined how a group of ten university students used a smartphone-based social networking application (WeChat) in paired L1/L2 communication over a seven-week period. Five Mandarin Chinese speakers self-assessed themselves as intermediate/advanced-level L2 English learners whereas five English speakers self-identified as novice L2 Chinese learners. As communication preparation, the L2 Chinese learners used the app to complete texting, voice and camera tasks. The tandem language learning promoted highly authentic and meaningful communication rather than improvement of language skills. The majority of the participants preferred WeChat over face-to-face learning.

Sung, T-S. (2018). On Mobile Assisted Language Learning (MALL) on English Grammar. Journal of the Korea Society of Computer and Information, 23(9), 65-71. [in Korean]

This Korean semester-long study evaluated the effect of a mobile-based L2 English grammar app (Grammarize), in conjunction with the mobile phone audio recording of example sentences, upon the grammatical competence of 48 university students. Half of these participants were at pre-intermediate level and half at advanced-low. A matched control group of 22 pre-intermediate and 25 advanced-low students followed the same curriculum without using the app or audio recording their example sentences.  On a pre-/post-treatment grammar test comparison, all students made substantial progress, but the experimental group more than the control.

Suparmi (2015). The effect of Mobile-Assisted Language Learning on ESP students’ communicative competence. Proceedings of the 24th MELTA International Conference (pp. 8-16). Kuala Lumpur.

This Indonesian study investigated the effect upon L2 English communicative competence of incorporating into the curriculum mobile-based audio recordings. Over an unspecified time period/frequency, 44 university students of unspecified English competency level listened to recordings that apparently explained how listening could improve their communicative competence. Half did so using MP3 recordings on their mobile phones and half using CD-ROM/audio cassette recordings and printed materials. The MP3 users significantly outperformed the control on a pre-/post-treatment comparison of an unspecified test. Overall, student reaction to the use of MP3 recordings was positive.

Surani, D., & Chaerudin, A. (2020). WhatsApp grouping class for increasing students’ English ability. In Proceedings of the Twelfth Conference on Applied Linguistics, Indonesia.

This Indonesian study describes the effect of the use of WhatsApp groups upon the language learning attitudes and performance of 177 university students enrolled in an L2 English Economics lecture course. Participants used the app to make audio recordings, take photos and create presentations related to course-based task activities, and to interact online with each other about these. Student reaction was very positive and participants thought that their English language proficiency had improved as a result. Improvement in listening, speaking, reading, and writing ability was confirmed in a pre-/post-test comparison.

Surathamchanya, R. (2015). ผลการใช้แอพพลิเคชั่นสาหรับสอนคาศัพท์ภาษาอังกฤษบ นแท็บเล็ตวิชา ภาษาอังกฤษสาหรับนักเรียนชั้นประถมศึกษาปีที่ 2 สังกัดสานักงานเขตพื้นที่การศึกษาประถมศึกษา

ราชบุรีเขต 2 (The Result of Using an Application for Teaching English Vocabulary on a Tablet with English Subjects for Grade 2 Students in Ratchbradli Primary Educational Service Area 2). MA thesis, Silapakorn University, Bangkok. [in Thai]

This MA thesis evaluated the effectiveness of a locally produced mobile-based L2 English vocabulary app. It was trialed for eight hours over a month with 30 second-graders in Thailand. In a pre-/post-treatment vocabulary test comparison, the results demonstrated a significant increase in scores. According to a post-treatment questionnaire, the children expressed positive attitudes regarding use of the app.

Suwantarathip, O., & Orawiwatnakul, W. (2015). Using mobile-assisted exercises to support students’ vocabulary skill development. The Turkish Online Journal of Educational Technology, 14(1), 163-171.

This paper describes a mobile phone-based trial that used SMS to deliver and receive English vocabulary exercises. Twice-weekly week for five weeks, an experimental group of 40 Thai university students of unspecified L2 English competence level did sentence completion and story writing exercises via SMS on their own time. Meanwhile a control group of the same size did likewise in class using printed materials. While both groups improved their vocabulary knowledge scores on a pre-/post-test comparison, the SMS group significantly outperformed the control. Overall, these students also expressed positive attitudes towards doing the mobile-assisted exercises.

Sydorenko, T., Hellermann, J., Thorne, S., & Howe, V. (2019). Mobile Augmented Reality and language-related episodes. TESOL Quarterly, 53(3), 712-740.

This American study investigated meta-awareness and explicit attention to language when playing an Augmented Reality app (ChronoOps). During one session, four groups of three L2 English university students, two intermediate-level/one advanced-level, used mobile phones to undertake tasks embedded in the post-apocalyptic green technology themed game narrative. Participants attended to language as part of the accomplishment of tasks, but only for lexis not linguistic form. Intermediate-level participants initiated language-related episodes via requests for assistance, whereas advanced-level learners provided corrections and confirmations. Vocabulary targeted in the tasks appeared in subsequent usage.

Sytwu, T-A., & Wang, C-H. (2016). An investigation of the effects of individual differences on mobile-based Augmented Reality English vocabulary learning. In D. Churchill, J. Lu, T. Chiu & B. Fox (Eds.), Lecture Notes in Educational Technology (pp. 387-410). Switzerland: Springer International Publishi

This Taiwanese study examined the effects of two variables, field independence/dependence and high/low L2 English proficiency, upon the learning of English vocabulary using a mobile-based Augmented Reality (AR) simulation learning system (Aurasma) during one class session with 52 third-grade pupils. Pre-/post-testing results showed that the learning outcome of FD participants benefitted significantly from the mobile AR system and that there was a borderline significant difference between high and low English proficiency learners on learning outcome. Neither learning styles nor English proficiency affected learning motivation with mobile AR instruction.