2017

Ababneh, S. (2017). Using mobile phones in learning English: The case of Jordan. Journal of Education and Human Development, 6(4), 120-128.

Abarca Bahamondes, N. (2017). Kahooting with Teach-nology: The Mobile-Assisted Language Learning (MALL) and Vocabulary Intake in Action. Research Report PEI-029 Seminario y Práctica Adult Education.

Abrash, A. (2017). Perceptions of Students on the Usage of Mobile Phones in Foreign Languages and English Preparatory School: The Case of Eastern Mediterranean University. MS thesis, Eastern Mediterranean University.

Adams, A. (2017). Predictors of Performance on an iPad-Based Reading Comprehension Intervention Among Spanish-Speaking Dual Language Learners at Risk for Reading Comprehension Delays. PhD dissertation, Arizona State University. ProQuest Dissertations Publishing.

Afzali, P., Shabani, S., Basir, Z., & Ramazani, M. (2017). Mobile-assisted vocabulary learning: A review study. Advances in Language and Literary Studies, 8(2), 190-195.

Aguirregoitia Martínez, A., López Benito, J., Artetxe González, E., & Bilbao Ajuria, E. (2017). An experience of the application of Augmented Reality to learn English in infant education. IEEE 2017 International Symposium on Computers in Education (pp. 1-6).

Ahmad, K., Armarego, J., & Sudweeks, K. (2017). The impact of utilising mobile assisted language learning (MALL) on vocabulary acquisition among migrant women English learners. Interdisciplinary Journal of E-Skills and Lifelong Learning, 13, 37-57.

Aisyah, S., & Ciptaningrum, D. (2017). An evaluation of English listening mobile applications for grade eleven students of senior high school. ELT Journal, 131-135.

Akhiar, A., Mydin,A., & Kasuma, S. (2017). Students’ perceptions and attitudes towards the use of Instagram in English language writing. Malaysian Journal of Learning and Instruction, Special Issue on Graduate Students’ Research on Education, 47-72.

Aksoy, Y., & Dimililer, C. (2017). Teacher opinions on usage of mobile learning in preschool foreign language learning. Eurasia Journal of Mathematics Science and Technology Education, 13(8), 5405-5412.

Albadry, H. (2017). An investigation into the role of tablet devices in facilitating collaborative learning in EFL language course. International Journal of Emerging Technologies in Learning, 12(4), 39-52.

Alfayed, A. (2017). Using WhatsApp to teach recount text writing: A Steem homework lesson plan.

Alizadeh, M., Mehran, P., Koguchi, I., & Takemura, H. (2017). Learning by design: Bringing poster carousels to life through augmented reality in a blended English course. EUROCALL 2017 (pp. 7-12). Research-publishing.net.

Al-Jarrah, J. (2017). ESL Teacher, Student, and Parent Perceptions of Using Educational Mobile Applications to Develop the Language Skills of ESL Elementary School Students. PhD dissertation, Southern Illinois University at Carbondale. ProQuest Dissertations Publishing.

Alm, A. (2017). From teacher to learner to teacher: Building context-awareness for mobile app use through exploration. In J. Colpaert, A. Aerts, R. Kern & M. Kaiser (Eds.), Proceedings CALL in Context (pp. 43-45).

Alobaydi, E., Mustaffa, N., Alkhayat, R., & Arshad, M. (2017). U-Arabic: Design perspective of context-aware ubiquitous Arabic vocabularies learning system. Proceedings - 6th IEEE International Conference on Control System, Computing and Engineering (pp. 1-6), ICCSCE 2016.

Al-Razgan, M. (2017). Afaneen: The design and evaluation of an interactive mobile game to enhance Arabic spelling. Journal of Universal Computer Science, 23(12), 1172-1199.‏

AlShammari, R., Parkes, M, & Adlington, R. (2017). Using WhatsApp in EFL instruction with Saudi Arabian university students. Arab World English Journal, 8(4), 68-84.

AlShehab, M. (2017). The effect of using mobiles in students' ability in translation from English into Arabic at Jadara University in Jordan. International Journal of Applied Linguistics and Translation, 3(3), 32-39.

Alsowat, H. (2017). Breaking down the classroom walls: Augmented Reality effect on EFL reading comprehension, self-efficacy, autonomy and attitudes. Studies in English Language Teaching, 5(1), 1-23.

Al-Temimi, Z. (2017). Usefulness of adopting smartphones in education to develop the learners’ proficiency in English language. Al-Ma’mon College Journal, 30, 144-160.

Alzaidiyeen, N. (2017). English as a foreign language students’ attitudes towards the utilization of iPad in language learning. Malaysian Online Journal; of Educational Technology, 5(3), 16-24.

AlZieni, H. (2017). Critical Evaluation of The Impact of Mobile Learning on The Acquisition of English Language Skills and Learner Autonomy of Learners at Dubai Men’s College Foundations Program. PhD dissertation, Alexandria University, Alexandria, Egypt.

Alzu'bi, A., & Singh, M. (2017). The use of language learning strategies through smartphones in improving learner autonomy in EFL reading among undergraduates in Saudi Arabia. International Journal of English Linguistics, 7(6), 59-72.

Amini, N, & Taki, S. (2017). Evaluating ELT materials: A comparison between traditional materials and mobile apps. International Journal of Foreign Language Teaching & Research, 5(20), 59-78.

Anas, N., & Mahayuddin, Z. (2017a). Aiding autistic children learn Arabic through developing an engaging user-friendly Android app. IIOABJ, 8 (Suppl 3), 87-90.

Anas, N., & Mahayuddin, Z. (2017b). A review on Android applications for Arabic language learning. IIOABJ, 8 (Suppl 3), 102-105.

Andalis, A., Henson, B., Junsay, J., … & Dela Cruz, G. (2017). Effectiveness of the AngoLingo mobile game technology in English language learning in Adamson University Basic Education Department. JPAIR Multidisciplinary Research, 28(1), 180-193.

Andújar-Vaca, A., & Cruz-Martínez, M. (2017). Mensajería instantánea móvil: WhatsApp y su potencial para desarrollar las destrezas orales (Mobile Instant Messaging: WhatsApp and its potential to develop oral skills). Comunicar, 50(1), 43-52. [in Spanish]

Anggraeni, C. (2017). Students’ perspectives toward the use of Instagram in writing class. English Language and Literature International Conference Proceedings, 1 (pp. 68-74).

Ansarin, A., Farrokhi, F. Mahboudi, H., & Jam, Z. (2017). Attitudes towards smart phones and tablets. International Journal of Applied Linguistics & English Literature, 6(5), 66-82.

Aragão, R. (2017). Emoções e ações de professors ao fala ringlês no WhatsApp (Teachers’ emotions and actions when talking in English on WhatsApp). Revista Brasileira de Linguistica Aplicada, 17(1), 83-112. [in Portuguese]

Ardi, P. (2017). Promoting learner autonomy through Schoology m-learning platform in an EAP class at an Indonesian university. Teaching English with Technology, 17(2), 55-76.

Argüelles Álvarez, I., Martínez Núñez, M., García Hernando, A., & da Silva Fariña, A. (2017). Up2B2: Playing English grammar games at the B2 level. Language Value, 9(1), 132-159.

Astarilla, L., & Warman, D. (2017). The effect of WhatsApp in blended learning on

English as foreign language (EFL) undergraduate student’s reading comprehension. Advances in Social Sciences, Education and Humanities Research, 110, 74-77.

Avci, H., & Adiguzel, T. (2017a). Project-based foreign language learning in a mobile-blended collaborative learning setting: A case study of EFL learners. Conference Proceedings SITE 2017 (pp. 740-743), Austin, TX. [Same as Avci & Adiguzel 2017b]

Avci, H., & Adiguzel, T. (2017b). A case study on mobile-blended collaborative learning in an English as a foreign language (EFL) context. International Review of Research in Open and Distributed Learning, 18(7), 45-58.

Avila Dorante, M. (2017). Aprendizaje móvil y competencias digitales en el aprendizaje del inglés. Trabajo de tesis. (Mobile learning and digital skills in learning English. Thesis work). Teaching Degree in Education, University of Quintana Roo: Mexico. [in Spanish]

Avramenko A., & Shevchenko V. (2017). Mобильные приложения как инструмент геймификации языкового образования (Mobile applications as a tool of language education gamification). Bulletin of the Moscow Region State University. Series: Pedagogics. 4, 64-71. [in Russian]

Axelsson, M. (2017). Aplicación del Aprendizaje Móvil Para Mejorar la Interacción Oral de Estudiantes de Español Como Lengua Extranjera (Mobile Learning Application to Improve the Oral Interaction of Students of Spanish as a Foreign Language). PhD dissertation, Universidad Nacional De Educación A Distancia, Spain. [in Spanish]

Azadi, M., & Azad, M. (2017). On the effect of mobile and electronic learning (ME learning) on reading rate and reading comprehension of Iranian elementary EFL learners. In M. Mohammadi (Ed.), Proceedings of the Fifteenth International Conference of Teaching English Language and Literature Society of Iran (pp.23-29).

Azmi, N., Maryono, D., & Yuana, R. (2017). Development of an Android-based learning media application for visually impaired students. Indonesian Journal of Informatics Education, 1(1), 61-68.

Bakhtiyar, M. (2017). Promoting blended learning in vocabulary teaching through WhatsApp. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 2(2), 106-112.

Baek, J., Yoo, Y., Lee, K., ..., & Baek, Y. (2017). Using an Instant Messenger to learn a foreign language in a peer-tutoring environment. Turkish Online Journal of Educational Technology, 16(2), 145-152.

Bakay, Ş. (2017). Investigating the Effectiveness of a Mobile Device Supported Learning Environment on English Preparatory School Students’ Vocabulary Acquisition. PhD dissertation, Middle East Technical University, Ankara.

Baker, E. (2017). Apps, iPads, and literacy: Examining the feasibility of speech recognition in a first-grade classroom. Reading Research Quarterly, 52(3), 291-310.

Bakhtiyar, M., & Lasti’ah (2017). WhatsApp and Flashcard: When modern and traditional technology collaborate in vocabulary teaching. In W. Savitri & Asrori (Eds.), Proceedings The 3rd English Teaching Conference, Implanting the 21st Century Skills through Language Learning (pp.1-10).

Baldauf, M., Brandner, A., & Wimmer, C. (2017). Mobile and gamified blended learning for language teaching - Studying requirements and acceptance by students, parents and teachers in the wild. ACM International Conference Proceeding Series (pp. 13-24).

Baliu, M., & Machmud, K. (2017). The use of a smartphone in developing students' reading comprehension from perspectives of gender differences. English Language Teaching and Research, 1(1), 217-229.

Barcomb, M., Grimshaw, J., & Cardoso, W. (2017). I can’t program! Customizable mobile language-learning resources for researchers and practitioners. Languages, 2(3), 1-15.

Batsila, M., Tsihouridis, C., & Tsihouridis, A. (2017). All for one and one for all- Creating a mobile learning net for ESP students’ needs. International Journal of Emerging Technologies in Learning, 12(4), 17-38.

Bello, M., & Hadiza, B. (2017). Revitalizing education through integrating Telegram as corrective feedback in language teaching. Sokoto Educational Review, 17(1-2), 99-104.

Bermudez, N., & Bayron G. (2017). Duolingo: A useful complementary mobile phone to improve English as a foreign language learning and teaching. BA thesis, Colombia Teaching English as a Foreign Language School of Education. Universidad Nacional Abierta y a Distancia.

Berns, A., Palomo-Duarte, M., Isla-Montes, J., ..., & De la Torre, P. (2017). Agenda colaborativa para el aprendizaje de idiomas: Del papel al dispositivo móvil. (The collaborative agenda for language learning: From paper to the mobile device). Revista Iberoamericana de Educación a Distancia, 20 (2), 119-139. [in Spanish]

Berns, A., Palomo-Duarte, M., & Dodero, J. (2017). A mobile learning system to allow students developing their own learning resources. In. J. Colpaert, A. Aerts, R. Kern & M. Kaiser (Eds.), CALL in context- Proceedings of the 2017 CALL Conference (pp. 83-90). Academic Press.

Bi, P. (2017). 形成性自我评估融入移动听力学习的模式研究 (Research on the mode of integrating formative self-assessment into mobile listening learning). Modern Educational Technology, 12), 82-87. [in Chinese]

Bian, Y., & Liu, Y. (2017). Current situation of Chinese college students using English learning app. New Media Studies, 3(16), 21-22.

Bikorimana, E., Rutayisire, J., Omar, M., & Yi, S. (2017). M-Kinyarwanda: Promoting autonomous language learning through a robust mobile application. Proceedings of the 13th International Conference on Mobile Learning 2017 (pp. 151-155).

Bloshchynskyi, I. (2017). Bикористання спеціалізованого програмного додатку Ankiпід час самостійної професійної іншомовної підготовки майбутніх Офіцерів-Прикордонників до складання державних екзаменів.(Usage of Anki specialised program application during future Border Guard officers’ independent foreign language professional training for passing state examination. Information Technologies and Learning Tools), 58(2), 49-58. [in Ukrainian]

Bocci, F., Guerini, I., & Marsano, M. (2017). Le App come strumenti per l’apprendimento della letto-scrittura. Una rassegna (The Apps as tools for learning to read and write. A Review). Form@re - Open Journal per la formazione in rete, 17(2), 225-237. [in Italian]

Bok, C., Goh, Y., & Soo, Y. (2017). Using mobile technologies to support the extensive learning of new words in Chinese fantasy novel. Advanced Science Letters.

23(8), 7686-7689.

Bowles, M. (2017). Leveraging the affordances of mobile learning for vocabulary gains. 14th International Conference on Cognition and Exploratory Learning in the Digital Age (pp. 241-245).

Bozdoğan, D., Kasap, B., & Kose, U. (2017). Design principles for an intelligent-augmented- reality-based m-learning application to improve engineering students' English language skills. In G. Kurubacak & H. Altinpulluk (Eds.), Mobile Technologies and Augmented Reality in Open Education (pp. 215-232). IGI Global.

Bozoglan, H., & Gok, D. (2017). Effect of mobile-assisted dialect awareness training on the dialect attitudes of prospective English language teachers, Journal of Multilingual and Multicultural Development, 38(9), 772-787.

Bradley, L., Berbyuk Lindström, N., & Hashemi, S. (2017). Integration and language learning of newly arrived migrants using mobile technology. Journal of Interactive Media in Education, 1(3), 1-9.

Braga, J. (2017). English language teaching on the wings of mobility: A study on the affordances of mobile learning in classroom practice. In A. Oliveira & J. Braga (Ed.), Inspiring Insights from an English Teaching Scene (pp. 142-163). Belo Horizonte.

Braga, J., de Oliveira Silva, L., & Gomes Junior, R. (2017). CALL & MALL: Using technology to achieve educational objectives in the language classroom. In A. Oliveira & J. Braga (Ed.), Inspiring Insights from an English Teaching Scene (pp. 121-141). Belo Horizonte.

Braga, J., Gomes Jr., R., & Racilan, M. (2017). Reflexões sobre ensino e aprendizagem de línguas na formação de professores via dispositivos móveis (Reflections on language teaching and learning in teacher training via mobile devices). Hipertextus Revista Digital, Recife, 16(1), 32-51. [in Portuguese]

Brzezinska, M. (2017). A story of a smartphone-less teacher who became her students’ ICT guru. GEN TEFL Journal, 2(1), 134-141.

Bruhal, Y., & Bilyk, O. (2017). Сутнісні характеристики технології мобільного навчання іноземної мови як педагогічної інновації (The essential features of technology of mobile training foreign language as a pedagogical innovation). National University “Lvivskapolitehnika”. Young Scientist, 6(46), xx. [in Ukrainian]

Bustillo, J., Rivera, C., Guzman, J., & Ramos Acosta, L. (2017). Benefits of using a mobile application in learning a foreign language. Sistemas & Telematica, 15(40), 55-68. 

Cacchione, A., Procter-Legg, E., & Petersen, S. (2017). #GOTTACATCHEMALL: Exploring Pokemon Go in search of learning enhancement objects. In I. Sanchez & P. Isaias (Eds.), Proceedings International Conference Mobile Learning 2017 (pp. 25-32). Budapest, Hungary.

Çakmak, F., & Erçetin, G. (2017). Exploring mobile assisted listening strategies by tracking learner behavior: Processes and outcomes. In J. Colpaert, A. Aerts, R. Kern & M. Kaiser (Eds.), Proceedings CALL in Context (pp. 91-98).

Calderón Márquez, A., Duarte, M., Berns, A., & Dodero, J. (2017). Tendencias y tipos de aprendizaje en MALL: Una revision sistemática de la literatura (2012-2016) (Trends and types of learning in MALL: A systematic literature review (2012-2016)). Presentation IV Congreso Internacional sobre Aprendizaje, Innovación y Competitividad (np) Zaragoza, Spain. [in Spanish]

Campbell, C., & Geertsema, M. (2017). Improving student language learning in adult education through the use of mobile learning: Barriers, challenges and ways to move forward. In A. Murphy, H. Farley, L. Dyson & H. Jones (Eds.), Mobile Learning in Higher Education in the Asia-Pacific Region Harnessing Trends and Challenging Orthodoxies (pp. 541-553).

Cani, J., Pinheiro, I., Santiago, M., & Soares, G. (2017). Análise de jogos digitais em dispositivos móveis para aprendizagem de línguas estrangeiras (Analysis of digital games for foreign/second language learning in mobile devices). Revista Brasileira de Linguistica Aplicada, 17 (3), 455-481. [in Portuguese]

Cardini, D., Mayasari, L., Wijaya, A., & SS, M. (2017). The effectiveness of Hello English Application 4th-6th and 9th-11th lessons as the alternative media for teaching grammar in seventh graders in SMP Muhammadiyah 2 Surabaya. Universitas Muhammadiyah Surabaya.

Carvajal-Téllez, A., & Duarte-Medina, Y. (2017). Using mobile learning to enhance pre-service teachers’ participation in distance education English tutoring sessions. Enletawa Journal, 10(1), 69-84.

Çavuş, N., & İbrahim, D. (2017). Learning English using children’s stories in mobile devices. British Journal of Educational Technology, 48(2), 625-641.

Çelik, Ö., & Yavuz, F. (2017). The effect of using mobile applications on literal and contextual vocabulary instruction. International Journal of Learning and Teaching, 10(2), 126-136. [Same as Çelik 2018]

Çevİk, G., Yilmaz, R., Göktaş, Y., & Gülcü, A. (2017). Okul öncesi dönemde artırılmış gerçeklikle İngilizce kelime öğrenme (Learning English with Augmented Reality in preschool). Journal of Instructional Technologies and Teacher Education, 6(2), 50-57. [in Turkish]

Chan, N., & Ang, C-S. (2017). Investigating the use of mobile applications in everyday language learning. International Journal of Mobile Learning and Organisation, 11(4), 378-394.

Chang, C., Shih, J-L., & Chang, C-K. (2017). A mobile instructional pervasive game method for language learning. Universal Access in the Information Society, 16(3), 653-665.

Chee, K., Yahaya, N., & Ibrahim, N. (2017). Effectiveness of mobile learning application in improving reading skills in Chinese language and towards post-attitudes. International Journal of Mobile Learning and Organisation, 11(3), 210-225.

Chen, C-M., Wang, J-Y., & Lin, M. (2017). Enhancement of English learning performance by using an attention-based diagnosing and review mechanism in paper-based learning context with digital pen support. Universal Access in the Information Society, 18, 141-153.

Chen, T-C. (2017). Examining EFL instructors' and students' perceptions and acceptance toward M-learning in higher education. Universal Access in the Information Society, 16(4), 967-976.

Chen, Y., Carger, C., & Smith, T. (2017). Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning & Technology, 21(1), 28-41.

Chen, Y., Zhou, D., Wang, Y., & Yu, J. (2017). Application of Augmented Reality for early childhood English teaching. 2017 International Symposium on Educational Technology (pp.111-115).

Chen Hsieh, J., Huang, Y-M., & Wu, W-C. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178-190.

Chen Hsieh, J., Wu, W-C., & Marek, M. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1), 1-21.

Cheng, A., Yang, L., & Andersen, E. (2017). Teaching language and culture with a Virtual Reality game. Proceedings of the 2017 CHI Conference on Human Factors in Computing

Systems (pp. 541-549).

Cheng, L., Selamat, A., Alias, R., …, & bin Mohamed, F. (2017). InterviewME: A comparative pilot study on M-learning and MAR-learning prototypes in Malaysian English language teaching. Advances in Intelligent Systems and Computing, 532, 219-234.

Cheng X. (2017). Model study of English listening and speaking mobile learning based on podcasting. Agro Food Industry Hi-Tech, 28(3), 3085-3087.

Chiu, F-Y. (2017). Virtual Reality for learning languages based on mobile devices. Proceedings 16th International Conference Inf. Technol. Based Higher Educ. Training (pp. 1-3).

Chiverton, S. (2017). Cell phones for low-resource environments. English Teaching Forum, 55(2), 2-13.

Chojnacka, M. (2017). Optimizing the process of teaching English for medical purposes with the use of mobile applications: A Memrise-based case study. Polish Studies in English Language and Literature. Peter Lang.

Chou, P-N., Chang, C-C., & Lin, C-H. (2017). BYOD or not: A comparison of two assessment strategies for student learning. Computers in Human Behavior, 74, 63-71.

Chu, W. (2017). Design and realization of foreign language learning system based on mobile internet platform. Advances in Computer Science Research, 81, 114-118.

Chua, N., Tajuddin, A., & Goh, Y. (2017). Undergraduate’s perceptions on smartphone applications in learning Mandarin. The Social Sciences, 12(9), 1687-1694.

Chuang, Y-T. (2017). MEMIS: A mobile-supported English-medium instruction system. Telematics and Informatics, 34(2), 640-656.

Cojocnean, D. (2017). Mobile learning in the foreign language classroom - challenges and opportunities. Revista de Pedagogie - Journal of Pedagogy, LXV(1). 59-72

Conole, G., & Pérez-Paredes, P. (2017).Adult language learning in informal settings. The role of mobile learning. In S. Yu, M. Alley & A. Tsinakos (Eds.), Mobile and Ubiquitous Learning. An International Handbook (pp. 45-58). New York, NY: Springer.

Costa, R., & Han, T. (2017). The effect of using a mobile application on EFL learners' beliefs about language learning. International Journal of Developmental and Educational Psychology, 1(1), 229-238.

Crowther, D., Kim, K., & Loewen, S. (2017). The implementation of ISLA in MALL technology: An investigation into the potential effectiveness of Duolingo. MSU Working Papers in SLS, 8(1), 20-39.

Darmi, R., & Albion, P. (2017). Enhancing oral communication skills using mobile phones among undergraduate English language learners in Malaysia. In A. Murphy, H. Farley, L. Dyson & H. Jones (Eds.), Mobile Learning in Higher Education in the Asia-Pacific Region Harnessing Trends and Challenging Orthodoxies (pp. 297-314).

de Andrade, I. (2017). Aprendizagem de Língua Assistida por Dispositivos Móveis (Aladim): Uma Proposta Alternativa Para o Ensinoda Língua Espanhola. (Mobile-Assisted Language Learning (Aladdin): An Alternative Proposal for Teaching the Spanish Language) PhD dissertation, Universidade Estadual De Campinas. [in Portuguese]

Dehghan, F., Rezvani, R., & Fazeli, S. (2017). Social networks and their effectiveness in learning foreign language vocabulary: A comparative study using WhatsApp. CALL-EJ, 18(2), 1-13.

Demirer, F. (2017). English Instructors’ Attitudes Toward Mobile Assisted Language Learning: A Descriptive Study. MA thesis, Çağ University, Institute of Social Sciences, Ankara.

Demmans Epp, C. (2017). Migrants and mobile technology use: Gaps in the support provided by current tools. Journal of Interactive Media in Education, xxx

Demmans Epp, C., Swann, S., & Watanabe, D. (2017). Mobile application use to support vocabulary knowledge in a Japanese high school: Learning gains, barriers, and opportunities. In R. Power, M, Ally, D. Cristol & A. Palalas (Eds.), IAmLearning: Mobilizing and Supporting Educator Practice (np).

Demmans Epp, C., Watanabe, D., & Swann, S. (2017). MALL gains, barriers, and opportunities. In R. Power, M. Ally, D. Cristol & A. Palalas (Eds.), IAmLearning: Mobilizing and Supporting Educator Practice, E-book.

Dingler, T., Weber, D., Pielot, M., ..., & Henze, N. (2017). Language learning on-the-go: Opportune moments and design of mobile micro-learning sessions. Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and Services (pp. 1-12).

Dinh, H., & Nhu Le, N. (2017). Augmented Reality: A brief introduction, its potentials and implications in language education. np.

Dizon, G., & Tang, D. (2017). Comparing the efficacy of digital flashcards versus paper flashcards to improve receptive and productive L2 vocabulary. The EuroCALL Review, 25(1), 3-15.

Doğan, G. (2017). The Effects of Tablets on Students’ English Vocabulary Learning. MA thesis, Ufuk University, Institute of Social Sciences, Ankara.

Dollah, N., Ghalib, M., Sahrir, M., ..., & Omar, Z. (2017). Prototype development of mobile app for trilingual Islamic banking and finance glossary of terms via iOS and Android based devices. International Journal of Interactive Mobile Technologies, 11(3), 145-161.

Dribnokhod, N. & Sotnykova, S. (2017). Можливості використання мобільних додатків у навчанні німецької мови (Opportunities to use mobile applications by teaching German language). Actual Problems of Modern Linguistics and Methods of Teaching Foreign Languages in Student Studies. Collection of Studies,13, 41-44. Kharkiv: V. N. Karazin Kharkiv National University. [in Ukrainian]

Dumachev, L., & Smolina, L. (2017). The use of mobile applications for the development of foreign language lexical skills training in a nonlanguage university. Mezhdunarodnyiy Studencheskiy Nauchnyiy Vestnik, 1, 38-38.

Dunkerly-Bean, J., & Crompton, H. (2017). The role of mobile learning in promoting literacy and human rights for women and girls. Blended Learning: Concepts, Methodologies, Tools, and Applications (pp. 2047-2076). Information Resources Management Association.

Edwards, J. (2017). Undergraduate Student Acceptance and Use of Mobile Learning in Speech Preparation Using Skype. PhD dissertation, Indiana State University.

Ekinci, E., & Ekinci, M. (2017). Perceptions of EFL learners about using mobile applications for English language learning: A case study. International Journal of Language Academy, 5(5), 175-193.

Elaish, M., Abdul Ghani, N., & Shuib, L. (2017). Mobile game applications (MGAS) for English language learning: A guideline for development. Conference presentation, 94th IASTEM International Conference, Kuala, Lumpur, Malaysia.

Elaish, M., Ghani, N., Shuib, L. & Al-Haiqi, A. (2017). Development of a mobile game application to boost students’ motivation in learning English vocabulary. IEEE Access, 7, 13326-13337.

Elaish, M., Shuib, L., Abdul Ghani, N., ..., & Alaa, M. (2017). Mobile learning for English language acquisition: Taxonomy, challenges, and recommendations. IEEE Access, 5, 19033-19047.

Elega, A., & Özad, B. (2017). Technologies and second language: Nigerian students’ adaptive strategies to cope with language barrier in Northern Cyprus. Journal of International Students, 7(3), 486-498.

El Shaban, A. (2017). The use of Socrative in ESL classrooms: Towards active learning. Teaching English with Technology, 17(4), 64-77.

Ermakova, Y., Demyanenko, N., Kurovskii, V., ..., & Kadochnikova, A. (2017). The concept of mobile learning of university students when studying foreign language. Asian EFL Journal (97), 106-120.

Ezra, O. (2017). Contextualised MALL evaluation model: The case of Chinese adult students in target ad non-target country. MA thesis, Tel Aviv University.

Ezra, O., Cohen, A. & Nachmias, R. (2017). Mobile-assisted language learning among free adult learners of Chinese in Israel. IUCEL Conference Paper.

Farangi, M., Kamyab, J., Izanlu, M., & Ghodrat, M. (2017). The effect of using SMS as a post task activity on Iranian EFL learners’ grammar knowledge. Journal of Language Teaching and Research, 8(2), 392-403.

Finardi, K., & Mendes, A. (2017). Formação de professores para uso de metodologias ativas e híbridas através do MALL (Teacher training for the use of active and hybrid methodologies through MALL). Hipertextus Revista Digital, 16, 52-73. [in Portuguese]

Finardi, K., & Vieira, G. (2017). Mobilidade e ensino-aprendizagem de línguas estrangeiras (Mobility and the teaching and learning of foreign languages). Polifonia Estudos da Linguagem, 24(351), 32-49. [in Portuguese]

Foote, J., & McDonough, K. (2017). Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3(1), 34-56.

Forsythe, E. (2017). A Qualitative Case Study of Japanese University Students and Personal Smartphone Use in English as a Foreign Language Classes. EdD dissertation, Northcentral University. ProQuest Dissertations Publishing.

Freyn, L. (2017). Experimenting with Snapchat in a university EFL classroom. Journal of Education and Practice, 8(10), 35-37.

Gafni, R., Achituv, D., & Rachmani, G. (2017). Learning foreign languages using mobile applications. Journal of Information Technology Education: Research, 16, 301-317.

Gajić, T., & Maenza, N. (2017). Prednostii mane korišćenja mobilnih aplikacija u učenju stranog jezika na primeru studentske populacije u Srbiji (Research on the attitudes of non-language major students towards advantages and disadvantages of mobile applications usage for foreign language learning). Sinergija 2017, XVIII International Scientific Conference Proceedings (pp. 104-107). [in Bosnian]

Gangaiamaran, R., & Pasupathi, M. (2017). Review on use of mobile apps for language learning. International Journal of Applied Engineering Research, 12(21), 11242-11251.

Gaved, M., & Peasgood, A. (2017). Fitting in versus learning: A challenge for migrants learning languages using smartphones. Journal of Interactive Media in Education, 1(1).

Ghaemi, F. & Golshan, N. (2017). The impact of Telegram as a social network on teaching English vocabulary among Iranian intermediate EFL learners. International Journal of Media and Communication, 1(1), 23-29.

Ghazali, M. (2017). Engineering Students' Perceptions Towards the Use of a Vocabulary Mobile Application in Learning Technical Vocabulary.  MS thesis, Universiti Malaysia Pahang. Abstract only.

Gimranova, A., Nurmanova, M., & Cohen Miller, A. (2017). Texting to motivate language learning: WhatsApp group chats and near peer role modeling (NPRM). Learning Landscapes, 11(1), 121-135.

Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 3-17.

Godwin-Jones, R. (2017). Designing an intermediate level language textbook for mobile access and learner autonomy. Folio, 17(2), 4-11.

Goz, F., & Özcan, M. (2017). An entertaining mobile vocabulary learning application. The Eurasia Proceedings of Educational & Social Sciences, 7 (pp. 63-66).

Gregorius, T. (2017). Students’ perception towards the use of mobile phones in learning English as a foreign language. Sayta Wacana Christian University, Salatiga (pp.1-9).

Grigoryan, T. (2017). Researching the effectiveness of modern TEFL pedagogy on language learners' attitudes. International Journal of Arts & Sciences, 10(2), 421-434.

Grimshaw. J., Cardoso, W., & Collins, L. (2017). Teacher perspectives on the integration of mobile-assisted language learning. In K. Borthwick, L. Bradley & S. Thouësny (Eds.), Short Papers from EUROCALL 2017, CALL in a Climate of Change: Adapting to Turbulent Global Conditions (pp.135 -140).

Gromik, N. (2017a). The effect of theme preference on academic word list use: A case for smartphone video recording feature. Education and Information Technologies, 22 (5), 2087-2101.

Gromik, N. (2017b). Smartphone-based learning in the Japanese ESL classroom: A case study report. Cambridge Scholars Publishing.

Gu, X-Y. (2017). 基于移动网络环境、以手机学习软件为补充的大学英语教学模式探究 (A study on the college English teaching model based on mobile network environment supplemented by mobile learning software). Journal of Educational Institute of Jilin Province, 33(6), 55-57. [in Chinese]

Gümüş, H., Kavanoz, S., & Yilmaz, M. (2017). Kavram karikatürlerinin mobil öğrenme ortamında ulaştırılmasının ortaöğretimde ingilizce deyim öğrenmeye etkisi. YYÜ Eğitim Fakültesi Dergisi (The effect of delivering concept cartoons in mobile learning environments on learning English idioms in secondary education. YYU Journal of Education Faculty), 14(1), 815-855. [in Turkish]

Guo, F. (2017). 基于微信的英语学习有效性的研究 (Research on the effectiveness of English learning based on WeChat). Education Modernization, 4(46), 226-228. [in Chinese]

Ha, S-G., Jin, K-H., Lee, H-Y., & Lee, G-H. (2017). 자기주도외국어학습시스템구축수단으 로서의모바일탄뎀 (Tandem) 소통(Implementation of a self-directed learning system based on mobile SNS-tandem for foreign language). Multimedia-Assisted Language Learning, 20(2), 114-139. [in Korean] Corrupt?

Hamad, M. (2017). Using WhatsApp to enhance students’ learning of English language “Experience to Share”. Higher Education Studies, 7(4), 74-87.

Han, T., & Gürlüyer, M. (2017). Examining the perceptions of elementary level EFL university students regarding the use of smartphones in learning EFL vocabulary. Erzincan University Journal of Education Faculty, 19(2), 19-36.

Handayani, F. (2017). Students’ attitude toward using Instagram in teaching writing. Jurnal Educative: Journal of Educational Studies, 2(1), 23-29.

Haristiani, N., & Aryadi, S. (2017). Development of Android application in enhancing learning in Japanese Kanji. Pertanika Journal of Social Sciences and Humanities, 25S, 157-164.

Haristiani, N., & Firmansyah, D. (2017). Android application for enhancing Japanese JLPT N5 Kanji ability. Journal of Engineering Science and Technology, Special Issue on AASEC’2016, October (2017), 106-114.

Hashemi, S., Berbyuk Lindström, N., Bartram, L., & Bradley, L. (2017). Investigating mobile technology resources for integration: The Technology-Pedagogy-Language-Culture (TPLC) Model. Conference presentation mLearn 2017 (pp. 1-8). October 30-November 1, 2017, Larnaca, Cyprus.

Hashim, H., Yunus, M., & Embi, M. (2017). Does language learning potential affects ESL learners’ attitude towards mobile learning? xx, np.

Hashim, H., Yunus, M., Embi, M., & Ozir, N. (2017). Mobile-Assisted Language Learning (MALL) for ESL learners: A review of affordances and constraints. Sains Humanika, 9, (1-5), 45-50.

Hashim, N., Majid, N., Arshad, H., ..., & Putra, H. (2017). Mobile Augmented Reality application for early Arabic language education: Arabic. Proceedings 8th International Conference on Information Technology (761-766).

Hastings, C., & Brunotte, J. (2017). Total immersion: VR headsets in language learning. In G. Brooks (Ed.), The 2016 PanSIG Journal (pp. 101-106). Tokyo, Japan: JALT.

HedjaziMoghari, M., & Marandi, S. (2017). Triumph through texting: Restoring learners’ interest in grammar. ReCALL, 29(3), 357-372.

Hellermann, J., Thorne, S., & Fodor, P. (2017). Mobile reading as social and embodied practice. Classroom Discourse, 8(2), 99-121.

Helwa, H. (2017). Using Mobile Assisted Language Learning (MALL) approach for developing prospective teachers’ EFL listening comprehension skills and vocabulary learning. Journal of Research in Curriculum Instruction and Educational Technology, 3(4), 133-176.

Herron, J. (2017). Moving Composition: Writing in a Mobile World. PhD dissertation, Clemson University. ProQuest Dissertations Publishing.

Hilao, M., & Wichadee, S. (2017). Gender differences in mobile phone usage for language learning, attitude, and performance. Turkish Online Journal of Distance Education, 18(2), 68-79.

Hişmanoğlu, M., Ersan, Y., & Çolak, R. (2017). Mobile assisted language teaching from preparatory program EFL teachers’ perspectives. Bitlis Eren Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(2), 223-238.

Ho, S-C., Hsieh, S-W., Sun, P-C., & Chen, C-M. (2017). To activate English learning: Listen and speak in real life context with an AR featured u-learning system. Educational Technology & Society, 20(2), 176-187.

Hobbs, D. (2017). Flashcards and the Memrise App for English Vocabulary Acquisition. MA thesis, Woosong University, South Korea.

Hsu, C-F., Chen, C-M., & Cao, D. (2017). Effects of design factors of game-based English vocabulary learning app on learning performance, sustained attention, emotional state, and memory retention. Proceedings of the 6th IIAI International Congress on Advanced Applied Informatics (pp. 661-666.). Hamamatsu, Japan.

Hsu, T-C. (2017). Learning English with Augmented Reality: Do learning styles matter? Computers & Education, 106, 137-149.

Huang, C-J., Tsai, T-F., & Chen, C-H. (2017). A study on the app-assisted English vocabulary learning. Proceedings of the 2017 IEEE International Conference on Information, Communication and Engineering: Information and Innovation for Modern Technology (pp. 116-119).

Huang, L. (2017). Acceptance of mobile learning in classroom instruction among college English teachers in China using an extended TAM. 2017 International Conference of Educational Innovation through Technology (pp. 283-287).

Huang, Y. (2017). 基于微型移动学习的大学英语自主学习实证研究 (Empirical research on college English autonomous learning based on micro mobile learning). Journal of Xi'an University of Arts and Sciences (Social Science Edition), 20(2), 75-78. [in Chinese]

Hubert, R. (2017). The use of smartphones as English dictionaries by university students in Japan and China. Acta Humanistica et Scientifica Universitatis Sangio Kyotiensis, 50, 367-383.

Hung, H-T. (2017). The integration of a student response system in flipped classrooms. Language Learning & Technology, 21(1), 16-27.

Hussain, N. (2017). Evaluating Useful Urdu Qaida Mobile Apps for Kids. MA thesis, Quaid-e-Awam University of Engineering, Science and Technology. Nawabshah, Pakistan.

Hussain, S., & Awan, A. (2017). The impact of MALL than CALL on EFL students in the universities of the southern Punjab. Global Journal of Management, Social Sciences and Humanities, 3(3), 440-457.

Ilic, P. (2017). The effects of mobile collaborative activities in a second language course. In M. Khosrow-Pour (Ed.), Blended Learning: Concepts, Methodologies, Tools, and Applications, 4, (pp. 1926-1947).  [Same as Ilic 2015]

Isbell, D., Rawal, H., Oh, R., & Loewen, S. (2017). Narrative perspectives on self-directed foreign language learning in a computer-and mobile-assisted language learning context. Languages, 2(4), 1-20.

Islam, K. (2017). Usage of mobile phones in the English language classrooms of Bangladesh: New perspectives. Green University Review of Social Sciences, 3(2), 63-79.

Ismail, N., & Shahrir, M. (2017). تعلمالمفرداتالعربيةللناطقينبغيرهاعبربرامجالمراسلةالفورية، برنامجواتسابأنموذجًا (Learning Arabic vocabulary to non-native speakers through instant messaging programs, WhatsApp as an example) International Journal of Islamic Applications in Computer Science and Technology, 5(1), 12-28.  [in Arabic]

Jackson, B. (2017). Korean University EFL Student Perspectives of Smartphone Applications (Apps) as Tools for Language Learning: An Action Research Study. EdD dissertation, Capella University. ProQuest Dissertations Publishing.

Janudin, S. (2017). Learning Arabic language via interactive mobile application. In N. Alwi & H.Waha (Eds.), Proceedings International Carnival on e-Learning (pp. 361-363). Nilai: Universiti Sains Islam Malaysia.

Jefrizal, J., & Tedyyana, A. (2017). Aplikasi English Teacher sebagai alat bantu belajar English conversation berbasis Android dengan menerapkan voice recognition (English Teacher Application as an Android-based English conversation learning tool by implementing voice recognition). Inovtek Polbeng - Seri Informatika, 2(2), 105-113. [in Indonesian]

Jeong, K-O. (2017). University students' perception and motivation of using digital applications as effective English learning tools. Proceedings International Conference on Platform Technology and Service, PlatCon 2017.

Jeong, N-S. (2017). 대학생영어쓰기학업성취도에미치는모바일학습의효과 (The effects of mobile-mediated learning on university students' English writing achievement). Multimedia-Assisted Language Learning, 20(2), 84-113. [in Korean] Corrupt?

Jiang, H. (2017). 移动学习在大学英语词汇学习中的应用研究 (Research on the application of mobile learning in college English vocabulary learning).Overseas English, 21: 72-73 [in Chinese]

Jin, N. (2017). Mobile-assisted language learning: Using WeChat in an English reading class. In T-C. Huang, R. Lau, Y-M. Huang … & C-H. Yuen (Eds.), Emerging Technologies for Education. Lecture Notes in Computer Science (pp. 500-506).

Jochum-Critchley, T. (2017). Grammar training on mobile phones. International Conference of German Teachers. Fribourg, Sw.

Jovanović, I. (2017). Learning foreign languages via mobile devices - Attitude and experience of students of higher business school of professional studies in Leskovac. 10th International Scientific Conference “Science and Higher Education in Function of Sustainable Development” (pp. 1-7). Mećavnik - Drvengrad, Užice, Serbia.

Jou, Y-A., Chen Hsieh, J., & Wu, W-C. (2017). Using the mobile app in the EFL classroom to facilitate learners’ oral accuracy and fluency. In J. Colpaert, A. Aerts, R. Kern & M. Kaiser (Eds.), Proceedings CALL in Context (pp. 382-387).

Jurkovič, V. (2017). Mobile-Assisted Language Learning in LSP - Fundamental or spectacular? In V. Cigan & D. Omrčen (Eds.), Od teorije do prakse u jezikustruke: knjižica sažetaka (From theory to practice in language for specific purposes: Book of abstracts) (pp. 6-7). Zagreb: Association of LSP Teachers at Higher Education Institutions.

Kaiser, D. (2017). IPronounce: Understanding Pronunciation Apps. Online Language Learning Research Network.

Kaplan-Rakowski, R., & Loranc-Paszylk, B. (2017). Students' views on the helpfulness of multimedia components of digital flashcards in mobile assisted vocabulary learning. In K. Borthwick, L. Bradley & S. Thouësny (Eds.), ‑CALL in a Climate of Change: Adapting to Turbulent Global Conditions - Short Papers from EUROCALL 2017 (pp. 170-176).

Karakuş, E., & Ünlüer, Z. (2017). Collaboration among English language learners on a smartphone-based instant messaging platform. International Journal of Language Academy, 5(5) CUELT Special Issue, 194-207.

Karim, R., Abu, A., & Khaja, F. (2017). Theoretical perspectives and practices of mobile-assisted language learning and mind mapping in the teaching of writing in ESL classrooms. Proceedings of the International Conference on the Teaching and Learning of Languages (pp. 576-586), Kuching, Sarawak.

Karimuddin, K. (2017). Effects of constructivist teaching strategy using mobile technology towards EFL students' writing achievement: Using Facebook as a learning tool for practicing composing inside and outside classroom. Unpublished, np. [Mobile usage not confirmed]

Kasemsap, K. (2017a). Mastering technology-enhanced language learning, Computer-Assisted Language Learning, and Mobile-Assisted Language Learning. In D. Tafazoli (Ed.), Multiculturalism and Technology-Enhanced Language Learning (pp. 157-180). IGI Global.

Kasemsap, K. (2017b). Foreign language learning: CALL, MALL, and social media perspectives. In Handbook of Research on Technology-Centric Strategies for Higher Education Administration (pp. 137-158). Hershey, PA: IGI Global.

Kayaoğlu, M., Sağlamel, H., & Kobul, K. (2017). Learner perspectives on mobile phone integration for vocabulary development in translation classes. Lublin Studies in Modern Languages and Literature, 41(1), 191-213.

Keogh, C. (2017). Using WhatsApp to create a space of language and content for students of international relations. Latin American Journal of Content & Language Integrated Learning, 10(1), 75-104.

Keskin, F., & Han, T. (2017). The effect of using a mobile application on EFL learners' beliefs about language learning. Inicio, 2(1), np. [Same as Costa & Han 2017]

Khalaf, K. (2017). The effect of e-mail and WhatsApp on Jordanian EFL students’ reading skill. Arab World English Journal, 8(2), 228-237.

Khansarian-Dehkordi, F., & Ameri-Golestan, A. (2017). Effects of social networking on Iranian EFL learners’ vocabulary acquisition.  Research in English Language Pedagogy, 5(2): 97-111. [Same as Khansarian-Dehkordi & Ameri-Golestan 2016a]

Kheryadi (2017). The implementation WhatsApp as a media of English language teaching.

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Khodabandeh, F., Alian, J., & Soleimani, H. (2017). The effect of MALL-based tasks on EFL learners’ grammar learning. Teaching English with Technology, 17(2), 29-41.

Kim, D., Ruecker, D., & Kim, D-J. (2017). Mobile Assisted Language Learning experiences. International Journal of Mobile and Blended Learning, 9(1), 49-66.

Kim, G. (2017). Effects of mobile-assisted pre-listening activities and listening strategy training on EFL students’ listening comprehension skill and strategy use. Secondary English Education, 10(4), 47-70.

Kim, G-M., & Lee, S. (2017). A hierarchical evaluation for success factors of the mobile-assisted language learning using AHP. International Journal of CONTENTS, 13(3), 25-31.

Kim, H., Lee, J., & Rha, J. (2017). Understanding the role of user resistance on mobile learning usage among university students. Computers & Education, 113, 108-118.

Kinder, J., Caruso, M., Verdina, F., & De Toni, F. (2017). Personalised and flexible language learning. Optimising adaptive and mobile learning in Italian language beginner classes. Presentation LCNAU Colloquium, The University of Adelaide.

Kirsch, C. (2017). Translanguaging practices during storytelling with iTEO in preschools. Translation and Translanguaging in Multilingual Contexts, 3(2), 145-166.

Kirovska-Simjanoska, D. (2017). Mobile phones as learning and organizational tools in the ESP classroom. Journal of Teaching English for Specific and Academic Purposes, 5(2), 321-332.

Kirsch, C., & Izuel, A. (2017). Emergent multilinguals learning languages with the iPad app iTEO: A study in primary schools in Luxembourg. The Language Learning Journal, xx, 1-15.

Knight, T. (2017). Extending class presentations beyond the classroom with Moxtra. In A. Gallagher (Ed.), The 2017 PanSIG Journal: Expand Your Interests (pp. 113-118).

Kongcharoen, C., Prasunpaengsri, S. & Wongmeekaew, T. (2017). Investigating applications of mobile translator for assisting English vocabulary learning. Proceedings 10th International Conference on Ubi-media Computing and Workshops. Pattaya, Thailand.

Kruk, M. (2017). A look at the advanced learners' use of mobile devices for English language study: Insights from interview data. Eurocall Review, 25(2), 18-28.

Krystalli, P. & Ilia, I. (2017). Διερεύνηση των στάσεων των Εκπαιδευτικών απέναντι στη χρήση των ταμπλετών στη διδασκαλία/εκμάθηση της γαλλικής γλώσσας (The use of tablets in teaching and learning French as foreign language. Proceedings 9th International Conference on Open & Distance Education (pp. 152-168). [in Greek]

Krželj, K., & Hartweger, N. (2017). Implementacija mobilnog učenja u nastavi stranih jezika na primeru nemačkog (Implementation of mobile learning in foreign language instruction: An example of German language instruction. Communication and Culture Online. 8(8), 88-104. [in Bosnian]

Kucirkova, N., Littleton, K., & Cremin, T. (2017). Young children’s reading for pleasure with digital books: Six key facets of engagement. Cambridge Journal of Education, 47(1), 67-84.

Kukulska-Hulme, A., Gaved, M., Jones, A., ..., & Peasgood, A. (2017). Mobile language learning experiences for migrants beyond the classroom. In J.-C. Beacco, H.-J. Krumm, D. Little & P. Thalgott (Eds.), The Linguistic Integration of Adult Migrants / L’intégration linguistique des migrants adultes: Some lessons from research / Les enseignements de la recherche (pp. 219-224). Berlin: De Gruyter Mouton.

Kukulska‐Hulme, A., Lee, H., & Norris, L. (2017). Mobile learning revolution: Implications for language pedagogy. In C. Chapelle & S. Sauro, (Eds.), The Handbook of Technology and Second Language Teaching and Learning (pp. 217-233). New York: Wiley.

Kumari, B. (2017). Assessing English communication skills of UG students through Mobile Assisted Language Testing tool STEP (Standard Test for English Proficiency). Journal of Technology for ELT, 7(2), 2231-4431.

Kurdi, A. (2017). Enhancing students’ writing habit through Instagram. Proceedings of the 4th International Language and Language Teaching Conference (pp. 16-24). Yogyakarta.

Kurniawan, M., & Tanone, R. (2017). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal, 8(1), 155-159.

Kurt, M., & Bensen, H. (2017). Six seconds to visualize the word: Improving EFL learners' vocabulary through VVVs. Journal of Computer Assisted Learning, 33(4), 334-346.

Laban, M. (2017). The Effectiveness of Using Mobile Learning in Developing Eleventh Graders’ English Grammar Learning and Motivation for English. MA thesis, The Islamic University-Gaza.

Laghari, Z., Kazi, H., & Ali Nizamani, M. (2017). Mobile learning application development for improvement of English listening comprehension in rural primary school students of grade 1, 2 and 3 of Pakistan. International Journal of Advanced Computer Science and Applications, 8(8), 229-237.

Lee, A. (2017). South Korean university students’ views of mobile-assisted language learning. Turkish Online Journal of Educational Technology, Special Issue INTE), 984-996.

Lee, L., Chau, C., Chau, C., & Ng, C. (2017). Using Augmented Reality to teach kindergarten students English vocabulary. 2017 International Symposium on Educational Technology (pp. 53-57).

Lei, Z. (2017). 智能手机辅助英语词汇学习初探 (A study of English vocabulary learning with smart phones). Sichuan University of Arts and Science Journal. 27, 137-141. [in Chinese]

Lekawael, R. (2017). The impact of smartphone and Internet usage on English language learning. English Review: Journal of English Education, 5(2), 255-262.

Lestari, P., Sadyana, I., & Antartika, K. (2017). Pengembangan Aplikasi Pembelajaran Kosa Kata JLPT Level 3 Berbasis Android Untuk Mahasiswa Jurusan Pendidikan Bahasa Jepang, Undiksha.(Development of JLPT vocabulary learning application level 3 based on Android for students of Japanese Language Education Department, Undiksha). Journal of Japanese Language Education, 8(I), 11-22. [in Indonesian]

Levitt, F. (2017a). Exploring the Use of MALL with a Scaffolded Multi-Sensory, Structured Language Approach to Support Development of Literacy Skills Among Second-Chance EFL Learners at a Technological-Vocational Secondary School in Israel. EdD dissertation, University of Sussex.

Levitt, F. (2017b). A Mobile-Assisted Language Learning (MALL) app to teach basic literacy skills in EFL or in any phonetic language. In N. Amartey, B. Mends, P. Amekudzi & E. Kongo (Eds.), International Conference on Education, Development & Innovation Proceedings2017, (pp. 144-170).

Li, J., Cummins, J., & Deng, Q. (2017). The effectiveness of texting to enhance academic vocabulary learning: English language learners’ perspective. Computer Assisted Language Learning, 30(8), 816-843.

Li, J., Geva, E, Demmans Epp, C., …, & Biemiller, A. (2017). A synthesis study: Evaluating the applicability and generalizability of technology-supported vocabulary programs and apps for adolescent ELLs. Conference paper from the XVIIIth International CALL Conference at: UC Berkeley, USA.

Li, L., Hu, Q., & Xiao, H. (2017). 基于移动学习的英语听力教学研究 (Research on English listening teaching based on mobile learning). Journal of Hunan University of Science and Engineering, 38(12), 125-126. [in Chinese]

Li, L., & Wang, X. (2017). 手机APP英语流利说在大学英语自主学习中的应用分析(Application analysis of mobile app English Fluency in college English autonomous learning). Journal of Jilin Radio and Television University, 12, 18-19. [in Chinese]

Li, M. (2017). 智能手机在高职英语教学中的运用 (The application of smart phones in higher vocational English teaching). Quality Education in the West, 3(7), 180. [in Chinese]

Li, N. (2017). 基于智能手机的移动学习策略在英语教学中的应用 (The application of mobile learning strategies based on smartphones in English teaching). Journal of Wuhan Metallurgical Management Cadre College, 27(1), 77-79. [in Chinese]

Li, P. (2017). 互联网+”时代大学英语课堂教学变革探究——智能手机APP与大学英语教学的结合探索 (Research on the reform of college English classroom teaching in the “Internet +” era—Exploration on the combination of smartphone app and college English teaching). Campus English, 7, 21-xx. [in Chinese]

Li, Q. (2017). Application of mobile learning in English teaching in higher vocational colleges. Proceedings 3rd International Conference on Management Science and Innovative Education (pp. 492-497).

Li, R. (2017). 指尖上的听力学习——基于智能手机的英语听力自主学习 (Listening learning at your fingertips: Autonomous English listening learning based on smartphones). Journal of Qiqihar Teachers College, 3, 24-28. [in Chinese]

Li, X. (2017a). 基于微信平台的大学英语教学模式探究 (Research on college English teaching mode based on WeChat platform). Knowledge-Power, np.  [in Chinese]

Li, X. (2017b). 基于Android平台的交互式英语语法学习系统的研究 (Research on interactive English grammar learning system based on Android platform). Techniques of Automation and Applications, 7, 38-42. . [in Chinese]

Li, Y. (2017). 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). Campus English, 24:138-139. [in Chinese]

Liakin, D., Cardoso, W., & Liakina, N. (2017a). The pedagogical use of mobile speech synthesis (TTS): Focus on French liaison. Computer Assisted Language Learning, 30(3-4), 325-342.

Liakin, D., Cardoso, W., & Liakina, N. (2017b). Mobilizing instruction in a second-language context: Learners’ perceptions of two speech technologies. Languages, 2(3), np.

Lilley, W., & Hardman, J. (2017). "You focus, I'm talking ": A chat analysis of mobile dictionary use in an advanced EFL class. Africa Education Review, 14(1), 120-138.

Lin, C-C. (2017). Learning English with electronic textbooks on tablet PCs. Interactive Learning Environments, 24(8), 1035-1047.

Lin, F., & Lian, X. (2017). 大学英语词汇移动学习效果的提升策略 (On the effects of enhancing strategies in mobile learning of college English vocabulary). Journal of Guangdong University of Foreign Studies, 28(6), 73-79. [in Chinese]

Lin, I-T., Chen Hsieh, J., & Wu, W-C. (2017). Ubiquitous English idiom learning via mobile applications. In J. Colpaert, A. Aerts, R. Kern & M. Kaiser (Eds.), Proceedings CALL in Context (pp. 461-469).­­­­­

Lin, Z. (2017). A Research on the Status of College Students’ English Mobile Self-Access Learning in Local Colleges and Universities.) PhD dissertation, Guangxi Normal University.

Liu, C. (2017). 移动手机软件在大学英语词汇学习中的应用研究 — 以百词斩为例 (Application of Mobile Phones Apps in College English Vocabulary Learning-A case of Bai Cizhan). MA thesis, Northwest Normal University, China.

Liu, H., Tao, W., & Cain, W. (2017). Investigating mobile assisted English foreign language learning and teaching in China: Issues, attitudes and perceptions. Blended Learning: Concepts, Methodologies, Tools, and Applications (pp. 1097-1115). Information Resources Management Association. [Same as Liu, Tao & Cain 2016]

Liu, T-Y. (2017). Developing an English m-learning attitude scale for adult learners. Journal of Educational Technology Systems, 45(3), 424-435.

Llerena, E., & Rodriguez, C. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 4(12), 441-449.

Lotherington, H. (2017). English to go: A critical analysis of apps for language learning. Unpublished, np.

Lü, L. (2017). 大学英语移动学习的构建研究- 以微信公众平台为例 (Research on the construction of college English mobile learning - Taking WeChat public platform as an example). Vocational Education Newsletter, 3, 66-69. [in Chinese]

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