2018

Albadry, H. (2018). Using Mobile Technology to Foster Autonomy Among Language Learners. PhD dissertation, Newcastle University.

Abarghoui, M., & Taki, S. (2018). Measuring the effectiveness of using "Memrise" on high school students' perceptions of learning EFL. Theory and Practice in Language Studies, 8(12), 1758-1765.

Abdelhamid, I., Bakar, K., Zailani, S., …, & Puasa, B. (2018). Pembangunan aplikasi Android pembelajaran asas bahasa Arab (Development Arabic basic learning Android application). Journal ASEAN Comparative Education Research Journal on Islam and Civilization, 2(2), 39-59.[in Malay]

Abdullah, A., Ismail, A., Mohamad, M., & Rahman, M. (2018). Proficiency in English via apps. Conference Proceedings ICT for Language Learning (pp. 378-379).

Abdulrahman, T., Basalama, N., & Widodo, M. (2018). The impact of podcasts on EFL students’ listening comprehension. International Journal of English Linguistics, 8(6), 122-130.

Admodisastro, N., Fung, C-K., Hassan, S., ..., & Ali, N. (2018). Disleksiabelajar: Mobile app for dyslexic children to learn the Malay language. In M. Nordin, M. Sahrir, N. Salleh …  & R. Kamaludeen (Eds.), Proceedings of the International University Carnival on E-Learning (pp. 422-425).

Aghajani, M., & Adloo, M. (2018). The effect of online cooperative learning on students’ writing skills and attitudes through Telegram application. International Journal of Instruction, 11(3), 433-448.

Aghajani, M., & Zoghipour, M. (2018). The comparative effect of online self-correction, peer-correction, and teacher correction in descriptive writing tasks on intermediate EFL learners' grammar knowledge: The prospect of Mobile-Assisted Language Learning (MALL). International Journal of Applied Linguistics & English Literature, 7(3), 14-22.

Ahn, S. (2018). Korean EFL College Students' Acceptance and Use of Smartphone Application for English Language Learning. EdD dissertation, Faculty of California, School of Education, Alliant International University. Preview only

Akobirov, F., & Vokhidova, N. (2018). A new generation of English learners - Telegram app users. NELTA ELT Forum (January, np).

Alaraj, H., & Abughalioun, M. (2018). Smartphone use for language learning: A qualitative study of technology use by Arabic speaking students in an SFI classroom setting. University of Gothenburg. 1-43. unpublished

Alda, R. (2018). Going to the MALL: Mobile-Assisted Language Learning (MALL) in English Language Instruction. Journal of English Language Teaching, 60(40), 3-11.

Al Damen, T. (2018). The effectiveness of M-reader in promoting extensive reading among Arab EFL learners. Arab World English Journal. Proceedings of 1st MEC TESOL Conference 2018.

Alejaldre-Briel, L. (2018). Movilizar la enseñanza de ELE para aumentar la participación espontánea: Estudio de caso con alumnus universitarios tailandeses (Mobilizing the teaching and learning of Spanish as a foreign language to raise spontaneous participation: A case study of Thai university students). El Guiniguada, 27, 55-70. [in Spanish]

Alghamdi, E. (2018). Exploring the effects of mobile-based audience response system on EFL students’ learning and engagement in a fully synchronous online course. International Journal of English Linguistics, 8(3), 92-100.

AlGhamdi, M. (2018). Arabic learners’ preferences for Instagram English lessons. English Language Teaching, 11(8), 103-110.

Al-Hamdani, D., & Al Breiki, M. (2018). The effect of flipped vocabulary learning on achievements and attitudes of ninth-graders in Oman. IMPACT: International Journal of Research in Applied, Natural and Social Sciences, 6(10), 35-44.

AlHefzi, A. (2018). The Use of Applications in Smartphones vs. Portable Specific Electronic Devices to Compare the Reading Speed in Low Vision. MA thesis, The University of Manchester(United Kingdom). ProQuest Dissertations Publishing.

Al-Hunaiyyan, A., Alhajri, R., & Al-Sharhan, S. (2018). Perceptions and challenges of mobile learning in Kuwait. Journal of King Saud University-Computer and Information Sciences, 30(2), 279-289.

Ali, M., Gulzar, A., & Anwar, M. (2018). Impact of MALL on grammar of EFL learners inPakistan. ELF Annual Research Journal, 20, 39-55.

Ali, M., Gulzar, A., & Yasmeen, T. (2018). Teachers’ perspective towards mobile-assisted language learning in Pakistani ELT classrooms. New Horizons, 12(2), 77-92.

Ali, M., & Miraz, S. (2018). Mobile Assisted Language Learning (MALL) - A brief survey. Annals of Emerging Technologies in Computing, 2(2), 37-45.

Alizadeh, I. (2018). Evaluating the educational usability of Telegram as an SNS in ESAP programs from medical students’ perspective. Education and Information Technologies, 23, 2569-2585.

Alizadeh, M., Mehran, P., Uosaki, N., & Yin, C. (2018). Learning Japanese beyond the classroom: Recommended CALL tools. The Language Teacher Online, 42(2), 26-27.

Al-Jarrah, J., Talafhah, R., & Al-Jarrah, T. (2018). ESL Parent perceptions of using educational mobile applications to develop the language skills of ESL elementary school students.  International Journal of Current Research, 10(12), 76839-76849.

Aljojo, N., Munshi, A., Almukadi, W., …, & Abdulghaffar, N. (2018). The design and implementation of an Arabic pronunciation application for early childhood. Journal of Technology and Science Education, 9(2), 136-152.

AlKadi, A. (2018). A review of technology integration in ELT: From CALL to MALL. Language Teaching and Educational Research, 1(1), 1-12.

Alkhouli, S. (2018). Usability of Mobile-Assisted Language Learning: Swedish language learning for newcomers in Sweden. International Journal of Business and Management, 13(11), 110-121.

Almudibry, K. (2018). Exploring university EFL learners’ experiences and attitudes towards using smart phones for English learning. The EFL Asian Journal Quarterly, 20(6), 347-362.

Alobaydi, E., Alkhayat, R., Arshad, M., & Ahmed, E. (2018). Context-aware ubiquitous Arabic vocabularies learning system (U-Arabic): A framework design and implementation. Proceedings - 7th IEEE International Conference on Control System, Computing and Engineering (pp. 23-28). [Same as Alobaydi, et al. 2017]

Aloraini, N. (2018). Investigating Instagram as an EFL learning tool. Arab World English Journal, Special Issue on CALL, (4), 174-184.

Alqahtani, M., Bhaskar, C., Elumalai, K., & Abumelha, M. (2018). WhatsApp: An online platform for university-level English language education. Arab World English Journal, 9(4), 108-112.

Alqahtani, M., Bhaskar, C., Vadakalur Elumalai, K., & Abumelha, M. (2018). WhatsApp: An online platform for university-level English language education. Arab World English Journal, 9(4), 108-121.

Alqasham, F. (2018). Exploring Saudi EFL learners’ agency towards the use of WhatsApp for English learning at Qassim University. International Journal of Linguistics, 10(6), 10-43.

Alshabeb, A., & Almaqrn, R. (2018). A study of EFL Saudi students' use of mobile social media applications for learning. Arab World English Journal, Special Issue on CALL, (4), 214-226.

Alwaely, S. (2018). Arabic language teachers teach and collaborate through mobile instant messaging: Analysis of use, benefits, and challenges in Jordan. Journal of Language Teaching and Research, 9(5), 961-969.

Alzubi, A., Kaur A., & Singh, M. (2018). The impact of social strategies through smartphones on the Saudi learners' socio-cultural autonomy in EFL reading context. International Electronic Journal of Elementary Education, 11(1), 31-40.

Amanah, F., & Yunus, M. (2018). QR codes in ESL classroom learning. International Journal of Innovative Research and Creative Technology, 4(3), 74-77.

Amelia, L., & Abidin, M. (2018). Young ESL learners’ perception on the effects of using digital storytelling application in English language learning. Pertanika Journal of Social Sciences and Humanities, 26(T), 179-198.

Andújar, A. (2018). Assessing mobile instant messaging in a foreign language classroom. Proceedings of the 14th International Conference on Mobile Learning, (pp. 97-104).

Anggaira, A., & Hadi, M. (2018). The use of Mobile Assisted Language Learning (MALL) in teaching writing. 15th Asia TEFL & 64th TEFLIN International Conference (pp. 348-355).

Arani, J. (2018). Advancing academic writing in a mobile Skype-based blended model. International Journal of Interactive Mobile Technologies, 12(3), 86-103.

Arens, K., Gove, M., & Abate, R. (2018). Oral reading fluency with iPods. Reading Improvement, 55(2), 54-62.

Arianto, B. (2018). Pengembangan aplikasi kuis untuk keterampilan membaca mata Pelajaran Bahasa jerman kelas x semester 2 berbasis Android Melalui situs web Appsgeyser (Development of the quiz application for German reading skills in the 2nd semester the 10th grade student on Android base via Appsgeyser website). UNESA Universitas Neger Surabaya. [in Indonesian]

Artyushina, G., & Sheypak, O. (2018). Mobile phones help develop listening skills. Informatics, 5(32), 1-7.

Ashikuzzaman, M., & Siddequa, M. (2018). The impact of mobile applications on developing English language skills of tertiary level Bangladeshi students. Ideas, 3, 1-28.

Asif, M. (2018). Mobile-Assisted Language Learning (MALL): Use of WhatsApp as an effective tool to support ESL/EFL writing skill. Remarking an Analisation, 3(9), 112-114.

Asmali, M. (2018). Integrating technology into ESP classes: Use of student response system in English for specific purposes instruction. Teaching English with Technology, 18(3), 86-104.

Avdeev, A. (2018). The use of mobile interaction technologies for teaching and learning English in a non-language university. Bulletin Social-Economic and Humanitarian Research. 2, 52-57.

Avilés, K. (2018). Realidad Aumentada en el Aprendizaje Significativo del Idioma Ingles (Augmented Reality in the Meaningful Learning of English Language). BA thesis, Universidad Tecnica de Ambato, Ecuador. [in Spanish]

Ayub, M., Talib, O., & Siew, N. (2018). The perceptions of users regarding multimedia principles in mobile-based Japanese language learning. The Turkish Online Journal of Educational Technology. 17(3), 113-124.

Azeez, P., & Al Bajalani, F. (2018a). Effects of mobile assisted language learning on developing Kurdish EFL students’ listening sub-skills at Koya University. Koya University Journal of Humanities and Social Sciences, xx, 85-95.

Azeez, P. & Al Bajalani, F. (2018b). The impact of mobile assisted language learning on developing Kurdish EFL students' speaking sub- skills at Koya University. Journal of Raparin University, 15(5), 143-168. [Same as Azeez & Al Bajalani 2018a]

Aziz, A., Hassan, M., Dzakiria, H., & Mahmood, Q. (2018). Growing trends of using mobile in English language learning. Mediterranean Journal of Social Sciences, 9(4), 235-239.

Azlan, M., Kamal, A., Foen, N., & Manion, A. (2018). Mobile learning framework: Gamification of language teaching and learning. In M. Nordin, M. Sahrir, N. Salleh … & R. Kamaludeen (Eds.), Proceedings of the International University Carnival on E-Learning (pp. 217-227).

Azli, W., Shah, P., & Mohamad, M. (2018). Perception on the usage of Mobile Assisted Language Learning (MALL) in English as a Second Language (ESL) learning among vocational college students. Creative Education, 9(1), 84-98.

Badu Ganti, M. & Lubis, M. (2018). Pendekatan Augmented Reality (AR) dalampengajaran dan pemudahcaraan bahasa Arab di Malaysia (Augmented Reality (AR) approach in teaching and facilitating Arabic in Malaysia). Proceedings 11th International Workshop and Conference of Asean Studies in Linguistics, Islamic and Arabic Education, Social Sciences and Educational Technology (pp. 471-478). [in Malay]

Baek, J., & Lee, C-H. (2018). University students’ perceptions and engagement in mobile assisted blended learning in English speaking classes. Multimedia-Assisted Language Learning, 21(4), 11-36.

Bakla, A. (2018). Quick response codes in foreign language instruction: Practical ideas and strategies, Inonu University. Journal of the Faculty of Education, 19(3), 749-762.

Bal, S. (2018). Using Quizizz.com to enhance pre-intermediate students’ vocabulary knowledge. International Journal of Language Academy, 6(3), 295-303.

Brata, K., & Brata A. (2018). An idea of interactive Japanese language m-learning application to support listening and speaking exercise. In Proceedings 2018 International Conference on Sustainable Information Engineering and Technology (pp. 186-191). IEEE.

Barcomb, M., Grimshaw, J., & Cardoso, W. (2018). Instructors as MALL engineers: Adapting, modifying, and creating mobile materials for listening practice. In P. Taalas, J. Jalkanen, L. Bradley & S. Thouësny (Eds.), Future-proof CALL: Language Learning as Exploration and Encounters. Short papers from EUROCALL 2018 (pp. 11-15). Research-publishing.net.

Bartram, L., Bradley, L., & Al-Sabbagh, K. (2018). Mobile learning with Arabic speakers in Sweden. In K. Juusola, L. Bartram, L. Bradley, K. Al-Sabbagh & M. Eckert (Eds.) Eighth Biannual GCES Symposium: Conference Proceedings, Public, Private, and Philanthropy: Exploring the Impact of New Actors on Education in the GCC (pp. 97-110).

Bataineh, R., Al-Hamad, R., & Al-Jamal, D. (2018). Gender and EFL writing: Does WhatsApp make a difference? Teaching English with Technology, 18(2), 21-33.

Bataineh, R., Baniabdelrahman, A., & Khalaf, K. (2018). The effect of e-mail and WhatsApp on Jordanian EFL learners' paraphrasing and summarizing skills. International Journal of Education and Development using Information and Communication Technology, 14(3), 131-148.

Bayyurt, Y. (2018). Blending mobile-assisted language learning with face-to-face language instruction. In A. Palalas (Ed.), Blended Language Learning: International Perspectives on Innovative Practices (pp. 249-271). Beijing: China Central Radio & TV University.

Bensalem, E. (2018). The impact of WhatsApp on EFL students' vocabulary learning. Arab World English Journal, 9(1), 23-38.

Berns, A., Mota, J., Ruiz-Rube, I., & Dodero, J. (2018). Exploring the potential of a 360 º video application for foreign language learning. In F. García-Peñalvo (Ed.), TEEM’18. Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 776-780). 

Bezerra de Sousa, G., de Barros Cardoso, L., & Toassi, P. (2018). Duolingo as a tool to improve vocabulary writing in English as a foreign language. Letras em Revista, 9(1), 119-134.

Bonner, E., & Reinders, H. (2018). Augmented and virtual reality in the language classroom: Practical ideas. Teaching English with Technology, 18(3), 33-53.

Boyinbode, O. (2018). Development of a gamification based English vocabulary mobile learning system. International Journal of Computer Science and Mobile Computing, 7(8), 183-191.

Bozorgian, H. (2018). Teachers' attitudes towards the use of MALL instruction in Iranian EFL context. International Journal of Humanities, 25(3), 1-18.

Bukin, D. (2018). Mobile applications for studying Russian. Chuzhdoezikovo Obuchenie-Foreign Language Teaching, 45(4), 442-448.

Cabral, T., & Lucia, A. (2018). Ensino de língua portuguesa e produção de textos argumentativos: O SMS emfoco (Portuguese language teaching and production of argumentative texts: SMS in focus). Diálogo Das Letras, 7(3), 30-49. [in Portuguese]

Çakmak, F., & Erçetin, G. (2018a). Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening. ReCALL, 30(1), 24-47.

Çakmak, F., & Erçetin, G. (2018b). Metacognitive awareness about listening in self-regulated L2 listening in a mobile environment. In J. Colpaert, A. Aerts & F. Cornillie (Eds.), Call Your Data: Proceedings (pp. 92-100). University of Antwerp.

Caldwell, M. (2018). Japanese university students’ perceptions on the use of ICT and mobile-learning in an EFL setting. CALL-EJ, 19(2), 187-212.

Cao, L. (2018). The effectiveness of college students' listening comprehension learning based on mobile English teaching software. Educational Sciences: Theory & Practice, 186, 3010-3016.

Carlier, L. (2018). Pourquoi des tablettes en classe de français? In C. Eid, A. Englebert & G. Geron (Eds.), Français Langue Ardente Actes du XIVe Congrès Mondial de la FIPF, Volume IV Le Français à l’Ère du Numérique (pp. 47-52).

Carmody, A., & Presser, R. (2018). Influencing student engagement in listening tasks through mobile technologies. In H. Khalifa & S. Morgan (Eds.), Findings of the Action Research in ELICOS Program 2017: Research Notes, 69 (pp. 37-47). Cambridge Assessment English.

Carrillo-García, M., Cascales-Martínez, A. & López Valero, A. (2018). Apps para el aprendizaje de idiomase n la Universidad de Murcia (Apps for foreign language learning at the University of Murcia). Revista de Educación a Distancia, 58, 1-18. [in Spanish]

Çelik, Ö. (2018). The Effect of Using Mobile Applications on Literal and Contextual Vocabulary Instruction.MA thesis, Balikesir University, Balikesir, Turkey.

Çelik, Ö. & Yavuz, F. (2018a). An extensive review of literature on teaching vocabulary through mobile applications. Bilecik Şeyh Edebali University Journal of Social Sciences Institute, 3(1), 56-91.

Çelik, Ö., & Yavuz, F. (2018b). Teaching vocabulary through mobile applications: A methodological classification of vocabulary applications on Google Play. New Trends and Issues Proceedings on Humanities and Social Sciences, 5(1), 107-114.

Cervi-Wilson, T., & Brick, B. (2018). ImparApp: Italian language learning with MIT’s TaleBlazer mobile app. In F. Rosell-Aguilar, T. Beaven & M. Fuertes Gutiérrez (Eds.), Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education (pp. 49-58). Research-publishing.net.

Çetinkaya, L., & Sütçü, S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34(5), 504-514.

Çevik, K., Önal, N., & Şenol, V. (2018). Zamanlar bağlamında ingilizce öğretimi için bir mobil uygulama tasarımı: SOS Tablosu (A mobile application design for teaching English within the context of “tenses”: SOS Table). Online Academic Journal of Information Technology, 9(32), 73-86. [in Turkish]

Cha, Y. (2018). Using a student response system (Socrative) as a pre-reading method in an EFL reading environment. STEM Journal, 19(2), 95-119.

Chakir, M. (2018). The Integration of Mobile Phones in EFL Contexts: Using Messenger Applications to Learn English Vocabulary. MA thesis, Southern Illinois University at Edwardsville. ProQuest Dissertations Publishing.

Chang, C-C., Warden, C., Liang, C., & Chou, P. (2018). Performance, cognitive load, and behaviour of technology‐assisted English listening learning: From CALL to MALL. Journal of Computer Assisted Learning, 34(2), 105-114.

Chang, K., & Yeh, S. (2018). Using mobile technology to enhance English teaching: EFL students’ strategies and perceptions in a collaborative learning activity. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 727-730). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

Chang, W-C., Chen, C-M., & Yang, S.-M. (2018). An English vocabulary learning app with self-regulated learning mechanism for promoting learning performance and motivation. Proceedings - 2018 7th International Congress on Advanced Applied Informatics (pp. 164-169). [Same as Chen, C-M., Chen, L-C. & Yang, S-M. 2018]

Chasikou, F., & Ypsilandis, G. (2018). Considering the use of mobile-phones by refugees in Greek language learning. Conference Proceedings Language for Digital Lives and Cultures, 1 (1), 1-14.

Che Hashim, N., Abd Majid, N., Arshad, H., & Khalid Obeidy, W. (2018). User satisfaction for an Augmented Realityapplication to support productive vocabulary using speech recognition. Advances in Multimedia, 1-10.

Chen, C-J., & Liu, P-L. (2018). Using APP to assist student learning English. In Y-T. Wu, N. Srisawasdi, M. Banawan … & M. Rodrigo (Eds.), ICCE 2018: 26th International Conference on Computers in Education, Workshop Proceedings (pp. 661-662). Taiwan: Asia-Pacific Society for Computers in Education.

Chen, C-M., Chen, L-C., & Yang, S-M. (2018). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237-260.

Chen, C-P. (2018). Understanding mobile English-learning gaming adopters in the self-learning market: The uses and gratification expectancy model. Computers & Education, 126, 217-230.

Chen, I-C. (2018). The application of Augmented Reality in English phonics learning performance of ESL young learners. Proceedings 1st International Cognitive Cities Conference (pp. 255-259), Okinawa.

Chen, S., Hung, C., Chang, Y., …, & Lai, Y. (2018). A study on integrating Augmented Reality technology and game-based learning model to improve motivation and effectiveness of learning English vocabulary. 20181st International Cognitive Cities Conference (pp. 24-27).

Chen, T-S., & Lin C-C. (2018). Enhancing L2 English learning through Mobile-Assisted TBLT: EFL learners’ perspectives. Journal of Asia TEFL, 15(2), 453-461.

Chen, W. (2018). 移动App在大学生英语学习中的应用研究 (Research on the application of mobile apps in college students' English learning). Campus English Magazine, xx. [in Chinese]

Chen, Y. (2018a). Conceptualizing A Mobile-Assisted Narrative Writing Practice for Young English Learners (iPanchitos) from a Funds-of-knowledge Approach. PhD dissertation, Northern Illinois University. ProQuest Dissertations Publishing. [Same as Chen, Carger & Smith 2017]

Chen, Y. (2018b). Proposing an integrated conceptual framework for understanding the behavior of using Wechat-based EFL learning apps. Paper presented at the ACM International Conference Proceeding Series (pp. 52-56).

Chen, Z., Jia, J., Cheng, Q., & Lin, X. (2018). Promoting Chinese students' participation in English classes by mobile learning. Proceedings 26th International Conference on Computers in Education (pp. 681-686).

Chew, S-W., Fang W-C., Hsu C-N., & Chen N-S. (2018). Effects of reciprocal feedback on EFL learners’ communication strategy use and oral communicative performance. In M. Chang, E. Popescu, Kinshuk … & M. Spector (Eds.), Challenges and Solutions in Smart Learning. Lecture Notes in Educational Technology (pp. 31-39). Springer, Singapore.

Chew, S-W., Jhu, J-Y., & Chen, N-S. (2018). The effect of learning English idioms using scaffolding strategy through situated learning supported by Augmented Reality. Proceedings IEEE 18th International Conference on Advanced Learning Technologies (pp. 390-394).

Cho, K., Lee, S., Joo, M-H., & Becker, B. (2018). The effects of using mobile devices on student achievement in language learning: A meta-analysis. Education Sciences, 8(3), 105-121.

Cholis, H., Fauziati, E., & Supriyadi, S. (2018).The implementation of MALL in reading comprehension: Students’ perspectives. Proceedings from The International English Language Teachers and Lecturers Conference (pp. 36-42).

Christanti, E. (2018). The use of Quizlet as a learning medium to improve English vocabulary mastery for eleventh grade in SMAN 4 Yogyakarta. Sanata Dharma University.

Chwo, G., Marek, M., & Wu, V. (2018). Meta-analysis of MALL research and design. System, 74, 62-72.

Clarke, J. (2018). Mobile tools for literacy learning across the curriculum in primary schools. In G. Oakley (Ed.), Mobile Technologies in Children’s Language and Literacy (pp. 99-118). Emerald Publishing Limited.

Coancă, P. (2018). QR code—An incentive for computer science students in the English class. In Proceedings Education and Cultural Heritage Conference, Brussels (pp. 75-88).

Cohen, A., & Ezra, O. (2018a). Development of a contextualised MALL research framework based on L2 Chinese empirical study. Computer Assisted Language Learning, 31(7), 764-789.

Cohen, A., & Ezra, O. (2018b). Contextualised MALL comparison of Chinese learning activities based on country (target/non-target) and language learning orientation (generic/dedicated). Conference presentation: The 16th Annual MEITAL National Conference Teaching and Learning Technologies Accelerating Higher Education: Trends and Developments. The Hebrew University, Jerusalem, Israel.

Cong-Lem, N. (2018). A review of research in mobile-assisted collaborative language learning.  VNU Journal of Foreign Studies, 34(4), 71-82.

Conole, G., & Paredes, P. (2018). An analysis of adult language learning in informal settings and the role of mobile learning. In S.Yu, M. Ally & A. Tsinakos, A. (Eds.), Mobile and Ubiquitous Learning (pp. 45-58). Springer, Singapore.

Cottam, C., & Tat, C. (2018). It’s your call: Addressing the rapid rise of smartphone use in EFL instruction. The Journal of the College of Foreign Languages Himeji Dokkyo University, 31, 67-80.

Couvaneiro, S. (2018). Atividades para produção de conteúdos digitais - Inglês no 3º ciclo com tecnologias móveis (Activities for the production of digital content - English in the 3rd cycle with mobile technologies). Paper presented at the Technologies Symposium Motivation, Orality and Digital Competence. [in Portuguese]

Couvaneiro, S. & Pedro, N. (2018a). “Endangered Species” - desenvolver a oralidade na língua inglesa com recurso a tablets (“Endangered Species” - developing orality in English using tablets). Proceedings 4th Meeting on Games and Mobile Learning (pp. 711-712) [in Portuguese]

Couvaneiro, S. & Pedro, N. (2018b). “My favourite magazine” - desenvolver a oralidade na língua inglesa com recurso a tablets (“My favorite magazine” - developing orality in the English language using tablets). Proceedings4th Meeting on Games and Mobile Learning (pp. 713-714). [in Portuguese]

Couvaneiro, S. & Pedro, N. (2018c). Projeto com tablets 1:1 no 3º ciclo - aprender inglês língua estrangeira (Project with tablets 1:1 in the 3rd cycle - learning English as a foreign language). Conference presentation National Multimedia Meeting, Institute of Education, University of Lisbon. [in Portuguese]

Couvaneiro, S. & Pedro, N. (2018d). Aprendizagem da língua inglesa com tablets 1:1 - um estudo com alunos com necessidades educativas especiais (Learning English with tablets: A study with special educational needs students). Conference presentation V International Congress ICT and Educational Technology Enhanced Learning, Institute of Education, University of Lisbon. [in Portuguese] [Same as Couvaneiro & Pedro 2019]

Couvaneiro, S. & Pedro, N. (2018e). Student technology adoption in a 1:1 tablet integration project in EFL. Proceedings of ICERI2018 - 11th annual International Conference of Education, Research and Innovation (pp. 939-947). Sevilha: IATED.

Cruse, D., & Brereton, P. (2018). Integrating QR codes into ELT materials. Language Teaching. in a Global Age. Ibaraki, Japan (pp. 342-348).

Cruz, M. (2018). "Chicos, sacad el móvil de vuestras mochilas porque lo vamos a usar ": Empowering Spanish as foreign language students through mobile devices. In A. Isman & A. Eskicumali (Eds.), Proceedings International Conference on New Horizons in Education, International Distance Education Conference, International Trends and Issues in Communication and Media Conference (pp. 319-335).

Cui, Y. (2018). Effects of mobile vocabulary APPs on English vocabulary learning: An empirical study. Journal of Taiyuan Urban Vocational College, 20(7), 118-120.

Cuong, T. (2018). Integration mobile technology into English lessons: A case study at VNU-ULIS and VNU-UED. VNU. Journal of Science: Education Research, 34(2), 1-8.

Dakowska, M. (2018). How to deal with applications in foreign language learning and teaching (FLLT). In M. Pawlak & A. Mystkowska-Wiertelak (Eds.), Challenges of Second and Foreign Language Education in a Globalized World (pp. xx). Cham: Springer.

Dalbello de Mesquita, S. (2018). Aprendizagem de Língua Inglesa Mediada Por tecnologia: Aplicativos para Dispositivos Móveis (English Language Learning Mediated by Technology: Applications for Mobile Devices). MA thesis, Londrina: Unopar. [in Portuguese]

Dalbello de Mesquita, S., Rolim, A. & de Oliveira, G. (2018). A atualidade de aplicativos digitais móveis para aprendizado de língua inglesa (The current state of mobile digital applications for English language learning). Revista EducacaoeLinguagens, 7(13), 180-191. [in Portuguese]

Dange, J. (2018). Mobile-assisted learning approach in enhancing the student teacher's vocabulary and usage of mobile phone. In J. Keengwe (Ed.), Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning (pp.316-330). IGI Global.

Danilina, E. (2018a). Анали зопыта внедрения мобильных технологий для обучения иностранному языку на университетском уровне в России и за рубежом (The analysis of integrating mobile technologies into foreign language teaching at a university in Russia and abroad). Unpublished, np. [in Russian]

Danilina, E. (2018b). Контроль сформированности иноязычных письменно-речевых умений при помощи мобильных приложений: Tеоретико-методическая модель (Control of formation of foreign language written and speech skills with the help of mobile applications: Theoretical and methodological model). Nauchnyy Dialog, 3, 253-266. [in Russian]

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Jing, F. (2018). New Horizons in MALL Pedagogy: Exploring Tertiary EFL Teachers’ Beliefs and Practices in the Hintherland of the People’s Republic of China. PhD dissertation, Shanghai International Studies University.

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