Uiphanit, T., Unekontee, J., Jankaweekool, P., ..., & Rakbumrung, W. (2020). Using Augmented Reality (AR) for enhancing Chinese vocabulary learning. International Journal of Emerging Technologies in Learning, 15(17) 268-276.
This study describes the design and trialing of a custom-made mobile-based Augmented Reality game app and its effect upon the learning of L2 Chinese vocabulary by 40 tenth-grade high school students in Thailand. No information is provided either about the Chinese proficiency level of the students or targeted vocabulary of the treatment, which apparently lasted just one session. A pre-/post-treatment vocabulary test comparison demonstrated significant learning gains and student responses to a usage questionnaire were very positive.
Ulfa, S. (2012). Promoting vocabulary acquisition through mobile game for supporting second language learning. Edu Tech Journal of Education and Technology, xx, np.
This Indonesian paper describes the pilot testing of a mobile-based vocabulary learning game by university students. The evaluation took place during a single session that lasted two and a half hours. Using French for the L2, which had not been studied previously by the participants, an experimental group of 15 used the game to learn 20 words designating animals and fruits. A control group of 15 learned the vocabulary through the rote memorization of a word list. The experimental group significantly outscored the control on a post-treatment vocabulary recall test.
Ünal, Ö. (2015). Investigating the use of mobile-based vocabulary notebooks on students’ vocabulary achievement in English language learning. MA thesis, Middle East Technical University.
This Turkish study compared the effectiveness of Quizlet mobile-based vocabulary notebooks compared to paper-based ones on the L2 English vocabulary accusation of 20 B2-level pre-university students. The notebooks served as a personal dictionary that included different kinds of word knowledge. All students learned 20 words per week for eight weeks and completed an 80-item pre-/post-test that required meaning matching, gap filling and word recall. The mean score of the post-test was significantly higher for the experimental group compared to a control group of 20 matched students that kept paper-based vocabulary notebooks.
Uosaki, N., Ogata, H., Sugimoto, T., ..., & Hou, B. (2012). Towards seamless vocabulary learning: How we can entwine in-class and outside-of-class learning. International Journal of Mobile Learning and Organisation, 6(2), 138-155.
This one-month Japanese study is the published version of Uosaki, Ogata, Sugimoto … & Li (2012). It evaluated a mobile-based L2 English vocabulary learning app (SMALL) with 18 Japanese university students who registered new words in a web-linked database (SCROLL). The system notified students when registered words appeared in their textbook. A control group of 20 students entered new vocabulary in a spreadsheet which they uploaded to Moodle. On a textbook-independent pre-/post-test, only the experimental group demonstrated significant improvement. The median scores of all students significantly increased on a textbook-related pre-/post-test, slightly more for the control than the experimental group.
Uosaki, N., Ogata, H., Sugimoto, T., …, & Li, M. (2012). How we can entwine in-class vocabulary learning with out-class one in English course for Japanese EFL learners. In Wireless, Mobile and Ubiquitous Technology in Education (WMUTE), 2012 IEEE Seventh International Conference (pp. 102-106). IEEE.
This is the same study as Uosaki, Ogata, Sugimoto ... & Hou (2012).
Uther, M., Zipitria, I., Uther, J., & Singh, P. (2005b). Mobile Adaptive CALL (MAC): A case-study in developing a mobile learning application for speech/audio language training. Wireless and Mobile Technologies in Education, IEEE International Workshop (pp.187-191). Los Alamitos, CA: IEEE Computer Society.
This British case-study describes two pilot tests of a Mobile Adaptive CALL app (MAC) designed to assist Japanese L2 English learners perceptually distinguish the English /r/ versus /l/ phonemic contrast. It adapts to the proficiency level of the user by tailoring phonemic discrimination practice in response to learner’s recognition errors. The first trial emulated the app on a computer and was trialed by four non-Japanese university students with advanced-level L2 English proficiency. Although the participants reported that they found the application easy to use, their actual performance on the task showed some difficulties. In the second trial, three other non-Japanese university students with advanced-level L2 English proficiency tested MAC on actual mobile phones. They indicated that the sound quality was less natural on the phone compared to the emulator, but were generally positive about overall design of MAC.
Uwizeyimana, V., & Niyomugabo, C. (2017). Mobile technologies and second language acquisition in the Rwandan context. Conference paper, Rebranding Research for Sustainable Development, Kigali, Rwanda.
This conference paper describes the results of a three-month study that compared the learning outcomes of L2 English Rwandan university students of unspecified competence level. Participants learned English with and without the use of smartphone/tablet-based MALL applications. An experimental MALL group of 13 used instant messengers, social networks, electronic dictionaries, electronic translators and e-book readers. The learning materials of a control group of 11 were restricted to reading books, printed newspapers, and audio recordings. The MALL group significantly outscored the control by a factor of 2 to 1 in a post-treatment test of listening and reading comprehension.
Uwizeyimana V., & Niyomugabo, C. (2021). Mobile technologies, input hypothesis and second language acquisition in the Rwandan context. Unpublished
This unpublished study compared the effectiveness of the use of MALL apps (Skype, WhatsApp, e-dictionaries) and conventional learning materials (books, newspapers, audio cassettes) on the English listening and reading competence of Rwandan university students of unspecified L2 English competence level. Over three months, using smartphones and tablets, an experimental group of 13 participants studied English using the MALL apps and a control of 13 with conventional resources. The experimental group significantly outscored the control on a post-treatment test of listening and reading ability.
Uz Bilgin, Ç. (2016). Facilitating English as a Foreign Language Learners’ Vocabulary Learning, Task Completion and Contextual Vocabulary Exploration Processes in a Mobile Supported Situated Learning Environment. PhD dissertation, Middle East Technical University, Ankara, Turkey.
This Turkish PhD dissertation evaluated the effectiveness of a mobile-based situated learning app on the learning of scientifically related L2 English by 25 university students. Over five weeks, participants undertook five experiments in a science museum by following instructions in English. Using a tablet PC, they accessed the mobile app as needed to obtain dictionary definitions, supporting animations and still images. Compared to an initial vocabulary pre-test, the results of an immediate post-test was significantly higher and a six-week delayed-post-test was even higher. Moreover, students found the process interesting and entertaining, which they thought promoted vocabulary retention.
Uz Bilgin, C. & Tokel, S. (2018). Facilitating contextual vocabulary learning in a mobile-supported situated learning environment. Journal of Educational Computing Research, 57(4), 930-953.
This Turkish study investigated the effect of a mobile-based situated learning environment upon the L2 English vocabulary acquisition of 25 elementary-level university students. Working individually during a museum visit, students used their mobile devices to access visual and dictionary definition support with contextual sentences for target vocabulary. When there was no interaction with the museum exhibits, students did not find it necessary to infer or look up the meaning of words. Post-treatment vocabulary test results were significantly higher than the pre-test, and a six-week-delayed-post-test was significantly higher than the post-test.