Valeev, A., Ibatulina, L., Kondrateva, I., & Abrosimova, G. (2020). The practical use of mobile devices and internet communication channels in teaching English. ACM International Conference Proceeding Series. Proceedings of the III International Scientific and Practical Conference. Article No.: 10 Pages 1-7.
This Russian study investigated the effect of three mobile-accessible apps (Duolingo, Prompter, Elevate) and Internet-based communication activities upon the L2 English competency of 16 university students of unspecified L2 level. Over an unspecified period of time, the apps were used for tutorial exercises, listening comprehension, and formation of public speaking skills. Internet communication channels were also used for video lectures, discussion seminars, and an electronic conference. On an overall assessment of language competence, this experimental group substantially outscored a control group of 18 that received only traditional instruction.
Valeeva, N., Pavlova, E., & Zakirova, Y. (2019). M-learning in teaching ESP: Case study of ecology students. European Journal of Contemporary Education, 8(4), 920-930.
This Russian study describes the effect of using a mobile-accessible quiz app (Quizlet) upon L2 English vocabulary learning of (presumably) university students. The app was used with tablets and smartphones for seventeen weeks by 68 second year and 70 third-year students to learn ecology-specific terminology. Based on the results of a final course test, participants performed better than students (N=75 second-year, N=77 third-year) the year before. Usage of the app was thought to increase students’ motivation to study specialized vocabulary and contribute to reducing the time spent on vocabulary learning.
Valizadeh, M. (2021). Using Google Keyboard in L2 writing: Impacts on lexical errors reduction. The Journal of Language Teaching and Learning, 11(2), 61-80.
This Turkish study used Google Keyboard (GK) to reduce lexical errors in the writing of intermediate-level L2 English adolescent learners (L1 Turkish) in two private language schools. Over four weeks, 15 minutes twice per week, participants wrote a paragraph on an assigned topic. A control group of 12 did so entirely with paper&pencil. One experimental group of 14 exclusively used GK with smartphones and tablets and two others alternated half the time between paper&pencil and GK. The exclusive GK users obtained the best results on a pre-/post-test comparison.
Valizadeh, M. (2022). Investigating the impacts of mobile-assisted reading on EFL learners’ vocabulary knowledge development. Sakarya University Journal of Education, 12(3), 573-590.
This study compared the L2 English vocabulary acquisition of pre-intermediate level students at a private institute, presumably in Turkey. Learning took place over ten weeks, with participants reading six 150-word simplified new reports per week. An experimental group of 27 did so using their mobile devices via a messaging app (WhatsApp) while a control group of 25 read the same texts in printed format. Participants were pre-/post-tested both on general vocabulary knowledge and 90 targeted words from the news reports. Although both groups significantly improved their vocabulary scores, the experimental group significantly outperformed the control on both measures.
Van Hove, S., Vanderhoven, E., & Cornillie, F. (2017). The tablet for second language vocabulary learning: Keyboard, stylus or multiple choice. Comunicar, 25, 53-62.
This Belgian i-Pad-based study examined the effects of input method upon the vocabulary learning of Flemish-speaking L2 French high school students of unspecified French competence level. In three class sessions over two weeks, 282 participants first memorized 36 French words without writing them down. They were then immediately tested on the vocabulary in three groups who wrote answers with a stylus, the keyboard or by selecting multiple-choice options. A pre-/post-test and delayed post-test revealed no significant differences in vocabulary retention though those who had written or typed words scored higher on spelling and diacritic usage.
van Rensburg, H., & La Thanh, T. (2017). Teachers’ use of Facebook motivating Vietnamese students to improve their English language learning. In A. Murphy, H. Farley, L. Dyson & H. Jones (Eds.), Mobile Learning in Higher Education in the Asia-Pacific Region Harnessing Trends and Challenging Orthodoxies (pp. 359-373).
This Vietnamese study examined the effect of using a social networking site (Facebook) via smartphones as a platform to support the B1-level learning of 22 L2 English university students in a semester-long reading course. Facebook served to provide class instructions and supplementary daily activities as well as a communication channel between students and the instructor. This case study demonstrated that learning connections made through mobile learning and virtual learning environments could have a positive effect on learning outcomes and also increase students’ motivation as well as a sense of community.
Vargavan, S., & Yunus, F. (2021). Penggunaan Augmented Reality (AR) untuk meningkatkan kemahiran membaca perkataan bahasa inggeris kanak-kanak prasekolah (Using Augmented Reality (AR) for English language for preschool children). International Journal of Education, 3(1), 156-172. [in Malay]
This Malaysian study describes the design and evaluation of an AR app (Blipp AR) intended to improve the L2 English reading skills of pre-school children. Printed images served as AR triggers which activated videos that included written English words and their pronunciation. Over an unspecified time period, 50 children aged 5-6 years old described as being of moderately weak English competence level used smartphones to access the app. All participants improved on a comparison of pre-/post-test results related to simple English words, phrases and sentences. It is claimed that the improved outcomes were significant, however no p values were calculated.
Velasquez Herrera, F. (2013). Effectiveness of Text-Messaging in Spanish Vocabulary Teaching / Learning. MA thesis, Southern Illinois University at Carbondale. ProQuest Dissertations Publishing.
This American MA thesis compared the vocabulary learning of beginner-level university L2 Spanish students under two conditions: mobile phone text messaging (N=9) and paper (N=10). Over ten days, the experimental group received via text message a total of 12 Spanish words, to which they responded with an English translation and sample sentence. The control group completed the same exercise using paper and pencil. The experimental group significantly outscored the control on a post-test comparison. According to a post-treatment survey, the experimental group enjoyed the use of this vocabulary learning method.
Venugopal, N., Senthilkumar, S., Jayasudha, T., & Sankar, G. (2020). Adoption of m-learning to enhance LSRW skills for learners of English as a second language. Journal of Xi'an University of Architecture & Technology, 2596-2612.
This study evaluated the effectiveness of the voluntary usage of MALL-based, mobile-accessible, websites and apps upon the L2 English listening, speaking, reading and writing skills of 41 students at an Institute of Technology in India. Over 25 days, participants freely accessed five websites and four apps pre-selected by the researcher. A pre-/post-test of all four skills showed that all participants had improved their performance. The students also indicated that they felt using the technology was more effective and interesting than what they did before the treatment.
Vigneshwari, M. (2022). Effectiveness of MALL in developing speaking skill of the ESL learners. International Journal of Novel Research and Development, 7, 433-440.
This Indian study reports the results of the use of an instant messaging app (WhatsApp) on the L2 English speaking ability of six university graduate students, of unspecified English competence level. WhatsApp was used in and out of class as a communication tool to engage in speaking activity. Participants also received explicit speaking strategy training. Over an unspecified period of time, students undertook total of 18 communication tasks using WhatsApp. A pre-/post-test comparison revealed a substantial improvement in their speaking proficiency.
Vihavainen, S., Kuula, T., & Federley, M. (2010). Cross-use of smart phones and printed books in primary school education. Proceedings of the 12th International Conference on Human Computer Interaction with Mobile Devices and Services (pp. 279-282).
This Finnish paper describes the pilot testing of a web-based system for the teaching of English that exploited smartphones to support the reading of English by primary school children of unspecified L2 English competence level. Over a period of three weeks, 25 pupils used smartphones to take a picture of a page from the book they were reading and sent it to a web server that identified the text and returned to the learners three types of tutorial exercises: missing words, crossword puzzle (out-of-class), and text listening (in-class). The system was highly rated by the students.
Villages, C., Madrigal Lozano, M., & Merla González, A. (2017). Mobile-Learning en un curso de lenguaje. (Mobile-Learning in a language course). Herramientas tecnológicas en la Educación Superior, 3(1), 133-139. [in Spanish]
This Mexican study describes the voluntary out-of-class use of a mobile-based learning app (Quizlet) by 13 university students in an A1-level L2 German course. The contents of the app were prepared by the instructor and consisted of vocabulary and grammar related to the second part of the semester-long course. A control group of thirteen received the same class instruction without use of the app. Although the Quizet participants made little use of the app, they outscored the control on grammar and writing, but not reading, on a post-treatment written exam.
Viswanathan, R. (2020). Language skills training through mobile apps: Opportunities and challenges. In M. Khosrow-Pour, S. Clarke, M. Jennex & A-V. Anttiroiko (Eds.), Language Learning and Literacy: Breakthroughs in Research and Practice (pp. 471-490). Information Resources Management Association.
This Indian study describes the trialing of a mobile app (built on a YAPP platform template) that was designed to assist in the writing of official/professional documents in English. About thirteen university students of unspecified L2 English competence level used the app for three months. In particular they wrote a letter requesting an interview and a statement of purpose for admission to an MA program. Students were eager to learn the format and way of drafting the letter but only two attempted the statement of purpose. Overall, since participation was voluntary, there was not much consistency in doing writing tasks.
Vota, W. (2014). Can SMS text messages improve the reading outcomes in Papua New Guinea? ICT Work, 1-3.
This government report describes an SMS-based L2 English early literacy program that operated in Papua New Guinean elementary schools. Over two terms, 51 teachers received via their mobile phones a daily text message that contained a short story and accompanying lesson plan for 1st and 2nd grade children. During the same period, a control group of 51 teachers taught English to an equivalent group of children without any SMS support. Under both conditions, children’s reading improved on a pre/post-test comparison, with children in SMS Story groups improving significantly more.
Vuorio, J., Okkonen, J., & Viteli, J. (2018). Finnish upper secondary students’ user expectations and experiences using MALL system. Proceedings of the 22nd International Academic Mindtrek Conference (pp. 236-243).
This conference presentation describes how 15 Finnish high school students’ expectations about a smartphone-accessible MALL system, available for L2 English, Finnish and Swedish, changed as a result of their experience using it for eleven weeks. According to a pre-/post-treatment survey, user experience scores did not outperform the scores of user expectations in any of the variables when examining the mean differences. Specifically, overall perceptions of the MALL system fell from a pre-treatment score of “Acceptable” to a marginal status post-treatment.
Vurdien, R. (2017). Mobile assisted vocabulary acquisition and wikis to enhance writing skills. International Journal of Computer-Assisted Language Learning and Teaching, 7(2), 1-21.
This paper investigated student perceptions regarding the effectiveness of combining smartphone-based vocabulary learning with wiki-based collaborative writing. Twenty-one advanced-level L2 English students participated at a private language school in Spain. Findings from a semester-long study suggested that positive learning took place throughout the development of the study. The smartphone was considered a convenient tool for reading and performing vocabulary exercises. Peer editing and feedback were deemed crucial towards grammar and vocabulary accuracy to enhance writing skills.