2015

Abedalla, R. (2015a). Students' Perceptions of the Use of Mobile Applications Technology in Learning Arabic as a Second Language. PhD dissertation, Robert Morris University, USA. ProQuest Dissertations Publishing.

Abedalla, R. (2015b). The use of Mobile Assisted Language Learning applications in learning Arabic. Issues in Information Systems, 16(2), 63-73. [Same as Abedallah 2015a]

Abozandah, T. (2015). University students’ perceptions of English language learning through mobile technology. Journal of Emerging Trends in Computing and Information Sciences, 6(12), 647-654.

Abdul Fattah, S. (2015). The effectiveness of using WhatsApp messenger as one of mobile learning techniques to develop students’ writing skills. Journal of Education and Practice, 6(32), 115-127.

Adamczak-Krysztofowicz, S., Stork, A., & Trojan, K. (2015). Mobiles Fremdsprachenlernenmit Podcasts (Mobile foreign language learning with podcasts). Medien Pädagogik, 27, 15-30. [in German]

Ahmad, A., & Farrukh, F. (2015). Significance of social applications on a mobile phone for English task-based language learning. Teaching English with Technology, 15(2), 94-105.

Ahmad, K.., Sudweeks, F., & Armarego, J. (2015). Learning English vocabulary in a Mobile Assisted Language Learning (MALL) environment: A sociocultural study of migrant women. Interdisciplinary Journal of e-Skills and Lifelong Learning, 11, 25-45.

Ahmed, K., & Nasser, O. (2015). Incorporating iPad technology: Creating more effective language classrooms. TESOL Journal, 6(4), 751-765.

Ahmed, M. (2015). Can smartphones pave the path towards EFL competence for Saudi college students? Education and Linguistics Research, 1(2), 120-144.

Aizezi, Z. (2015). Identifying Mobile Phone Usability Issues in Informal Swedish Language Learning: What users think about it? MA thesis, Uppsala University.

Akkuzu, M. (2015). A Game-Based Application on English Vocabulary Acquisition: A Case Study in the EFL Context. MA thesis, The Graduate School of Informatics of Middle East Technical University.

Al-Absi, T. (2015). The role of the iPad in teaching and learning English as a foreign language in Al-Madinah schools. Taibah University Journal of Educational Sciences, 10(2), 269-281.

Al-Ali, S. (2015). How can language skills be tested using an iPad? Perspectives (TESOL Arabia), 23(1), 33-37.

Alamer, A. (2015). The role of EFL learners’ motivation in mobile language learning. Conference paper: 1st International Conference on Theory and Practice (pp. 142-153). Adelaide, Australia. [Same as Alamer 2016]

Alamer, R., Al-Otaibi, H., & Al-Khalifa, H. (2015). L3MS: A lightweight language learning management system using mobile web technologies. Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning (pp. 326-327). 

Alavinia, P., & Bahmani, A. (2015). The effect of mobile assisted language learning on the enhancement of idiomatic knowledge of Iranian EFL adult institute learners. Paper presented at the First National Postgraduate Conference on Applied Linguistics, Alzahra University, Tehran, Iran.

Albadry, H. (2015). The effect of iPad assisted language learning on developing EFL students’ autonomous language learning. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL. Proceedings of the 2015 EUROCALL Conference (pp. 1-8), Padova, Italy. Dublin: Research-publishing.net.

Alhawiti, M. (2015). The effect of mobile language learning on ESP students’ achievement. Journal of Modern Education Review, 5(3), 272-282.

Alhelayel, A. (2015). The Effect of Mobile-Assisted Language Learning on the Preparatory Year Students’ Vocabulary Retention. MA thesis, Al-Imam Muhammad Ibn Saud Islamic University.

Alhinty, M. (2015a). English-language learning at their fingertips: How can teachers use tablets to teach EFL children? International Journal of Mobile and Blended Learning, 7(2), 45-63.

Alhinty, M. (2015b). Young language learners' collaborative learning and social interaction as a motivational aspect of the iPad. International Journal of Emerging Technologies in Learning, 10(2), 24-29.

Ali, J., Hasnain, S., & Beg, M. (2015). The impact of texting on comprehension. International Journal of Applied Linguistics & English Literature, 4(4), 108-117.

Ali, Z., Ghazali, M., Hussin, S., …, & Majid, S. (2015). VocBlast: A preview of a mobile vocabulary application to learn technical engineering vocabulary. Proceedings The International Conference on Language, Education & Innovation (pp. 30-36). Kuala Lumpur.

Ali, Z., Izuddin, M., & Ghazali, M. (2015). VocBlast: A qualitative evaluation on the use of vocabulary mobile app from teachers’ views. A paper presented at the Global Conference on Technology in Language Learning (GLIT 2015), Kolej Universiti Islam Antarabangsa Selangor, Malaysia.

Ali, M., Segaran, K., & Hoe, T-W. (2015). Effects of verbal components in 3D talking-head on pronunciation learning among non-native speakers. Educational Technology & Society, 18(2), 313-322.

Alkaabi, S., Albion, P., & Redmond, P. (2015). The iPad schizophrenia: UAE male students’ reflection on the paradoxes of using iPad in college EFL classrooms. Proceedings 9th International Conference on Education and Social Science (pp. 10-18), Singapore.

Al-Kathiri, F. (2015). Beyond the classroom walls: Edmodo in Saudi secondary school EFL instruction, attitudes and challenges. English Language Teaching, 8(1), 189-204.

Al-Nafjan, A., Al-Arifi, B., & Al-Wabil, A. (2015). Design and development of an educational Arabic sign language mobile application: Collective impact with Tawasol. Proceedings of the International Conference on Universal Access in Human-Computer Interaction (pp. 319-326).

Al-Okaily, R. (2015). Guidelines for creating device neutral assignments in a BYOD English language classroom. In P. McLaren, M. Al-Hamly, C. Gunn, J. Riddlebarger, S. Calladine & D. Anderson (Eds.), Proceedings of the 20th TESOL Arabia Conference: Methods and Means in ELT (pp. 56-64). Dubai: TESOL Arabia Publications.

Alotaibi, H., Alamer, R., & Al-Khalifa, H. (2015). MLab: A mobile language learning lab system for language learners. Journal of Universal Computer Science, 21(10), 1307-1326.

Al-Rahmi, W., Yahaya, N., Aldraiweesh, A., …, & Aljarboa, N. (2015). The role of mobile learning in promoting EFL students' language skills and learner autonomy. International Journal of Interactive Mobile Technologies, 9(4), 69-75.

Al-Ruwaili, A. (2015). The role of smart tablets devices in the development of English language skills for secondary school students in Saudi Arabia from teachers’ point of view. MS thesis, Yarmouk University, Jordan.

Al-Yousefi, Z. (2015). The Effectiveness of Using Augmented Reality Technology on Kindergarten Children in Kuwait and Its Impact on Teaching English Alphabet. MA thesis, Kuwait University, Kuwait.

 Al-Zahrani, A. (2015). Smartphones Wandering at the Mall: A Case Study Investigating the Use of Smartphones on English Oral Learning Skills in a Collaborative Mobile-Assisted Language Learning Environment.  PhD dissertation, Northern Illinois University. ProQuest Dissertations Publishing.

Almisad, B. (2015). A Study of Students’ Perceptions and Attitudes toward the Use of SMS to Support Learning and Teaching at the Kuwait University. EdD dissertation, University of Wollongong, Australia.

Alzahrani, H. (2015). Examining the effectiveness of utilizing mobile technology in vocabulary development for language learners. Arab World English Journal, 6(3), 108-119.

Amirnejad, A. (2015). The effect of using cell phone video recording features on Iranian EFL learners’ fluency. Scholars Journal of Arts, Humanities and Social Sciences, 3(4B), 927-933.

Anofrizen, & Fadlan, A. (2015). Interactive English learning mobile Application based on Android using Rapid Application Development (RAD) method (Case Study: LBPP Lia Pekanbaru). Journal of Information Systems Engineering and Management, 1(2), 23-30.

Anongchanya, E., & Boonmoh, A. (2015). The effectiveness of the use of dictionary applications in smartphones in reading an English-language passage and writing a summary in Thai. Proceedings International Conference on Language, Literature, and Cultural Studies (pp. 47-58).

Argüelles Álvarez, I., Martínez-Núñez, M., García Hernando, A., …, & González Martín. M. (2015). Aprendizaje asistido por dispositivos móviles: UP2B2 (Mobile-Assisted Language Learning: UP2B2). Proceedings III Congreso Internacional sobre Aprendizaje, Innovación y Competitividad (pp. 14-16). Madrid. [in Spanish] [Same as Argüelles Álvarez, et al. 2017]

Arikan, Y., & Ozen, S. (2015). A learning environment for English vocabulary using quick response codes. Educational Sciences: Theory and Practice, 15(2), 539-551.

Arús-Hita, J., Martin-Monje, E., Rodríguez-Arancón, P., & Calle Martinez, C. (2015). Mobile Learning gets REALL. Language learning apps have exploded in a few short years but are they any good? The Linguist, 54(5), 24-25.

Arús-Hita, J., & Rodríguez Arancón, P. (2015). Autonomous learning resources for the teaching of EFL: What learners think. Revista Encuentro, 23, 1-15.

Ataee, E., Fatemi, M., & Ashraf, H. (2015). The effect of short message service on Iranian lower intermediate EFL learners’ reading comprehension through skimming and guessing strategies awareness. Theory and Practice in Language Studies, 5(7), 1428-1437.

Auer, N. (2015). Promoting strategic reading using iBooks author application. In J. Keengwe & M. Maxfield (Eds.), Advancing Higher Education with Mobile Learning Technologies: Cases, Trends, and Inquiry‐Based Methods (pp 179-194). IGI Global.

Ayber, P., & Hojeij, Z. (2015). Implementing flipped Mobile Learning (ML) material in an EFL course. np.

Bachore, M. (2015). Language learning through mobile technologies: An opportunity for language learners and teachers. Journal of Education and Practice, 6, 50-53.

Bakhsh, S. (2015). Mobile Learning Adoption by Language Instructors in Taibah University. MA thesis, Taibah University, Saudi Arabia.

Bald, L-M. (2015). Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction. EdD dissertation, Walden University. ProQuest Dissertations Publishing.

Bamanger, E., & Alhassan, R. (2015). Exploring podcasting in English as a foreign language learners’ writing performance. Journal of Education and Practice, 6(11), 63-74.

Bao, X. (2015). Chingual - Applying Gamification into a Language Learning Application. MA thesis, University of Lapland.

Barakat, A. (2015). Attitudes of tertiary students towards using smart phone applications in learning English: The case of the freshmen enrolling in the general English requirement in the University College of Applied Science. International Journal for Innovation Education and Research, 3(8), 47-55.

Baran-Lucarz, M., Czajka, E., & Cardoso, W. (2015). Teaching English phonetics with a learner response system. In E. Waniek-Klimczak & M. Pawlak (Eds.), Teaching and Researching the Pronunciation of English, Second Language Learning and Teaching (pp. 35-61).

Bárcena, E., & Read, T. (2015). The role of modularity and mobility in language MOOCs. Verbeia, Revista de Estudios Filológicos, 0, 28-35.

Bárcena, E., Read, T., Underwood, J., …, & Kukulska-Hulme, A. (2015). State of the art of language learning design using mobile technology: Sample apps and some critical reflections. In F. Helm, L. Bradley, M. Guarda & Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EuroCALL Conference, Padova, Italy (pp. 36-43). Dublin: Research-publishing.net.

Bataineh, A. (2015). The effect of mobile audio-visual chat on the prosodic and non-verbal competence of foreign language learners. In J. Colpaert, A. Aerts, M. Oberhofer & M. Gutiérez-Colon Plana (Eds.), Proceedings: Task Design & CALL (pp. 105-108).

Berns, A., & Palomo-Duarte, M. (2015). Supporting foreign language learning through a gamified app. In R. Hernández & P. Rankin (Eds.), Higher Education and Second Language Learning: Promoting Self-directed Learning in New Technological and Educational Contexts (pp. 181-204).Oxford: Peter Lang.

Berns, A., Palomo-Duarte, M., Dodero, J., ..., & Calderón Márquez, A. (2015). Mobile apps to support and assess foreign language learning. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 51-56). Dublin: Research-publishing.net.

Berns, A., Palomo-Duarte, M, Guerrero Garrido, A., & Paez Piña, M. (2015). Learners’ expectations and needs: Some practical clues for designing foreign language apps. In J. Colpaert, A. Aerts, M. Oberhofer & M. Gutiérez-Colon Plana (Eds.), Proceedings: Task Design & CALL (pp. 116-123).

Bicen, H. (2015). The role of social learning networks in Mobile Assisted Language Learning: Edmodo as a case study. Journal of Universal Computer Science, 21(10), 1297-1306.

Böhm, S., & Constantine G. (2015). Impact of contextuality on mobile learning acceptance: An empirical study based on a language learning app. Proceedings of the 11th International Conference on Mobile Learning 2015 (pp. 35-42).

Bolona Lopez, M., Ortiz, M., & Allen, C. (2015). Using mobile devices and the Adobe Connectweb conferencing tool in the assessment of EFL student teacher performance. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 91-96). Dublin: Research-publishing.net. 

Boonbrahm, S., Kaewrat, C., & Boonbrahm, P. (2015). Using Augmented Reality technology in assisting English learning for primary school students. International Conference on Learning and Collaboration Technologies (pp. 24-32). Springer, Cham.

Bouzidi, A. (2015). Exploring the Effectiveness of Mobile-Assisted Language Learning in Enhancing EFL Students' Vocabulary Acquisition at Biskra University. MA thesis, Biskra University, Algeria.

Bozdoğan, D. (2015). MALL revisited: Current trends and pedagogical implications.  Procedia - Social and Behavioral Sciences, 195, 932-939.

Bradley, L. (2015). The mobile language learner - Use of technology in language learning. Journal of Universal Computer Science, 21(10), 1269-1282.

Brick, B., & Cervi-Wilson, T. (2015). Technological diversity: A case study into language learners’ mobile technology use inside and outside the classroom. In K. Borthwick, E. Corradini & A. Dickens (Eds.), 10 Years of the LLAS elearning Symposium: Case Studies in Good Practice (pp. 21-30). Dublin: Research-publishing.net.

Briggs, N. (2015). Motivational value of mobile-based communicative tasks as coursebook supplements. Multimedia-Assisted Language Learning, 18(2), 11-36.

Bunting, L. (2015). Tablets in English class: Students’ activities surrounding online dictionary work. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 97-101). Dublin: Research-publishing.net.

Burston, J. (2015). 20 years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20.

Bus, A., Takacs, Z., & Kegel, C. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79-97.

Cacchione, A., & Procter-Legg, E. (2015). LingoBee mobile language learning app as a tool to support lexical growth. Proceedings of the International Meeting on Languages, Applied Linguistics, and Translation 2012 (pp. 53-66).

Cacchione, A., Procter-Legg, E., Petersen, S., & Winter, M. (2015). A proposal for an integrated evaluation framework for mobile language learning: Lessons learned from SIMOLA - Situated Mobile Language Learning. Journal of Universal Computer Science, 21(10), 1248-1268.

Çakir, I. (2015). Opinions and attitudes of prospective teachers for the use of mobile phones in foreign language learning. Contemporary Educational Technology, 6(3), 239-255.

Çakır, R., Solak, E., & Tan, S. (2015). Artirilmiş gerçeklik teknolojisi ile ingilizce 

kelime öğretiminin öğrenci performansina etkisi (Effect of teaching English vocabulary with Augmented Reality technologies on students’ performances). Gazi Journal of Educational Science, 1(1), 45-58. [in Turkish]

Campos, A. & de Freitas, J. (2015). Assessing and implementing English learning mobile applications in a university graduation program: SLA 2.0. In D. Cosley, A. Forte, L. Ciolfi & D. McDonald (Eds.). In Proceedings of the Computer Supported Education 2015, Lisbon, Portugal.

Cardoso, W., Grimshaw, J., & Waddington, D. (2015). Set super-chicken to 3! Student and teacher perceptions of Spaceteam ESL. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference (pp. 102-107). Padova, Italy. Dublin: Research-publishing.net.

Carroll, F., Kop, R., Thomas, N., & Dunning, R. (2015). Transformations: Mobile interaction & language learning. In M. Nunes & M. McPherson (Eds.), Proceedings of the International Association for Development of the Information Society (pp. 147-150). International Conference on e-Learning.

Chachil, K., Engkamat, A., Sarkawi, A., & Shuib, A. (2015). Interactive multimedia-based mobile application for learning Iban language. Procedia-Social and Behavioral Sciences, 167, 267-273.

Charitonos, K. (2015). Language learning through mobile technologies: A photography project in a Greek supplementary school.  Conference presentation Creative Approaches to Heritage Language Learning (np).

Charitonos, K., & Charalampidi, M. (2015). Designs for heritage language learning: A photography project in the UK supplementary education. Communications in Computer and Information Science, 560, 198-216.

Chen, C-P., & Wang, C-H. (2015). The effects of learning style on mobile augmented-reality-faciliated English vocabulary learning. In Proceedings 2nd International Conference on Information Science and Security (pp. 202-205). Seoul, South Korea.

Chen, H-R., & Chiu, H-H. (2015). Design of Chinese language learning APP in the context-aware learning environment. Frontiers in Artificial Intelligence and Applications 274 (pp. 699-706).

Chen, J., Zhang, W., & Di, H. (2015). 基于移动学习的大学生英语APP使用研究

(Research on the use of college students' English APP based on mobile learning).  Overseas English, xx, xx. [in Chinese]

Chen, K. (2015). Exploring college students’ usage experiences, perceptions and acceptance of mobile English learning in Taiwan. The International Technology Management Review, 5(4), 162-171.

Chen, P. (2015). 基于移动学习终端的高职英语自主学习模式探索 (Autonomous learning model of higher vocational college English based on mobile learning terminal). Vocational and Technical Education, 5, 47-49. [in Chinese]

Chen, S. (2015). Research on Using APP for Low Achievers’ English Vocabulary Learning in Junior High School. MA thesis, Graduate Institute of Curriculum and Instruction, National Taiwan Normal University, Taipei.

Chhikara, M. (2015). Use of tablets and smart phones towards learning English as a foreign language. PARIPEX - Indian Journal of Research, 4(7), 16-17.

 Chik, A. (2015). English language teaching apps: Reconceptualizing learners, parents, and teachers. In E. Dixon & T. Michael (Eds.), Researching Language Learner Interactions Online: From Social Media to MOOCs. CALICO Monograph Series 13, 29-44.

Chiu, C. (2015). Smartphones on College Students’ Life and English Learning Experiences. PhD dissertation, National Formosa University. [Same as Chiu, Guo, Shih ... & Chung 2015]

Chiu, C-Y., Guo, Y-T., Shih, J-N., ..., & Chung, J-H. (2015). Mobile-Assisted Language Learning: Impacts of smartphones on college students’ life and English learning experiences.  Asian Journal of English Language Teaching, 32(3), 63-76.

Chkotua, M. (2015). The case of mobile-assisted language learning among undergraduate language learners in Georgia. Journal of Language Teaching and Research, 7(2), 264-272.

 Choi, S-H. (2015). 스마트폰앱을활용한초등영어학습부진학생의어휘학습사례연구 (A case study of using smartphone applications for elementary English underachievers’ vocabulary learning). Korean Society for Modern English Language and Literature, 59(1), 409-439. [in Korean]

Chu, W-K., Ng, K-K., Lai, I., & Lam, K-W. (2015). Analysis of student behaviors in using WeChat/WhatsApp for language learning at diploma level in Hong Kong, Proceedings International Symposium on Educational Technology (pp. 104-108).

Chung, H-H., Chen, S-C., & Kuo, M-H. (2015). A study of EFL college students’ acceptance of mobile learning. Procedia - Social and Behavioral Sciences, 176, 333-339.

Chwo, G. (2015). Mobile devices in English language instruction: Facilitation and benefits. Conference Proceedings ICALT, 2015 IEEE 15th International. Conference (pp. 99-101).

Cig, E., Guvercin, S., Bayimbetov, B., & Dos, B. (2015). Teaching English phrases through SMS.  EU-JER, 4(1), 48-56.

Cobo Palacios, I., Brick, B., & Cervi-Wilson, T. (2015). Using WhatsApp to facilitate language learning in preparation for and during the year abroad. Conference presentation E- symposium 2015.

Cote, T., & Milliner, B. (2015). Implementing and managing online extensive reading: Student performance and Perceptions. The International Association for Language Learning Technology Journal, 45(1), 70-90.

Cowan, M. (2015). The Projected Use of Mobile Applications for Adult English Language Learners' in Class Instruction. MA thesis, Indiana University of Pennsylvania.

Crites, K. (2015). An Evaluation of The Pedagogy and User Experience of Language Apps. MA thesis, King’s College, London.

Crow, T. (2015). A Mobile Game World for Māori Language Learning. MA thesis, Massey University, New Zealand.

Crow, T., & Parsons, D. (2015). A mobile game world for Māori language learning. Communications in Computer and Information Science, 560, 84-98.

Daly. E., & Yoon. S. (2015). Using mobile messaging applications to improve TOEFL speaking test performance. STEM Journal, 16(4), 161-177.

Dashti, F., & Aldashti, A. (2015). EFL college students’ attitudes towards mobile learning, International Education Studies, 8(8), 13-20.

Dashtestani, R., & Stojkovic, N. (2015). The effect of SMS-based L1 and L2 glosses on EAP students' academic vocabulary learning and attitudes. Journal of Teaching English for Specific and Academic Purposes, 3(3 SI), 521-537.

Davie, N., & Hilber, T. (2015). Mobile-assisted language learning: Student attitudes to using smartphones to learn English vocabulary. Proceedings of the 11th International Conference on Mobile Learning (pp. 70-78).

Davies, R. (2015). Why tweet when you can bubble? Students’ perceptions of a voice microblog for the development of their L2 spoken production skills. The JALT CALL Journal, 11(3), 213-233.

Davis, L., Orr, A., Kong, X., & Lin, C. (2015). Assessing student writing on tablets. Educational Assessment, 20(3), 180-190.

De Arajúo Utzig, L. (2015). Aquisição/aprendizzagem de língua inglesa (LI) e as technologias de informação e comunicação (TIC) na educação profesional (English language acquisition/learning (EFL) and information and communication technologies (ICT) in professional education). Unpublished, 1-10. [in Portuguese]

De Liz, N. (2015). Tecnologia Móvelno Ensino e Aprendizagem de Língua Inglesana Escola (Mobile Technology in Teaching and Learning English Language at School). MA thesis, Universidade Tecnológica Federal do Paraná. [in Portuguese]

Demmans Epp, C. (2015). Mobile-adaptive communication support for vocabulary acquisition. Journal of Learning Analytics, 1(3), 173-175.

De Moraes Sarmento Rego, I. (2015). Mobile language learning: How gamification improves the experience. In Y-A. Zhang (Ed.), Handbook of Mobile Teaching and Learning (pp. 705-720). Berlin, Heidelberg: Springer-Verlag.

Demouy, V., Kan, Q., Kukulska-Hulme, A., & Eardley, A., (2015). Exploring trends, motivations and behaviours in the use of mobile devices for language learning in a higher education distance learning setting. In: EuroCall 2015, 26-29 Aug 2015, Padua, Italy.

Deng, Q., & Trainin, G. (2015). Learning vocabulary with Apps: From theory to practice. The Nebraska Educator: A Student-Led Journal, Paper 29, 49-69.

Dermas, S. (2015). The use of Viber in enhancing the vocabulary skills of Ethiopian undergraduate students: The case of St. Mary’s University. Proceedings International Conference, ICT for Language Learning, 8th Edition, Florence, Italy.

de Souza, C. (2015). Aprendizagems em distância: Tecnologia digital móvel no ensino de língua inglesa (Learning without distance: Digital mobile technology within the teaching of English language). TextoLivre: Linguagem e Tecnologia, 8(1), 39-50. [in Portuguese]

Dezuanni, M., Dooley, K., Gattenhof, S., & Knight, L. (2015). iPads in the early years: Developing literacy and creativity. London: Routledge.

Dollah, N., Ghalib, M., Hassan, R., …, & Sabri bin Sahrir, M. (2015). Need analysis for the development of mobile app glossary of terms in Islamic banking and finance. Business Research Review, 1(2), 44-61.

Dou, C., & Wen, S. (2015). 基于APP的大学英语翻转课堂教学改革探索 (Exploration on the teaching reform of college English flipped classroom based on APP). Heilongjiang Higher Education Research, 5, 162-167. [in Chinese]

Duan, T., & Wang, S. (2015). 基于手机APP的大学英语自主学习模式初探 (A preliminary study on the autonomous learning mode of college English based on mobile APP). Journal of Changchun Institute of Education, 31(23), 75-76.  [in Chinese]

Duman, D., Orhon, G., & Gedik, N. (2015). Research trends in Mobile-Assisted Language Learning from 2000 to 2012. ReCALL, 27(2), 197-216.

Dunn, M. (2015). Struggling writers’ use of iPad art and text apps for story writing. Canadian Journal of Action Research, 16(2), 6-21.

Dziadkowiec, K. (2015). M-learning and the Development of a Mobile Application for Teaching Vocabulary to Young Learners. MA thesis, Pedagogical University of Cracow, Poland.

El Boukhari Ghrieb (2015). Teachers’ and Students’ Attitudes towards the Use of Mobile Assisted Language Learning: A case Study of Master One EFL Students and EFL Teachers at University of Mohamed Kheider of Biskra. MA thesis, Mohamed Kheider University of Biskra, Algeria.

El-Desouky Gaber, M. (2015). Utilizing Mobile-Assisted Language Learning (MALL) to Develop EFL Listening Skills and Learner Autonomy. MA thesis, Mansoura University, Egypt.

El Hariry, N. (2015). Mobile phones as useful language learning tools. European Scientific Journal, 11(16), 298-317.

Engin, M., & Donanci, S. (2015). Dialogic teaching and iPads in the EAP classroom. Computers & Education, 88, 268-279.

Esfandiari, R., & Sokhanvar, F. (2015). Modified unified theory of acceptance and use of technology in investigating Iranian language learners’ attitudes toward Mobile Assisted Language Learning (MALL). Interdisciplinary Journal of Virtual Learning in Medical Sciences, 6(4), 1-9.

Evans, H. (2015). Blending mobile device-mediated collaborative tasks for oral production with traditional coursework. In M. Iguchi & L. Yoffe (Eds.), Mobile learning in and out of the Classroom: Balancing Blended Language Learner Training (pp. 18-23). JACET Summer Seminar Proceedings No. 14. The Japan Association of College English Teachers.

Fan, W., Ma, Y., Li, K., & Qui, B. (2015). 移动学习环境下微信支持的翻转课堂实践探究 (A practical study in the flipped classroom based on WeChat under environment of mobile learning.) Education Research, 21, 90-97. [in Chinese]

Faqe, C. (2015). The influences of mobile learning applications on students' learning of English language: Soran University as an example. International Journal of Education and Research, 3(1), 551-559.

Farangi, M., Nejadghanbar, I., Askary, I., & Ghorbani, I. (2015). The effects of podcasting on EFL upper-intermediate learners’ speaking skills. CALL-EJ, 16(2), 1-181.

Fazeena, J., Ekanayaka, Y., & Hewagamage, K. (2015). A theoretical approach to initiate Mobile-Assisted Language Learning among school leavers and university students of Sri Lanka. Proceedings Australasian Conference on Information Systems (pp. 1-9), 2015, Adelaide, NSW.

Fei, J., & Guo, M. (2015a). 移动APP对大学生英语学习的影响 (The influence of mobile APPs on college students' English learning). Brand, 2, 25-26. [in Chinese]

Fei, J., & Guo, M. (2015b). (The effects of mobile applications on college English learning). Brand, 2, 25-26.  [in Chinese]

Ferreira, K., & Vetromille-Castro, R. (2015). Uma possível proposta para MALL: Os primeiros passos (A possible proposal for MALL: The first steps). Conference presentation XXIV Congresso de Ininciação Científifica da Universida Federal de Pelotas (np). [in Portuguese]

Fibroyir, S. (2015). Perception of teachers and students of SMA 1 Kudus towards the use of smartphone in English class. BA thesis, English Education Department. Teacher Training and Education Faculty, Muria Kudus University.

Fiorentino, G. (2015). Mobile Generation e Mobile Learning: Due progetti in Molise (Mobile Generation and Mobile Learning: Some projects in Molise). In Innovation in Methodology and Practice in Language Learning: Experiences and Proposals for University Language Centres (pp. 460-477). Cambridge Scholars Publishing, Cambridge. [in Italian]

Flewitt, R., Messer, D., & Kucirkova, N. (2015). New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310.

Freiermuth, M. (2015). ‘I Found It!’ A smartphone GPS treasure-hunting game in a flipped English class. Innovation in Language Learning and Teaching, 1-8.

Fu, Y., & He, J. (2015). 基于移动学习的大学英语教学模式探析以琼州学院为例 (An analysis of college English teaching mode based on mobile learning: Taking Qiongzhou College as an example). Journal of Jilin Radio and Television University, 1, 38-39. [in Chinese]

Gabarre, S., Gabarre, C., Din, R., ..., & Karim, A. (2015). Mobile-assisted social networking language learning. Journal of Personalized Learning, 1(1), 27-36.

Gabarre, C., Gabarre, S., & Din, R. (2015a). Seamless engagement with tablet computers. Proceedings of the 2nd International Conference on Innovation in Education (pp. 425-437). Thailand: Institute for Innovative Learning, Mahidol University.

Gabarre, C., Gabarre, S., & Din, R. (2015b). Engaging learners with personalised t-MALL: Designing the action plan. Journal of Personalized Learning, 1(1), 1-12.

Gabarre, S., Din, R., & Gabarre, C. (2015). Digital storytelling with mobile phones: An experiment in foreign language teaching. Journal of Personalized Learning, 1(1), 1-12.

Gallagher, T., Fisher, D., Lapp, D., …, & Saudelli, M. (2015). International perspectives on literacy learning with iPads. Journal of Education, 195(3), 15-26.

Gao, H. (2015). 基于微信的实用英语移动学习应用研究(Research on the application of practical English mobile learning based on WeChat). Technology Prospect, 25(3):296. [in Chinese]

García, S., & Fombona, J. (2015). Approach to the phenomenon of m-learning in English teaching. Digital Education Review, 28, 19-36.

Garcia Laborda, J., Magal Royo, T., Rodriguez Lazaro, N., & Fuentes Marugan, L. (2015). Facilitating language tests delivery through tablet PCs. Procedia: Social and Behavioral Sciences, 197 (pp. 1302-1306).

Garcia-Sanchez, S., & Lujan-Garcia, C. (2015). M-learning and U-learning environments to enhance EFL communicative competence. In Y. Zhang (Ed.), Handbook of Mobile Teaching and Learning (pp. 917-937). Berlin: Springer.

Garrido-Iñigo, P., & Rodríguez-Moreno, F. (2015). The reality of virtual worlds: Pros and cons of their application to foreign language teaching. Interactive Learning Environments, 23(4), 453-470.

Gaved, M., Greenwood, R., & Peasgood A. (2015). Using and appropriating the smart city for community and capacity building amongst migrant language learners. In G. Avram, F. De Cindio & V. Pipek (Eds.), Proceedings of the Seventh International Conference on Communities and Technologies (pp. 63-72). University of Limerick.

Gaved, M., & Peasgood, A. (2015). Location-based language learning for migrants in a smart city. Proceedings of the 15th International Conference on Technology, Policy and Innovation (ICTPI’15). The Open University.

Gheytasi, M., Azizifar, A., & Gowhary, H. (2015). The effect of smartphone on the reading comprehension proficiency of Iranian EFL learners. Procedia - Social and Behavioral Sciences, 199, 225-230.

Giordano, D., & Maiorana, F. (2015). A mobile web game approach for improving dysgraphia. Proceedings of the 7th International Conference on Computer Supported Education (vol. 1, pp. 328-333). SCITEPRESS-Science and Technology Publications, Lda.

Gordon, A. (2015). Paper based testing vs. mobile device-based testing in an EFL environment: What’s the difference? Culminating Projects in English. Paper 38.

Grimshaw, J., Cardoso, W., & Waddington, D. (2015). Save brown space chicken! Student perceptions of Spaceteam ESL. In J. Demperio, E. Rosales & S. Springer (Eds.). Proceedings of the Second Annual Meeting on English Language Teaching. Montreal, QC, Université du Québec à Montréal.

Gromik, N. (2015). The effect of smartphone video camera as a tool to create gigital stories for English learning purposes. Journal of Education and Learning, 4(4), 64-79.

Groves, M., Hopkin, D., & Reid, T. (2015). Just how effective are language learning apps? The Conversation, np.

Guevara, K. (2015). Emerging Best Practices for Using Offline Mobile Phones to Train English Teachers in Developing Countries. PhD dissertation, University of Southern California. ProQuest Dissertations Publishing.

Gu, Q. (2015). 移动辅助英语学习发展和研究现状综述 (Overview of current development and research of MALL). Overseas English, 21, 260-261. [in Chinese]

Gülcü, İ. (2015).Yabanc di lolarak mobil destekli Türkçe kelime öretimi (Foreign Language Mobile Supported Turkish Vocabulary Teaching). PhD dissertation, Çanakkale Onsekiz Mart University. [in Turkish]

Guo, M., Wang, M., & Sun, H. (2015). A pilot study of using mobile platforms (WeChat and WeLearn) in college English curriculum. In D. Preuveneers (Ed.), Workshop Proceedings of the 11th International Conference on Intelligent Environments (pp. 178-188). Amsterdam: IOS Press.

Gutiérrez-Colon Plana, M., Gimeno-Sanz, A., Appel, C., & Hopkins, J. (2015). Improving learners’ reading skills through instant short messages: A sample study using WhatsApp. In A. Gimeno-Sanz, F. Blin, D. Barr & M. Levy (Eds.) WorldCALL: Sustainability and Computer-Assisted Language Learning (pp. 157-166). New York: Bloomsbury. [Same as Gutiérrez-Colon Plana, et al. 2013]

Gwee, S., & Toh-Heng, H. (2015). Developing student oral presentation skills with the help of mobile devices. International Journal of Mobile and Blended Learning, 7(4), 38-56.

Habbash, M. (2015). Learning English vocabulary using mobile phones: Saudi Arabian EFL teachers in focus. European Scientific Journal, 11(35), 446-457.

Hall, J. (2015). Student perceptions of smartphone use for EFL learning. In M. Iguchi & L. Yoffe (Eds.), Mobile learning in and out of the Classroom: Balancing Blended Language Learner Training (pp. 24-30). JACET Summer Seminar Proceedings No. 14. The Japan Association of College English Teachers.

Hamalis, M. (2015). The Effect of Smart Devices on Learning English Vocabulary and Reading Among English Majors at Al-Hussein Bin Talal University. MS thesis, Mutah University, Jordan.

Handayani, Q. (2015). Maximizing the use of LINE application on giving feedback in writing. LIA International Conference Journal, 8(1), 372-398.

Hari, Y. (2015). Kajian terhadap Technology Acceptance Model pada sistem Mobile Learning untuk menunjang pembelajaran bahasa Mandarin (A study on the Technology Acceptance Model on the mobile learning system to support the learning of Mandarin). Xxx, 1-8. [in Indonesian]

Hari, Y., & Hermawan, B. (2015). Smartphone sebagai media pembelajaran bahasa Mandarin (Smartphone as a learning medium for Mandarin). Proceedings SENDI_U, np. [in Indonesian]

Hickey, S. (2015). Learning the Duolingo - how one app speaks volumes for language learning. The Guardian News and Media Limited (March 8, 2015).

Hismanoglu, M., Ersan, Y., & Colak, R. (2015). A study on English preparatory program students’ use and acceptance of mobile phones. International Journal on New Trends in Education and Their Implications, 6(3), 63-76.

Ho, Y-W., & Lin, C-C. (2015). A preliminary study on Taiwanese EFL adolescents' perceptions of mobile-assisted post-reading tasks. Conference Proceedings ICALT, 15th International Conference (pp. 309-313).

Hoesein, E. (2015). Using mobile technology and online support to improve language teacher professionalism. Procedia - Social and Behavioral Sciences, 192, 491-497.

Hong, C., Lawrence, S., Mongillo, G., & Donnantuono, M. (2015). Using iPad to support K-12 struggling readers: A case study of iPad implementation in a university reading clinic. In H. An, S. Alon & D. Fuentes (Eds.), Tablets in K-12 Education: Integrated Experiences and Implications (pp. 296-309). Hershey, PA: Information Science Reference.

Hsieh, M-Y, Yang, J-C., & Wu, W-C. (2015). Flipping the EFL oral training course via an online learning community. In H. Ogata, W. Chen, S-C, Kong & F. Qiu, (Eds.), Proceedings of the 23rd International Conference on Computers in Education (pp. 606-608).

Hsieh, Y-H., Hsueh, C-J., & Hsu, C-K. (2015). The effects of using interactive e-book on English learning effectiveness of different proficiency students. International Journal of Mobile Learning and Organisation, 9(1), 86-99.

Hsu, C-K. (2015). Learning motivation and adaptive video caption filtering for EFL learners using handheld devices. ReCALL, 27(1), 84-103.

Hu, C., & Shen, C. (2015). 国内移动英语学习研究的现状分析与思考- 基于国内十年(2004-2014 年）研究的分析 (Analysis and thinking on the current situation of domestic mobile English learning research —Based on the analysis of domestic ten-year (2004-2014) research). Distance Education in China, 10, 15-20. [in Chinese]

Hu, J. (2015a). 移动学习在大学英语翻转课堂教学模式中的应用与研究 (Application and research of mobile learning in college English flipped classroom teaching mode). Research on Higher Education of Nationalities, 13(3), 78-82. [in Chinese]

Hu, J. (2015b). (Application of mobile learning to college English teaching based on flipped classroom teaching model). Journal of Hubei University of Education, 32(3), 100-103, 2015. [in Chinese]

Huang, Y. (2015). 平板电脑如何优化初中英语课堂 (How tablet computers optimize English classrooms in junior high schools. China Modern Educational Equipment, (18), 20-22. [in Chinese]

Huang, Y., & Chen, X. (2015). 即時通訊軟體的使用行為之研究—以LINE為例 (A study on the use behavior of instant messaging software—taking LINE as an example. Journal of Graphic Communication Arts, 345-352. [in Chinese]

Huang, Y-M., & Huang, Y-M. (2015). A scaffolding strategy to develop handheld sensor-based vocabulary games for improving students’ learning motivation and performance. Educational Technology Research and Development, 63(5), 691-708.

Hubert, R. (2015). The use of smartphones as primary dictionaries by EFL learners. Paper presented at the 2015 TESOL International Conference, Shanghai University, China.

Huhn, C., Dassier, J-L., & Liu, S. (2015). Realities of mobile learning technologies in foreign language classes. IALLT Journal of Language Learning Technologies, 45(2), 6-62.

Hung, H-C., & Young, S-C. (2015a). The effectiveness of adopting e-readers to facilitate EFL students' process-based academic writing. Educational Technology & Society, 18(1), 250-263.

Hung, H-C., & Young, S. (2015b). An investigation of game-embedded handheld devices to enhance English learning. Journal of Educational Computing Research, 52(4), 548-567.

Huo, C., & Shen, B. (2015). Teaching reform of English listening and speaking in China based on mobile micro-learning. Creative Education, 6(20), 2221-2226.

Hussin, S. (2015). Mobile-Assisted Language Learning: Learning apps and communication apps for Z generation. Conference on Language Studies Evolution Revolution: The Past, Present, Future. UKM.

Hutchison, A., & Beschorner, B. (2015). Using the iPad as a tool to support literacy instruction. Technology, Pedagogy and Education, 24(4), 407-422.

Hwang, W-Y., Liu, Y-F., Chen, H-R., ..., & Li, J-Y. (2015). Role of parents and annotation sharing in children’s learning behavior and achievement using e-readers. Educational Technology & Society, 18(1), 292-307.

Hwang, W-Y., Ma, Z-H., Shadiev, R., ..., & Chen, S-Y. (2015). Facilitating listening and speaking with game-based learning activities in situational context. Lecture Notes in Educational Technology, 193-200. [Same as Hwang, Shih, et al. 2015]

Hwang, W-Y., Shih, T., Ma, Z-H., ..., & Chen, S-Y. (2015). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657.

Ibáñez Moreno, A., & Vermeulen, A. (2015a). Using VISP (VIdeos for SPeaking), a mobile app based on audio description, to promote English language learning among Spanish students: A case study. Procedia - Social and Behavioral Sciences, 178,132-138.

Ibáñez Moreno, A., & Vermeulen, A. (2015b). VISP 2.0: Methodological considerations for the design and implementation of an audio description-based app to improve oral skills. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 249-253). Dublin: Research-publishing.net.

Ibáñez Moreno, A., & Vermeulen, A. (2015c). Profiling a MALL app for English oral practice:  A case study. Journal of Universal Computer Science, 21(10), 1339-1361.

Ilia I. (2015). L’attitude des EnseignantsGrecs Face à la Perspective de l’Usage Pédagogique des Tablettes Tactiles pour l’Enseignement Apprentissage du FLE (The Attitude of Greek Teachers Facing the Perspective of the Pedagogical Use of Touch Tablets for Teaching and Learning French as a Foreign Language). MA thesis, Hellenic Open University, Patras. [in French]

Ilic, P. (2015). The effects of mobile collaborative activities in a second language course. International Journal of Mobile and Blended Learning, 7(4), 16-37.

 Ishikawa, Y., Akahane-Yamada, R., Smith, C., …, & Dantsuji, M. (2015). An EFL flipped learning course design: utilizing students’ mobile online devices. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 261-267). Dublin: Research-publishing.net.

Jackson, D. (2015). A targeted role for L1 in L2 vocabulary acquisition with mobile learning technology. Perspectives, 23(1), 6-11.

Jang, E-J., & Kim, J-Y. (2015). Uses of smartphone apps for English listening practice. Studies in English Education, 20(1), 27-53.

Jamaldeen, F., Hewagamage, K., & Ekanayaka, Y. (2015). Implementing m-learning for English Language Learning in Sri Lanka. Conference presentation: E-Case and Etech 2015.

Jarvis, H. (2015). From PPP and CALL/MALL to a praxis of task-based teaching and mobile assisted language use. Teaching English as a Second or Foreign Language Electronic Journal, 19(1), 1-10.

Jeon, J-Y. (2015). A study on technology embedded English classes using QR codes. International Journal of Contents, 11(1), 1-6.

Jia, J., & Chen, Z. (2015). The effect of smart phones’ application in regular university English class on students’ learning performance. Proceedings of the 4th International Conference of Educational Innovation through Technology (pp. 131-136). Biloxi, MS, USA.

Jiyeon, S. (2015). 스마트폰어플리케이션을활용한영어및어휘학습에대한대학생의인식과선호

도연구. 미출간석사학위논문, 한국외국어대학교, 서울 (University Students Studying English and Vocabulary Using Smartphone Applications Awareness and Preference Studies). Unpublished MA thesis, Hankuk University of Foreign Studies, Seoul. [in Korean]

Jones, A. (2015). Mobile informal language learning: Exploring Welsh learners’ practices. eLearning Papers, 45, 4-14. 

Joshi, O., & Shah, S. (2015). Mobile-Assisted Language Learning (MALL) and its role in learning of English language. ELT Voices, International Journal for Teachers of English, 5(3), 88-91.

Judge, S., Floyd, K., & Jeffs, T. (2015). Using mobile media devices and apps to promote young children's learning. In K. Heider & M. Jalongo (Eds.), Young Children and Families in the Information Age, Educating the Young Child (pp. 117-131). Springer.

Jung, H-J. (2015). Fostering an English teaching environment: Factors influencing English as a foreign language teachers' adoption of mobile learning. Informatics in Education, 14(2), 219-241.

Kadızade, E. (2015).Yabancılara türkçe öğretiminde akıllı telefon uygulamaları üzerinei nceleme (Teaching Turkish as a foreign language by mobile phone applications). Academic Journal of Social Studies, 10, 742-752. [in Turkish]

Kamandhari, H. (2015). Mobile language learning: Challenges and opportunities for English language learning and teaching. EERA 2015 Research Paper Proposal.

Kanchana, S., & Saha, P. (2015). Integrating smart phones in teaching listening, speaking, reading and writing skills. International Journal of English Language, Literature and Translation Studies, 2(1), 8-11.

Kang, J., Shi, S., & Niu,Y. (2015). 基于App技术的移动语言学习研究—以兰州理工大学为例(Mobile language learning research based on App technology — Taking Lanzhou University of Technology as an example). Journal of Zhejiang International Studies University, xxx, xx. [in Chinese]

Katz, Y. (2015). SMS-based learning delivery, achievement and affect: A viable alternative totraditional vocabulary or concept learning at the university level. Curriculum and Teaching, 30(1), 5-21.

Karnjanapun, S. (2015). Nakhon Ratchasima teachers’ using of smartphones in English language teaching. Proceedings EdMedia: World Conference on Educational Media and Technology (pp. 944-950). Montreal, Quebec, Canada.

Kelly, R. (2015). An Exploration of Instagram to Develop ESL Learners’ Writing Proficiency. MA thesis, Ulster University.

Kent, D. (2015a). Mobile ELT: East and south of the Red Sea. Arab World English Journal, Special Issue on CALL 2, 6-21.                                                                                                                                                                                                                          

Kent, D. (2015b). iPadagogy: Using mobile devices to extend language learning strategies. www. KoreaTESOL.org, 19(1), 27-30.

Kétyi, A. (2015). Practical evaluation of a mobile language learning tool in higher education. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL Proceedings of the 2015 EUROCALL Conference (pp. 306-311). Padova, Italy. Dublin: Research-publishing.net.

Khazaie, S., & Jalilifar, A. (2015). Exploring the role of mobile games in a blended module of L2 vocabulary learning. Teaching English Language, 9(1), 61-91.

Khodi, A. (2015). Revisiting mobile assisted language learning in EFL writing classes. Enjoy Teaching Journal, 3(2), 1-6.

Kidu, H. (2015). A mobile based Tigrigna language learning tool. International Journal of Interactive Mobile Technologies, 9(2), 50-53.

Kim, H-K. (2015). A blended learning scenario to enhance learners' oral production skills. The EUROCALL Review, 23(1), 17-23.

Kim, K-O. & Park, S-H. (2015). 모바일기반SNS를활용한과정중심초등영어쓰기학습의효과

(The effects of process-based writing through the use of mobile SNS software on elementary English education). Multimedia-Assisted Language Learning, 18(1), 11-32. [in Korean]

Kim, S. (2015). 휴대전화로제작한동영상이이공계학생의영어발표수업에미치는학습효과 (The effects of self-recorded videos on students’ own smartphones in an English presentation class for engineering majors). Multimedia-Assisted Language Learning, 18(3), 142-165. [in Korean]

Kim, S., Yun, J., & Kwon, S. (2015). 중학교영어말하기학습스마트폰앱사용에따른학교현장변화및

개선방안 (Adopting mobile-assisted teaching and learning English speaking to Korean middle school classrooms: Assertions on language education reform). STEM Journal, 16(3), 151-177. [in Korean]

Kirsch, C., & Gretsch. G. (2015). L’apprentissage langagier avec l’AppiTEO (Language learning with AppiTEO). Synergies Pays Germanophones, 8, 37-48. [in French]

Knight, T. (2015). Using student BYODs (phones) for a getting-to-know-you extension activity. The Language Teacher, 39(2), 32-33.

Ko, Y-A. (2015). The effects of mobile applications on EFL learners’ listening anxiety. English and Literature, 20(3), 403-427.

Komasinski, A. (2015). Mobile-CALT: A practical guide for using cell phones for CALT. JALTCUE, 9(4), 402-414.

Koyama, T. (2015a). 電子辞書の方略指導の効果 (How does E-dictionary strategy training contribute to EFL learning?). LET Kansai Chapter Collected Papers, 15, 109-120. [in Japanese]

Koyama, T. (2015b). The impact of E-dictionary strategy training on EFL class. Lexicography ASIALEX, 2, 35-44. [Replication of Koyama 2015a]

Kožuh, I., Hauptman, S., Kosec, P., & Debevc, M. (2015). Assessing the efficiency of using Augmented Reality for learning sign language. Proceedings of the International Conference on Universal Access in Human-Computer Interaction (pp. 404-415).

Krivoruchko, V., Raissova, A., Makarikhina, I., ..., & Kazhmuratova, B. (2015). Mobile-Assisted Learning as a condition for effective development of engineering students’ foreign language competence. International Education Studies, 8(7), 158-168.

Kukulska-Hulme, A. (2015). Language as a bridge connecting formal and informal language learning through mobile devices. In L-H. Wong, M. Milrad & M. Specht (Eds.), Seamless Learning in the Age of Mobile Connectivity (pp. 281-294). Singapore: Springer.

Kukulska-Hulme, A., Gaved, M., Paletta, L., ..., & Brasher, A. (2015). Mobile incidental learning to support the inclusion of recent immigrants. Ubiquitous Learning: An International Journal, 7(2), 9-21.

Kukulska-Hulme, A., Norris, L., & Donohue, J. (2015). Mobile pedagogy for English language teaching: A guide for teachers. British Council English Agenda, 1-42.

Laasaki, F., Jokar, A. & Arablou, A. (2015). The viability of m-learning via SMS in vocabulary perception of Iranian EFL learners. Iranian EFL Journal, 11(1), 83-101.

Laborda, J., Magal Royo, T., Rodriguez Lazaro, N., & Fuentes Marugan. L. (2015). Facilitating language tests delivery through tablet PC's. Procedia - Social and Behavioral Sciences, 197, 1302-1306.

Lai, C. (2015). Perceiving and traversing in‐class and out‐of‐class learning: Accounts from foreign language learners in Hong Kong. Innovation in Language Learning and Teaching, 9(3), 265-284.

Lakshmi, K., & Nageswari, R. (2015). L2 Learners' achievement in acquiring academic vocabulary in m-learning environment. Modern Journal of Applied Linguistics, 7(1), 19-37.

Lammons, E., Momata, Y., Mynard, J., ..., & Watkins, S. (2015). Developing and piloting an app for managing self-directed language learning: an action research approach. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 342-347). Dublin: Research-publishing.net

Lan, Y-J., Lin, Y-T., Kao, C-L., …, & Liu, T-C. (2015). A study of mobile-assisted oral communication in Mandarin Chinese as a second language. Conference paper: The International Conference on Digital Learning Strategies and Applications (DLSA 2015), At Sapporo, Hokkaido, Japan.

Larson, L. (2015). E-books and audiobooks: Extending the digital reading experience. Reading Teacher, 69(2), 169-177. 

Latorraca, R. (2015). Mobile learning: App-raising and updating language learning in the digital era. Proceedings Atti di Convegno (pp. 191-206).

Lawrence, B. (2015). Learner receptiveness towards mobile technology in a college English program: The smart decision? English Teaching, 70, 3-28.

Lee, Y. (2015). Junior High School Students’ App-Assisted Learning: Self-Compiled English Vocabulary. MA thesis, Graduate Institute of Technological and Vocational Education, National Taipei University of Technology, Taipei.

Leis, A., Tohei, A., & Cooke, S. (2015). Smartphone-assisted language learning and autonomy. International Journal of Computer-Assisted Language Learning and Teaching, 5(3), 75-88.

Levy, M., & Steel, C. (2015). Language learner perspectives on the functionality and use of electronic language dictionaries. ReCALL, 27(2), 177 - 196. 

Li, K-C., Tsai, C-W., Chen, C-T., …, & Heh, J. (2015). The design of immersive English learning environment using Augmented Reality. In 8th International Conference on Ubi-Media Computing (UMEDIA) (pp. 174-179). [Same as Li, Chen, Cheng & Tsai2016]

Li, Q., & Weng, K. (2015). 移动语言学习应用模式综述研究 (A literature review on application patterns of mobile-assisted language learning). Journal of Chengdu Normal University, 31(9), 63-67. [in Chinese]

Li, Y. (2015). Analysis and application research of mobile learning needs based on Wechat-taking the course of English for educational technology as an example. Shenyang Normal University.

Liakin, D., Cardoso, W., & Liakina, N. (2015). Learning L2 pronunciation with a mobile speech recognizer: French /y/. CALICO Journal, 32(1), 1-25.

Liao, Y-L., & Gao, L-J. (2015). MALL via mobile applications: Evaluation of an electronic English dictionary on smartphones. Information, Computer and Application Engineering - Proceedings of the International Conference on Information Technology and Computer Application Engineering (pp. 885-888), ITCAE 2014.

Liao, Q. (2015). The application of Wechat in college English teaching. Journal of Language and Literature, 9, 121-123.

Lim, C., & Lee, J. (2015). The effects of task modality and type on Korean EFL learners’ interactions. Journal of Asia TEFL, 12(2), 87-123.

Lin, J., Hsu, H-Y., & Lee, G. (2015). Inducing language teachers to use tablets in the classroom: Lessons learned. Paper presented at E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Kona, HI.

Lin, T., & Lan, Y. (2015). Language learning in Virtual Reality environments: Past, present, and future. Educational Technology & Society, 18(4), 486-497.

Lindaman, D. & Nolan, D. (2015). Mobile-Assisted Language Learning: Application development projects within reach for language teachers. The International Association for Language Learning Technology Journal, 45(1), 1-22.

Linskens, J. (2015). Mobile Device Use and Teaching Pedagogy in a Middle School Language Arts Classroom: Field-Based Research. EdD dissertation, North Central University, Prescott Valley, AZ. ProQuest Dissertations Publishing.

LitzlerJerman, M., & Laborda, J. (2015). Trialing a tablet PC based language test. Procedia - Social and Behavioral Sciences, 212, 205-209.

Liu, C. (2015). 运用QQ平台提高学生外语输出能力的实证研究 (An empirical study on using QQ platform to improve students' foreign language output ability.) Journal of Heilongjiang Institute of Education, 34(3), 141-143. [in Chinese]

Liu, G-Z., Kuo, F-R., Shi, Y-R., & Chen, Y-W. (2015). Dedicated design and usability of a context-aware ubiquitous learning environment for developing receptive language skills: A case study. International Journal of Mobile Learning and Organisation, 9(1), 49-65.

Liu, H-M., & Jiang, X-Y. (2015). 基于微信平台的大学英语教学设计与实践 (A design and teaching practice of college English teaching based on WeChat platform). Foreign Language and Literature, 31, 138-143. [in Chinese]

Liu, J., & Guan, Z. (2015). Research on the mobile learning mode of college English writing. Journal of Hubei Institute of Technology (Humanities and Social Sciences), 32(6), 82-86.

Liu, P-L., & Chen, C-J. (2015). Learning English through actions: A study of Mobile-Assisted Language Learning.  Interactive Learning Environments, 23(2), 158-171. [Same as Liu 2011]

Liu, S., Ogata, H. & Mourim K. (2015). Accelerate location-based context learning for second language learning using ubiquitous learning log. Lecture Notes in Educational Technology, 53-60.

Liu, X. (2015). 基于手机的移动学习在高中生英语词汇学习中的应用 (Application of Mobile Learning Based on Smartphone in the Vocabulary Learning of Senior High School Students). MA thesis, Central China Normal University, Wuhan, China. [in Chinese]

López Ramírez, C. (2015). Mobile-Assisted Language Learning (MALL): Trend or need? Blog posting, np.

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MacKay, K. (2015). Does an iPad Change the Experience? A Look at Mother-Child Book Reading Interactions. PhD dissertation, Brigham Young University. ProQuest Dissertations Publishing.

Magal Royo, T., Garcia Laborda, J., GiménezLópez, J., & Otero de Juan, N. (2015). Structural analysis of a tablet PC based language test. Procedia: Social and Behavioral Sciences, 191, 2169-2173.

Mahmoodi Moemen Abadi, S., & Fahandezh Saadi, F. (2015). Exploring Iranian EFL university students’ attitudes toward mobile applications for vocabulary learning. International Journal of Language Learning and Applied Linguistics World, 9(1), 130-142.

Malekzadeh, R., & Najmi, K. (2015). The effect of mobile-assisted language learning (MALL) on guided writing skill of Iranian upper-intermediate EFL learners. Journal of Applied Linguistics and Language Research, 2(4), 42-52.

Manso, A., Marques, C., Dias, P., ..., & Morgado, F. (2015). Letrinhas: Promoção da leituraatravés de dispositivos móveis (Letters: Promoting reading through mobile devices). In M. Rodrigues, M. Nistal & M. Figueiredo (Eds.), Atas do XVII Simpósio Internacional de Informática Educativa (pp. 116-123). Setúbal: Escola Superior de Educação do Instituto Politécnico de Setúbal. [in Portuguese]

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Morgana, V. (2015). Investigating students’ and teachers’ perceptions of using the iPad in the EFL classroom. Paper presented at the EuroCALL 2015 Conference (np). Padova, Italy.

Mustika, M., Kao, C-T., Siswanto, A., ..., & Chang, C-Y. (2015). A mobile-phone camera text-recognition game as an alternative assessment in vocabulary instruction for learning Indonesian as a foreign language classroom. Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning (pp. 168-169).

Myhre, M. (2015). Gamification in mobile language learning: Improving user satisfaction for Norwegian immigrants. MA thesis, Gjøvik University College, Norway.

Nakaya, K., & Murota, M. (2015). Learning design in combination of mobile application for summary speaking task by self-study and pair work in a class. In T. Matsui, A. Ayub, B. Jiang … & F. Qiu (Eds.), Proceedings of the 23th International Conference on Computers in Education (ICCE) 2015 (pp. 22-24).

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Omede, J., & Achor, E. (2015). Gender dimensions in the use of mobile phone SMS on note taking and comprehension of audio-taped lecture materials in Kogi State of Nigeria. Research Journal of Education, 1(1), 8-14.

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Pagel, J., Lambacher, S., & Reedy, D. (2015). Instructors’ attitudes towards CALL and MALL in L2 classrooms. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 458-463). Dublin: Research-publishing.net.

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Pareja-Lora, A., Calle-Martinez, C., & Yanes, L. (2015). BusinessApp: Una aplicación para el aprendizaje del inglés mediante dispositivos móviles en el campo de los negocios (BusinessApp: An application for learning English using mobile devices in the business field). Revista Digital E-AESLA, 1, 133-144. [in Spanish]

Patronis, M. (2015). Using mobile devices for developing reading comprehension students’ perspectives. In J. Colpaert, A. Aerts, M. Oberhofer & M. Gutiérez-Colon Plana (Eds.), Proceedings: Task Design & CALL (pp. 411-415).

Pedro, N. & Couvaneiro, S. (2015). Desenvolver a oralidade na aula de inglês com recurso a tecnologias móveis - projeto de vídeo com iPad (Developing orality in the English class using mobile technologies - video project with iPad). In M. Gomes, A. Osório & L. Valente (Eds.), Atas da IX Conferência Internacional de TIC na Educação - Challenges 2015 - MeioSéculo de TIC na Educação (pp.267-279). [in Portuguese]

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Pereira, M. (2015). Mobile learning in the English language classroom. ELTAS Newsletter, 2, 24-25.

Pernjek, J., & Habjanec, M. (2015). Developing reading skills and motivation through mobile phones. Proceedings INFuture2015: e-Institutions - Openness, Accessibility, and Preservation (pp. 397-407).

Perry, B. (2015a). Gamifying French language learning: A case study examining a quest-based, Augmented Reality mobile learning-tool. Procedia-Social and Behavioral Sciences, 174, 2308-2315.

Perry, B. (2015b). Effet de l’implémentation d’explorez, jeu basé sur la quête et la ̂Réalité Augmentée, sur la Motivation d’apprenants de Français Langue Seconde ̧ (FL2): Une étude de cas (Effect of the Implementation of Explore, A Game Based on Quest and Augmented Reality, on the Motivation of Learners of French as a Second Language (FL2): A Case Study). Master’s thesis, Victoria. British Columbia: University of Victoria.

Pesce, B. (2015). The 9 best mobile apps for your ESL students. Busy Teacher. np.

Picton, I., & Clark, C. (2015). The Impact of eBooks on the Reading Motivation and Reading Skills of Children and Young People: A Rapid Literature Review. National Literacy Trust.

Pinto de Oliveira, I. (2015). English for Tourism: Contribution to Language Use Through Mobile Learning. PhD dissertation, Universidade de Aveiro (Portugal), ProQuest Dissertations Publishing.

Pirasteh, P., & Mirzaeian, V. (2015). The effect of Short Message Service (SMS) on learning phrasal verbs by Iranian EFL learners. Language in India, 15(1), 144-161.

Pishevari, R., Sheikhi, R., & Heydarpour, M. (2015). The effect of using monolingual mobile dictionary on the Iranian EFL learners’ ability to recall and use the vocabulary. Modern Journal of Language Teaching Methods, 5(4), 22-30.

Plana, M., Sanz, A., Triana, I., …, & Hopkins, J. (2015). Percepciones de los estudiantes ante el uso de los mensajes instantáneos de telefonía móvil para mejorar la comprensión escrita en inglés. Un estudio preliminar utilizando WhatsApp (Students' perceptions of using mobile instant messaging to improve written comprehension in English: A preliminary study using WhatsApp). Revista del Congrés Internacional de Docència Universitària i Innovació (CIDUI), (2), 1-11. [in Spanish]

Pollard, A. (2015). Increasing awareness and talk time through free messaging apps. English Teaching Forum, 25-32.

Popova, S. (2015). Mобильное обучение как новая технология обучения иностранному языку студентов вузов (н апримере Томского политехнического университета)

(Mobile learning as a new foreign language teaching technology for university students (by a case study of Tomsk Polytechnic University)). Volga Region Scientific Herald, 4-2(44), 49-52. [in Russian]

Pouezevara, S. (2015). MobiLiteracy Uganda: Using mobile phones to engage mothers in improving early reading achievement in their families. Paper presented at the UNESCO Mobile Learning Week Symposium: Leveraging technology to empower women and girls, Paris.

Pratama, E. (2015). The implementation of m-learning method in teaching reading comprehension. The Third International Conference on Language, Literature, Cultura, and Education.

Pukšič, D., & Krašna, M. (2015). M-Learning in practice: Language learning mobile application. Proceedings from Central European Conference on Information and Intelligent Systems (pp. 105-114).

Qin, W. (2015). Learning Chinese vocabulary through Mobile-assisted activities: An investigation in China. International Journal of Education and Research, 3(10), 387-400.

Quresh, F. (2015). Opening the doors for Mobile-Assisted Language Learning mobile apps for ESL: Value and methods. Journal of Al-Quds Open University for Humanities and Social Research, xx, 22-34.

Rahimi, M., & Soleymani, E. (2015). The impact of mobile learning on listening anxiety and listening comprehension. English Language Teaching, 8(10), 152-161.

Ramamuruthy, V., & Rao, S. (2015). Smartphones promote autonomous learning in ESL classrooms. Malaysian Online Journal of Educational Technology, 3(4), 23-35.

Read, T., & Bárcena, E. (2015). Toward mobile assisted language MOOCs. In A. Mesquita & P. Peres (Eds.), Furthering Higher Education Possibilities through Massive Open Online Courses (pp. 225-244). IGI Global.

Read, T., & Kukulska-Hulme, A. (2015). The role of a mobile app for listening comprehension training in distance learning to sustain student motivation. Journal of Universal Computer Science, 21(10), 1327-1338.

Reinhardt, J., Penfield, S., Diaz, N. & Holden, C. (2015). Mobile games for heritage and foreign language learning and revitalization. 1-14. Unpublished

Rico, M., Agudo, J., & Sánchez, H. (2015). Language learning through handheld gaming: A case study of an English course with engineering students. Journal of Universal Computer Science, 21(10), 1362-1378.

Rocca, S. (2015). iPadding sixth graders to impact language learning: An empirical mobile study. The IALLT Journal, 45(1), 23-43.

Rosell-Aguilar, F. (2015). Podcasting as a mobile learning technology: A study of Itunes U learners. International Journal of Mobile and Blended Learning, 7(1), 41-60.

Rosell-Aguilar, F., & Kan, Q. (2015). Design and user evaluation of a mobile application to teach Chinese characters. JALT CALL Journal, 11(1), 19-40.

Said Ahmed, M. (2015). The effect of Twitter on developing writing skill in English as a foreign language. Arab World English Journal, Special Issue on CALL (2), 134-149.

Sato, T., Murase, F., & Burden, T. (2015). Is mobile-assisted language learning really useful? An examination of recall automatization and learner autonomy. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference (pp. 495-501). Padova, Italy Dublin. Research-publishing.net.

Sauerland, W., Broer J., & Breiter, A. (2015). Motivational impact of gamification for mobile learning of Kanji. EdMedia World Conference on Educational Media and Technology, 1 (pp. 1571-1580).

Scheid, S. (2015). Cultural and Personal Factors Affecting Mobile Language Learning: An Investigative Approach. MA thesis, Finland: University of Tampere.

Seiz Ortiz, R. (2015). Aprendizaje móvil de lenguas basado e ncriterios pedagógicos (Mobile language learning based on pedagogical criteria). @ttic-Revista D Innovacio Educativa, 15, 82-90. [in Spanish]

Senani, D. (2015). Developing EFL Learners’ Listening Comprehension Through Mobile Assisted Language Learning. MA thesis, University of Biskra, Algeria.

Setiawardhana, Hakkun, R., & Baharuddin, A. (2015). Sign language learning based on Android for deaf and speech impaired people. Proceedings International Electronics Symposium (pp. 114-117). 

Sherif, L. (2015). A constructivist approach to the integration of Mobile-Assisted Language Learning in enhancing the writing skills of Egyptian adult ESL learners. Conference presentation Future of Education, 5th Edition.

Shadiev, R., Hwang, W-Y., Huang, Y-M., & Liu, T-Y. (2015). The impact of supported and annotated mobile learning on achievement and cognitive load. Educational Technology & Society, 18 (4), 53-69.

Shi, X. (2015). 高校“基础日语”课程移动学习模式探究 — 以QQ移动学习平台应用为例 (Research on the mobile learning mode of "Basic Japanese" courses in colleges and universities: Taking the application of QQ mobile learning platform as an example). Journal of Mudanjiang University, 12, 152-154. [in Chinese]

Shih, R-C., Lee, C., & Cheng, T-F. (2015). Effects of English spelling learning experience through a Mobile LINE APP for college students. Procedia - Social and Behavioral Sciences, 174, 2634-2638.

Shimray, S., Keerti, C., & Ramaiah, C. (2015). An overview of mobile reading habits. DESIDOC Journal of Library & Information Technology, 35(5), 343-354.

Shuib, M., Abdullah, A., Azizan, S., & Gunasegaran, T. (2015). Designing an intelligent mobile learning tool for grammar learning (i-MoL). International Journal of Interactive Mobile Technologies, 9(1), 41-46.

Siddique, M., & Nair, S. (2015).The effectiveness of using mobile phone in enhancing writing skills: Teacher's and students' reflections. Australian Journal of Basic and Applied Sciences, 9(37), 390-396.

Silla, A. (2015). Mobiiliteknologian käytön ja käyttöönoton ongelmia vieraiden kielten

opetuksessa (Problems in the Utilization and Deployment of Mobile Technology in Foreign Language Teaching). Pro Gradu Thesis. University of Jyväskylä. [in Finnish]

Šimonová, I. (2015a). Mobile-assisted language learning in technical and engineering education: Tools and learners' feedback. In Interactive Collaborative Learning (ICL), 2015 International Conference (pp. 169-176).

Šimonová, I. (2015b). Mobile-assisted ESP learning in technical education. Journal of Language and Cultural Education, 3(3), 1-15.

Šimonová, I., & Poulova, P. (2015). Learning ESP in engineering education through mobile devices. In A. Jefferies & M. Cubric (Eds.), Proceedings of the European Conference on e-Learning (pp. 568-575), ECEL.

Solak, E., & Çakir, R. (2015). Exploring the effect of materials designed with Augmented Reality on language learners' vocabulary learning. Journal of Educators Online, 12(2), 50-72.

Solak, E., & Erdem, G. (2015). A content analysis of Virtual Reality studies in foreign language education. Participatory Educational Research, 15, 21-26.

Son, S-Y. (2015). 모바일기반어휘게임프로그램을이용한학습활동이중학교영어학습자

의어휘학습및태도에미치는영향. 미출간석사학위논문, 이화여자대학교, 서울 (Learning Activities Using Mobile-based Vocabulary Game Program Influence on the Vocabulary Learning and Attitude of the Text). Unpublished MA thesis, Ewha Womans’ University School, Seoul.

Stevens, V. (2015a). Finding your voice: Teaching writing using tablets with voice capability. TESL-EJ, 19(3), 1-11.

Stevens, V. (2015b). Teaching writing on iPads and other voice-enabled mobile devices. Teacher’s Toolkit for Shared Learning.

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Stone-MacDonald, A. (2015). Using iPad applications to increase literacy skills for children Pre-K to grade 3 with disabilities. Young Exceptional Children, 18(3), 3-18.

Strasser, T., & Greller, W. (2015). Towards digital immersive and seamless language learning. In M. Ebner, K. Erenli, R. Malaka … & A. Walsh (Eds.), Immersive Education (Vol. 486, pp. 52-62). CCIS Berlin: Springer.

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Su, Y., & Su, Y. (2015). 大学生英语单词移动学习游戏积件的开发与应用——以《开心农场》游戏为例 (Development and application of integrable wares of mobile learning games for college students to learn English words —Taking the game of ‘Happy Farm’ as an example). Technology Enhanced Foreign Language Education, 5, 30-35. [in Chinese]

Sun, C-Y., Chang, K-Y., & Chen, Y-H. (2015). GPS sensor-based mobile learning for English: An exploratory study on self-efficacy, self-regulation and student achievement. Research and Practice in Technology Enhanced Learning, 10(23), 1-18.

Sun, L., Hou, J., Hu, X., & Al-Mekhlafi, K. (2015). A context-based support system of mobile Chinese learning for foreigners in China. Procedia Computer Science, 60, 1396-1405.

Sun, Z., & Jiang, Y. (2015). How the young generation uses digital textbooks via mobile learning terminals: Measurement of elementary school students in China. British Journal of Educational Technology, 46(5), 961-964.

Sung, Y-T., Chang, K-E., & Yang, J-M. (2015). How effective are mobile devices for language learning? A meta-analysis. Educational Research Review, 16, 68-84.

Suparmi (2015). The effect of Mobile-Assisted Language Learning on ESP students’ communicative competence. Proceedings of the 24th MELTA International Conference (pp. 8-16). Kuala Lumpur.

Surathamchanya, R. (2015). ผลการใช้แอพพลิเคชั่นสาหรับสอนคาศัพท์ภาษาอังกฤษบ

นแท็บเล็ตวิชาภาษาอังกฤษสาหรับนักเรียนชั้นประถมศึกษาปีที่ 2 สังกัดสานักงานเขต

พื้นที่การศึกษาประถมศึกษาราชบุรีเขต 2 (The Result of Using an Application for Teaching

English Vocabulary on a Tablet with English Subjects for Grade 2 Students in Ratchbradli Primary Educational Service Area 2). MA thesis, Silapakorn University, Bangkok. [in Thai]

Surtees, V. (2015). Going beyond the classroom: Participants’ mobile devices as research and learning tools. Conference presentation.

Suwantarathip, O., & Orawiwatnakul, W. (2015). Using mobile-assisted exercises to support students’ vocabulary skill development. The Turkish Online Journal of Educational Technology, 14(1), 163-171.

Syson, M., Estuar, M., & See, K. (2015). ABKD: Multimodal mobile language game for collaborative learning of Chinese Hanzi characters. Chinese Studies Program Lecture Series, 2, 46-62.

Tafazoli, D., & Jam, Z. (2015). Text me English idioms. Mobile-Assisted Language Learning. International Journal of Language and Applied Linguistics, 1, 38-44.

Talavan, N., & Ávila Cabrera, J. (2015). Audiovisual reception and MALL: Adapting technology to real needs. Porta Linguarum, 24, 33-46.

Tang, W. (2015). 近十年国内大学英语移动学习研究现状述评 (A review of the research status of Chinese college English mobile learning in the past ten years. Exam Weekly, 11, 57-58. [in Chinese]

Tang, Z. (2015). 以智能手机为载体的汉语学习词典研究 (Research on Chinese Learning Dictionary using Smartphone as Carrier). MA thesis, East China Normal University, 2015. [in Chinese]

Taşbaşi, N., Eski, H., & Eski, G. (2015). A visual content-based mobile software for vocabulary learning in secondary education. Turkish Online Journal of Educational Technology, xx, 61-64.

Taşkıran, A., Koral, E., & Bozkurt, A. (2015). Artırılmış gerçeklik uygulamasının yabancı dil öğretiminde kullanılması (Using Augmented Reality in foreign language education). Akademik Bilisim, xx, 462-467. [in Turkish]

Tavares, M., Fernandes, D., & Souza, C. (2015). A telefonia móvel e seus rastros no processo de ensino aprendizagem na EJA (Mobile telephony and its traces in the process of teaching learning in the EJA). Revista Científica Interdisciplinar, 2(2), 202-217. [in Portuguese]

Teklehaimanot, H. (2015). A mobile Tigrigna language learning tool. International Journal of Intractive Mobile Technologies, 9(2), 50-53.

Teodorescu, A. (2015). Mobile learning and its impact on business English learning. Procedia - Social and Behavioral Sciences, 180, 1535-1540.

Titova, S. (2015). Use of mobile testing system PeLe for developing language skills. In F. Helm, L. Bradley, M. Guarda & S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 523-528). Dublin: Research-publishing.net

Tochon, F. (2015). Mobile experiences of an adolescent learning Spanish online in a twenty-first century high school. International Journal of Pedagogies and Learning, 10(2), 91-106.

Traxler, J., Bárcena, E., & Laborda, J. (2015). Mobile technology for foreign language teaching: Building bridges between non-formal and formal scenarios. Journal of Universal Computer Science, 21(10), 1234-1247.

Ünal, Ö. (2015). Investigating the Use of Mobile-Based Vocabulary Notebooks on Students’ Vocabulary Achievement in English Language Learning. MA thesis, Middle East Technical University.

Union, C., Union, L., & Green, T. (2015). The use of eReaders in the classroom and at home to help third-grade students improve their reading and English/language arts standardized test scores. Tech Trends: For Leaders in Education & Training, 59(5), 71-84.

Uosaki, N., Ogata, H., & Mouri, K. (2015). How can we boost up outside-class learning time of English vocabulary: Effectiveness of ubiquitous learning log system. International Journal of Mobile Learning and Organisation, 9(2), 160-181.

Uosaki, N., Ogata, H., Mouri, K., & Lkhagvasuren, E. (2015). Japanese onomatopoeia learning support for international students using SCROLL. Proceedings 23rd International Conference on Computers in Education. Hangzhou, China (pp.329-338).

Uther, M., & Banks, A. (2015). The influence of affordances on learner preferences in mobile language learning. Proceedings of the 11th International Conference on Mobile Learning (pp. 123-126).

Uwizeyimana, V. (2015). An Investigation into the Contribution of Mobile-Assisted Language Learning to the Acquisition of English as a Second Language in Rwanda. MA thesis, Stellenbosch University, South Africa.

Uzunboylu, H., Hürsen, C., Özütürk, G., & Demirok, M. (2015). Determination of Turkish university students' attitudes for mobile integrated EFL classrooms in North Cyprus and scale development: ELLMTAS. Journal of Universal Computer Science, 21(10), 1283-1296.

van Praag, B., & Santiago Sanchez, H. (2015). Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs. ReCALL, 27(3), 288-303.

Varshavskaya, S. (2015). Use mobile help applications to optimize the learning process of English. Novyie Tehnologii v Obuchenii Inostrannyim Yazyikam, 97-103.

Viberg, O. (2015). Design and Use of Mobile Technology in Distance Language Education: Matching Learning Practices with Technologies-in-Practice. PhD dissertation, Örebro Studies in Informatics, 11, 13-0155.

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