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Wahjuningsih, E. (2020). The effect of Duolingo application on students’ English vocabulary mastery. English Language Teaching and Research Journal, 4(2), 131-139.

This study evaluated the English vocabulary learning of Indonesian eighth-graders of unspecified L2 English competence level. Participants used a mobile-based vocabulary app (Duolingo) compared to traditional flashcards. In class, over an unspecified duration, 32 participants studied vocabulary using Duolingo on smartphones while a control group of 32 used flashcards. The experimental group significantly outscored the control on a post-treatment vocabulary test.

Walters, J. (2012). English Language Learners’ Reading Self-Efficacy and Achievement Using 1:1 Mobile Learning Devices. PhD dissertation. University of California, San Diego.

This American PhD dissertation evaluated the effectiveness of the 1:1 daily in-class usage over eight months of a variety of iPod Touch-based (spelling/vocabulary/grammar/reading) apps upon the reading ability and self-efficacy of 287 fourth/fifth-grade non-native English Language Learners. The L2 English competence level of participants ranged from beginner to advanced. Compared to a matched control group of 139 ELL, no significant achievement gains were found on the pre-/post-treatment administration of the Measures of Academic Progress test. A self-efficacy survey using the Reader Self-Perception Scale showed significant but only slightly higher mean scores for the experimental group compared to the control group.

Waluyo, B. (2018). Promoting self-regulated learning with formative assessment and the use of mobile app on vocabulary acquisition in Thailand. Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 105-124.

This study evaluated the self-regulated L2 English acquisition of 38 beginner-level and 38 intermediate-level university students in Thailand. Over ten weeks, participants were tested weekly in class on a different set of 50 words, which they were required to learn on their own using available online resources. Testing was done using a mobile-accessible quiz app (Socrative) which students accessed via their smartphones. A pre-/post-test comparison demonstrated that both groups of learners significantly improved their scores, but the intermediate-level students more so than the beginners. The total scores from the 10 vocabulary tests of the intermediate-level learners were also higher.

Wang, B-T., Teng, C-W., & Chen, H-T. (2015). Using iPad to facilitate English vocabulary learning. International Journal of Information and Education Technology, 5(2), 100-104.

This study investigates the effectiveness of an iPad app, Learn British English WordPower, on vocabulary learning in a class of 36 A2-level English freshman university students in Taiwan. Over a fourteen-week period, in class sessions that lasted about 15 minutes each, students were able to see the words, word pictures and example sentences through the classroom projector. The same vocabulary was taught to a control group of 38 students using a traditional semantic-map method without the app. In a pre-/post-test comparison, students who received the iPad vocabulary instruction performed better.

Wang, D. (2019). Research on college English autonomous learning based on mobile learning. 9th International Conference on Education, Management, and Computer (pp. 500-505). Francis Academic Press, UK.

This conference presentation describes the use of a social networking app (WeChat) and other unspecified mobile-based apps in the teaching of L2 English vocabulary, reading and listening over a seventeen-week period to a class of learners of unspecified number and English competence level in an unidentified Chinese academic institution. On a pre-/post-test comparison, this group outperformed a control class, of equally unspecified description, that received the same instruction without the use of any mobile-based support. Most students in the experimental group expressed positive views of their mobile learning experience.

Wang, D., Zou, B., & Xing, M. (2014).Vocabulary learning and consolidation with mobile application. International Journal of Computer-Assisted Language Learning and Teaching, 4(1), 101-112.

This UK study compared the effect of two types of notebook tool on the Chinese vocabulary acquisition of L2 Chinese university students (second-year at HSK 3-4 level and final year at HSK 5-6). Over twelve weeks, an experimental group of 48 participants used a mobile-accessible lexical spreadsheet to compile a personal dictionary of new words. A control group of 40 did likewise using a paper/pen hardcopy notebook. The experimental group outscored the latter on a post-treatment vocabulary test. However when writing a composition, the control group showed more accuracy in spelling, part of speech usage and contextual appropriateness of vocabulary.

Wang, F., Chen, X., & Fang, W. (2011). Integrating cell phones into a Chinese high school EFL classroom: Students’ attitudes, technological readiness, and perceived learning. Journal of Educational Technology Development and Exchange, 4(1), 91-102.

This Chinese paper describes 74 high school students’ attitudes towards and readiness to use mobile phone technology as an L2 English language learning tool. Students were placed in groups of between three and four and over a period of four weeks given the task of using their mobile phones to capture images of English street logos and signs to be used as the basis of a PowerPoint presentation. Survey results confirmed that students were ready and able to use mobile phones for language learning and felt that they had learned a lot from this activity.

Wang, F., & Suwanthep, J. (2017). Constructivism-based mobile application for EFL vocabulary learning. International Journal of Learning and Teaching, 3(2), 106-112.

This Thai study explored the effectiveness of a constructivist-based mobile app on the L2 English vocabulary acquisition of 45 second-year university students who used the program for 12 weeks. The app showed sample sentences with related pictures for which students had to construct the correct English definition. Students then had to select the correct Thai equivalent from four choices. Compared to a matched control group of 25 students that did not use the app, the experimental group scored significantly much higher on a 25 item pre-/post-test based on textbook vocabulary.

Wang, F., & Yuizono, T. (2021). Developing EFL learner’s reading comprehension through a smartphone-assisted reading program. ACM International Conference Proceeding Series (pp. 51-58).

This Japanese study investigated student reaction to a smartphone-based English reading program that exploited two mobile apps (TED, Baicizhan Love Reading). As part of a Chinese college intensive English reading course, 32 students of unspecified L2 English competence used the apps over thirteen weeks to read a minimum of five passages per week about which they wrote a reflective journal. According to a post-treatment questionnaire and individual interviews, most students agreed that the treatment was effective in increasing their learning interest, promoting their autonomous learning ability, and enhancing their English reading proficiency.

Wang, F., Yuizono, T., Wang, T-Y., …, & Lu, Y. (2023). Integrating reflection into a mobile-assisted reading program for learning English as a second language in China. Frontiers in Education, 7, np.

This Chinese study investigated the effect of mobile-based reflection upon the English reading ability of 60 university students of unspecified L2 English competence level. Over eight weeks, using their smartphones, participants read two articles of their choosing every two weeks, for which they prepared a reflection in an assigned format: paper journal; e-journal; audio; and collaborative). Students demonstrated significant improvement in a pre-/post-test comparison. Most students favored traditional paper and audio reflection and thought reflections were a good way to stimulate interest, deepen understanding and promote summarizing abilities, but didn’t consider it a good method to monitor the learning process.

Wang, H., & Crosthwaite, P. (2021). The affordances of WeChat Voice Messaging for Chinese EFL learners during private tutoring. Computer-Assisted Language Learning Electronic Journal, 22(1), 223-245.

This Australian study investigated L2 English student reactions to using a mobile messaging app (WeChat Voice Messaging) for pronunciation practice. Participants were all adults in China taking an online private tutoring course, which consisted of individual two-hour video call lessons with the instructor over several months. This was followed by an individual homework voice chat recording on an assigned topic and a 60-second submitted voice message.  Student reactions were assessed through a questionnaire (N=150), interview (n=5 novice/pre-intermediate) and case study (N=2). The findings from the three research instruments were generally positive.

Wang, H-Y., Lin, V., Hwang, G-J., & Liu, G-Z. (2018). Context-aware language learning application in the green technology building: Which group can benefit the most? Journal of Computer Assisted Learning, 359-377.

This Taiwanese study investigated the use of a smartphone-based context‐aware ubiquitous language learning system to improve the reading and listening skills of intermediate-level L2 English university students, 18 high-achievers and 22 low-achievers. The system was designed to work with QR codes to identify objects within an environmentally friendly building. Over six weeks, this served as the basis for six learning units involving listening, reading and speaking tasks. On a pre-/post-test comparison, all students improved significantly, though relative to their starting point, low-achieving students made more progress than did the high-achievers.

Wang, J., & Song, B. (2023). Impacts of mobile-game-based collaborative prewriting on EFL students’ individual writing in student-centered class context. The Asia-Pacific Education Researcher, 32, 227-238.

This Chinese study evaluated the L2 English writing of 30 university students of indeterminate competence level. It investigated whether teamwork and strategic planning behavior fostered while playing a mobile-based multiplayer battle arena game (Honor of Kings) out of class for three weeks would transfer to subsequent collaboration and planning in out-of-class pre-writing activities undertaken for four weeks while completing two argumentative essays. During this time, a control group of 30 received only in-class writing instruction. In a pre-/post-test comparison, the writing of the experimental class improved more in content organization, originality, fluency, and elaboration than that of the control.

Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117-134.

This article reports the results of a questionnaire sent to 208 Japanese university users of a year-long mobile phone-based reading and grammar program for pre-intermediate level L2 English. The 56 project participants (27%) who responded regarded it as a positive language experience, though they also reported problems reading materials on small screens and indicated that interaction on mobile phones was not as easy as on PCs.  Most importantly, students viewed mobile phones as their private domain which should remain disconnected from formal study.

Wang, W., & Jiang, L. (2021). Writing on WeChat moments: Impact on writing performance and learner autonomy. Computer Assisted Language Learning, 36(7), 1236-1264.

This paper assesses the effect of a social networking app (WeChat Moments) upon the intermediate-level L2 English writing performance of university students in China. Over an academic year, fifty students wrote essays on eleven assigned topics. Half did so through WeChat Moments sent to their instructor and shared with each other and half in paper & pen format submitted only to their instructor. A pre/post-treatment writing test comparison confirmed that the WeChat Moments users achieved better writing performance, with higher levels of learner autonomy, than those in the control group.

Wang, W., & Liu, L. (2019). “互联网+” 背景下大学英语词汇的移动自主学习实证研究(An empirical study on mobile autonomous learning of college English vocabulary in the background of "Internet +"). Education Teaching Forum, 10, 196-198. [in Chinese]

This Chinese study describes the effect upon L2 English vocabulary acquisition of the use of mobile-based vocabulary apps (e.g., Scallop Words, Hundred Words) and social networking (WeChat, QQ) for instructor monitoring and support. Over an academic year, 50 college students used their smartphones to access these mobile resources out of class while a control group of 50 received only traditional instruction. The experimental group significantly outscored the control on a CET4 (IELTS 6.5) difficulty-level pre-/post-test comparison.  However, students with passing or poor grades were not highly receptive to mobile learning.

Wang, W-Y., & Huang, Y-M. (2017). Interactive syllable-based English vocabulary learning in a context-aware environment. Journal of Educational Computing Research, 55(2), 219-239.

This study evaluated an L2 English app (I SEE) that taught vocabulary within a tablet-based location-aware system. Over six weeks, during 300 minutes, 31 Taiwanese 4th-graders of unspecified L2 English competence used the system to learn 36 words corresponding to objects encountered around the school. During the same period, a matched control group of 32 learned the same words using the same location-aware system by taking quizzes rather than doing syllabification-based exercises. The experimental group significantly outperformed the control on a pre-/post-treatment vocabulary test comparison. It also had a significantly more positive attitude toward learning English vocabulary than the control

Wang, X., Chen, J., & Zhang, T. (2021). Facilitating English grammar learning by a personalized mobile-assisted system with a self-regulated learning mechanism. Frontiers in Psychology, xx, 1-13.

This Chinese study evaluated the effect of the personalization of mobile-based tutorial grammar exercises upon the L2 English learning of high school students of unspecified language competence level. Using their own mobile devices, 278 participants used the system 15 minutes daily for a semester. The exercises undertaken were recommended based on the students’ learning history and performance. A control group of 320 students had access to the same online grammar tutorials, but did exercises determined by their year level. On a pre-/post-treatment grammar test, irrespective of gender, the group that had received personalized grammar exercises significantly outscored the control.

Wang, X., & Gunaban, M. (2023). Effectiveness of Mobile-Assisted Language Learning in enhancing the English proficiency. Journal of Contemporary Educational Research, 7(11), 140-146.

This Filipino study describes the effectiveness of two mobile-accessible apps, an online course management platform (WeLearn) and a multi-skill L2 English tutorial program (Flipped English), with 422 students at a Chinese university. The English competence level of the students ranged from beginner to advanced. Although participants used mobile phones on a daily basis to access the apps, neither the treatment duration nor the materials used nor procedures followed are specified. The pass rate of these students (24%) on a post-treatment CET-4 test was nearly twice that (14%) of all the students at the same university who took the test.

Wang, X., & Jiang, W. (2024). Exploring the affordances of WeChat for Chinese cultural knowledge learning among learners of Chinese in an international exchange program. Computer Assisted Language Learning, 37(3), 558-584.

This study investigated the perceptions of 24 L2 Chinese students regarding the use of a social networking app (WeChat) for cultural knowledge learning during a three-week international exchange program at a Chinese university. Participants were classified as high- and low-level learners. The program began with a daily multimedia cultural background information session distributed by the instructor via WeChat, followed by a related on-site activity guided by a volunteer Chinese native speaker. Participants then made a written presentation of the day’s knowledge acquisition. Most learners were positive toward the activities and opportunities for interaction and collaboration via WeChat. 

Wang, Y., & Chen, P. (2023). Interest-driven creator English course for developing Chinese private college students’ listening and speaking proficiency based via blended setting. Research Square, 1-25.

This study evaluated the effect of an interest-driven mobile phone-based curriculum on the L2 English listening and speaking ability of Chinese university students of unspecified English competence level.  In weekly lessons over sixteen weeks, 106 students took an active role in determining presentation and roleplay tasks in their course. A control group of 104 students passively followed a teacher-centered curriculum that utilized identical technological and mobile-assisted language learning resources. While on a post-test the control group demonstrated no significant improvement on either listening or speaking ability, the experimental group significantly improved on both.

Wang, Y., & Christiansen, M. (2019). An investigation of Chinese older adults’ self-directed English learning experience using mobile apps. International Journal of Computer-Assisted Language Learning and Teaching, 9(4), 51-71.

This Chinese study describes the voluntary use of L2 English mobile apps over a period of 17 weeks by 55 adults aged 45-85 of unspecified L2 English competency level. Participants used their smartphones to access Duolingo/Hello English for grammar, Baicizhan for vocabulary and Liulishuo for speaking/listening practice. They also shared their learning experiences via monthly WeChat sessions. Only time spent and the number of lessons or words studied were reported. Overall, participants were motivated and showed great interest in continuing to learn English in the WeChat group and had positive attitudes toward using mobile apps.

Wang, Y-C. (2019). Leveraging the power of mobile technology to enhance ESP students’ listening comprehension ability. International Journal of English Language Education, 7(1), 84-99.

This Taiwanese study compared the supplemental use of a mobile-based L2 Business English app (Business English Conversation: Essential Practices) to the same pedagogical materials presented in a CALL-based format without accompanying exercises. Over four weeks, an experimental group of 17 college students of unspecified L2 English competence level covered five business-related topics, which they then practiced via mobile-based exercises using their own iPhones and i-Pads. A matched control group of 22 studied the same topics using identical computer-based materials without doing the mobile app exercises. The mobile-based group significantly outscored the control in a pre-/post-test comparison.

Wang, Y-H. (2017a). Integrating self-paced mobile learning into language instruction: Impact on reading comprehension and learner satisfaction. Interactive Learning Environments, 25(3), 397-411.

This Taiwanese semester-long study evaluated the effect of an iPad-based Business English app (Learn English Audio and Video) upon the L2 English reading comprehension of 100 university students from three departments: International Business Administration (BA), Information Management (IM) and Tourism Management (TM), who used the app for weekly in-class 50-minute reading activities. A post-treatment reading test showed that, compared to a matched control group of 96 who did in-class reading activities without the app, IM and TM participants scored significantly higher; there was no significant difference among the BA students.

Wang, Y-H., & Shih, S. (2015). Mobile-Assisted Language Learning: Effects on EFL vocabulary learning. International Journal of Mobile Communications,13(4), 358-375.

This Taiwanese paper studied the effect of a smartphone-based app upon L2 English vocabulary acquisition. A cohort of 93 college students was divided into an experimental group that for 15 weeks studied using a mobile-based learning program and a control group that studied the same materials in a paper-based format. In a pre-/post-test comparison, the experimental group significantly outperformed the control. In addition, results of a post-treatment questionnaire given to the experimental group indicated positive learner attitudes towards mobile-assisted vocabulary learning.

Wang, Z., & Han, F. (2021). Developing English language learners' oral production with a digital game-based mobile application. PLOS ONE, 16(1), 1-11.

This study describes the effect of a mobile games-based app (Liulishuo) upon the L2 English speaking ability of 30 university students in China. Participants of unspecified L2 English competence level used the app twice a week, 30 minutes per session, for twenty weeks. Speaking ability was pre-/post-tested on the basis of a monolog that students created via telling a story prompted by six pictures. Post-treatment results showed that participants produced more complex monologic speech, made significantly fewer errors, and increased their speech rate, but the mean repairs and mean length of pauses remained unchanged.

Wang, Z., Hwang, G-J., Yin, Z., & Ma, Y. (2020). A contribution-oriented self-directed mobile learning ecology approach to improving EFL students' vocabulary retention and second language motivation. Educational Technology & Society, 23(1), 16-29.

This Chinese study evaluated the effect of a mobile-accessible communication app (WeChat) group activity upon L2 English vocabulary acquisition. For two weeks, out of class, 25 L2 English university students created their own illustrative pictures for words studied in class, which they posted to a WeChat group.  A matched control group of 27 studied the same vocabulary without any supplementary WeChat activity. The experimental group scored significantly lower than the control on a vocabulary pre-test, significantly outscored it on an immediate post-test, but showed no significant difference on a delayed-post-test.

Wardak, M. (2020). Mobile Assisted Language Learning (MALL): Teacher uses of smartphone applications (apps) to support undergraduate students’ English as a Foreign Language (EFL)vocabulary development. PhD dissertation, Lancaster University (United Kingdom).

This is the PhD dissertation upon which is based Wardak, M. (2021).

Wardak, M. (2021). Mobile assisted language learning (MALL): Teacher uses of smartphone applications (apps) to support undergraduate students' English as a foreign language (EFL) vocabulary development. International Journal of English Language Teaching, 9(1), 33-58.

This study compares the effectiveness of two types of mobile apps in promoting the L2 English vocabulary acquisition of 20 foreign university students in Britain. Using their smartphones, participants had five weeks to learn 200 words under each condition. In the first, they used a vocabulary app (IELTS Academic Word List) and learned the words at their own pace. In the second, they received 5-6 words daily via multi-media text messages sent to their social networking accounts. Pre-/post-tests demonstrated that students learned more words under the text messaging condition.

Wei, J., Yang, H., & Duan, J. (2022). Investigating the effects of online English film dubbing activities on the intelligibility and comprehensibility of Chinese students’ English pronunciation. Theory and Practice in Language Studies, 12, 1911-1920.

This Chinese study investigated the effect of a mobile phone-based video dubbing app (English Fun Dubbing) upon the pronunciation of 24 university students of unspecified L2 English competence level. Weekly over eight weeks in-class, participants dubbed two 60-second videos. Students were assessed on intelligibility (recognizability of their intended pronunciation) and comprehensibility (understandability of their utterance). Their pre-/post-test results were compared to those of a control group of 26 whose treatment conditions were unspecified. The experimental group demonstrated significant improvement in intelligibility but no difference in comprehensibility. The control group demonstrated no difference in intelligibility and a significant decrease in comprehensibility.

Wei, L. (2012). Construction of seamless English language learning cyberspace via interactive text messaging tool. Theory and Practice in Language Studies, 2(8), 1590-1596.

This Chinese paper describes the effects of the extracurricular use of a seamless L2 English mobile-accessible learning system based on an interactive multimedia messaging app (QQ Messenger). QQ Messenger was used for four months to support an online learning community of 6 police academy students, who uploaded their homework (compositions, book reviews, term papers) to it in order to comment on each other’s performance and collaborate with each other in English to complete assigned tasks. Most of the students improved their English proficiency, especially in writing, reading, and discussing.

Wei, W., & Zhang, J. (2018). 款汉语智能语音教学App及教学实验初步结果(An intelligent Chinese pronunciation teaching app and the preliminary result of a teaching experiment. Journal of Technology and Chinese Language Teaching, 9(2), 83-97. [in Chinese]

This Chinese study investigates the effect of a mobile-based pronunciation correction app (Erya) upon the L2 Chinese pronunciation of 36 university students who used the app for six weeks, almost entirely on their own out of class. During this time, participants practiced on average about 780 pronunciations. A post-treatment pronunciation test demonstrated significant improvement in the pronunciation of word initial sounds and tone, but no significant difference in word final sounds or tone.

Weissheimer, J., Caldas, V., & Marques, F. (2018). Using WhatsApp to develop L2 oral production. Leitura, 1(60), 21-38.

This study evaluated the effect of an instant messaging app (WhatsApp) upon the L2 English oral production accuracy of adult beginning-level learners, apparently private school students in Brazil. Every two weeks for two months, participants used their smartphones to record on WhatsApp a short audio about pre-established themes (introductions, talking about food preferences, describing a trip and advising a friend to study English). A group of 14 received from the instructor grammar-based feedback and another of 13 content-based feedback. While the accuracy of both groups improved significantly on a pre-/post-test comparison, students who received grammatical feedback made the fewest mistakes.

Wen, W., Jumaat, N., Ashari, Z., …, & Ali, D. (2019). Effectiveness of mobile assisted language learning towards students’ achievement and motivation in learning English prepositions. IEEE International Conference on Engineering, Technology and Education (pp.1-5).

This Malaysian conference presentation investigated the effect of a mobile vocabulary app (Preposition Master) upon the acquisition of L2 English prepositions by 30 4th-graders of unspecified English proficiency level. No information is provided about the treatment materials, procedure or duration. Participants demonstrated significant improvement on a pre-/post-test comparison. Most of the students also expressed increased motivation to learn English after using the mobile app.

Wen, Y. (2021). Augmented Reality enhanced cognitive engagement: Designing classroom-based collaborative learning activities for young language learners. Educational Technology Research and Development, 69(4), 843-860.

This study evaluated the effect of a mobile-based Augmented Reality L2 Chinese character game (ARC) upon the orthographic knowledge and collaborative interaction of 24 beginning-level first-graders in Singapore. During one class session, the participants working in groups of 3-4 shared an iPad to access the app and complete sentences with missing characters. This was done using paper cards depicting radicals and compounds which were reconstructed on screen. A control group of 25 engaged in the same activity using only pen and paper. The experimental group demonstrated greater collaboration than the control and significantly outperformed it on a prep-/post-test comparison.

Weschler, R., & Pitts, C. (1999). CALL to PEDAL: From computer assisted language learning to portable electronic devices for autonomous learning. Journal of the Kyoritsu Women's University Department of International Studies, 16, 20-40.

This early Japanese study gives a general description of handheld electronic dictionary (Ed.) features and investigates their use among L2 English university students. It reports a survey of 86 ED-using students which revealed that they used them mostly for reading, very little for listening and they didn’t value much the word pronunciation feature of the devices. In a single ten-minute class experiment, 26 students looked up 10 words, half using an ED and half with a printed dictionary. Word look-up was 23% faster with EDs compared to comparable paper dictionaries.

Weschler, R., & Pitts, C. (2000). An experiment using electronic dictionaries with EFL students. The Internet TESL Journal, 6(8), np.

This paper describes the same e-dictionary experiment as that reported in Pitts & Weschler (1999).

Wiboolyasarin, W., & Jinowat, N. (2023). Revolutionising dual language learning for young learners with the RILCA app: A mobile-assisted approach. Journal of Computers in Education, xx, np.

This study evaluated the effectiveness of a mobile-based language learning app (RILCA) on the simultaneous learning of L1 Thai and L2 English by second-grade school children in Thailand. Their English competence level was not specified. Over 15 weeks, once per week for 50 minutes, one group of 75 watched a RILCA lesson projected from their instructor’s iPad to a wide-screen television or projector. A control group of 71 studied the same material using traditional face-to-face instruction supported by PowerPoint presentations. The experimental group significantly outperformed the control on a pre-/post-test in both Thai and English vocabulary, sentence construction and grammar.

Wibowo, H., & Raihani, S. (2019). The effectiveness of HelloTalk App on English writing skills. Lingua Jurnal Pendidikan Bahasa, 15(2), 15-22.

This Indonesian study describes the use of a mobile L2 English conversation app (HelloTalk) and its effect upon the writing skills of 28 senior high school students of unspecified English competence level. Over eight days, participants used unspecified mobile devices to access the app in class as preparation for the writing of a descriptive text about “My idol”. The results of a comparison between a pre-/post-treatment written description demonstrated a significant improvement in writing quality.

Wijaya, I., Bakri, R., Wutun, A., …, & Mattoliang, A. (2019). The effectiveness of mobile learning based Android in learning English vocabularies. International Journal of Interactive Mobile Technologies, 13(12), 226-235.

This Indonesian paper examines the effectiveness of the use of Android-based mobile devices to foster the learning of L2 English vocabulary for 20 seventh-grade pupils. No information is given about the treatment procedures nor its duration. A pre-/post-treatment vocabulary test comparison demonstrated a significant increase in mean scores.

Widiawati, Y. (2022). Mobile Assisted Language Learning (MALL) untuk Pembelajaran Berbicara Bahasa Inggris Tingkat Perguruan Tinggi: New Trend di Abad 21 (Mobile Assisted Language Learning (MALL) for learning speaking college level English: New trend in the 21st century. Seminar Nasional Inovasi Vokasi, 1(1), 235-238. [in Indonesian]

This Indonesian study evaluates the effect of MALL upon the L2 English speaking skills of 20 college students. No information is provided about the age/sex of students, their L2 competence level, materials used, procedures followed or the duration/frequency of the treatment. No pre-test was administered, only the results of a post-test are reported. These involved pronunciation, grammar, fluency, vocabulary and comprehension. The outcome of the post-test is claimed to demonstrate the effectiveness of MALL, with Very Good (87%) and Good (13%) in speaking practice.

Wilken, I., De Wet, F., & Taljard, E. (2016). Mobile-Assisted Language Learning applications for health care sciences students: A user experience study. Communications in Computer and Information Science, 618, 287-292.

This South African paper describes the reactions of 20 university health care students who trialed three versions of a MALL app to learn basic L2 Sepedi (a Sotho language) vocabulary. The base version of the app (Silent) used English text and graphics as vocabulary prompts. The second version (Listen) added Sepedi audio and the third (Speak) audio plus learner audio recording/playback. Participants used the apps in five 30-minute in-class sessions over nine weeks. Student reactions were largely positive, the order of preference being Listen (39%), Silent (35%), Speak (26%).

Wilken, I., Taljard, E., & de Wet, F. (2018). Language learning applications for Sepedi: A user experience study. Southern African Linguistics and Applied Language Studies, 36(2), 85-104.

This South African study is essentially the same as Wilken, De Wet &Taljard (2016). It describes the preferences of 20 university health care students regarding three versions of an L2 Sepedi app. The results reported, however, are different. The Listen version was still the most preferred (39%), but the order of Speak (32%) and Silent (29%) are reversed.

Woldetsadik, G., Bachore, M., Woldeab, T., & Gezahegn, T. (2022). Mobile-based aural oral skill lessons: The effects on EFL teacher trainees’ oral performance. Cogent Education, 9(1), 1-34.

This Ethiopian study evaluated the effect of MALL upon the speaking competency of 25 L2 English learners in a teacher training college. On a weekly basis over a semester, participants used their smartphones to access listening comprehension lessons via a mobile-accessible learning management system (Moodle) supplemented by YouTube audiovisual texts. Neither the proficiency level of the participants nor the materials used were specified. The averaged results of two pre-tests compared to two post-tests demonstrated significant improvements in each of the four speaking subskills: fluency, language control (vocabulary/grammar), content, risk taking.

Won, J. (2018). 모바일기반협력적동료피드백활동이산출적영어어휘성취도와태도에미치는영향 (Effects of mobile-based collaborative vocabulary activities on productive English vocabulary achievement and attitudes). Korean Journal of Applied Linguistics, 34(4), 3-23. [In Korean]

This Korean paper investigated the L2 English vocabulary acquisition of 45 college students over 12 weeks. Students worked in small groups, either homogeneously or heterogeneously according to their vocabulary proficiency. Using their smartphones, half of the participants learned through collaborative activities in chat rooms through a mobile-based messaging app (Kakao Talk). The Kakao Talk group outperformed the control in both an immediate and delayed post-test. Overall, heterogeneous groups attained significantly higher scores than the homogeneous groups on the immediate post-test but no significant difference was found in the delayed post-test.

Wong, L-H. (2013a). Analysis of students’ after-school mobile-assisted artifact creation processes in a seamless language learning environment. Educational Technology & Society, 16 (2), 198-211. 

This paper from Singapore reproduces in a bit more detail the Move, Idioms! study described in Wong, Looi, et al. (2011). It involves the integration of a smartphone-based system into the L2 Chinese curriculum in a class of 34 mixed ability primary school children over a 10-month period. Pupils first learned Chinese idioms in class, then used their smartphones to take photos exemplifying these in real-life contexts and to create sentences using the idioms.  These were posted to a wiki space for peer review followed by in-class discussion.

Wong, L-H. (2013b). Enculturating self-directed learners through a facilitated seamless learning process framework. Technology, Pedagogy and Education, 22(3), 319-338.

This paper from Singapore describes two case studies, one involving a science subject, the other the learning of L2 Chinese idioms. The latter is the same as that of the Move, Idioms! study discussed in Wong, Looi, et al. (2011) and Wong, L-H. (2013a).

Wong, L-H., Boticki, I., Sun, J., & Looi, C-K. (2011a). Improving the mCSCL approach of a mobile Chinese character forming game via a design-based research cycle. Conference ProceedingsComputer-supported Collaborative Learning (pp. 168-175).

This paper reports on the Singapore-based study that was part of the collaborative learning research described in Boticki, Wong & Looi (2011). The content is essentially the same, though this time the authors omit any mention of learning outcomes and indicate that most of the participants (~80%) preferred the card-based game, which allowed them to easily engage in trial & error strategies.

Wong, L-H., Boticki, I., Sun, J., & Looi, C-K. (2011). Improving the scaffolds of a mobile-assisted Chinese character forming game via a design-based research cycle. Computers in Human Behavior, 27(5), 1783-1793. 

This paper is essentially the same as Wong, Looi, et al. (2011).

Wong, L-H., Chai, C-S., Aw, G-P., & King, R. (2015). Enculturating seamless language learning through artifact creation and social interaction process. Interactive Learning Environments, 23(2), 130-157.

This Singapore-based paper describes the effect of a tablet-based learning environment (MyCLOUD) on the learning of L2 Chinese by 37 primary school children.  For thirteen months spanning two academic years, the children used MyCLOUD out of class to build a personal dictionary, listen to passages from their textbook and create and comment upon photo-based artifacts illustrating sentence-length vocabulary usage. Initial results were minimal, but increased scaffolding and student co-creation of artifacts brought much higher motivation, more complex language usage and greater social interaction during the second phase of the project.

Wong, L-H., & Hsu, C-K. (2011). Mobile assisted game-based Chinese character recognition. WorkshopProceedings of the 19th International Conference on Computers in Education (pp. 39-46).

This paper describes a Chinese character-writing game (Chinese-PP) previously reported in Boticki, Wong & Looi (2011), Wong, Boticki, et al. (2011a),Wong, Boticki, et al. (2011b) and Wong, Looi, et al. (2011). During six one-hour sessions, 16 L2 Chinese third-graders, of unspecified Chinese competence level, in Singapore used smartphones to play Chinese-PP. They did so by collaboratively combining the different components that each possessed. Participants did this either in a single group or in multiple groups. Students were more deliberate in composing more complex characters in single groups whereas they tended to construct multiple characters when playing in multiple groups.

Wong, L-H., & Hsu, C-K. (2014). Effects of learning styles on learners’ collaborative patterns in a mobile-assisted, Chinese character-forming game based on a flexible grouping approach. Technology, Pedagogy and Education, xx, 1-17.

This paper is a follow-up of Wong, et al. (2013) involving the use of a mobile-based game (Chinese-PP) for character recognition/generation. During three class sessions, 31 L2 Chinese primary school children in Singapore freely formed their own groups to collaborate in the construction of a Chinese character. Pre-/post-test comparisons of the ability to form characters from 20 base constituents demonstrated significant improvements, which were attributed to the flexible-grouping game design, mobility of the devices and participants, enjoyment of the game, sense of achievement in winning the game and helping peers.

Wong, L-H., King, R., Chai, C., & Liu, M. (2016). Seamlessly learning Chinese: Contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment. Instructional Science, 44(5), 399-422.

This Singaporean paper describes the implementation of a mobile-assisted seamless language learning program (MyCLOUD) into the L2 Chinese curriculum of 37 low/medium performance students of unspecified Chinese competence level over 13-months during their third-/fourth-grade classes. Using loaned tablet computers, students accessed MyCLOUD in and out of class to create, share and peer review social media (photos and text) pertaining to their daily encounters. It was observed that students spontaneously made meaning through interacting with their living spaces, resulting in the retrieval of a great diversity of the studied vocabulary and use of Chinese.

Wong, L-H., & Looi, C-K. (2010a). Mobile-assisted vocabulary learning in real-life setting for primary school students: Two case studies. In Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE), 2010 6th IEEE International Conference (pp. 88-95). IEEE.

This paper from Singapore is the conference presentation of the published Wong & Looi (2010b). 

Wong, L-H., & Looi, C-K. (2010b). Vocabulary learning by mobile-assisted authentic content creation and social meaning-making: Two case studies. Journal of Computer Assisted Learning, 26(5), 421-433.

This paper from Singapore describes two case studies involving 40 primary school children. The first, which is a follow-up to Looi et al. (2009), lasted two hours and focused on taking photos with PDAs to exemplify L2 English sentences using newly learned prepositions. In the second case study, pupils used smartphones for nine weeks to take pictures exemplifying L1 Chinese idioms. However, they did not treat the smartphone as a learning tool and used it more as a toy for game-playing.

Wong, L-H., & Looi, C-K. (2012). Enculturating self-directed seamless learners: Towards a facilitated seamless learning process framework mediated by mobile technology. Proceedings of the IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education (1-8).

This conference presentation is essentially the same as Wong, L-H. 2013b.

Wong, L-H., Looi, C-K., Boticki, I., & Sun, J. (2011). Improving the scaffolds of a mobile-assisted Chinese character forming game with the SCAPE framework. In T. Hirashima, et al. (Eds.), Proceedings of the 19th International Conference on Computers in Education, Chiang Mai, Thailand: Asia-Pacific Society for Computers in Education.

This paper is a follow-up of Wong, Botaki, et al. (2011) involving a smartphone-based Chinese character formation game (Chinese P-P) trialed by L2 Chinese Singaporean third/fifth-grade primary school children of unspecified Chinese proficiency level. The app was modified to allow players to collaborate in the composition of characters as well as see the attempts of other players from within the game itself. Whereas 80% of the children in the previous trial preferred playing the game with paper cards, this time 31 children, of which 15 from the previous trial, liked the app.

Wongsuriya, P. (2020). Improving the Thai students’ ability in English pronunciation through mobile application. Educational Research and Reviews, 15(4), 175-185.

This Thai study investigated the effect of the Google Translate text-to-speech function upon the L2 English pronunciation of 24 university students of unspecified English competency level. Over four weeks, three-four times per week, participants entered assigned words into the mobile version of Google Translate to listen to their pronunciation. They then used a mobile audio recorder (Smart Voice Recorder) to record these words themselves. The pronunciation of all students significantly improved on a pre-/post-treatment pronunciation test comparison. Almost all of the students expressed positive perceptions of the treatment.

Wu, C., Lin, H., Wang, T., …, & Huang, Y. (2022). Affective mobile language tutoring system for supporting language learning. Frontiers in Psychology, 13, 1-8.

This study describes the design and two in-class trials of a mobile-based language tutoring system (AMLTS) used for the teaching of ab initio level L2 Japanese to university students in Taiwan. The first trial involved 67 participants and the second 63.  Each took place in a single session, the two together totaling 50-100 minutes. Learning content focused on basic greetings, everyday vocabulary and Japanese emotional expressions. The system also included an emotion recognition component. A pre-test/one-month-delayed-post-test comparison confirmed that both groups of participants significantly improved their performance through the use of AMLTS, aided by the analysis of student emotion feedback.

Wu, D. (2018). Learning motivation and MALL: Insights from an experiment in teaching English stress. In P. Bennui, S. Etae & A. Suphap (Eds.), Proceedings from The 1st International Conference on English Studies: Innovation in English Language Teaching and Learning (pp. 66-76). Krabi, Thailand. Department of Western Languages, Faculty of Humanities and Social Sciences, Thaksin University.

This study describes the motivational effect of two mobile-based apps used for English pronunciation practice. They were used for ten weeks by 30 Thai university students of unspecified L2 English competence level. An instant messaging app (QQ) was utilized to watch video-based stress lessons and a song lyric reading app (Duo Shuo Ying Yu) to practice lyric reading with automatic speech recognition and feedback. A matched control group of 30, working in pairs, read and practiced the same lyrics in class. The scores of the experimental group were higher than the control on 13/15 questions in a post-treatment motivational survey.

Wu, J. (2017). Teacher’s presence in synchronous mobile chats in a Chinese university. The Journal of Asia TEFL, 14(4), 778-783.

This study from Hong Kong investigated the attitudes of eight intermediate-level L2 English university volunteers concerning the active participation of their language instructor in a social networking (WeChat) discussion group. Topics were assigned and discussed weekly with questions given in advance. According to a post-treatment questionnaire, participants generally agreed that the teacher’s involvement benefited their discussions. So, too, students commented that the teacher’s feedback boosted their confidence in contributing more to the chats. Notwithstanding, power relationships and the need to preserve group harmony impeded the progress of synchronous chats.

Wu, J. (2018). Mobile collaborative learning in a Chinese tertiary EFL context. TESL-EJ, 22(2), 1-15.

This study investigated the use of a mobile phone-accessible text messaging app (WhatApp) with eight Hong Kong university students of unspecified L2 English competence level. Via WhatsAp, participants met with their instructor out of class one hour weekly for eight weeks to discuss previously announced topics. Students were able to voice their thoughts in English more confidently than in a traditional classroom. The multimodal features of WeChat enabled participants to accomplish complex tasks in spite of their linguistic deficiency. Students were also able to confirm and construct meaning with feedback from other participants. 

Wu, J. (2019b). 基于微信的交互式大学英语混合学习模式构建与应用 (Design and application of an interactive WeChat-based learning model of college English: A blended learning approach). Research in Teaching, 42(6), 16-21. [in Chinese]

This Chinese study describes the design and implementation of a blended L2 English college course based on a mobile-accessible instant messaging app (WeChat). The course was attended by 95 students of unspecified English competence level and lasted 18 weeks. It was organized in three stages: pre-class preview, classroom face-to-face teaching and extra-curricular extension. WeChat was used to publish news, present content, and assign pre-class preview tasks (group-based topic discussions or data search, individual short text reading or video viewing). On a post-treatment questionnaire, participants rated the pedagogical intervention very highly for usefulness, motivation and satisfaction.

Wu, J., & Miller, L. (2020). Improving English learners' speaking through mobile-assisted peer feedback. RELC Journal, 51(1 SI), 168-178.  

This study describes a peer-evaluation app (PeerEval) used on iPhones to assess the speaking of 25 intermediate/upper-intermediate-level L2 English university students in Hong Kong. During one week, participants practiced a business meeting in small groups. Each student was required to use the app to give feedback on their peers’ oral performance. The teacher synthesized all student comments and discussed these with the class. PeerEval was generally perceived as a useful feedback tool for use in class, but students thought the six evaluation criteria were not detailed enough for accurate evaluation.

Wu, J., & Miller, L. (2021a). Raising native cultural awareness through WeChat: A case study with Chinese EFL students. Computer Assisted Language Learning, 34(4), 552-582.

This Chinese study describes two cycles of an experiment in the use of a mobile-accessible text messaging app (WeChat) to raise the native cultural awareness of L1 Chinese university students. Both cycles were voluntary, lasted eight weeks, and were conducted in English by intermediate-level L2 learners. In the first, the community of practice (CoP) consisted of twelve participants, half from mainland China and half from Taiwan. They were allowed to discuss whatever they wanted and consequently very little related to Chinese culture. After the first week, participation declined rapidly. The second cycle took place the next year with only mainland China participants, four from cycle 1 plus another four. This time, the discussions included weekly instructor-provided cultural topics. Participation was maintained during the second cycle, ranging from 238 to 537 messages per week.  Text chat was the dominant mode in WeChat, but students perceived that they should use other modes of communication more frequently. It was found that the CoP concept played a positive role in raising native cultural awareness among the participants, who enjoyed participating in the project.

Wu, J., Teng, M., & Miller, L. (2022). Challenges in a mobile English telecollaborative project: Towards a conceptual model. Australasian Journal of Educational Technology, 38(1), 1-19.

This study describes the reactions of twelve university students to an eight-week long mobile-based voluntary extracurricular telecollaborative project. All participants were L1 Chinese of unspecified L2 English competence level. The central goal of the project was to increase students’ use of English and provide an environment for intercultural communication between the Mainland Chinese and Taiwanese students. Participants communicated with each other weekly in English, on topics of their choice via an instant messaging app (WeChat), presumably via personal smartphones. Participation rapidly declined because more teacher support was expected and students did not feel sufficiently well prepared for chatting in English.

Wu, M-H. (2021). The applications and effects of learning English through Augmented Reality: A case study of Pokémon Go. Computer Assisted Language Learning, 34(5), 778-812.

This Taiwanese study evaluated the effectiveness of a mobile-based Augmented-Reality game (Pokémon Go) in teaching the uses of prefix, root and suffix in learning L2 English. For nine weeks, 31 adult students of unspecified L2 English competency level used the app in class on their smartphones while a matched control group of 30 learned the same material though the use of printed flashcards. The experimental group significantly outperformed the control on a pre-/post-test. It also expressed significantly more positive perceptions than the control about the effect of using Pokémon Go upon its learning attitudes and satisfaction.

Wu, P-H., & Marek, M. (2016). Incorporating LINE smartphone affordances: Cross-cultural collaboration, willingness to communicate, and language learning. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 6(2), 56-73.

This nine-week study explored the perceptions of L2 intermediate-level (TOEIC 400+) English university students from Japan (N=21) and Taiwan (N=20) regarding the role of the English language today, technology-supported language learning and learning via cross-cultural interaction. Ten balanced Japanese/Taiwanese groups used a smartphone messaging app (LINE) to compare and contrast the information they assembled. Each group then collaboratively wrote a 700-word essay about their viewpoints on English education in the two countries. The instructional design was shown to be successful in fostering beneficial responses and a strong willingness to engage in future international communication.

Wu, P-H., & Marek, M. (2018). Designing interactive cross-cultural mobile-assisted language learning. In B. Zou & M. Thomas (Eds.), Handbook of Research on Integrating Technology into Contemporary Language Learning and Teaching (pp. 262-285). Hershey, Pennsylvania, USA: IGI Global.

This study describes the use of a smartphone-accessible communications app (LINE) as a platform to foster the cross-cultural learning of 41 A2-level L2 English university students from Taiwan and Japan. Participants were equally distributed by country into ten groups, within which they worked collaboratively for five weeks to produce a 700-word essay about the members’ viewpoints on English education in their home countries. Students strongly favored use of technology to assist language learning, appreciated the study’s cross-cultural experience, and found the dynamics of the group to be interesting and motivating.

Wu, Q. (2014). Learning ESL vocabulary with smartphones. Procedia-Social and Behavioral Sciences, 143, 302-307.

This Chinese study evaluated the effectiveness of a smartphone-based L2 English vocabulary program (Word Learning) with 25 university students of unspecified L2 English competency level over the course of a semester. Word Learning was used out of class and included spelling, pronunciation, Chinese translation, synonym, antonym, part of speech and example sentences for 852 English words drawn from the course textbook. A matched control group of 25 students learned the same vocabulary without access to the Word Learning activities. On a pre-/post-test comparison students receiving treatment in the experimental group significantly outperformed those in the control group.

Wu, Q. (2015a). Designing a smartphone app to teach English (L2) vocabulary. Computers & Education, 85, 170-179.

This Chinese paper describes the pilot testing of an Android-based L2 English vocabulary learning app for smartphones. Over a period of two months, 70 fourth-year medical students of unspecified L2 English competence level rote-learned a list of 1274 words taken from the College English Test-Band 6. Half of the group studied with the aid of the Word Learning-CET6 app while the other half did so without the app. A pre-/post-test comparison demonstrated that the students using the app significantly outperformed those in the control group in acquiring new vocabulary, remembering on average nearly 89 more words.

Wu, Q. (2015b). Pulling Mobile Assisted Language Learning (MALL) into the mainstream: MALL in broad practice. PLoS ONE, 10(5), 1-12.

This Chinese paper evaluates the effectiveness of a smartphone-based app (Word Learning-CET4) upon the learning of L2 English vocabulary in preparation for the College English Test-Band 4. The app presented the English word, its pronunciation and Chinese equivalent, with a search and sample test function. A total of 199 second-year university students, judged to have a “Good” level of L2 English competence, were given a 3,402 English word list to learn, which 101 participants did using the app on their own time for a semester. The experimental group significantly outscored the control on a pre-/post-test comparison.

Wu, T-T. (2018). Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game‐based learning. Journal of Computer Assisted Learning, 34(3), 315-323.

This Taiwanese paper evaluates a mobile-accessible vocabulary game that 32 basic-level L2 English university students of unspecified L2 English competency level used in class during an 8-week study. The game, which was based on the attention, relevance, confidence, and satisfaction (ARCS) motivation model, selected vocabulary from articles read by the participants. This was done in three ways: automatically, by difficulty level or by instructor selection. On a pre-/post-test comparison these students significantly outperformed a matched control group of 30 that had not used the vocabulary game app. The experimental group also reported greater learning motivation.

Wu, T-T., & Huang, Y-M. (2017). A mobile game-based English vocabulary practice system based on portfolio analysis. Educational Technology and Society, 20(2), 265-277.

This Taiwanese paper reports the results of the testing of a prototype mobile-based app upon the L2 English vocabulary acquisition of 32 university students who used it for in-class vocabulary review for seven weeks. Their results on a post-treatment vocabulary test were compared to two matched control groups, one of 32 that reviewed vocabulary in class without the app and another of 30 that that did not explicitly review vocabulary. Only the two groups that explicitly reviewed vocabulary improved significantly on the post-test. Learners who used the game enjoyed it.

Wu, T-T., Sung, T., Huang, Y., …, & Yang, J-C. (2011). Ubiquitous English learning system with dynamic personalized guidance of learning portfolio. Educational Technology & Society, 14(4), 164-180.

This Taiwanese paper describes a reading-based L2 English learning system (UERLS ) which uses PDAs or smartphones with RFID tag readers and WiFi network connectivity to provide learners with location-appropriate texts to read. The system offers translations, pronunciation and explanations. For eight weeks 36 university students of unspecified L2 English competency level trialed the system with a reading guidance algorithm and 39 without guidance. A matched control group of 38 read only printed materials. The two experimental groups significantly outperformed the control on a pre-/post-test, with the guided group scoring significantly higher than the non-control group.

Wu, W-C., Chen Hsieh, J., & Yang, J-C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology & Society, 20(2), 142-157.

This Taiwanese study evaluated development of the oral reading and comprehension competence of 50 upper-intermediate-level L2 English university students under two pedagogical approaches: conventional and flipped. During the first eight weeks of the course, students received traditional teacher-centered instruction with some interactive student collaboration. During the second eight weeks, students worked in pairs via a social networking app (LINE) to preview course contents and collaboratively write short stories and audio record dialogues. Students significantly improved between pre-/post-tests during each intervention, but more so during the flipped portion of the course.

Wu, W-C., Lin, I-T., & Chen Hsieh, J. (2022). Ubiquitous English idiom learning through mobile applications: Learning outcomes, motivation, anxiety, and behavioral patterns. Asia-Pacific Education Researcher, xx, np.

This Taiwanese study describes the design and trialing of an L2 English idiom app (My English Idiom Learning Assistant - MEILA) with B1-level 59 university students who used it for three weeks. MEILA functions included sentence making, peer evaluation, sentence recording, Chinese translations, definitions, usage and cultural background information. Participants completed pre-treatment surveys to determine their English learning motivation and anxiety. A pre-/post-test comparison confirmed significant gains in idiom acquisition. Students with different levels of motivation and anxiety had different learning behavioral patterns while using MEILA and most students were positive about the use of MEILA for English idiom learning.

Wu, W-C., Lin, I-I., Marek, M., & Ou Yang, F-C. (2021). Analysis of English idiomatic learning behaviors of an audio-visual mobile application. SAGE Open, 1-17.

This study describes the design of a mobile-based vocabulary app (MEILA) and its trialing over three weeks with 59 B1-level L2 English university students in Taiwan. MEILA sought to teach fifty idiomatic expressions through animations and video clips and also allowed for the audio recording of student-created sentences. Participants were encouraged to use the app fifteen times per week for three weeks. A pre-/post-treatment vocabulary test comparison demonstrated that the use of MEILA had significantly enhanced idiomatic learning outcomes. Participants were generally satisfied with their experience of using MEILA.

Wulandari, M. (2019). Improving EFL learners’ speaking proficiency through InstagramVlog. LLT Journal: A Journal on Language and Language Teaching, 22(1), 111-125.

This Indonesian study investigated the effectiveness of a mobile-based video messaging app (Instagram Vlog) upon the basic-level L2 English speaking ability of 28 university students. Fortnightly over twelve weeks, participants used the app to make one-minute video recordings on an assigned topic. They self-evaluated their performance and commented as well on each other’s postings. Students demonstrated significant improvement on a pre-/post treatment speaking test and according to a questionnaire expressed very positive attitudes toward the use of the app for speaking practice.

Wuyungaowa (2015). Engaging EFL learners through WeChat: A mobile phone-based EFL learning project in China. The International Higher Education Teaching and Learning Association, 5, 1-13.

This Chinese study investigated the attitudes of 59 L1 Mongolian university students towards the use of an instant messaging app (WeChat) to provide daily L2/L3 English conversation practice for (pre)intermediate language learners. Over 38 days, using their mobile phones, participants engaged in text and voice conversations mostly focused on their daily activities, school-related life, schedules, social events. Participation was only 56% for the requested weekly links, 12% for text and 10% for oral communications. According to a post-treatment questionnaire, the project showed significant increases in student’s motivation and attitudes to learning English.