Ta’amneh, M. (2017). The effect of using WhatsApp messenger in learning English language among university students. International Research in Education, 5(1), 143-151.
This Saudi Arabian study evaluated the effect of using an instant messaging app (WhatsApp) upon the English learning of 19 university students of unspecified L2 English competence level. The app was used over an eight-week period to provide supplementary out-of-class course related drills, which participants accessed via their smartphones. A matched control group of 21 received the same classroom instruction without the use of WhatsApp. The experimental group outscored the control on a pre-/post-test comparison.
Tabatabaei, O., & Goojani, A. (2012). The impact of text messaging on vocabulary learning of Iranian EFL learners. Cross Cultural Communication, 8(2), 47-55.
This Iranian paper describes the results of a two-month mobile phone-based study into the effectiveness of SMS for L2 English vocabulary acquisition. 30 high school students of unspecified L2 English competence level wrote sentences for between five and six words per session. These were sent via SMS to the instructor and fellow students. A control group of 30 did likewise by exchanging written papers. The SMS group significantly outperformed the control group on a vocabulary post-test. Both students and their teachers had positive attitudes toward the application of SMS on vocabulary learning.
Taghizadeh, M., & Porkar, P. (2018). Tablet, flashcard and SMS and their effects on EFL learners' attitudes and vocabulary knowledge. International Journal of English Language & Translation Studies, 6(1), 105-118.
This Iranian study compared the effectiveness of three presentation modes upon the vocabulary acquisition of advanced-level L2 English students. Three groups of 15 students each learned 120 words over one month. One group did so using tablets, a second via SMS on mobile phones and the third with printed flashcards. The three modes provided the same information: English word + definition, Persian translation, and three example sentences. All students made significant progress on a 50-item vocabulary pre-/post-test, but more so using tablets than flashcards and least of all with SMS.
Tahounehchi, S. (2021). The impact of mobile technology on vocabulary learning of L2 learners: The case of WhatsApp application. Journal of Asia TEFL, 18(1), 223-234.
This Iranian study evaluated the effect of an instant messaging app (WhatsApp) upon the vocabulary acquisition of pre-intermediate-level L2 English language school students. Over 14 sessions, 13 L1 Persian participants used WhatsApp via their mobile phones and tablets to learn new vocabulary. A matched control group of 13 did likewise following unspecified traditional face-to-face methods. The experimental group significantly outperformed the control group on a pre-/post-treatment vocabulary test comparison. It also expressed a more positive attitude toward foreign language vocabulary learning compared to the control group.
Tai, T-Y. (2022). Impact of mobile virtual reality on EFL learners’ listening comprehension. Language Learning & Technology, 26(1), 1-23.
This study in effect repeats that of Tai & Chen (2021). Using the Mondly: Learn Languages inVR app, it compares the effect of a Virtual Reality treatment (N=24) to the non-interactive viewing of the same video (N=25) upon the L2 English listening comprehension of L1 Chinese Taiwanese 7th-graders of unspecified English competence level. The video lasted about a half an hour and involved five everyday scenarios. Listening comprehension and storyline recall was tested immediately after each scenario and again after a one-week delay. The VR group significantly outscored the control on all comprehension and recall measures.
Tai, T-Y., & Chen, H-H. (2021). The impact of immersive virtual reality on EFL learners’ listening comprehension. Journal of Educational Computing Research, 59(7), 1272-1293.
This Taiwanese study evaluated the effect of a virtual reality treatment upon the English listening comprehension of 36 L1 Chinese 8th-graders of unspecified L2 English competence level. During a one-hour session, the students used Samsung Gear VR headsets to watch five 5-7-minute scenarios from the Mondly: Learn Languages inVR app. A control group of 36 watched the same videos on a PC screen. Immediately after viewing each scenario, participants were tested on their listening comprehension and free recall. The VR group significantly outscored the control on both comprehension measures. They also regarded the treatment as motivating, engaging, and effective.
Tai, T-Y., Chen, H-H., & Todd, G. (2020). The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning. Computer Assisted Language Learning, xx, np.
This Taiwanese study investigated the effect of a virtual reality app (Mondly VR) upon the vocabulary acquisition of 24 elementary-level L2 English 7th graders. During one 25-35-minute session, participants used mobile-rendered head-mounted displays to interact in conversations with virtual characters and receive immediate feedback. A matched control group of 25 watched the same video on PCs without any virtual reality effects, conversations or feedback. The VR players significantly outperformed the video watchers in vocabulary gains on both an immediate and one-week delayed post-treatment vocabulary test.
Tai, Y. (2012). Contextualizing a MALL: Practice design and evaluation. Educational Technology & Society, 15(2), 220-230.
This Taiwanese paper describes the design and pilot testing of an L2 English program that exploits the communication and multimedia capabilities of smartphones to complete a set of problem-solving tasks intended to generate authentic interaction, discussion, and negotiation among language learners. It was tested by 35 sixth-graders of unspecified L2 English competency level, working in groups of between three and four. They used smartphones out-of-class to collect and share Internet-based data and communicate with each other and their teacher to obtain information and guidance. A pre-/post-treatment test of vocabulary and grammar demonstrated significant progress.
Taj, I., Ali, F., Sipra, M., & Ahmad, W. (2017a). Effect of technology enhanced language learning on vocabulary acquisition of EFL learners. International Journal of Applied Linguistics & English Literature, 6(3), 262-272.
This Saudi Arabian study describes a hybrid mobile-based/computer-assisted vocabulary learning experiment. For six weeks, 61 L2 English university students of unspecified competence level learned vocabulary through WhatsApp multimodal word cards. These consisted of Arabic/English definitions, a picture, and an example sentence. These were sent to their smartphones once a week, five at a time. Participants also did Hot Potatoes vocabulary quizzes and word puzzles in a language lab. A matched control group of 61 students learned the same vocabulary through paper & pencil exercises. The experimental group significantly outperformed the control in a pre-/post-test comparison.
Taj, I., Ali, F., Sipra, M., & Ahmad, W. (2017b). Effect of technology enhanced language learning on EFL reading comprehension at tertiary level. Arab World English Journal, 8(1). 108-129.
This Saudi Arabian study describes the effect of a combination of CALL and MALL activities upon the L2 English reading comprehension of 61 university students. Based on texts taken from the course textbook, Hot Potatoes was used to create cloze type and comprehension exercises undertaken in two 90-minute lab sessions per week for six weeks. Vocabulary was pre-taught through flashcards via a communication app (WhatsApp). On a post-test comparison, participants significantly outscored a control group of 61 that had had access to neither the CALL nor MALL activities.
Tajahmadi, A. (2018). Technical contextualized expression enhancement through comparative effect of using guessing, word recognition, and app/mobile phone dictionary strategies on Iranian ESP learners. Unpublished, np.
This unpublished Iranian paper compares the use of dictionary apps to explicit inferential word-meaning strategy training upon the L2 English vocabulary recognition of 30 intermediate-level university students. For 14 weeks, half of two groups of 15 students received training in construing word meaning, in one group by guessing and in the other group through word recognition. The other half of each group used mobile phone dictionaries to simply look up unknown words. Compared to a pre-test, the mobile dictionary users significantly outscored both strategy-trained groups in a two-week-delayed-post-treatment vocabulary test.
Tajik, A. (2020). MALL for motivating and improving grammar skills of Iranian middle school learners. International Journal of English Language and Translation Studies, 8(2), 1-9.
This Iran study evaluated the effectiveness of a smartphone-based app compared to traditional teaching methods in the learning of English grammar. For five weeks, two 90-minute classes per week, 35 high school students of unspecified L2 English competence level studied grammar under one condition and a matched group of 35 under the other. A on a pre-/post-treatment 48-item grammar test comparison, the smartphone users significantly outscored the traditionally instructed group. Moreover, a post-treatment survey showed that the motivation of the MALL group improved after the implementation of the mobile learning application.
Taki, S., & Khazaei, S. (2011). Learning vocabulary via mobile phone: Persian EFL learners in focus. Journal of Language Teaching and Research, 2(6), 1252-1258.
This mobile phone-based study investigated the effects of pictorial versus written presentation modes upon the vocabulary acquisition of 158 pre-intermediate level L2 English young adult students of an Iranian English institute. Four groups were formed based on tests of visual and verbal learning ability. During one testing session, it was discovered that presenting learning materials with pictorial or written annotations to learners with high-visual abilities resulted in better learning. Those with high-visual but low-verbal ability learned more vocabulary with pictorial annotation. Low-visual and low-verbal ability groups showed better results under the no annotation condition
Talandron-Felipe, M., & Rodrigo, M. (2021). The acceptance of mobile games to improve Filipino and English vocabulary among children from urban and rural areas. Proceedings 29th International Conference on Computers in Education Conference (pp. 342-351).
This Filipino study evaluated the effect of a mobile game-based L2 English/Filipino vocabulary app (Ibigkas!) on the language learning of L1 Cebuano 4th-6th graders of unspecified L2 competence level. During apparently one session using mobile phones, two groups of 45, one rural and the other urban, played the game. This involved English rhymes, synonyms, antonyms and Filipino synonyms and antonyms. There was no significant difference on in-game performance between urban and rural participants. Neither was any significant pre-/post-test difference found on the learning gains between the groups except for urban 6th graders who had significantly higher gains on Filipino synonyms.
Tan, C-C., Chen, C-M., & Lee, H-M. (2013). Using a paper-based digital pen for supporting English courses in regular classrooms to improve reading fluency. International Journal of Humanities and Arts Computing, 7(Suppl.), 234-246.
This Taiwanese paper describes the use of digital pen technology (Qu-voice) with 31 L1 Chinese high school students of unspecified L2 English competence level. Participants used the app for L2 English reading practice in weekly 45-minute in-class sessions for ten weeks. Qu-voice provided a text-to-speech function and also allowed learners to record and play back their own voice recordings of the texts. Texts were read multiple times. The post-treatment reactions of the students to Qu-voice were positive.
Tan, C-C., Chen, C-M., & Lee, H-M. (2019). Effectiveness of a digital pen-based learning system with a reward mechanism to improve learners’ metacognitive strategies in listening. Computer Assisted Language Learning, 33(7), 785-810.
This Taiwanese study reports the results of two experiments involving the use of digital pens (Livescribe Echo Smartpen) to develop the L2 English listening comprehension proficiency of eighth-graders of unspecified L2 English competency level. The first experiment lasted 30 minutes and involved 52 students who used the digital pens and their in-built help mechanism, in conjunction with task cards, to listen to two 50-second audio recordings. Half of the group did so with a points-awarding reward system and half without rewards. Participants who worked with the reward system demonstrated greater improvements in listening comprehension, motivation, and metacognitive awareness. In the second experiment, nine of the original reward-group students continued using the system in class three times per week for five weeks for about one hour (15 hours in total). Participants were free to choose from 1000 50-minute listening passages (and associated task cards). A pre-/post-test comparison demonstrated a significant improvement in learners’ listening comprehension. So, too, it was shown that the reward system trained learners in the appropriate use of help options to improve both top-down and button-up listening skills.
Tan, T-H., & Liu, T-Y. (2004). The mobile-based interactive learning environment (MOBILE) and a case study for assisting elementary school English learning. Proceedings of the 2004 IEEE International Conference on Advanced Learning Technologies (pp. 530-534). Los Alamitos, CA: IEEE Computer Society.
This Taiwanese paper describes an experimental L2 English vocabulary learning system (MOBILE) for primary school children based on web-enabled student PDAs linked to a multimedia resource database on a teacher’s notebook computer. For 12 weeks, 22 students of unspecified L2 English competency level trialed the system, which allowed them to download learning materials, browse the web, take notes and do tutorial exercises. A series of six pre-/post-tests confirmed that use of the system resulted in significant vocabulary gains. A student questionnaire demonstrated high levels of user satisfaction.
Tandoğan, B. (2019). Investigating the Effectiveness of ARCS-based Instructional Materials Enhanced with Augmented Reality on ESP Vocabulary Achievement and Motivation. MS thesis, Middle East Technical University.
This Turkish MS thesis evaluated the effect of a custom designed mobile phone-based Augmented Reality app (Buket AR) upon the vocabulary learning of 27 upper-intermediate-level L2 English university students. The treatment lasted six weeks and was integrated into an ESP (Engineering) course designed according to ARCS (Attention, Relevance, Confidence, Satisfaction) motivational principles. A matched control group of 32 studied the same vocabulary without ARCS or augmented-reality support. The experimental group significantly outperformed the control on a pre-/post-treatment vocabulary test comparison. A motivation survey also demonstrated a significant difference in motivation level in favor of the experimental group.
Tang, F., Wang, B., Kaneko, K., ..., & Yamada, M. (2017). Design and assessment of a location-based game to support English vocabulary learning in university. Conference presentation SITE 2017 - Austin, TX, United States, March 5-9, 2017, np.
This Japanese study reports the results of a one-hour pilot test of a location-based L2 English vocabulary learning game (ItoScramble) conducted with 63 first-year university students. Although a small gain was evidenced in a pre-post-test comparison, the difference was not statistically significant. Participant reaction to the game was generally positive, with students indicating that they would like to play the location-based game more not only for English vocabulary but also for other subjects.
Tanır, A. (2018). Die Möglichen Auswirkungen Des Mobilen Lernens Auf Den Lernerfolg Im Rahmen Der Wortschatzentwicklung Im Daf Unterricht (The Possible Effects of Mobile Learning on Learning Success in the Context of Vocabulary Development in German as a Foreign Language Lessons). PhD dissertation, Anadolu University, Institute of Educational Sciences, Eskişehir. [in German]
This German study is essentially the same as Tanır, A. (2023a).
Tanır, A. (2023a). Mobiles Lernen und Lernerfolgim DaF-Unterricht. Untersuchtim Rahmen der Wortschatzentwicklung am Beispiel der Anadolu Universität (Mobile Learning and Learning Success in German as a Foreign Language. Investigated as Part of the Vocabulary Development Using the Example of Anadolu University). London, Chisinau: Südwestdeutscher Verlag für Hochschulschriften [in German]
This PhD study describes the design and trialing of a mobile-based L2 German vocabulary app (Mobilmetri) by 28 Turkish university students of unspecified German competence level. Participants used their smartphones for twelve weeks to access the program, presumably out of class. Content from twelve chapters was taken from the course textbook as the basis of vocabulary exercises. A control group of 29 studied the same materials without using the app. The results of a pre-/post-treatment vocabulary test revealed significant improvement for both groups, but more so for the experimental group. Experimental group students viewed the app as educational, innovative and addictive.
Tanrıkulu, F. (2021). The use of face-to-face and mobile assisted peer tutoring in solving the language problems of Syrian refugees. Mentoring and Tutoring: Partnership in Learning 29(2), 215-237.
This Turkish study evaluated the effect of mobile-supported one-on-one peer tutoring on the L2 Turkish competence of 13 C1-level Syrian refugee university students. Over eleven weeks, the participants received individually adapted instruction in all language areas from 13 Turkish teacher candidates. This was done 25% face-to-face, 64% on mobile devices via WhatsApp and 11% via phone conversations. According to student diaries and interviews, peer tutoring was most effective on speaking skills. Mobile correspondence appeared to be effective in students’ writing skills. Mobile environments seemed to support language teaching by providing interaction as well as supporting students’ language skills.
Tarasenko, R., Amelina, S., Kazhan, Y., & Bondarenko, O. (2020). The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings 2731, 129-142.
This Ukrainian study describes an L2 German Augmented Reality collaborative course project. Over an unspecified time period, using their personal smartphones to access the ARIS platform, Google Maps and make QR links, an unspecified number of university students, of unspecified German competence level, collaborated to create a virtual tour of their city on the topic of “Traces of German architects in the history of Kyiv”. According to a post-treatment survey, the great majority (79.5%) of students favored using and learning German this way. However, they also indicated that their German knowledge was quite low to successfully undertake this project.
Tareh, F., Bijani, H., & Orabah, S. (2023). Developing speaking skills through chat-based and voice messages on WhatsApp: A case of upper-intermediate EFL learners in Zanjan. ADALYA, 12(9), 119-37.
This Iranian study evaluated the effect of WhatsApp mobile messaging upon the speaking skills of 30 language institute L2 English upper-intermediate level students. Over 6 weeks, participants received an unspecified weekly task upon which they were expected to comment and also give a comment on other participants' views. They were free to do this either by text chatting or voice messages, but preferred to share their ideas in written notes rather than voice notes. Although the performance of participants in writing mode was significantly better than in oral mode, a pre-/post-test comparison nonetheless demonstrated a significant improvement in speaking ability.
Tarighat, S., & Khodabakhsh, S. (2016). Mobile-assisted language assessment: Assessing speaking. Computers in Human. Behavior, 64, 409-413.
This Iranian smartphone-based study investigated the effectiveness of using WhatsApp as an assessment tool for L2 English speaking performance. During an academic term, for each class session, one of 17 advanced-level language institute students made a two-minute WhatsApp recording based on the Cambridge FCE speaking module format. This was then shared with all classmates, who commented on grammar, vocabulary, pronunciation and overall performance. Afterwards the teacher scored each recording for acceptability. Personal interviews with 8 of the participants revealed a concern regarding fairness and lack of authentic communication.
Taşkıran, A. (2018). The effect of Augmented Reality games on English as foreign language motivation. E-Learning and Digital Media, 16(2), 122-135.
This Turkish study describes the reactions of 83 intermediate-low/intermediate-level L2 English university students to the use of Augmented Reality games. Students used mobile phones to access four action-oriented games, created by the researcher using AURASMA, during one session in four classes, a different game in each class. Completion of the games required the collaborative use of different combinations of vocabulary and language skills. According to a post-treatment questionnaire, the AR-based learning materials provided interest, motivation and joy in English language classrooms. Students valued the games for their usefulness and they believed that the activities were beneficial for their language learning.
Taşkıran, A. (2019). The effect of Augmented Reality games on English as foreign language motivation. E-Learning and Digital Media, 16(2), 122-135.
This Turkish study evaluated the effect of four mobile-based Augmented Reality (AR) games upon the learning motivation of 83 lower-intermediate/intermediate-level L2 English university students. Over four sessions, participants used their smartphones to play games that targeted listening, reading, speaking and dictation skills. This involved placing all given objects correctly in a messy room, filling in movie schedules, going on a treasure hunt and transcribing speech. According to a post-treatment questionnaire, almost all participants enjoyed the use of learning materials enriched by AR and found them highly motivating.
Taşkıran, A., Koral, E., & Bozkurt, A. (2015). Artırılmış gerçeklik uygulamasının yabancı dil öğretiminde kullanılması (Using Augmented Reality in foreign language education). Akademik Bilisim, xx, 462-467. [in Turkish]
This study, apparently undertaken in Turkey, describes the reactions of 42 university prep students to an unspecified L2 English mobile-based Augmented Reality application. For two weeks, with unspecified frequency, participants of unspecified English proficiency level used unspecified mobile devices to study unspecified content following unspecified procedures. According to a post-treatment survey, students were happy with the use of AR in teaching and found it to be fun. Moreover, they thought it increased their motivation and enabled learning by doing, making abstract subjects more concrete and easier to remember what was learned.
Taylor, M. (2014). From web-based learning to eText learning: Teaching Sanskrit with an electronic textbook. International Journal of Mobile Learning and Organisation, 8(1), 16-27.
This Australian paper describes the conversion of a web-based beginning-level Sanscrit course to a Legend Marker e-text locally installed on iPads distributed to over 20 university students worldwide. Students used the e-book for one semester to review course materials, watch videos, listen to and repeat audio recordings, practice chanting verses and do gap-fill exercises. They also meet the instructor in a 90-minute weekly web-conferenced virtual classroom using Adode Connect. Student responses in a post-treatment questionnaire were overwhelmingly positive. Retention rates and student performance also improved compared to the previous year.
Teeranon, P. (2022). A perception of Thai tone in Chinese students using the Thai Tone Application: A case study of the low tone and the falling tone. Malaysian Online Journal of Educational Technology, 10(1), 47-60.
This study evaluated an Android mobile app (Thai Tone Application) specifically designed to teach L1 Chinese students of a low L2 Thai proficiency level to distinguish between low and falling tones using a minimal pair approach. For five weeks, twenty university students in Thailand used the app in class for listening discrimination practice. A control group of twenty received the same classroom instruction without the supplementary app-based practice. The experimental group significantly outperformed the control group in terms of differentiating between low and falling tone on a pre-/post-test comparison.
Tejedor-Garcia, C., Escudero-Mancebo, D., Cardenoso-Payo, V., & Gonzalez-Ferreras, C. (2020). Using challenges to enhance a learning game for pronunciation training of English as a second language. IEE Access, 8, 74251-74266.
This Spanish study investigated the effect of an Android mobile-based English pronunciation game app (Clash of Pronunciations) upon the English pronunciation of 165 L1 Spanish university students. Over 24 days, participants of unspecified L2 English competence level used their mobile devices to perform unspecified minimal pair perception and production pronunciation activities. Participants played the game competitively, vying for top place on a public leaderboard. Only a quarter of the students played the game for more than eleven days. The most active and motivated players in the competition achieved the greatest pronunciation improvements, as measured by game success rate.
Teles, V. (2013). Análise de um Objeto de Aprendizagemem Dispositivo Móvel: Vocabulário em Língua Inglesa (The Analysis of a Learning Object on a Mobile Device: English Language Vocabulary). MA thesis, Universidade Federal de Pernambuco. [in Portuguese]
This Brazilian MA describes the design of a smartphone-based English vocabulary app (Here I GO, New York) and the reactions of 8 language course volunteers, aged from 15 to 49, who tested it. The L2 English competence level of the participants was unspecified. The app consists of interactive situational contexts and mini-games. It is organized into four modules: airport, hotel, Central Park, restaurant. According to a post-treatment questionnaire about their experiences with the app, participants thought that it had contributed to the learning of new words and found it motivating.
Tenelanda López, D., & Castelo, M. (2016). The use of mobile phones through audio and voice recordings to improve English pronunciation and intonation. Conference Proceedings ICT for Language Learning (np).
This conference presentation describes the integration of mobile phone-based audio listening and voice recording activities into the L2 English curriculum of 25 Ecuadorian university students of unspecified English competence level. Over 10 lessons, participants used their mobile phones in and out of class to improve their pronunciation and intonation. Students felt more confident working by themselves and at their own pace to imitate the pronunciation and intonation of model utterances. A substantial improvement was observed between a pre-/intermediate-/post-test.
Teng, C., Heydarnejad, T., Hasan, M., …, & Sarabani, L. (2022). Mobile assisted language learning in learning English through social networking tools: An account of Instagram feed-based tasks on learning grammar and attitude among English as a foreign language learners. Frontiers in Psychology, 13, 1-13.
This Iranian study investigated the effect of a social media app (Instagram) upon the L2 English grammar learning of 43 intermediate-level university students. Over a semester, both teachers and learners sent images, audios, and videos via Instagram to complete unspecified grammar-related tasks. A matched control group of 41 received regular online instruction via webinar platforms. The experimental group significantly outscored the control on a post-treatment grammar test comparison. It also expressed positive attitudes toward using Instagram for the learning of grammar.
Terantino, J. (2016). Examining the effects of independent MALL on vocabulary recall and listening comprehension: An exploratory case study of preschool children. CALICO Journal, 33(2), 260-277.
This American study investigates the independent learning of Spanish animal names by seven 4-5 year old pre-school children with little or no previous exposure to Spanish. The children freely used five i-Pad-based apps on average 23 minutes per day, five days per week, for six months. The children accessed the apps on their own, primarily at home. Overall, they preferred Bilingual Child and Bilingual Child Bubbles because they were more game-like. A pre-/post-test comparison demonstrated a statistically significant average increase in both vocabulary recall from image identification and listening comprehension from the apps’ audio recordings.
Thabit, K., & Dehlawi, F. (2012). Towards using MP4 players in teaching English language: An empirical study. Journal of Engineering, 2(8), 25-28.
This Saudi Arabian paper describes the trialing of a commercial English learning program (Cambridge University Training Center), which was transferred to MP4 players and distributed to 15 university students of equal, but unspecified, L2 English competence level. Participants voluntarily used the app for one month. A post-test confirmed that students who had access to the MP4-based materials outscored a control group of 44 classmates who had no such access. The difference, however, was not statistically significant. A survey administered to the experimental group indicated a high level of MP4 device usage and satisfaction with the program.
Thongsri, N., Shen, L., & Yukun, B. (2019). Does academic major matter in mobile-assisted language learning? A quasi-experimental study. International Journal of Information and Learning Technology, 36(1), 21-37.
This Chinese study compared the effect of academic major upon the learning outcomes of L2 English university students. A cohort of 200 participants of unspecified L2 English competency level was equally divided into two groups consisting of STEM (Science, Technology, Engineering and Mathematics) and non-STEM majors. Over three weeks, both groups voluntarily used their smartphones to access a vocabulary learning program (BW Vocabulary) out of class. On a pre-/post-treatment 100-item multiple-choice vocabulary test comparison, the STEM students scored significantly higher and also evidenced a higher degree of computer self-efficacy in using MALL than their non-STEM counterparts.
Thornton, P., & Houser, C. (2001a). Learning on the Move: Foreign language vocabulary via SMS. Ed-Media 2001 Proceedings (pp. 1846-1847). Norfolk, VA: Association for the Advancement of Computing in Education.
This conference paper describes the same experiment involving the teaching of English L2 vocabulary in Japan via mobile phones as reported in Houser, et al. (2001)
Thornton, P., & Houser, C. (2001b). Learning on the Move: Vocabulary Study via Email and Mobile Phone SMS. In C. Montgomerie & J. Viteli (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2001 (pp. 1896-1897). Chesapeake, VA: Association for the Advancement of Computing in Education.
This conference paper describes the same mobile phone-based L2 English vocabulary learning experiment as that which appears in Thornton & Houser (2001a).
Thornton, P., & Houser, C. (2002). M-learning in transit. In P. Lewis (Ed.), The changing face of CALL (pp. 229-243). Lisse, The Netherlands: Swets & Zeitlinger.
This is the published version of the study described in the conference proceedings of Houser, et al. (2001), Thornton & Houser (2001a), and Thornton & Hauser (2001b).
Thornton, P., & Houser, C. (2003a). EduCall: Adding interactivity to large lecture classes in Japan via mobile phones. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 1871-1874). Chesapeake, VA: Association for the Advancement of Computing in Education.
This Japanese paper describes a prototype audience response system (EduClick) that was trialed during one university lecture by 25 L2 English students of unspecified competency level. The system used student mobile phones connected to a website to conduct anonymous polls and administer comprehension checks several times during the lecture. Working in groups of three, students discussed questions and then submitted their responses, which were automatically collated and displayed to the class. The system provided greater interactivity and feedback than in a traditional lecture.
Thornton, P., & Houser, C. (2003b). Using mobile web and video phones in English language teaching: Projects with Japanese college students. In B. Morrison, C. Green & G. Motteram (Eds.), Directions in CALL: Experience, Experiments & Evaluation (pp. 207-224). Hong Kong: English Language Centre, Hong Kong Polytechnic University.
This article summarizes three MALL studies undertaken in Japan with L2 English university students, all of unspecified competence level. The studies involved Learning on the Move,EduCALL, and Vidioms.Learning on the Move is described in Thornton & Houser (2001a), Thornton & Houser (2001b), and Thornton & Houser (2002). EduCALL is described in Thornton & Houser (2003a). Vidioms was a class experiment involving a mobile-accessible website that used animations with Japanese explanations to teach English idioms. It was pilot-tested for feasibility by 31 students during one ten minute session. Although sound quality was criticised, overall, participant reaction was very positive.
Thornton, P., & Houser, C. (2004). Using mobile phones in education. In J. Roschelle, et al. (Eds.) Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (pp. 3-10). Los Alamitos, CA: IEEE Computer Society.
This conference presentation summarizes three previous studies undertaken with female Japanese university students. The first relates to a 2001 survey of mobile phone penetration, which revealed 100% ownership with a 99% rate of SMS usage, sending and receiving on average 200 per week. The second, Learning on the Move, is described in Thornton & Houser (2001a), Thornton & Houser (2001b) and Thornton & Houser (2002). The third, Vidioms, is described in Thornton & Houser (2003b).
Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217-228.
This is the published version of the study described in the Thornton & Houser (2004) conference proceedings.
Thumtathong, A., Premthaisong, S., & Srisawasdi, N. (2019). Teaching English with science: A result of content and language integrated learning approach and mobile-assisted inquiry pedagogy. In M. Chang, et al. (Eds.), Proceedings ICCE 2019 - 27th International Conference on Computers in Education, 2, (pp. 286-293). Taiwan: Asia-Pacific Society for Computers in Education.
This conference presentation describes the effect of a science-based content and language integrated learning (CLIL) approach in Thailand upon the motivation of twenty L2 English eighth-graders of unspecified competence level. During one English class, using their mobile devices, via the Lifesaver app they accessed a video about respiration, a topic previously taught in their science class. They then used the iStyle Science Note app to answer questions about the video and the Nearpod app to write a shared summary about it. Students increased their learning motivation and positive perceptions toward the teaching English with CLIL.
Ting, D. (2019). Interactive translation teaching based on WeChat. Proceedings 5th International Workshop on Education, Development and Social Sciences (pp. 41-47). Francis Academic Press, UK.
This Chinese conference presentation evaluated the use of a mobile-based messaging app (WeChat) as a platform for L2 English translation studies with learners of unspecified L2 English competence level. For a semester, one group of university students used WeChat out of class to work collaboratively on assigned translations. A second group taught by traditional methods served as a control. The size of both groups was the same (N=114) as were the course content and in-class teaching hours. The average score of the experimental group was several points higher than that of the control on a pre-/post-treatment translation test.
Ting, H-L., Ch’ng, L-C., & Unin, N. (2020). Mobile application and traditional approach for Chinese stroke order instruction in foreign language classroom. Jurnal Intelek, 15(2), 185-196.
This study evaluated the effect of three mobile-phone-accessible L2 Chinese apps (Chinese Skill- Learn Chinese, Chinese Writer, How to write Chinese Word) upon the Chinese character learning of foundation-level L2 Chinese university students in Malaysia. Over three weeks, about 50 participants used the apps of their choosing to learn unspecified characters following unspecified procedures. A control group of about 50 learned the same characters by traditional rote learning. While both groups improved on a pre-/post-test comparison, the app users did so more than the control. However, no statistical p value calculations were done to substantiate the significance of this difference.
Titova, S. (2015). Use of mobile testing system PeLe for developing language skills. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 523-528). Dublin: Research-publishing.net
This Russian conference paper describes a four-month pilot study of a mobile-based testing system (PeLe) used with B1 level L2 English university students from Norway and Russia. The piloting involved 35 students distributed into four groups, three experimental and one control (N=7). PeLe implementation (8 tests) included collaborative and peer-learning post-test activities and mobile learning opportunities (i.e., immediate feedback, formative assessment). The control group took traditional pen-and-paper tests. The experimental groups improved their overall results on the final test, whereas the control group demonstrated a decrease in overall scores.
Titova, S., & Danilina, E. (2018). Экспериментальное внедрение модели орг анизации
формирующего и текущего контроля письменно-речевых умений на базе мобильных технологий студентов неязыкового вуза (Experimental implementation of organization mobile technology model of formative and summative assessment of students’ writing skills in a nonlinguistic university). Tambov University Review, 23(172), 35-42. [in Russian]
This Russian paper investigated the effect of two mobile apps (Socrative, Essay Writing Lite) upon the writing of 23 A2-level L2 English university students. Participants first completed four lessons that incorporated 38 formative test tasks in Socrative. These involved collaborative exercises and peer assessment. Students then used Essay Writing Lite to compose a personal letter/postcard of least 180 words which, working in pairs, they collaboratively discussed and peer-edited. On a post-treatment writing test, this experimental group significantly outscored a control group of 26 that had received only traditional instruction.
Titova, S., & Samoylenko, O. (2017). An enquiry-based approach to develop language skills in mobile-supported classrooms. Journal of Language and Education, 3(3), 39-49.
Although this study differs in some details, it is very similar to Titova (2015). Over four months, three experimental Russian university groups of B1-level L2 English students, one higher ability (N=12) and two lower ability (N=17), used their mobile devices to take seven quizzes via the PeLe mobile-testing system. PeLe provided immediate feedback and collaborative post-test activities. These formative tests proved to be more beneficial for the two lower-level groups. On a pre-/post-test comparison, all three experimental groups outperformed a lower-ability control group of seven that undertook no formative assessment.
Todd, R., & Tepsuriwong, S. (2008). Mobile mazes: Investigating a mobile phone game for language learning. CALL-EJ Online, 10(1), 1-16.
This Thai article describes the pilot testing of a mobile phone-based L2 English reading maze game (Mobile Mazes). Three short stories of between 50 and 70 pages each were created for the game, which involved students selecting how the storyline progressed. Because of screen size limitations, most pages comprised only one or two sentences. Glosses were provided, mostly in Thai, for words, phrases or difficult language points. The program was trialed for a couple of weeks by 28 university students of unspecified L2 English competence level, who reported mostly favorably on the experience.
Togaibayeva, A., Ramazanova, D., Yessengulova, M., …, & Shokanov, R. (2022). Effect of mobile learning on students’ satisfaction, perceived usefulness, and academic performance when learning a foreign language. Frontiers in Education, 7, 1-9.
This Kazakhstani study investigated the effect of MALL upon the learning satisfaction, perceived usefulness and academic achievement of 150 L2 English university students of unspecified English competence level. Over two months, participants regularly received unspecified authentic audio recordings, assignments, and a dictionary of unfamiliar words via an online group page. The treatment culminated in twelve mobile-based sessions of unspecified content following unspecified procedures. The most significant aspects of mobile learning that influenced adopting mobile learning were (1) increasing the motivation of students to use MALL, (2) the correspondence of mobile learning content to the self-efficacy and needs of students.
Tokdemir Demirel, E., Kul, M., Zibande, S., & Dilek, O. (2013). Effects of mobile phone compatible activities on vocabulary learning in English. Humanitas, 1, 71-83.
This Turkish study evaluated the effectiveness of a researcher-created mobile-based flashcard application used to teach 384 unspecified beginner-level L2 English words selected from course material to students in a university intensive English reading class. Following an unspecified procedure, an experimental group of 18 used their mobile phones for 14 weeks to access the application. A matched control group of 26 received the same class instruction without using the application. A pre-/post- test comparison revealed a decline in the mean vocabulary score of the control group, whereas a significant increase was observed in the mean vocabulary score of the experimental group.
Tonekaboni, A. (2019). Effects of Mobile-Assisted Language Learning (MALL) on speaking proficiency (a case of Learn English Daily mobile app). 2nd International Conference on Advanced Research in Humanities and Art (pp. 1-13). Venice, Italy.
This Iranian study evaluated the effect of a mobile-based app (Learn English Daily) upon the pre-intermediate-level L2 English speaking ability of female teenage learners in a language institute. Over eight class sessions, 30 participants learned vocabulary, including pronunciation (syllable stress, intonation) with instructor-led choral repetition. An experimental group of 30 used the app to learn the same words, which they voice-recorded on their mobile phones and, as an out-of-class assignment, analyzed and commented on in the subsequent session. A pre-/post-treatment speaking test revealed no significant difference between the two groups.
Tong, P., An, I., & Zhou, Y. (2024). From teacher-intended to learner-actualised affordances in a WeChat-supported mobile Chinese language learning environment. System,126(2), np.
This study describes the extent to which 76 Australian university beginner-level L2 Chinese students from a dozen different countries perceived and actualized teacher-intended affordances in their language learning through the completion of mobile-based WebChat-mediated tasks. Over eight weeks, students completed three tasks, the first two with written texts and the third via video creation. Students perceived and used several cognitive and socio-affective affordances intended by the teachers (i.e., feedback, constant exposure, language practice, personalized language use, community building). Students also shaped their own affordances, including creative language use and networking beyond the class, demonstrating their high level of agency.
Tong, P., Yin, Z., & Tsung, L. (2024). Student engagement and authentic language use on WeChat for learning Chinese as a foreign language. Computer Assisted Language Learning, 37(4), 687-719.
This study investigated student engagement and informal beginning-level L2 Chinese use among 81 university students in Australia. For eleven weeks, weekly on a voluntary basis, participants communicated with each other and their instructor via a social networking app (WeChat). Student engagement increased in frequency and complexity towards the end of the semester, and students used Chinese for various authentic purposes in the semi-formal context of class group chats. However, only about half the students used the app with any frequency and English was often used in chats.
Torabzadeh, S., & Zenouzagh, Z. (2023). Investigating foreign language reading anxiety in Mobile Assisted Language Learning (MALL): Does using electronic dictionary help? Iranian Distance Education Journal, 4(1), Winter-Spring 2022, 3-71, Payame Noor University.
This study evaluated the effect of mobile device usage upon the L2 English reading comprehension and anxiety levels of intermediate-level learners in an Iranian private language school. Over ten weeks, using PDF copies distributed via social media networks and an e-dictionary on their tablets/smartphones, 27 participants read and summarized two assigned articles per week. A control group of 23 completed the same assignments using the same e-dictionary with printed versions of the readings. Based on a pre-/post-treatment reading test and anxiety questionnaire comparison, mobile-assisted reading in English contributed significantly to anxiety reduction, but its impact on comprehension was insignificant.
Torang, P., & Weisi, H. (2023). Providing synchronous mobile-mediated dynamic glosses: Is it effective for novice EFL learners to understand the meanings of unfamiliar words? Computer Assisted Language Learning, xx, 1-19.
This study investigated the effect of glossary type upon the learning of 27 L2 English words by beginning-level students in an Iranian institute. Over ten sessions, passages containing highlighted unfamiliar words were sent to participants’ cellphones via an instant messaging app (WhatsApp). If they didn’t know the words, a group of 25 received an immediate gloss while another group of 25 were provided with increasingly explicit hints. A control group of 25 received no glosses. In a pre-/post-test comparison, the dynamic glossing condition proved superior to the non-dynamic glossing condition for L2 vocabulary learning. No glossing producing the worst results.
Tran, P. (2024). Training learners to use Quizlet vocabulary activities on mobile phones in Vietnam with Facebook. The JALT CALL Journal, 12(1), 43-56.
This Vietnamese study describes a smartphone-based project designed to improve the out-of-class L2 English vocabulary acquisition of university students of unspecified English competence level preparing for the TOEIC exam. Weekly over five weeks, 21 participants first underwent technical training in class on how to operate a flashcard vocabulary quiz app (Quizlet). Simultaneously, a social networking app (Facebook) was used to provide out-of-class training in specific strategies on how to effectively use the app and facilitate learner understanding as to why they should use it for vocabulary learning. Learners provided quite positive feedback about using Quizlet and Facebook this way.
Tsai, C-C. (2018). A comparison of EFL elementary school learners’ vocabulary efficiency by using flashcards and Augmented Reality in Taiwan. New Educational Review, 51(1), 53-65.
This Taiwanese study describes an experiment that compared the effectiveness of a mobile-based Augmented Reality (AR) app to traditional flashcards for L2 English vocabulary learning. Twenty words were selected from a beginner-level resource for children (Happy Playground Learning Box), which 66 third-graders studied for thirty minutes. Half of the group did so using smartphones to access the app and the other half using flashcards. Both groups significantly improved their scores on a pre-/post-test comparison, but the AR users more so than the control independently of the ability level of the children.
Tsai, C-C. (2020a). An action research study exploring the effects of Augmented Reality for English vocabulary learning in an elementary school in Taiwan. New Educational Review, 59, 163-174.
This Taiwanese study compared the effectiveness of an Augmented Reality (AR) app to paper flashcards in the learning of beginner-level L2 English vocabulary. In one forty-minute session, thirty 4th graders using an iPad accessed the app to learn twenty words while a matched control group of thirty did likewise with paper flashcards. Both groups included children of low, intermediate and high ability. In a pre-/post-treatment comparison vocabulary test, both groups significantly increased their scores. However, the AR group did more so than the control, regardless of relative proficiency levels.
Tsai, C-C. (2020b). The effects of Augmented Reality to motivation and performance in EFL vocabulary learning. International Journal of Instruction, 13(4), 987-1000.
This Taiwanese study evaluates the effect of an Augmented Reality app upon the English vocabulary learning of 22 fifth-graders of unspecified L2 English competence level. Over four weeks, 30 minutes per week, the children used school-provided iPads to view and color-in 3D images of objects depicting new words. During the same time, a control group of 20 studied the same words from a printed list with no visual support. The experimental group significantly outscored the control on a post-treatment vocabulary test and also expressed higher levels of language learning motivation on a motivation questionnaire and interviews.
Tsai, C-H., Cheng, C-H., Yeh, D-Y., & Lin, S-Y. (2017a). Can learning motivation predict learning achievement? A case study of a mobile game-based English learning approach. Education and Information Technologies, 22(5), 2159-2173.
This Taiwanese study investigated the effect of motivation upon the post-test results of 38 L2 English 10th-graders who used their smartphones to play a game-based tutorial app (Happy English Learning System) for eight weeks. The results of eleven high scorers were compared to those of eleven low scorers. Motivation was measured according to five parameters: intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance. Higher motivation in learning English significantly correlated with higher English post-test scores in only three cases: intrinsic goal orientation, control of learning beliefs, self-efficacy for learning and performance.
Tsai, S-C. (2023). Learning with mobile Augmented Reality- and automatic speech recognition-based materials for English listening and speaking skills: Effectiveness and perceptions of non-English major English as a foreign language student. Journal of Educational Computing Research, 61(2), 444-465.
This Taiwanese study evaluated the effect of a mobile-based Augmented Reality (AR) app (STEMUP), that incorporated automatic speech recognition, upon the speaking and listening skills of 90 A2-level L2 English university students. Over five weeks, using their own smartphones, the participants viewed and listened to AR presentations related to global warming and sustainable development goals. On a pre-/post-test comparison, participants significantly improved their oral performance. A post-treatment questionnaire also revealed positive student perceptions of the treatment.
Tschirhart, C., O’Reilly, C., & Bradley, C. (2008). Language learning ‘On The Go’. In J. Traxler, B. Riordan, & C. Dennett (Eds.), mLearn 2008 Conference Proceedings (pp. 279-288). Beijing, China: Beijing Normal University.
This British article discusses the pedagogical and technical issues surrounding the development and trialing of five online French language learning applications for the Nokia N95 mobile phone. Prototypes were developed for vocabulary (understanding instructions), grammar (relative pronouns), video (listening comprehension), oral grammar presentation (passé composé), and word search (descriptive words). The applications were tested during one session by eight intermediate-level L2 French university students, who gave a very positive response towards mobile learning.
Tsourakis, N., Rayner, M., & Bouillon, P. (2011). Evaluation of a mobile language learning system using language-neutral prompts. Conference Presentation: Interspeech Workshop on Speech and Language Technology in Education (np). Venice, Italy.
This Swiss study investigated the use of two types of prompts, text and pictorial, to elicit L2 English sentences within a prototype mobile-based language learning system (CALL-SLT). The system used a restaurant domain, and focused on language activities such as ordering food, asking for the bill, etc. A group of 16 male and 16 female L1 French university students, with intermediate to advanced English proficiency, each trialed the system for 15 minutes. Male students found the pictorial version significantly easier to use, while female students preferred the text version.
Turgut, Y. (2011). Learning vocabulary via cellphones: You have an SMS. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(7), 280-298.
This Turkish study investigated the effect of mobile phone-based SMS upon the vocabulary acquisition of 30 intermediate-level L2 English university students. During one week, the students learned 45 words sent as SMS messages twice a day on three separate days. A control group of 30 students used their usual rote memorization techniques to learn the same vocabulary without SMS messages or controlled space repetition. The experimental group significantly outscored the control on a pre-/post-treatment 20-item vocabulary test comparison. According to a student survey, SMS participants viewed the treatment positively.