Zahirah, K. (2019). The impacts of m-learning for students in improving their grammar. In A. Cahyani, et al. (Eds.), Proceedings The 7th Undergraduate Conference on ELT, Linguistic and Literature, “English Education 4.0: Approaches, Media, and Practices” (pp. 138-139).
These conference proceedings describe student reaction to the voluntary use of a mobile-accessible L2 English grammar app (LearnEnglish Grammar). For a month, 40 Indonesian university students, of unspecified English competence level, used the app daily, mostly for 5-15 minutes. According to a post-treatment survey, students indicated that the app helped them learn new vocabulary and better understand sentence structures. They also felt that it had increased their learning motivation. On the negative side, they thought its use could be bad for their health and that the app lacked student interaction and could be time consuming.
Zainuddin, N., & Idrus, R. (2016). The use of Augmented Reality enhanced flashcards for Arabic vocabulary acquisition. Paper presented to the 13th Learning and Technology Conference (pp. 1-5).
This Malaysian study describes the reaction of twenty elementary-level L2 Arabic university students to their trailing of a researcher-created mobile-based Augmented Reality flashcard app (Aurasma). During one 45-minute class session, participants used supplied iPads to learn unspecified basic vocabulary. Individually and in small groups, they (a) took turns reading aloud from the text, (b) participated in discussions, (c) answered open-ended questions posed by the lecturer, (d) read silently from the text, (e) read with partners, (f) completed worksheets. According to a post-treatment survey, student response to the use of the app was very positive.
Zainuddin, N., Saad, N., Harun, H., & Hashim, H. (2020). Development of Arabic language lifelong learning (A3L) tutorial platform using WhatsApp mobile application. Creative Education, 11(4), 452-467.
This Malaysian study describes the development of a mobile-based L2 Arabic tutorial platform (A3L) based on an instant messaging app (WhatsApp) and the reactions of university students to its use. A3L was designed to foster the lifelong learning of Arabic by allowing students to connect with others and academically collaborate through posting educational and meaningful content related to Arabic language, discussing course content and commenting on daily lectures. It was trialled over twelve weeks by 40 students of unspecified Arabic competence level who completed weekly assignments on everyday topics following unspecified procedures. Overall, student reaction to the treatment was positive.
Zaitun, Z., Hadi, M., & Indriani, E. (2021). TikTok as a media to enhancing the speaking skills of EFL students. Jurnal Studi Guru Dan Pembelajaran, 4(1), 89-94.
This Indonesian study describes the effect of a mobile-accessible instant messaging app (TikTok) upon the L2 English speaking ability of 36 middle school students of unspecified English competence level. Over an unspecified time period/frequency, apparently using their mobile phones, participants accessed TikTok to work out the details of the descriptive text of an unspecified video story they created in their course. A pre-/post-treatment speaking test comparison demonstrated considerable improvements. Students also expressed very positive attitudes regarding this collaborative use of TikTok for the preparation of video-based storytelling activities.
Zakian, M. (2022). Using mobile applications for teaching English vocabulary to young language learners (YLLs): Investigating the short-and long-term impacts. Language Related Research, 13(5), 541-564.
This study evaluated the effect of a game-based L2 English app (Learn English Vocabulary – Kids) upon the vocabulary acquisition of 39 children, aged 6-8 years old, at a language institute, presumably in Iran. Using smartphones and tablets, participants accessed the app from home for five weeks, 20 minutes five times weekly, to learn basic vocabulary (numbers, colors, animals, fruits, etc.). A control group of 32 did likewise using print-based materials. The experimental group significantly outscored the control on an immediate post-test. On a five-week delayed-post-test, it also significantly increased its scores while those of the control group remained essentially unchanged.
Zakian, M., Xodabande, I., Valizadeh, M., & Yousefvand, M. (2022). Out-of-the-classroom learning of English vocabulary by EFL learners: Investigating the effectiveness of mobile assisted learning with digital flashcards. Asian-Pacific Journal of Second and Foreign Language Education, 7(16), 1-16.
This Iranian study evaluates a mobile flashcard app compared to a written wordlist in the B1/B2-level L2 English vocabulary acquisition of 50 university students. Over four months, 10 minutes per day five days per week, participants used their smartphones out of class to access digital flashcards containing New General Services List words, definitions, parts of speech, and pronunciation. A control group of 25 studied the same vocabulary with the same frequency from a written wordlist. The experimental group significantly outperformed the control on both an immediate and two-month-delayed post-test.
Zalani, M., Weisi, H, & Yousofi, N. (2024). The influence of mobile-assisted critical writing instructions on EFL learners' writing skill in language institutes. Frontiers in Education, 9, 1-16.
This Iranian study evaluated the effect of using a mobile-accessible social networking app (Instagram) upon the L2 English critical writing ability of language institute students of unspecified English competence level. Over twelve weeks, presumably using personal smartphones, 45 students viewed politically oriented news broadcasts on Instagram to obtain content for the weekly summary reports they wrote. A class Instagram account also served as a platform for class instructions and discussions. A control group viewed similar broadcasts on television and discussed them only in class with no use of Instagram. The experimental group significantly outperformed the control on a pre-/post-treatment comparison.
Zamborova, K., & Klímová, B. (2023). The utilization of a reading app in business English classes in higher education. Contemporary Educational Technology, 15(3), 1-11.
This Slovak study evaluated the effect of a mobile phone-based reading app (Blinkist) upon the B2-level L2 English reading ability of 20 university students. Participants used the app over a semester to read or listen to the 15-minute summary of one book every two weeks. They also completed a worksheet analyzing the book. A control group of 20 students undertook no supplementary readings during this time. Although experimental group students regarded the treatment positively, they did not perform significantly better than the control on a pre-/post-test comparison. Thus, no advantage was gained by incorporating the reading app into the curriculum.
Zapata-Paulini, J., Beltozar-Clemente, S., Sierra-Liñan, F., & Cabanillas-Carbonell, M. (2023). Development and evaluation of a didactic tool with Augmented Reality for Quechua language learning in pre-schoolers. Indonesian Journal of Electrical Engineering and Computer Science, 30(3), 1548-1557.
This study describes the design, development and pilot testing of a researcher-created Augmented Reality app of unspecified content intended to teach L2 Quechua to pre-schoolers in Peru. Using cell phones, it was evaluated in a kindergarten and first-grade class over an unspecified time period by 31 children, 3-5 years old of unspecified Quechua competence level. According to teachers’ subjective assessments, children's performance improved by 28.3% compared to unspecified traditional teaching methods. Student satisfaction with the AR app-based learning was estimated to be 89% on average.
Zare, M., & Amirian, Z. (2014). Exploring the effect of Java mobile dictionaries on Iranian EFL students’ vocabulary learning. International Journal of Research Studies in Educational Technology, 3(1), 23-35.
This Iranian study evaluated the effectiveness of using three mobile phone-based e-dictionaries (Cambridge Advanced Learners’ Dictionary, Concise Oxford Thesaurus Dictionary, Mobile English to Persian Dictionary) upon the intermediate-level L2 English vocabulary acquisition of 20 university students. Participants used the dictionaries in class three sessions per week for 45 days over nine weeks to check spelling, pronunciation, meaning and obtain example sentences. During the same period, a control group of 20 students attended class without the use of e-dictionaries. The experimental group significantly outscored the control on a multiple-choice pre-/post-test comparison.
Zarei, G., Jalilifar, A., & Khazaie, S. (2013). Does it make a difference? L2 vocabulary learning via mobile and conventional mode. Studies in English Language Teaching, 1(1), 200-210.
This Iranian study describes an MMS-based program that presented L2 English words and L1 Persian translations, with and without supporting images, to a group of 30 semi-illiterate adults of limited L2 English competence level. During a semester, via mobile phones in class, they studied 30 words, three per half-hour session for ten sessions. Participants were also sent via MMS one word per day, six days per week. A control group of 30 studied the same 30 words in class without technological support. The experimental group significantly outscored the control on a post-test, with graphically illustrated words the best retained.
Zarei, R., Darani, L., & Ameri-Golestan, A. (2017). Effect of Telegram application on Iranian advanced EFL learners' vocabulary knowledge and attitude. International Journal of Foreign Language Teaching, 6(5). 96-109.
This Iranian study investigated the use of a social networking app (Telegram) to provide vocabulary exercises and usage opportunities for 50 advanced-level language institute students. Over three weeks, twenty 90-minute classes were followed by one-hour out-of-class Telegram sessions during which participants, using their own mobile phones or tablets, completed vocabulary exercises and discussed new words learned in class. A matched control group of 50 received the same class instruction but did its vocabulary exercises as individual written homework. The experimental group significantly outscored the control on a pre-/post-test comparison.
Zareia, G., & Khazaie, S. (2011). Is short term memory (STM) modality and gender specific: A study of cell-phone assisted EFL vocabulary learning. Procedia - Social and Behavioral Sciences, 30, 680-684.
This Iranian study compared the effect of verbal and visual annotations upon the English vocabulary learning of language institute students (N=158) of unspecified L2 English competence level. Participants were classified according to their cognitive processing abilities. In one session, via mobile phones, they were sent 18 new words. Six were presented without annotations, six with a written example sentence and six with a pictorial illustration. On a pre-/post-test comparison, high-verbal learners performed better through the verbal modality and high-visual learners through the visual modality. Low-visual/low-verbal learners performed better with no annotations. Mixed ability groups showed mixed results.
Zemlyanova, M., Muravyeva, N., Masterskikh, S., …, & Shevtsova, A. (2021). Advancing English language learners’ speaking skills using VoiceThread in mobile learning for Russian tertiary context. International Journal of Web-based Learning and Teaching Technologies, 16(6), 1-11.
This Russian study evaluated the effect of using a mobile-accessible interactive online audio-video recorder (VoiceThread) on the pre-intermediate level L2 English speaking skills of 30 university students. Participants used the app for fourteen weeks to record unspecified weekly out-of-class speaking tasks and to peer review the recordings of other students. During the same time, a matched control group of 14 apparently received only class instruction. Both groups demonstrated improvement in their speaking skills on a pre/post-test comparison, but the experimental group significantly more so than the control. The majority of students agreed that mobile VoiceThread developed their oral language skills.
Zengin, Ö., & Aksu, M. (2018). Empowering the use of mobile-based vocabulary notebook. International Online Journal of Education and Teaching, 5(4), 992-1005.
This Turkish study compared the effectiveness of mobile versus paper-based notebooks in the learning of L2 English vocabulary by B2-level university students. Weekly for eight weeks, students learned 20 unspecified words, to which they linked synonyms, antonyms and example sentences. Twenty students did so using unspecified mobile devices and a quiz app (Quizlet) whereas a matched group of 20 wrote the words and linked materials in a paper notebook or on loose paper pages. Quizlet users significantly outscored the control in a pre-/post-test comparison. They also found Quizlet very useful and effective and thought it motivated them more.
Zhai, C. (2021). Practical research on college English vocabulary teaching with mobile technology. International Journal of Electrical Engineering Education, xx, 1-14.
This study describes the organization and trailing of an L2 English vocabulary MALL implementation in a Chinese university. The treatment used a number of mobile-based resources: Wechat, QQ, Baicicho, APP Hundred words cut APPEnglish. It was trialed by 120 students of unspecified English competence level, using unspecified materials over an unspecified period of time. When the pre-/post-treatment vocabulary test results of these students were compared to those of a control group of unspecified number, the experimental group fared substantially better. The learning interest level of the experimental group also increased greatly, while that of the control group remained unchanged.
Zhang, D. (2019). Second Language Vocabulary Learning in the Digital Era A Study of Mobile-based Dictionaries (MBDs) in Chinese EFL Learners’ Incidental English Vocabulary Learning: Exploring Effectiveness, Learners’ Use and Attitude. PhD dissertation, University of Cambridge.
This PhD dissertation investigates the effect of mobile-based dictionary usage upon the incidental vocabulary learning of 125 advanced-level L2 English university students in China. During one session, participants read two short passages using one of three types of dictionary: monolingual, bilingualized, bilingual. Prior to reading the passages, immediately after reading them and again two weeks later, they were tested on their knowledge of 14 targeted words. Although the monolingual dictionary group achieved higher mean scores in all three tests, the difference between the three dictionary groups was statistically insignificant in all three tests.
Zhang, D., & Wu, J. (2019). Learning across contexts: A multiple case study of mobile dictionary in Chinese EFL learners’ incidental and intentional vocabulary learning. In C. Glahn, R. Power & E. Tan (Eds.), Proceedings World Conference on Mobile and Contextual Learning (pp. 4-11).
This conference presentation compared the effectiveness of incidental versus intentional L2 English vocabulary acquisition with four B2-level students in a Chinese university. During a one-hour session, participants first read two passages (Cambridge English: Proficiency) freely using their smartphones to access a mobile English/Chinese dictionary and then immediately took a vocabulary test. Vocabulary learning was proportional to dictionary usage. Participants then spent two weeks, over an hour per day, learning fourteen words from a list on their phones. A post-test demonstrated much more vocabulary acquisition resulted from the intentional learning condition.
Zhang, H. (2022). A study on the application of flipped classroom teaching model in college English based on the mobile learning. Theory and Practice in Language Studies, 12(2), 319-326.
This study investigated the effect of a mobile-based flipped classroom teaching model on the English performance of 49 university students of unspecified L2 English competency level in China. Over a semester, students received via their mobile devices learning materials and tasks, including videos and PowerPoint presentations, through social networking software (WeChat, QQ Group), and learning management apps (RainClassroom, Superstar Learning Link). During the same time, a control group of 142 received only traditional classroom instruction. The experimental group significantly outscored the control on a pre-/post-test comparison that assessed listening comprehension, reading comprehension and translation. Student reaction to the treatment was almost unanimously favorable.
Zhang, H., Hwang, W-Y., Tseng, S-Y., & Chen, H. (2018). Collaborative drama-based EFL learning in familiar contexts. Journal of Educational Computing Research, 57(3), 697-722.
This paper describes a four-week study in which L1 Chinese Taiwanese 5th-graders, of unspecified L2 English competence level, created and performed sketches relating to objects found in their surroundings. An experimental group of 27 did so collaboratively in subgroups of three using a mobile Contextual Drama app with tablets which allowed them to take photos, record voices and write text. Another group of 23 did likewise working individually. A control group of 28 also created its sketches individually, but using only paper and pencil resources. The collaborative group significantly outperformed the others on post-treatment tests of reading aloud and picture description.
Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journal on Educational Technology, 10(3), 203-214.
This Chinese study investigates the effectiveness of rote learning L2 English vocabulary via mobile phone SMS compared to printed media. One group of 32 university students of unspecified L2 English competency level studied a total of 130 words delivered via SMS five-at-a-time twice daily for 26 days. A matched control group of 30 received the same vocabulary on a printed word list, which participants studied at their own pace. The SMS group significantly outperformed the control group on an immediate post-test, but a delayed test indicated no significant difference in vocabulary retention rates.
Zhang, H., Song, W., & Huang, R. (2014). Business English vocabulary learning with mobile phone: A Chinese students' perspective. International Journal of Computer-Assisted Language Learning and Teaching, 4(2), 46-63.
This Chinese study compared the learning effectiveness of SMS delivery to printed distribution of L2 English business vocabulary. For three weeks, 23 university students of unspecified L2 English competency level received five words daily via SMS on their mobile phones while a matched control group of 20 received the same using printed word lists. The experimental group significantly outscored the control on a one-week-delayed post-treatment vocabulary test, but there was no difference when the test was re-administered a week later. Participants in the experimental group expressed favorable attitudes toward the use of SMS for vocabulary learning.
Zhang, J., & Zheng, X. (2018). Study on the application of WeChat in college English listening and speaking course. Proceedings - 2018 7th International Conference of Educational Innovation through Technology (pp. 220-224).
This conference presentation describes the integration of a mobile-accessible social networking app (WeChat) into the curriculum of a L2 English college course in China. Over 18 weeks, 105 students of unspecified L2 English competency level used the app for voice/text chatting, dialog practice and speech preparation. The oral proficiency of students significantly improved on a pre-/post-treatment test of listening and speaking. Participants thought that the use of WeChat gave them the courage to speak English. However, they also indicated that off-course distractions were a problem when using the app.
Zhang, L. (2016). Research on the practice of flipped class mode based on the platform of WeChat. Journal of US-China Public Administration, 13(5), 358-366.
This Chinese study examined the effectiveness of a WeChat-based flipped classroom with 50 L2 Business English university students. WeChat was used for one semester to support out-of-class student discussions relating to assignments that were pursued afterwards in class. The results of a pre-test/post-test comparison demonstrated that a WeChat-based flipped classroom approach can effectively improve students’ learning outcomes. The WeChat platform substantially improved teacher/student as well as student/student communication. According to an end-of-semester survey, the great majority of students (80% +) indicated their satisfaction with this teaching mode.
Zhang, P. (2004). Is the electronic dictionary your faithful friend? China English Language Education Association Journal, 27(2), 23-28.
This Chinese study compared the effectiveness of mobile-based e-dictionaries to that of paper-based dictionaries on the learning of 20 English words by university students of unspecified L2 English competence level. During one 25-minute session, 40 participants completed a 20-item multiple-choice vocabulary test using their own e-dictionary while another 20 did the same using a paper dictionary. Paper dictionary users out-scored the e-dictionary users by several points. It was concluded that the less extensive entries and shorter definitions in the e-dictionaries, coupled with the students’ tendency to focus on just one meaning, led to misleading translations.
Zhang, S. (2016). Mobile English learning: An empirical study on an APP, English Fun Dubbing. International Journal of Emerging Technologies in Learning, 11(12), 4-8.
This Chinese study investigated the attitudes of 123 university students, of unspecified L2 English competence level, regarding their use of a mobile phone-based app (English Fun Dubbing) to improve their English oral production. Students used the app to dub the original English native speaker soundtracks in short videos, animations and songs. They completed at least one dubbing every fortnight for two semesters. The results of an anonymous end-year questionnaire showed that the majority of students were satisfied with English Fun Dubbing owing to its conveniences, flexibility, user-friendliness, rich materials, and authentic language context.
Zhang, S. (2021). Integrating Augmented Reality into a task-based thematic language teaching unit. Journal of Technology and Chinese Language Teaching, 12(2), 29-48.
This study recounts the reactions of fourteen second-semester L2 Chinese students at an American university regarding their experiences with a mobile-based Augmented Reality app (Post Reality). Over three weeks, in pairs or small groups, they first created a 1-3-minute video describing two objects in a shop, which served as the triggered AR objects for the app. They then returned to the shop, and using their smartphones, activated the app and tried to identify the objects described by their classmates. All students reported that they enjoyed doing the project and all but one thought that their speaking, listening, writing had improved.
Zhang, X., & Chen, L. (2021). College English smart classroom teaching model based on Artificial Intelligence technology in mobile information systems. Mobile Information Systems, 5644604, 1-12. China
This Chinese study describes in very general terms the organization of a mobile-based Artificial Intelligence L2 English classroom. It then evaluates the learning outcomes of a treatment in which an unspecified number of college students of unspecified English competence level used unspecified mobile devices in the smart classroom for 1½ semesters to study unspecified content that followed unspecified procedures. Based on a pre-/post-test comparison with an equally unspecified control group that received unspecified traditional instruction, it was determined that the average score of the experimental group increased by 10 points, compared to only 3 points for the control group.
Zhang, Y. (2016). The impact of mobile learning on ESL listening comprehension. Conference presentation, 3rd International Conference on Advanced Education and Management, np.
This Chinese conference presentation reports on the out-of-class use of two mobile phone-based apps (Keke English, Easy IELTS) upon the listening comprehension of 60 L2 English university students. For 10 weeks, a matched control group of 60 practiced listening comprehension with CD-ROM-based materials, also out of class. The experimental group significantly outperformed the control on a pre-/post-test comparison. A post-treatment student survey revealed that experimental group participants agreed that mobile-assisted listening learning was very convenient (88%), improved their listening skills (77%), and developed their confidence to do listening tasks (85%).
Zhao, D., Jablonkai, R., & Sandoval-Hernandez, A. (2024). Enhancing willingness to communicate in English among Chinese students in the UK: The impact of MALL with Duolingo and HelloTalk. Journal of China Computer-Assisted Language Learning, xx, 1-32.
This British study compared the effectiveness of two mobile-accessible language learning apps (Duolingo, HelloTalk) in increasing the willingness to communicate in English of Chinese students with a Confucius heritage culture background. Over five weeks, on average one hour per week, 33 International Foundation Programme students in different UK universities used Duolingo entirely on their own whereas as 34 others did likewise with HelloTalk. Neither the L2 English competence level of the students, nor the materials or treatment procedures were specified. Both apps enhanced students’ willingness to communicate in English, with Duolingo exhibiting a slightly stronger effect, but not significantly so.
Zheng, X., Ismail, S., & Heydarnejad, T. (2023). Social media and psychology of language learning: The role of Telegram-based instruction on academic buoyancy, academic emotion regulation, foreign language anxiety, and English achievement. Heliyon, 9(5), 1-13.
This study investigated the effect of a mobile-accessible social networking app (Telegram) upon the L2 English learning and Academic Buoyancy (AB), Academic Emotion Regulation (AER) and Foreign Language Anxiety (FLA) of 41 Iranian university students of intermediate-level English competency. Over a semester, participants used their smartphones to access Telegram to practice in pairs/groups, ask/answer questions and receive feedback. A matched control group of 38 received regular online instruction via webinar platforms. Pre-/post-tests demonstrated significantly higher scores for the Telegram users than the control in all four main language skills. Telegram-based instruction also significantly improved their AB, AER and FLA levels.
Zhou, W., & Li, X. (2022). Investigation of a Chinese character writing app: Learners' perspectives. Knowledge Management and E-Learning, 14(1), 15-29.
This study evaluated the attitudes of 24 beginning-level L2 Chinese learners in an American university regarding their use of a mobile-based Chinese character writing app (Xiezi), which they used out of class for two semesters. According to an end-of-year survey, participants recognized the value of the app in their character learning. Although they favored use of the app compared to the conventional pen-paper method, they also suggested that a mixed method of both be adopted for character writing practice.
Zhu, J., Zhang, X., & Li, J. (2022). Using AR filters in L2 pronunciation training: Practice, perfection, and willingness to share. Computer Assisted Language Learning, xx, 1-30.
This Chinese study investigated whether a selfie app incorporating Augmented Reality (AR) filter technology could improve intermediate/advanced-level L2 English learners’ production of three consonants (/ɫ/ /θ/ /ð/). For two weeks, 10 minutes daily, 27 L1 Mandarin university students practiced these sounds while monitoring their articulation on their smartphones via the AR app. A matched control group of 28 did likewise using mirrors or front-view cameras. On a pre-/post-/two-week-delayed-post-test comparison, the experimental group showed a significantly bigger improvement in the production of /ɫ/ and /θ/ than the control group, but there was no significant difference between the two groups for /ð/.
Zohoorian, Z., Noorbakhsh, M., & Zeraatpisheh, M. (2022). EFL learners’ vocabulary achievement and autonomy: Using Memrise mobile application. Indonesian Journal of EFL and Linguistics, 7(2), 233-249.
This study evaluated the effectiveness of a mobile-based vocabulary app (Memrise) on the acquisition of 504 Absolutely Essential Words by upper-intermediate-level L2 English institute students in Iran. Over eight weeks, twice per week for 20 minutes per session, 25 young adult participants learned about 31 new words using Memrise on their smartphones while another matched control group of 25 did likewise using just the textbook. Participants were post-tested on their vocabulary learning and quizzed on their autonomy. Although students using Memrise significantly outscored the control group on a post-test, there was no significant difference between the two groups in autonomy.
Zou, B., Guan, X. Shao, Y., & Chen, P. (2023). Supporting speaking practice by social network-based interaction in Artificial Intelligence (AI)-assisted language learning. Sustainability, 15(2872), 1-19. China
This Chinese study evaluated the effect of mobile-based Artificial Intelligence apps upon the L2 English speaking ability of university students of unspecified proficiency level. Over five weeks, using one of four AI apps of their choosing (Liulishuo, IELTS Liulishuo, EAP Talk, and Yidian English) with unspecified mobile devices, out of class 70 participants practiced unspecified speaking material with an unspecified frequency and duration. Half the cohort did so with supplementary interactive speaking activities using WeChat and Tencent Docs while the other half only used the AI app. The interactive group significantly outperformed the app-only group on a pre-/post-test comparison.
Zou, B., Li, H., & Li, J. (2018). Exploring a curriculum app and a social communication app for EFL learning. Computer Assisted Language Learning, 31(7), 694-713.
This Chinese study describes the integration of two mobile-accessible apps into the curriculum of a university L2 English for academic purposes course. Over 14 weeks, 84 B1/B2-level students used their mobile phones to access a custom-made curriculum app that provided class handouts and self-study materials. They also used a social communication app (WeChat) to discuss class materials, ask questions and share understanding of what they were learning. Most of the students were motivated to use apps for mobile language learning because they found them useful and improved their English skills.
Zou, D., Xie, H., & Wang, F-L. (2015). The use of monolingual mobile dictionaries in the context of reading by intermediate Cantonese EFL learners in Hong Kong. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference (pp. 569-574), Padova, Italy Dublin: Research-publishing.net
This conference paper describes the incidental acquisition of ten polysemous words in an L2 English passage read by 82 Chinese intermediate-level L2 English university students, 32 of whom inferred word meanings and 50 looked them up using mobile phone-based dictionaries (LDOCE 5, Dictionary, Oxford Dictionary Quick Search), presumably during a single session. On both an immediate post-test and a one-week delayed post-test, participants using a mobile phone-based dictionary significantly outscored those who inferred meaning from context alone. However, the small mobile-phone screens made it difficult to get an overview of all listed meanings of the target words.
Zou, X-L., & Ou, L. (2020). EFL reading test on mobile versus on paper: A study from metacognitive strategy use to test-media impacts. Educational Assessment, Evaluation and Accountability, 32(3), 373-394.
This Chinese study examined the relationship between student attitude regarding mobile-based reading testing and test performance. Over a month, 210 intermediate-level L2 English university students took weekly reading tests via the mobile-accessible Moso Teach learning platform. Questionnaire results identified three groups of students: mobile-test positive, negative and neutral. All students then took another test, half of it in printed form and half via the mobile platform. While no effect was observed with the positive or neutral participants, the negative group performed less well on the mobile-based part of the test.
Zubenko, T., & Shwedel, A. (2019). Integrating mobile listening and physical activity to facilitate intentional and incidental vocabulary acquisition. Advanced Education, 11, 84-92.
This study assessed the effectiveness of a mobile-based Ukrainian/English dictionary upon the A2-level English vocabulary learning of 14 L1 Ukrainian University English majors. The app targeted 120 words related to homes and apartments. Each new word and phrase was presented aurally, first in Ukrainian then in English. For four weeks, while doing some daily physical activity, participants used their mobile phones to access the app as a complement to their conventional class exercises. Meanwhile a matched control group of 37 studied the same vocabulary doing only the class exercises. The experimental group significantly outperformed the control on a post-test comparison.