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Abadikhah, S., & Rastegar, S. (2016). Learning English phrasal verbs through interactive text-messaging. Jurnal Pendidikan Malaysia, 41(1), 79-86.

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Afroza Akhter T. (2016). Enhancing English language learning through mobile technology: A Bangladeshi perspective. Bangladesh Research Foundation Journal, 5(1), xx.

Ahmadpour, L., & Yousef, M. (2016). The role of mobile-assisted language learning on EFL learners' development of writing accuracy, fluency, and complexity. English Language Teaching, 105-118.

Ahmed, H. (2016). Duolingo as a bilingual learning app: A case study. Arab World English Journal, 7, 255-267.

Ahn, T-Y., & Lee, S-M. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning, British Journal of Educational Technology, 47(4), 778-786.

Akçayir, M., & Akçayir, G. (2016a). Üniversite öğrencilerinin yabancı dil eğitiminde artırılmış gerçeklik teknolojisi kullanımına yönelik görüşleri (University students’ opinions about use of augmented reality in foreign language teaching). Erzincan University Faculty of Education Journal, 18(2), 1169-1186. [in Turkish]

Akçayir, M., & Akçayir, G. (2016b). Yabancidil öğretiminde arttirilmiş gerçeklik uygulamalarinin kelime öğrenimine vekaliciliğa etkisi (The effect of Augmented Reality applications in foreign language learning on vocabulary learning and retention). Kafkas University Journal of the Institute of Social Sciences, 18, 331-345. [in Turkish]

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Alavinia, P., & Jahangiri, A. (2016). Input-provision/output-elicitation MALL program and Iranian pre-intermediate EFL learners' vocabulary enhancement. Teaching English Language, 10(1), 133-164.

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Ali, M., & Yasmin, T. (2016). A holistic view of technology dependent language learning: A mobile based approach for learners and teachers. Journal of Science & Technology, University of Peshawar, 40 (2), 67-73.

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AlMarwani, M. (2016). E3-Electronic Education for English: Developing Mobile Learning and Teaching in Saudi Arabia. PhD dissertation, University of Lincoln.

Almekhlafy, S., & Alzu'bi, A. (2016). Mobile-mediated communication a tool for language exposure in EFL informal learning settings. Arab World English Journal, 7(1), 388-407.

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Al Shekaili, B. (2016). Investigating teachers’ actual levels of use of WhatsApp application with English foundation and credit program students at Sultan Qaboos University in Oman. Journal of Teaching English for Specific and Academic Purposes, 4(1), 39-48.

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Arashnia, M., & Shahrokhi, M. (2016). Mobile-Assisted Language Learning: English pronunciation among Iranian pre-intermediate EFL learners. Journal of Applied Linguistics and Language Research, 3(4), 149-162.

Arnáiz-Uzquiza, V., & Álvarez-Álvarez, S. (2016). El uso de dispositivos y aplicaciones móviles en el aula de traducción: Perspectiva de los estudiantes (The use of mobile devices and applications in the translation classroom: Students' perspective). Tradumàtica Magazine: Translation Technologies, Translation and Mobile Devices 14, 100-112. Surrey: Delta Publishing. [in Spanish]

Arús-Hita, J. (2016). Virtual learning environments on the go: CALL meets MALL. In A. Pareja-Lora, C. Calle-Martínez & P. Rodríguez-Arancón (Eds.), New Perspectives on Teaching and Working with Languages in the Digital Era (pp. 213-222). Dublin: Research-publishing.net

Arvanitis, P., Krystalli, P., & Panagiotidis, P. (2016).Applications for mobile assisted language learning: A current field research. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), Proceedings of INTED2016 Conference (pp. 7645-7651), 7th-9th March 2016, Valencia, Spain.

Ashiyan, Z., & Salehi, H. (2016). Impact of WhatsApp on learning and retention of collocation knowledge among Iranian EFL learners. Advances in Language and Literary Studies, 7(5), 112-127.

Aslan, E. (2016). A study on the use of mobile dictionaries in vocabulary teaching. Journal of Language and Linguistic Studies, 12(1), 1-8.

Avcı, H. (2016). A Case Study on Mobile - Blended Collaborative Learning in an

English As a Foreign Language (EFL) Context. MA thesis, Bahçeşehir University, Institute of Educational Sciences, İstanbul. [Same as Avcı & Adiguzel 2017]

Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Journal of Cogent Education, 3(1), 164-173.

Axelsson, M. (2016). Diseño y evaluación de una intervención didáctica basada en aprendizaje móvil para mejorar la IO de estudiantes de ELE (Design and evaluation of a didactic intervention based on mobile learning to improve the IO of ELE students). Proceedings EPOS, XXXII (pp. 263-282). [in Spanish]

Baradaran, A., & Kharazyan, M. (2016). The impact of using mobile technology on developing EFL learners writing skill. International Journal of English Language and Literature Studies, 5(2), 135-143.

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Berns, A., Isla Montes, J.-L., Palomo Duarte, M., & Dodero, J-M. (2016). Motivation, students’ needs and learning outcomes: A hybrid game-based app for enhanced language learning. SpringerPlus, 5(1), 1-23.

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Bhadra, A., Brown, J., Ke, H., …, X., & Kobsa, A. (2016). ABC3D—Using an Augmented Reality mobile game to enhance literacy in early childhood. 2016 IEEE International Conference on Pervasive Computing and Communication Workshops (pp. 1-4).

Bhattarai, A. (2016). A Survey on the Use of Smart Phone Dictionaries for Vocabulary Learning. PhD dissertation, Tribhuvan University, Nepal.

Binti Mistar, I., & Embi, M. (2016). Students ' perception of the use of WhatsApp as a learning tool in the ESL classroom. Journal of Education and Social Sciences, 4(6), 96-104.

Bishâ, D. (2016). Blended learning with MALL at EF Education First: 13 years of progress in bringing mobile technology into the language classroom. In E. Stoican, A. Matei & Ç. Mart (Eds.), Proceedings Conference of Modern Applied Languages: Identity Across Cultures (pp. 153-161). Lumina Educational Institutions Foundation Lumina. The University of South-East Europe.

Bitter, G., & Meylani, R. (2016). The effect of an m-learning English speaking software app on students' learning English in Chiang Rai municipality schools 6 and 7 in Thailand. International Educative Research Foundation and Publisher, 4(11), 100.82-100.

Blasco, D. (2016). Student’s attitudes toward integrating mobile technology into translation activities. International Journal on Integrating Technology in Education, 5(1), 1-11.

Bllaca, N. (2016). Smartphone use in English Language Learning. Proceedings International Conference on Linguistics, Literature and Culture (pp. 305-315).

Böhm, S., & Constantine, G. (2016). Impact of contextuality on mobile learning acceptance: An empirical study based on a language learning app. Interactive Technology and Smart Education, 13(2), 107-122. [Same as Böhm & Constantine 2015]

Brown, I. (2016). Blended learning with student BYOD smartphones and iPhones. Matsuyama University Studies in Language and Literature, 36(1), 78-119.

Bunting, L. (2016). Vocabulary learning in English class: Tablets in the classroom. In E. Stoican, A. Matei & Ç. Mart (Eds.), Proceedings Conference of Modern Applied Languages: Identity Across Cultures (pp. 15-24). Lumina Educational Institutions Foundation Lumina. The University of South-East Europe.

Burston, J. (2016). The future of foreign language instructional technology: BYOD MALL. EuroCALL Review, 24(1), 3-9.

Byrne, J. (2016). Same time same place: Do MALL classrooms exist? Teaching English with Technology, 16(3), 74-84.

Cai, Y. (2016). 基于移动学习的新型大学英语教学模式探究 (A Study on the new teaching pattern of college English based on mobile-learning). Journal of Educational Institute of Jilin Province, 11, 80-82. [in Chinese]

Çakir, I. (2016). Mobile-Assisted Language Learning (MALL). In İ. Yaman, E. Ekmekci & M. Şenel (Eds.). Current Trends in ELT (pp. 170-189). Ankara, NÜANS Publishing.

Calabrich, S. (2016). Learners’ perceptions of the use of mobile technology in a task-based language teaching experience. International Education Studies, 9(12), 120-136.

Calderón Márquez, A. (2016). Teaching and assessing foreign language learning through apps. BA thesis, Universidad de Cádiz, Spain.

Calle-Martínez, C., Yanes, L., & Pareja-Lora, A. (2016). Design and implementation of business app, a MALL application to make successful business presentations. In A. Pareja-Lora, C. Calle-Martínez & P. Rodríguez-Arancón (Eds.), New Perspectives on Teaching and Working with Languages in The Digital Era (pp. 233-243). Dublin: Research-publishing.net [Same as Pareja-Lora, Calle-Martinez & Yanes 2015].

Calton, R. (2016). Development and Delivery of Mobile Learning for Composition Classrooms. PhD dissertation, Southern Illinois University at Carbondale. ProQuest Dissertations Publishing.

Campbell, C., & Geertsema, M. (2016). Using mobile devices as an immediate feedback tool to improve students’ pronunciation in language learning. In A. Palalas & M. Ally, International Handbook of Mobile-Assisted Language Learning. China Central Radio & TV University Press, Co., Ltd. (pp. 260-289).

Castañeda, D., & Cho, M-H. (2016). Use of a game-like application on a mobile device to improve accuracy in conjugating Spanish verbs. Computer Assisted Language Learning, 29(7), 1195-1204.

Çavuş, N. (2016). Development of an intelligent mobile application for teaching English pronunciation. Procedia Computer Science, 102, 365-369.

Cervini, C., Solovova, O., Jakkula, A., & Ruta, K. (2016). Mobile assisted language learning of less commonly taught languages: Learning in an incidental and situated way through an app. In S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds.), CALL Communities and Culture - Short Papers from EUROCALL 2016 (pp. 81-86). Research-publishing.net.

Chai, C-S., Wong, L-H., & King, R. (2016). Surveying and modeling students' motivation and learning strategies for mobile-assisted seamless Chinese language learning. Journal of Educational Technology & Society, 19(3), 170-180.

Chan, N-N. (2016). An investigation into everyday language learning using mobile applications. Conference Presentation MIT LINC, Cambridge, MA. (np).

Chandra, Y., Dwiyani, N., & Huda, Y. (2016). Perancangan aplikasi mobile learning Test of English for International Communication (TOEIC) simulation pada smartphone berbasis Android (Design of mobile learning test of English for International Communication (TOEIC) simulation application on Android-based smartphones). Jurnal Vokasional Teknik Elektronika & Informatika, 4(2), 26-37. [in Indonesian]

Chang, C., Chang, C-K., & Shih, J-L. (2016). Motivational strategies in a mobile inquiry-based language learning setting. System, 59, 100-115.

Chartrand, R. (2016). Advantages and disadvantages of using mobile devices in a university language classroom. Bulletin of the Institute of Foreign Language Education, Kurume University, 23, 1-13.

Chen, C., Myles, F., & Callaghan, V. (2016). The 21st Century Interpreter: Exploring the use of smart-glasses for technology-augmented spoken language interpreting. Proceedings The Second Immersive Learning Research Network Conference (pp. 94-104). iLRN 2016 Santa Barbara.

Chen, C-M., & Lin, Y-J. (2016). Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts. Interactive Learning Environments, 24(3), 553-571.

Chen, C-M., Tan, C-C., & Lo, B-J. (2016). Facilitating English-language learners' oral reading fluency with digital pen technology. Interactive Learning Environments, 24(1), 96-118.

Chen, D., & Xu, L. (2016). An investigation of mobile English learning in Chinese universities by mobile devices. Theory and Practice of Contemporary Education, 8(3), 126-128.

Chen, H., Daito, M., & Lin, C. (2016). Effects of adding clickers to think-pair-share for learning English grammar. In P. Clements, A. Krause & H. Brown (Eds.), Focus on the Learner (pp. 461-467). JALT, 461-467.

Chen, T., Chiu, P., Huang, Y., & Hsieh, W. (2016). The effect of context-aware mobile learning on Chinese rhetoric ability of elementary school students. Journal of Internet Technology, 17(7), 1309-1316.

Chen, T-H., & Lin, C-C. (2016). Enhancing L2 integrated skills through a mobile-mediated English learning task. The 35th Second Language Research Forum (SLRF 2016), Columbia University. [Same as Chen & Lin 2018]

Chen, X. (2016). Evaluating language-learning mobile apps for second-language learners. Journal of Educational Technology Development and Exchange, 9(2), 39-51.

Chen, Y-L., Hsu, C-C., & Doong, J. (2016). Self-regulation assessment of mobile game-based language learning. Society for Information Technology & Teacher Education International Conference (pp. 882-886). Association for the Advancement of Computing in Education (AACE).

Chen Hsieh, J., Wu, W-C., Chen, Y-H., …, & Huang Chien, K. (2016). Using mobile-based MEILA to enhance EFL learners’ idiomatic competence. The International Workshop on Technology‐Enhanced Collaborative Learning in conjunction with CRIWG/CollabTech 2016, l, 42-46.

Cheng, Y-M., Kuo, S-H., Lou, S-J., & Shih, R-C. (2016). The development and implementation of U-MSG for college students. English Learning. International Journal of Distance Education Technologies, 14(2), 17-29.

Chiew, Y., & Sharif, N. (2016). What’s up with WhatsApp: Writing on the go. Conference Paper. Malaysian English Language Teaching Association, 25th International Conference. Ipoh, Perak.

Choi, E-J. (2016). 영어어휘학습용모바일애플리케이션사용자연구. 미출간박사학위논문, 중앙대학교대학원, 서울 (Mobile Application User Study for Learning English Vocabulary). Unpublished PhD dissertation, Chung-Ang University Graduate School, Seoul. [in Korean]

Chuan, C-H. & Guardino, C. (2016). Designing SmartSignPlay: An interactive and intelligent American sign language app for children who are deaf or hard of hearing and their families. Companion publication of the 21st international conference on intelligent user interfaces (pp. 45-48). ACM.

Chuang, H-Y. (2016). Mobile-Assisted Language Learning apps for the Chinese classroom. Journal of Technology and Chinese Language Teaching, 7 (2), 113-119.

Chwo, S-M., Marek, M. & Wu, W-C. (2016). Curriculum integration of MALL in L1/L2 pedagogy: Perspectives on research. Journal of Educational Technology & Society, 19(2), 340-354.

Cojocnean, D. (2016). Factors determining students’ low usage of mobile tools in their English vocabulary learning. Porta Linguarum (Monografico1), 31-43.

Coloma, L., & Ureta, G. (2016). Undergraduate Students’ Perception of the Use of Text Messages in L2 for Learning Vocabulary Outside the Classroom. Licenciadoen Educación, Universidad Católica de la Santísima Concepción, Chile.

Costa de Oliveira, R., Silva, D., Gonçalves Fernandes, F., …, & Chagas de Oliveira, E. (2016). Aplicativo de aprendizagem móvel utilizando realidade aumentada para ensino de língua Inglesa. (Application of Mobile Learning using Augmented Reality for English Language Teaching) Anais dos Workshops do V Congresso Brasileiro de Informáticana Educação (pp. 731-741). [in Portuguese] 

Couvaneiro, S., & Pedro, N. (2016).Projeto com tablets 1:1 NO 3º Ciclo. Aprender Inglês Língua Estrangeira (Project with 1:1 tablets in the 3rd Cycle. Learn English as a Foreign Language). Unpublished, np. [in Portuguese] [Same as Couvaneiro & Pedro 2018c]

Cremades, R., Maqueda-Cuenca, E., & Onieva, J. (2016). Posibilidades didácticas de la escritura digital ubicuaen la aplicación WhatsApp Messenger (Didactic possibilities of ubiquitous digital writing on WhatsApp Messenger application). Letral, 16, 106-120. [in Spanish]

Czerska-Andrzejewska, D. (2016). Mobile-Assisted Language Learning. Zeszyty Glottodydaktyczne, 6, 43-52.

Dai, H. (2016). 论大学英语课堂的手机移动学习 (On mobile learning in college English classrooms). Mudanjiang University Chinese Journal, 8, 153-155. [in Chinese]

Danuwijaya A., Abdullah A., & Nandiyanto, A. (2016). Student’s attitude towards mobile-assisted language assessment: A case of speaking class. In A. Abdullah, I. Hamidah, S. Aisyah … & H. Munawaroh (Eds.), Proceedings of the Asian Education Symposium of the Ideas for 21st Century Education. Bandung, Indonesia.

Darmanto, & Hermawan, B. (2016). Mobile learning application to support Mandarin language learning for high school student. Imperial Journal of Interdisciplinary Research, 2(4), 402-407.

Dashtestani, R. (2016). Moving bravely towards m-learning: Iranian students' use of mobile devices for learning English as a foreign language. Computer Assisted Language Learning, 29(4), 815-832.

de la Guía, E., Camacho, V., Orozco-Barbosa, L., …, & Lozano Pérez, M. (2016). Introducing IoT and wearable technologies into task-based language learning for young children. IEEE Transactions on Learning Technologies, 9(4), 366-378.

Demmans Epp, C. (2016a). Noticing: ELL use of MALL for filling the gap. In Proceedings of 2016 Computer-Assisted Language Instruction Consortium.

Demmans Epp, C. (2016b). Supporting English Language Learners with an Adaptive Mobile Application. PhD dissertation, University of Toronto, Toronto, ON, Canada.

Demouy, V., Jones, A., Kan, Q., ..., & Eardley, A. (2016). Why and how do distance learners use mobile devices for language learning? EuroCALL Review, 24(1), 10-24.

Dită, F. (2016). A foreign language learning application using mobile Augmented Reality. Informatica Economică, 20(4), 76-87.

Dizon, G. (2016). Quizlet in the EFL classroom: Enhancing academic vocabulary acquisition of Japanese university students. Teaching English with Technology, 16(2), 40-56.

Dogan, A. & Akbarov, A. (2016). Teachers' attitudes toward the usage of mobile devices in EFL classroom. European Journal of Educational Research, 5(1), 11-17.

Doğan, Ö. (2016). The Effectiveness of Augmented Reality Supported Materials on

Vocabulary Learning and Retention. MA thesis, Abant Izzet Baysal University. CoHE Thesis Centre.

dos Santos Costa, G. (2016). Cellatschool PLUS: Um novo design de aplicativo híbrido para ensino e aprendizagem de língua inglesa como língua estrangeira (Cellatschool PLUS: A new hybrid application design for teaching and learning English as a foreign language). Conference proceedings Encontro sobre Jogos e Mobile Learning3 (pp. 99-109). [in Portuguese]

Duarte Cardoso Gomes, J., Guerreiro Figueiredo, M., Domingues Amante, L., & Cardoso Gomes, C. (2016). LER+SABER+ Desenvolvimento de uma aplicação para o 2.º ciclo do Ensino básico  (READ+KNOW+ Development of an application for the 2nd cycle of basic education). Conference proceedings Encontro sobre Jogos e Mobile Learning3 (pp. 392-403). [in Portuguese]

Ducate, L., & Lomicka, L. (2016). Using mobile devices and the LESCANT model to promote cultural awareness. In A. Palalas & M. Ally, International Handbook of Mobile-Assisted Language Learning (pp. 222-259). China Central Radio & TV University Press, Co., Ltd.

Dudeney, G. & Hocky, N. (2016). Blended learning in a mobile context: New tools, new learning experiences? In M. McCarthy (Ed.), Blended Learning for Language Teaching (Chapter 13, pp. 219-233). Cambridge University Press: Cambridge, UK.

Ebert, D., Gupta, S., & Makedon, F. (2016). Ogma: A Virtual Reality language acquisition system. Proceedings 9th ACM International Conference, Pervas (pp. 1-5). Technol. Rel. Assistive Environ. [Same as Gupta 2016].

Elfeky, A., & Masadeh, T. (2016). The effect of mobile learning on students' achievement and conversational skills. International Journal of Higher Education, 5(3), 20-31.

Eppard, J., Nasser, O., & Reddy, P. (2016). The next generation of technology: Mobile apps in the English language classroom. International Journal of Emerging Technologies in Learning, 11(4), 21-27.

Estarki, N., & Bazyar, M. (2016). The effect of MALL on pre-intermediate EFL learners’ writing performance. European Online Journal of Natural and Social Sciences, 5(2), 406-420.

Eutsler, L. (2016). Influences on Parents' Adoption of Portable Technology for Helping Children Learn to Read in the Home. PhD dissertation, University of Florida. ProQuest Dissertations Publishing.

Falero Parra, F. (2016). La ansiedad ante las destrezas orales en la clase de español lengua extranjera: Una propuesta blended-learning con sinohablantes (Anxiety about oral skills in the Spanish as a foreign language classroom: A blended-learning proposal with Chinese language speakers). Revista de Linguistica y Lenguas Aplicadas, 11(11), 19-33. [in Spanish]

Falk, S., & Götz, S. (2016). Interactivity in language learning applications: A case study based on Duolingo. In T. Zeyer, S. Stuhlmann & R. Jones (Eds.), Interaktivitätbeim Fremdsprachenlehren und -lernenmitdigitalen Medien: Hit oder hype? (pp. 239-259). Tübingen: Narr Francke Attempto Verlag GmbH + Co.

Fang, J. (2016). A Study and Analysis on The Use of Foreigner-Oriented Chinese Mobile Learning Software in Classroom Teaching. MA thesis, Beijing Foreign Studies University, Beijing, China.

Fazeena, J., Ekanayaka, Y., & Hewagamage, K. (2016). Activity theory-based analysis of mobile Language Learning among school leavers of Sri Lanka. Proceedings 15th International Conference on Advances in ICT for Emerging Regions (p 28), 2ICTer.

Fei J., Guo, M., & Zhu X. (2016). 大学生利用移动APP自主学习英语的现状调查研究(Investigation and research on the status quo of college students using mobile APP to learn English independently). [in Chinese]

Ferraz, D., & Nogarol, I. (2016). Letramento digital: Os usos dos celulares em aulas de licenciatura em letras - inglês (Digital Literacy: The Uses of Cell Phones in Licentiate Teaching Classes - English). Revista Tecnologia e Sociedade, 12 (26), 97-114. [in Portuguese]

Ferreira, A., Morgado, F., Gonçalo Marques, C., ..., & Dias, P. (2016). Aprender a ler através de dispositivos móveis. Um estudo de caso no Agrupamento de Escolas Artur Gonçalves (Learn to read through mobile devices. A case study in the Artur Gonçalves Schools Group). Conference proceedings Encontrosobre Jogos e Mobile Learning3 (pp. 50-66). [in Portuguese]

Finardi, K., Gomes Leão, R., & Brito Amorim, G. (2016). Mobile assisted language learning: Affordances and limitations of Duolingo. Education and Linguistics Research, 2(2), 48-65.

Fodor, A., & Covaci, B. (2016). eLearning mobile app for Android and Ios "English Grammar Learn & Test". Database Systems Journal, 7(2), 10-18.

Foomani, E., & Hedayati, M. (2016). A seamless learning design for Mobile Assisted Language Learning: An Iranian context. English Language Teaching, 9(5), 206-213.

Fraser, M., & Abbott, M. (2016). Using electronic readers: Action research in an intermediate adult ESL class. The Canadian Journal of Action Research, 17(2), 3-18.

Fratter, I. (2016). Il mobile learning e le nuove frontiere per la didattica delle lingue (Mobile learning and the new frontiers for language teaching). In M. La Grassa & D. Troncarelli (Eds.), Orientarsi in Rete. Didattica delle Lingue e Tecnologie Digitali (pp. 110-127). Becarelli, Siena. [in Italian]

Fronza, I., & Gallo, D. (2016). Towards mobile assisted language learning based on computational thinking. Lecture Notes in Computer Science, 10013 LNCS, 141-150.

Fu, X. (2016). 基于“课内+移动学习”模式的高校英语教学研究 (On the teaching innovation of college English based on “Class+ Mobile Learning” model). Journal of Guangxi Normal University (Philosophy and Social Sciences), 52(4), 140-144. [in Chinese]

Gabarre, C., Gabarre, S., Din, R., ..., & Karim, A. (2016). Scaffolding engagement in the immersive t-MALL classroom. Creative Education, 7, 349-363.

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Ibáñez Moreno, A., Jordano de la Torre, M., & Vermeulen, A. (2016). Diseño y evaluación de VISP, una aplicación móvil para la práctica de la competencia oral (VISP design and evaluation, a mobile application to practise oral competence). Revista Iberoamericana de Educación a Distancia, 19(1), 63-81. [in Spanish]

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Lee, J., Lam, C.., & Jiang, S. (2016). A reading environment for learners of Chinese as a foreign language. COLING 2016 - 26th International Conference on Computational Linguistics, Proceedings of COLING 2016: System Demonstrations (pp. 11-15).

Lee, J., Lee, C., Kim, D-W., & Kang, B-Y. (2016). Smartphone-Assisted pronunciation learning technique for ambient intelligence. IEEE Access, 5, 312-325.

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Li, K-C., Chen, C-T., Cheng, S-Y., & Tsai, C-W. (2016). The design of immersive English learning environment using Augmented Reality. Universal Journal of Educational Research,4(9), 2076-2083.

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Li, R., Ni, C., & Xiao, W. (2016). 泛在学习理念下的交互英语平台持续使用影响因素调查研究 (Investigation and research on influencing factors of continuous use of interactive English platform under the concept of ubiquitous learning). China Distance Education, 10, 72-78. [in Chinese]

Li, S., & Gao, Y. (2016). 李思萦&高原.移动技术辅助外语教学对英语词汇习得有效性的实证研(An empirical study on the effectiveness of mobile technology-assisted foreign language teaching for English vocabulary acquisition). Foreign Language World, 4, 73-81. [in Chinese]

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Li, Y., Guo, A., Chin, C-L., & Lim, J-H. (2016). A platform for creating Smartphone apps to enhance Chinese learning using Augmented Reality. Scientific Phone Apps and Mobile Devices, 2(1), 1-12.

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Liu, H. (2016). 智能手机在大学英语课堂教学中的推动作用 (The role of smartphones in promoting college English classroom teaching). New Curriculum Research, 2, 79-80. [in Chinese]

Liu, H., Tao, W., & Cain, W. (2016). Investigating mobile assisted English foreign language learning and teaching in China: Issues, attitudes and perceptions. In C. Wang & L. Winstead (Eds.), Handbook of Research on Foreign Language Education in the Digital Age (pp. 315-333). IGI Global.

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Liu, P-L. (2016). Mobile English vocabulary learning based on concept-mapping strategy. Language Learning & Technology, 20(3), 128-141.

Liu, X., & Jing, G. (2016). 基于移动学习的大学英语教学改革探究 (Research on the reform of college English teaching based on mobile learning). Vocational and Technical Education in China, 29(7), 90-96. [in Chinese]

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Lutfiansyah (2016). Penggunaan aplikasi mobile pembelajaran Bahasa inggris Android pada pembelajaran Bahasa Inggris (pengamatan terhadap sumber belajar berbasis Android melalui media mobile smartphone). (Use of Android English learning mobile applications on English language learning (observation of learning resources-based Android via mobile smartphone media)). Eduscience, 2(1), 16-22. [in Indonesian]

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Lyovina, G. (2016). Intensification of teaching Russian as a foreign language: Mobile applications. Russian Language Studies, 4, 42-47.

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Martínez Parejo, R. (2016). Desarrollo de la competencia escrita en la enseñanza de lenguas extranjeras a través del uso de dispositivos móviles (Development of writing skills using mobile devices for the teaching of foreign languages). Revista Complutense de Educación, 27(2), 779-803. [in Spanish]

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Miranda Bojóquez, E., Vergara Villegas, O., Cruz Sanchez, V., ..., & Favela Vara, J. (2016).Study on mobile Augmented Reality adoption for Mayo language learning. Mobile Information Systems, 1-15.

Mirzaei, S. (2016). Evaluating Efficacy and Usability of Mobile Devices for Learning New Vocabulary Items. Masters Research Project at Flinders University, Adelaide, South Australia.

Mistar, I., & Embi, M. (2016). Students’ perception on the use of WhatsApp as a learning tool in ESL classroom. Journal of Education and Social Sciences, 4, 96-104.

Moghaddas, B., & Bashirnezhad, H. (2016). The pedagogical applications of Mobile-Assisted Language Learning (MALL) in improving the Iranian EFL learners' oral performance. International Journal of Applied Linguistics and Translation, 2(1), 8-14.

Mohammed, D. (2016). Using a mobile-assisted language learning-based program on improving second year English majors' conversational academic acquisition and autonomy. Journal of Arabic Studies in Education & Psychology, 71(2), 365-424.

Moreno, A., & Traxler, J. (2016). MALL-based MOOCs for language teachers: Challenges and opportunities. Porta Linguarum Monograph, 1, 73-85.

Moreno Martinez, N., Leiva Olivencia, J., & Matas Terron, A. (2016). Mobile learning, gamificación y Realidad Aumentada para la enseñanza-aprendizaje de idiomas (Mobile learning, gamification and Augmented Reality for the teaching and learning of languages). International Journal of Educational Research and Innovation, 6, 16-34. ‏[in Spanish]

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Pegrum, M. (2016). Why mobile devices aren’t enough: Learning languages, building communities, and exploring cultures. Keynote presentation at EUROCALL, Limassol, Cyprus, 26-29 August 2016.

Pemba, D., Mann, V., Sarkar, T., & Azartash, K. (2016). Learning English in China: A tablet-based app using the voices of native speakers. Open Journal of Social Sciences, 4(7), 85-91.

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Riveros, A. (2016). The Effectiveness of iPad and Computer-Based Recording Applications on Oral Proficiency in a 7th Grade Spanish Class. MA thesis, The William Paterson University of New Jersey. ProQuest Dissertations Publishing.

Robles Noriega, H. (2016). Mobile learning to improve writing in ESL teaching. TEFLIN Journal, 27(2), 182-202.

Rosell Aguilar, F. (2016). User evaluation of language learning mobile applications: A case study with learners of Spanish. In A. Palalas & M. Ally, International Handbook of Mobile-Assisted Language Learning. China Central Radio & TV University Press, Co., Ltd. (pp. 545-581).

Rosell-Aguilar, F., & Kan, Q. (2016). Design and user evaluation of a mobile app to teach Chinese characters. In A. Palalas & M. Ally, International Handbook of Mobile-Assisted Language Learning. China Central Radio & TV University Press, Co., Ltd. (pp. 399-434).

 [Same as Rosell-Aguilar & Kan 2015]

Ryu, M., & Han, S. (2016). 영어말하기능력신장을위한스마트앱개발 (Development of smart application for English speaking). Journal of The Korean Association of Information Education, 20(4), 367-374. [in Korean]

Sadykova, G., Gimaletdinova, G., Khalitova, L., & Kayumova, A. (2016). Integrating mobile technologies into very young second language learners' curriculum. In S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds.), CALL Communities and Culture - Short Papers from EUROCALL 2016 (pp. 408-412), Research-publishing.net.

Şahan, O., Çoban, M., & Razi, S. (2016). Students learn English idioms through WhatsApp: Extensive use of smartphones. Erzincan Üniversitesi Eğitim Fakültesi Dergisi Cilt-Sayı, 18(2), 1230-1251.

Sahrir, M., Zainuddin, N., & Nasir, M. (2016). Learning preference among Arabic language learners via mobile learning management system platform (Mobile LMS) using I-Taleem. Presentation International Language and Tourism Conference (pp. 1-10).

Saidouni, K., & Bahloul, A. (2016). Teachers and students' attitudes towards using mobile-assisted language learning in higher education. Arab World English Journal, 3 Special Issue on CALL, 123-140.

Salalas, I. (2016). Implementation of a Distributed Mobile-based Environment to Help Children Learning a Foreign Language. MSc thesis. Helenic Open University

Samimi, F., & Abadi, S. (2016). The mediation of mobile application in boosting the vocabulary learning of upper-intermediate EFL learners: Advantages and disadvantages. Modern Journal of Language Teaching Methods, 6(5), 302-311.

Santiago Campión, R., & Bárcena, E. (2016). El potencial del podcast como recurso didáctico para el desarrollo de las destrezas orales de segundas lenguas con dispositivos móviles (The potential of podcasts as a didactic resource for the development of oral skills in second language with mobile devices). Revista Internacional de Didáctica de las Lenguas Extranjeras, I, 61-72. [in Spanish]

Santos, M., Lübke, A., Taketomi, T., ..., & Kato, H. (2016). Augmented Reality as multimedia: The case for situated vocabulary learning. Research and Practice in Technology Enhanced Learning, 11(4), 1-23.

Saverna, A. (2016). Les BaladeursMP3 en Classe d'anglais au Lycée - Représentations et Attitudes des Apprenants (MP3 Players in High School English Class - Representations and Attitudes of Learners). PhD dissertation, Université du Havre. [in French]

Scrivner, O., Madewell, J., Buckley, C., & Perez, N. (2016). Augmented Reality digital technologies (ARdt) for foreign language teaching and learning. Future Technologies Conference (pp.395-398).

Şenel, M. (2016). Exploring ELT students’ perception of mobile phone through figurative language. Sakarya University Journal of Education, 6(2), 9-25.

Seyyedrezaei, S., Kazemi, Y., & Shahhoseinic, F. (2016). Mobile Assisted Language Learning (MALL): An accelerator to Iranian language learners’ vocabulary learning improvement. International Journal of Research in Linguistics, Language Teaching and Testing, 1, 7-13.

Seyyedrezaei, S., Kazemi, Y., & Shahini, F. (2016). Mobile Assisted Language Learning (MALL): A contributor to language learning and teaching. International Journal of Research in Linguistics, Language Teaching and Testing, 1(1), 14-21.

Shah, Z., Ahmed, A., & Anjum, A. (2016). Improving English listening skills of IELTS students through smartphones. ELF Annual Research Journal, 18, 123-136.

Shahrokhi, M., & Kamyabi, M. (2016). The impact of Mobile-Assisted Language Learning (MALL) on phrasal verbs of Iranian intermediate EFL students. Blended Learning: Concepts, Methodologies, Tools, and Applications (pp. 886-908). Information Resources Management Association. Preview only

Shao, Y., Wang, L., & Lü, S. (2016). In search of the effectiveness of MALL: A case study about smartphone based EFL learning in a Chinese vocational college. In A. Palalas & M. Ally (Eds.), International Handbook of Mobile-Assisted Language Learning. China Central Radio & TV University Press, Co., Ltd. (pp. 582-607).

Shen, X. (2016). 基于移动学习的大学生英语阅读能力培养研究与实践(Research and practice on the cultivation of college student’ English reading ability based on mobile learning). MA thesis, Guangxi Normal University. [in Chinese]

Shi, Z., & Luo, G. (2016). Application of WeChat teaching platform in interactive translation teaching. International Journal of Emerging Technologies in Learning, 11(9), 71-75. Kassel, Germany: International Association of Online Engineering.

Si, R. (2016). 基于微信的大学英语翻转课堂设计 (Design of college English flipped classroom based on WeChat). Journal of Ningbo Institute of Education, 3, 48-52. [in Chinese]

Šimonová, I. (2016a). Mobile technologies for foreign language learning. International Journal on Language, Literature and Culture in Education, 3(1), 25-39.

Šimonová, I. (2016b). Mobile devices in technical and engineering education with focus on ESP. International Journal of Interactive Mobile Technologies, 10(2), 33-40.

Šimonová, I., & Poulova, P. (2016a). Mobile devices in ESP learning: Pilot project. In A. Palalas & M. Ally, International Handbook of Mobile-Assisted Language Learning. China Central Radio & TV University Press, Co., Ltd. (pp. 516-544).

Šimonová, I., & Poulova, P. (2016b). Mobile-assisted model of teaching and learning English for IT students. Lecture Notes in Computer Science, 9622, 336-345.

Soleimani, H., Saeedi, A., & Rahmanian, M. (2016). Security challenges in mobile assisted language learning in the millennium for education. Advanced Education, 6, 4-10.

Son, J-B. (2016). Selecting and evaluating mobile apps for language learning. In A. Palalas & M. Ally, International Handbook of Mobile-Assisted Language Learning. China Central Radio & TV University Press, Co., Ltd. (pp. 161-179).

Song, E-H. (2016). 스마트폰듣기앱과카카오톡을활용한영어듣기연습에관한연구 (A study of the use of a smartphone English listening app and Kakao Talk on English listening practice). Multimedia-Assisted Language Learning, 19(3), 83-109. [in Korean]

Sooriyapala, D., Morawaka, M., Jayasinghe, H., & Fernando, S. (2016). “Alpha Champ” kids collaborative English learning application. Imperial Journal of Interdisciplinary Research, 2(12), 63-67.

Sperroff, Y. (2016). Using WhatsApp for speaking and listening practice. Presentation TESOL Greece 37th Annual Convention 2016 in Athens, Greece.

Steel, C. (2016). Students’ perspectives on the affordances and constraints of using mobile devices and applications for learning languages. In A. Gimeno-Sanz, F. Blin, D. Barr & M. Levy (Eds.) WorldCALL: Sustainability and Computer-Assisted Language Learning (pp. 230-243). New York: Bloomsbury.

Stockwell, G. (2016). Mobile language learning. In F. Farr & L. Murray (Eds.), Routledge Handbook of Language Learning & Technology (pp. 296-309). Abingdon: Routledge.

Strasser, T. (2016). El aprendizaje móvi len la enseñanza del alemán como lengua extranjera. Móviles, Tabletas y Similares (Mobile learning in teaching German as a foreign language. Phones, Tablets and Similar). Goethe-Institut Spanien. [in Spanish]

Sulistia wan Aditya, D., & Febrianto, D. (2016). Android application to enhance English speaking competence of health college students. iTell Conference Proceedings: Teaching and Researching Technology Enhanced Language Learning (pp. 31-34).

Sun, B., & Shu, H. (2016). M-learning in foreign language learning. International Conference on Contemporary Education, Social Sciences and Humanities (pp. 242-246).

Sun, J. (2016). 微信辅助对外汉语口语教学研究(Research on WeChat-assisted oral Chinese teaching as a foreign language). Science and Technology Vision, 21, xx. [in Chinese]

 Sun, J., Chang, C., Chen, M-J., & Yu-Yan Lin, Y-Y. (2016). Effects of enhanced element-managed instruction integrated with tablet PC-based collaborative polling on fifth graders' sight-word reading performance. International Journal of Mobile Learning and Organisation,10(1/2), 102-116.

Sun, J., & Chang, K-Y. (2016). Design and development of a location-based mobile learning system to facilitate English learning. Universal Access in the Information Society, 15(3), 345-357.

Suneetha, Y., GopiKrishna, A., & Basha, K. (2016). Upgradation of language learning of rural Indian students through mobile apps: A case study. ELT Voices- International Journal for Teachers of English, 6(2), 1-8.

Susanti, A., & Tarmuji, A. (2016). Techniques of optimizing WhatsApp as an instructional tool for teaching EFL writing in Indonesian senior high schools. International Journal on Studies in English Language and Literature, 4(10), 26-31.

Sytwu, T-A., & Wang, C-H. (2016). An investigation of the effects of individual differences on mobile-based Augmented Reality English vocabulary learning. In D. Churchill, J. Lu, T. Chiu & B. Fox (Eds.), Lecture Notes in Educational Technology (pp. 387-410). Switzerland: Springer International Publishing.

Tabrizi, A., & Moghadam, F. (2016). The effect of collocation instruction via short message service (SMS) on the acquisition of collocations by Iranian intermediate EFL learners: With a focus on gender. International Journal of Humanities and Cultural Studies, 3(1), 1339-1359.

Tagawa, T., & Yuizono, T. (2016). 英語句動詞の語感学習を支援するタブレット端末教材の開発と評価 (Development and evaluation of image-based learning system to acquire English phrasal verbs on tablet terminals). The Special Interest Group Technical Reports of IPSJ, 26(1), 1-7. [in Japanese]

Tan, Y. (2016). Effectiveness analysis of mobile phone word reciting software based on hierarchical processing theory - Taking "100 word chopping" as an example. Journal of Kaifeng Institute of Education, 36(6), 252-254.

Tarighat, S., & Khodabakhsh, S. (2016). Mobile-assisted language assessment: Assessing speaking. Computers in Human Behavior, 64, 409-413.

Tenelanda López, D., & Castelo, M. (2016). The use of mobile phones through audio and voice recordings to improve English pronunciation and intonation. Conference Proceedings ICT for Language Learning (p.69).

Terantino, J. (2016). Examining the effects of independent MALL on vocabulary recall and listening comprehension: An exploratory case study of preschool children. CALICO Journal, 33(2), 260-277.

Thorne, T. (2016). Augmenting classroom practices with QR codes. TESOL Journal, 7(3), 746-754.

Tılıç, G. (2016).Yabancı dil öğreniminde kullanılan etkileşimli mobil uygulamalar: Duolingo örneği (Interactive mobile applications used in foreign language learning: The Duolingo example). Journal of Education and Teaching Research, 5, Special Issue, 303-313. [in Turkish]

Toland, S., Mills, D., & Kohyama, M. (2016). Enhancing Japanese university students’ English-language presentation skills with mobile-video recordings. JALT CALL Journal, 12(3), 179-201.

Tran, P. (2016). Training learners to use Quizlet vocabulary activities on mobile phones in Vietnam with Facebook. JALT CALL Journal, 12(1), 43-56.

Tsourounis, S., & Demmans Epp, C. (2016). Learning dashboards and gamification in MALL: Design guidelines in practice. In A. Palalas & M. Ally, International Handbook of Mobile-Assisted Language Learning (pp. 370-398). China Central Radio & TV University Press, Co., Ltd.

Tutal, C. (2016). İngilizce yabancı dil olarak öğreten öğretmenlerin mobil uygulamaların eğitim aracı olarak kullanılması hakkındaki bakış açıları (Perspectives of Teachers Teaching English as a Foreign Language on the Use of Mobile Applications as an Educational Tool). MA thesis. Bahcesehir University, Istanbul. [in Turkish]

Udanor, C., & Nwoye, C. (2016). Motivation for the design and implementation of a SMS slang converter for Android devices. International Journal of Interactive Mobile Technologies, 10(1), 4-12.

Underwood, J. (2016). Challenges and opportunities in enacting MALL designs for LSP. In E. Martin-Monje, I. Alorza & B. García-Riaza (Eds.), Technology-Enhanced Language Learning for Specialized domains: Practical Applications and Mobility (Chapter 9). London: Routledge.

Uwizeyimana, V. (2016). Effects of Mobile Assisted Language Learning on Second Language Input: A Case of English in Rwanda. Lambert Academic Publishing.

Uz Bilgin, Ç. (2016). Facilitating English as a Foreign Language Learners’ Vocabulary Learning, Task Completion and Contextual Vocabulary Exploration Processes in a Mobile Supported Situated Learning Environment. PhD dissertation, Middle East Technical University, Ankara, Turkey.

Van de Vyver, J. (2016a).The use of mobile technology in the teaching and learning of foreign languages in French-speaking Belgium: The learners’ perspective. In E. Stoican, A. Matei & Ç. Mart (Eds.), Proceedings Conference of Modern Applied Languages: Identity Across Cultures (pp. 25-34). Lumina Educational Institutions Foundation Lumina. The University of South-East Europe.

Van de Vyver, J. (2016b).Mobile-assisted language learning community and culture in French-speaking Belgium: The teachers’ perspective. In S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds.), CALL Communities and Culture - Short Papers from EUROCALL 2016 (pp. 450-455). Research-publishing.net.

Van der Merwe, M. (2016). Integrating a LSP Dictionary via Mobile-Assisted Language Learning in a multilingual university setting. In T. Margalitadze & G. Meladze (Eds.), Proceedings of the 17th EURALEX International Congress (pp. 212-222). Ivane Javakhishvili Tbilisi University Press.

Vijayakumar, J., & Krishnadhas, J. (2016). A study on using news apps on mobile phones for enhancing English language skills of engineering students. National Conference onTeaching English Language to the 21st Century Learners.

Vinothkumar, C., & Jayachandran, J. (2016). The efficacy of Mobile-Assisted Language Learning (MALL) on language learning. International Journal of Recent Research and Applied Studies, 3(12), 19-22.

Viswanathan, R. (2016). Language skills training through mobile apps: Opportunities and challenges. In R. Cintron, J. Samuel, & J. Hinson (Eds.), Accelerated Opportunity Education Models and Practices (pp. 142-167). IGI Global.

Vu, N. (2016). Mobile learning in language teaching context of Vietnam: An evaluation of students’ readiness. Journal of Science, HCMC University of Education 7(85), 16-27.

Wagner, M-N., Donskaya, M., Kupriyanova, M., & Ovezova, U. (2016). Perspectives of introduction of the Mobile-Assisted Language Learning (MALL) technology. International Journal of Environmental & Science Education, 11(15), 8562-8571.

Wagner-Loera, D. (2016). The Effects of Texting and Electronic Language-Switching on English as a Second Language (ESL) Students' Performance and Cognitive Load: Side Effects of Mobile Assisted Language Learning (MALL). PhD. Dissertation, Grand Canyon University. ProQuest Dissertations Publishing.

Wang, H-Y., Liu, G-Z., & Hwang, G-J. (2016). Integrating socio-cultural contexts and location-based systems for ubiquitous language learning in museums: A state of the art review of 2009-2014. British Journal of Educational Technology, 48(2), 653-671.

Wang, Q. (2016). 基于微信平台的大学英语翻转教学模式探究 (Research on the flipped teaching mode of college English based on WeChat platform). China Educational Technology Equipment, 2, 65-67. [in Chinese]

Wang, Y., & Wu, L. (2016). Aviation English learning with a MALL approach. 5th International Conference on Computer Science and Network Technology (pp. 362-365).

Wang, Y., Fang, W-C., Han, J., & Chen, N-S. (2016). Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange. Australian Journal of Educational Technology, 32(4), 18-37.

Wang, Y-H. (2016). Could a mobile-assisted learning system support flipped classrooms for classical Chinese learning? Journal of Computer Assisted Learning, 32(5), 391-415.

Wang, Z., & Cui, Y. (2016). Mobile-Assisted Language Learning in China’s college English education: The reality and research. In D. Churchill, et al. (Eds.), Mobile Learning Design (pp. 335-339). Lecture Notes in Educational Technology. Singapore: Springer Science+Business Media.

Waragai, I., Raindl, M., Ohta, T., & Miyasaka, K. (2016). Mobile assisted language learning and mnemonic mapping - The loci method revisited. In S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds.), CALL Communities and Culture - Short papers from EUROCALL 2016 (pp. 462-467). Dublin: Research-publishing.net.

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

Winet, D. (2016). Mobile instant messaging in the ESL writing class. The Electronic Journal for English as a Second Language, 20(3), 1-6.

Wollscheid, S., Sjaastad, J., Tømte, C., & Løver, N. (2016). The effect of pen and paper or tablet computer on early writing-a pilot study. Computers & Education, 98, 70-80.

Won, E-S. (2016). Implications for smart learning in English education in South Korea by comparison of mobile device usage in 2008 and 2014. International Journal of Knowledge and Learning, 11(2-3), 137-146.

Wong, L-H., Hsu, T-C., & Boticki, I. (2016). How learners of different learning styles collaborate in a mobile-assisted Chinese character game based on flexible grouping. Proceedings ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local (pp. 454-463).

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

Woodman, K. (2016). Strategies for supporting teachers in the implementation of MALL. In A. Palalas & M. Ally, International Handbook of Mobile-Assisted Language Learning. China Central Radio & TV University Press, Co., Ltd. (pp. 316-338).

Wu, C. (2016). The study of teaching Chinese as a second language based on mobile-assisted language learning. Proceedings 6th International Conference on Electronic, Mechanical, Information and Management (EMIM 2016) (pp. 575-580). Atlantis Press.

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

Xie, N., & Hu, H. (2016a). 智能手机应用于高职英语课堂教学的可行性分析 (The application of smartphones in higher vocational English classroom teaching behavioral analysis). Industry and Technology Forum, xx, xx. [in Chinese]

Xie, N., & Hu, H. (2016b). 智能手机的移动学习在高职英语教学中应用研究(Feasibility analysis of smartphone application in higher vocational English classroom teaching). Production Industry and Technology Forum, 15, 165-166. [in Chinese]

Xiong, Y. (2016). 基于智能手机的商务英语写作移动学习研究 (Study on m-learning for business English writing based on smart phone). Journal of Changsha University, 6, 153-156. [in Chinese]

Xu, H., & Zhao, H. (2016). 国内移动语言学习研究现状与问题 (Research status and problems of mobile language learning in China). Journal of Mudanjiang Normal University (Philosophy and Social Sciences Edition), 1, 110-113. [in Chinese]

Xuexi, F. (2016). (On the teaching innovation of college English based on “Class+ Mobile Learning” model). Journal of Guangxi Normal University (Philosophy and Social Sciences), 52(4), 140-144. (in Chinese)

Yadegarfar, H., & Simin, S. (2016). Effects of using Instagram on learning grammatical accuracy of word classes among Iranian undergraduate TEFL students. International Journal of Research Studies in Educational Technology, 5(2), 49-60. 

Yaman, F., Donmez, O., Avci, E., & Yurdakul, I. (2016). İşitmeengelliöğrencilerinokuma-yazmaeğitimindemobiluygulamakullanımı. Egitimve Bilim (Integrating mobile applications into hearing impaired children's literacy instruction. Education and Science), 41(188), 153-174. [in Turkish]

Yaman, İ., & Ekmkci, E. (2016). A shift from CALL to MALL? Participatory Educational Research, 4(2), 25-32.

Yang, G. (2016). Chinese Students' Response Towards Vocabulary Mobile App. Lambert Academic Publishing.

Yang, K-H., Lo, W-Y., Wu, S-S., & Chang, W-L. (2016). Investigating the effects of mobile learning with cross-age peer tutoring in English learning. Proceedings 4th International Congress on Advanced Applied Informatics, (pp. 367-369).

Yang, X. (2016). Mobile Devices Supporting International Students to Overcome Language and Cultural Difficulties during Study Abroad. PhD dissertation, University of York Education.

Yavuz, F. (2016). Do smartphones spur or deter learning: A WhatsApp case study. International Journal of Educational Sciences, 15(3), 408-415.

Yates, N., & Palalas, A. (2016). Principles and strategies to design resources for mobile-assisted language learning environments. In A. Palalas & M. Ally, International Handbook of Mobile-Assisted Language Learning. China Central Radio & TV University Press, Co., Ltd. (pp. 180-220).

Yen, L., Chen, C-M., & Huang, H-B. (2016). Effects of mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ICEL2016-Proceedings of the 11th International Conference on e-Learning (pp. 255-262). Academic Conferences and Publishing Ltd. [Same as Chen, Liu & Huang 2019]

Yi, X. (2016). 基于智能手机的移动学习在高职英语教学中应用研究 (Research on the application of mobile learning based on smartphones in higher vocational English teaching). Journal of Huanggang Vocational and Technical College, 18(4), 44-47. [in Chinese]

Ying, L-C., & Wah, F-P. (2016). App-MFoL mobile application development for learning Mandarin as a foreign language. International Journal of Advanced and Applied Sciences,‏ 3(11),  47-51.

Yu, C-Y., Pu, J-N., Zheng, L-T., & Guan, S-Q. (2016). Different effects of Augmented Reality technology and traditional methods on memorizing English words among young children. Journal of Northeastern University, 37(9), 1250-1253.

Yu, Z., & Wang, G. (2016). Academic achievements and satisfaction of the clicker-aided flipped business English writing class. Journal of Educational Technology & Society, 19(2), 298-312.

Yuan, Y. (2016). 大学英语移动学习现状调查研究 (Investigation and Research on the Current Situation of College English Mobile Learning). Dissertation, Harbin Normal University. [in Chinese]

Yuliyanti, W., Utomo, H., & Ze. M. (2016). Feasibility analysis on mobile based application of vocabulary learning (m-learning) for early childhood (a case study on PAUD). iTellConference Proceedings: Teaching and Researching Technology Enhanced Language Learning (pp. 154-163).

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).

Zainuddin, N., Sahrir, M., Idrus, R., & Jaffar, M. (2016). Scaffolding a conceptual support for personalized Arabic vocabulary learning using Augmented Reality (AR) enhanced flashcards. Journal of Personalized Learning, 2(1), 95-103.

Zardini, A. (2016). O uso do WhatsAppna sala de aula de língua Inglesa - relato de experiencia em um curso de idiomas (The use of WhatsApp in the English language classroom -Experience report on a language course). In Anais do V Simpósio sobre o Livro Didático de Língua Materna e Língua Estrangeira & do IV Simpósio sobre Materiais e Recursos Didáticos(pp. 224-235). [in Portuguese]

Zayed, N. (2016). Special designed activities for learning English language through the application of WhatsApp! English Language Teaching, 9(2), 199-204.

Zhang, L. (2016a). Research on the practice of flipped class mode based on the platform of WeChat. Journal of US-China Public Administration, 13(5), 358-366.

Zhang, L. (2016b). 平板电脑在小学英语课堂中的应用设计 (The application design of tablet computer in primary school English classroom). English Pictorial (Advanced Edition). 2, 39. [in Chinese]

Zhang, Q. (2016). Empirical research on the results of smart phone English software in college students’ English teaching. Revista Iberica de Sistemas e Tecnologias de Informacao, E11, 85-95.

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.

Zhang, Y. (2016). The impact of mobile learning on ESL listening comprehension. Conference presentation, 3rd International Conference on Advanced Education and Management (np).

Zhang, X. (2016). 基于移动学习模式的大学英语教育生态系统研究 (Research on college English education ecosystem based on mobile learning model study). Journal of Shenyang Normal University, 5, xx. [in Chinese]

Zhao, W. (2016). 浅析智能手机在中职英语教学中的应用 (Analysis of the application of smartphones in secondary vocational English teaching). Talents Source Development, 18, 226-227. [in Chinese]

Zheng, J., & Weng, Y. (2016). 高职英语视听说课程中移动学习模式的构建路径 (Construction path of mobile learning model in English audio-visual course in higher vocational colleges). Journal of Ningbo Institute of Education, 18(2), 47-49. [in Chinese]

Zheng, W. (2016). Design of mobile micro-English vocabulary system based on the Ebbinghaus forgetting theory. Proceedings - 8th International Conference on Internet Computing for Science and Engineering, ICICSE 2015 (pp. 241-246).

Zhong, L. (2016). Design and implementation of interactive English grammar learning system based on Android platform. Presentation International Conference on Intelligent Transportation, Big Data & Smart City (pp. 208-211).

Zhou, Y. (2016). 移动互联视域下的大学英语智慧教学模式研究 (Research on the smart teaching mode of college English from the perspective of mobile internet). Modern Educational Technology, 12, 79-85. [in Chinese]

Zuhri, F. (2016). Mobile Assisted Language Learning: The recent applications of emerging mobile technologies. BASTRA, 3(1), 1-10.

Zuhri, F., & Aswandi (2016). Mobile-Assisted Language Learning: The recent application of emerging mobile technologies. Proceedings of TEFLIN International Conference 2016 Creativity and Innovation in Language Materials Development and Language Teaching Methodology in Asia and Beyond at English Language Education (pp. 641-648). [Same as Zuhri  2016]