2021

AbdulAmeer, T. (2021). The role of mobile assisted language learning in improving the pronunciation of students of English in the College of Education for Women at Al-Iraqia University. Turkish Journal of Computer and Mathematics Education, 12(13), 479-488. [Very poor research quality]

Abdullah, R. (2021).برنامجلتنميةالمفرداتالتراثيةعبرالهاتفالنقالقائمعلىالمزجبينالتعليمالصريحوالضمنيوأثرهفيتنميةمهار اتالفهمالقرائيللنصوصالتراثيةلدىالناطقينبغيرالعربية (A program to develop heritage vocabulary via mobile phone based on a combination of explicit and implicit education and its impact on developing reading comprehension skills for heritage texts among non-Arabic speakers). Educational and Social Studies, 27(2), 2215-2281. [in Arabic]

Abdullah, S., & Hashim, H. (2021). Seamless language learning in an ESL context. Creative Education, 12(6), 1349-1363.

AbouKhalil, V., Helou, S., Chen, M-R., … & Ogata, H. (2021). Vocabulary recommendation approach for forced migrants using informal language learning tools. Universal Access in the Information Society, np. Springer Nature

Aguilar Cruz, P., & Álvarez Guayara, H. (2021). A serious game to learn English: The case of Bethe1Challenge. International Journal of Serious Games, 8(4), 65-80.

Agustiana, W., St. Haliah Batau, & Rampeng (2021). The influence of using Hello English application towards students’ pronunciation of the English grade at SMPN 1 Sumarorong. Klasikal: Journal of Education, Language Teaching and Science, 3(1), 41-51.

Ahmadi, Z., & Tabatabaei, O. (2021). Effects of using Instagram on Iranian intermediate autonomous/dependent EFL learners’ learning of pictorial metaphors. Journal of Practical Studies in Education, 2(5), 11-25.

Ahn, S. (2021). Korean EFL college students' acceptance of smartphone applications for English language learning. In K. Kelch, P. Byun, S. Safavi & S. Cervantes (Eds.), CALL Theory Applications for Online TESOL Education (pp. 100-126). [Same as Ahn 2018]

Aini, J., & Ma’rifah, U. (2021). Virtual implementation of mobile-game based learning: Enhancing students’ vocabulary mastery and self-motivation. ELT Worldwide: Journal of English Language Teaching, 8(2), 343-351.

Akkara S., Mallampalli M., & Anumula V. (2021). Exposing rural Indian students to mobile assisted language learning: A case study. In M. Auer & T. Tsiatsos (Eds.) Internet of Things, Infrastructures and Mobile Applications (pp. 357-366). IMCL 2019. Advances in Intelligent Systems and Computing, 1192. Springer.

Alaghbary, G. (2021). Mobile-assisted language learning in Saudi college education: Exploring learners and teachers' perceptions and practices. Asian ESP Journal, 17(31), 8-31.

Al-Ahdal, A., & Alharbi, M. (2021). MALL in collaborative learning as a vocabulary-enhancing tool for EFL learners: A study across two universities in Saudi Arabia. SAGE Open, 11(1), 1-9.

Alamer, A., & Al Khateeb, A. (2021). Effects of using the WhatsApp application on language learners’ motivation: A controlled investigation using structural equation modelling. Computer Assisted Language Learning, 36(1-2), 149-175. [Same as Alamer, Al Khateeb & Jeno2022]

Alamri, H., & Bano, A. (2021). The effectiveness of using mobile phone to improve learning comprehension skills during EFL classrooms at University of Bisha in Saudi Arabia. International Journal of Linguistics and Literature. 10(1), 69-86.

AlAzzam-Khraiwish, A., Bataineh, A., & Alzyod, A. (2021). The effect of using WhatsApp on the Jordanian 5th grade EFL students’ speaking skill. International Journal of Linguistics, 13(4), 49-61.

Alfuhaid, S. (2021). The utilization of Duolingo to enhance the speaking proficiency of EFL secondary school students in Saudi Arabia. English Language Teaching, 14 (11), 9-15.

Alharbi, B. (2021a). Exploring the perceptions of EFL learners towards mobile-assisted

vocabulary acquisition. Linguistics and Culture Review, 5(S1), 1684-1695.

Alharbi, B. (2021b). Mobile learning age: Implications for future language learning skills. Psychology and Education Journal, 58(2), 862-867.

Ali, M. (2021). Exploring the effects of Instagram as a mobile-assisted language learning tool on EFL learners. Science International (Lahore), 33(6), 417-422.

Ali, M., Mahmood, M., Yasmin, T., & Gulzar, M. (2021). Exploring the efficacy of Zoom as MALL tool in Pakistan. Elementary Education Online, 20(5), 6058-6071.

Ali, M., Malik, N., Moghal, S., … & Kazi, A. (2021). Teaching English collocations to undergraduate learners through Mobile Assisted Language Learning. Linguistica Antverpiensia, 1, 326-348.

Ali, M., Yasmin, T., & Ahmed, K. (2021). Using WhatsApp as MALL tool to enhance ESL learners' performance in Pakistan. International Journal of Elementary Education, 20(5), 2480-2494.

Ali, N. (2021). The effect of Duolingo usage on students’ vocabulary mastery of seventh-grade students at MTs PAB 1 Helvetia. Jurnal Serunai Bahasa Inggris, 13(1), 23-30.

Ali, N., & Hamzah, M. (2021). Penggunaan Augmented Reality (AR) menerus teknologi

maklumat dan komunikasi dalampembelajaran bahasa Arab wargaemas (The use of Augmented Reality (AR) through information and communication technology in Arabic language learning for senior citizens). QALAM International Journal of Islamic and Humanities Research, 1(4), 1-11. [in Malay]

Al-Jarf, R. (2021b). Mobile audiobooks, listening comprehension and EFL college students. International Journal of Research - GRANTHAALAYAH, 9(4), 410-423.

Al-Jarf, R. (2021c). Differential effects of the iPad on first and second language acquisition by Saudi children during the Covid-19 pandemic. The 17th International Scientific Conference eLearning and Software for Education (eLSE), Bucharest, Romania. Vol. 1 (pp. 96-105).

Alkhawaldeh, M., & Khasawneh, M. (2021). The effect of flipped classroom strategy via smart phones in academic achievement in the English language for blind and visually impaired students. Journal of Asian Multicultural Research for Educational Study, 2(3), 1-10.

Allagui, B. (2021). Writing a descriptive paragraph using an Augmented Reality application: An evaluation of students’ performance and attitudes. Technology, Knowledge and Learning, 26(3), 687-710.

Almahdi, H. (2021). Using smartphones applications in learning English as a foreign

language. Sabrata University Scientific Journal, xx, 228-263.

Almadhady, A., Salam, A., & Baharum, H. (2021a). The perception of Iaqi EFL learners towards the use of MALL applications for speaking improvement. Psychology, Society, & Education, 58(3), 2477-2496.

Almadhady, A., Salam, A., & Baharum, H. (2021b). Use of MALL applications to enhance English speaking skills among Arab EFL learners. Psychology and Education, 58(4), 3237-3255.

Almousawi, S. (2021). Examining English language learning apps from a second language acquisition perspective. International Journal of Higher Education, 10(5), 166-182.

Alnujaidi, S. (2021). Adoption of Mobile-Assisted Language Learning (MALL) in Saudi Arabian EFL classrooms. Journal of Language Teaching and Research, 12(2), 312-323.

Alrasheedi, S. (2021). Factors affecting Mobile- Assisted Language Learning (MALL) adoption and integration for ELL: A study based in a Saudi University. Asian EFL Journal, 28(3), 23-41.

AlSaied , N., & Akhta, F. (2021). Media students using mobile phones in the Arabian Gulf to improve English writing and video production skills. Learning and Teaching in Higher Education: Gulf Perspectives, 17(1), 4-15.

Alzarga, S., Bleed, M., & Rajab, T. (2021). Enhancing Libyan EFL undergraduate students’ awareness of mobile applications for learning English in the English Department at Sirte University. Abhat Journal-Faculty of Arts-Sirte University-Libya,18, 546-521.

Alzieni, H. (2021). The effect of mobile learning on learner autonomy in the United Arab Emirates. In P. Vinogradova & J. Shin (Eds.), Contemporary Foundations for Teaching English as an Additional Language: Pedagogical Approaches and Classroom Applications (pp. 240-247). New York: Routledge.

Alzubi, A. (2021). The role of mobile technologies in impacting learner autonomy in an EFL context: A systematic review. International Journal of Computer-Assisted Language Learning and Teaching, 11(3), 56-73.

Andujar, A., & Salaberri-Ramiro, M. (2021). Exploring chat-based communication in the EFL class: Computer and mobile environments. Computer Assisted Language Learning, 34(4), 434-461.

Arifani, Y., & Jumadi (2021). Enhancing EAP learners’ academic vocabulary learning: An investigation of WhatsApp-based reporting and receiving activities. Teaching English with Technology, 21(4), 51-75.

Aromaih, A. (2021). University EFL learners’ attitudes towards using smart phones for developing language learning skills during the COVID-19 pandemic. Asian EFL Journal, 28(1.1), 144-160.

Arumugam, R., & Noor, N. (2021). Mobile apps based on Keller personalized system of instruction to promote English vocabulary acquisition. International Journal of Interactive Mobile Technologies, 15(23), 4-17.

Arvanitis, P., & Krystalli, P. (2021). Digital storytelling and Augmented Reality-based scenarios for foreign language teaching. In M. Montebello (Ed.), Digital Pedagogies and the Transformation of Language Education (pp. 1-22). IGI Global.

Asad, A., Ghani, M., & Riaz, F. (2021). Improving English language receptive skills through mobile assisted language learning: Perceptions and practices of undergraduate students. 

The Asian ESP Journal, 17(4.2), 60-86.

Asgari, H. (2021). Artefacts mobiles et systems d’ALAO, le cas du système SPOC+ (Mobile Artifacts and CALL Systems, The Case of the SPOC+ System). PhD Dissertation, Sciences du langage, Specialité informatique et sciences du langage. Université Grenoble Alpes. [in French]

Aydın. E., & Tunagür, M. (2021). Türkçe  Öğretmenlerinin Mobil Uygulamaları Eğitsel Amaçlı Kullanımlarının İncelenmesi: Karma Yöntem Araştırması (Investigation of Turkish teachers' use of mobile applications for educational purposes: Mixed method research). Journal of İnönü University Faculty of Education, 22(3), 1964-1992. [in Turkish]

Azadi, G., Tahriri, A., & Rasekh, Z. (2021). The effectiveness of WhatsApp as a tool for vocabulary development among Iranian EFL learners. Journal of Applied Research in English Language Teaching, 10(2), 135-153.

Baek, J. (2021). Effects of Mobile-assisted Blended Learning (MABL) on Improving University Students’ Intelligibility and Comprehensibility in English Speaking. PhD dissertation, Hankuk University of Foreign Studies, Seoul, Korea.

Baek, J., & Lee, C-H. (2021). Effects of mobile-assisted blended learning on university students’ English speaking proficiency in Korea. The Journal of Asia TEFL, 18(4), 1266-1284.

Balcı, Ö., & Kartal, G. (2021). A new vocabulary revision technique using WhatsApp: Peer‑chain. Education and Information Technologies, 26, 5873-5893.

Balula, A., Vasconcelos, S., & Moreira, A. (2021). Digital platforms in the age of mobility: A contribution towards language teaching and learning. Communications in Computer and Information Science, 1384 CCIS, 398-407.

Bárcena, E. (2021). Current advances in providing social, mobile, and open language teaching to all. Lengua y Migracion, 13(2), 135-148.

Bardus, I., Herasymenko, Y., Nalyvaiko, O., …, & Pozdniakova, V. (2021). Organization of foreign languages blended learning in COVID-19 conditions by means of mobile applications. Revista Romaneascapentru Educatie Multidimensionala, 13(2), 268-287.

Bariza, R. (2021). Investigating the Role of the “Cake Application” in Enhancing English Foreign Language Learners’ Speaking Skill: The Case of First Year Students of English at Biskra University. MA thesis, Biskra University.

Barrett, N., Liu, G-Z., & Wang, H-C. (2021). Student perceptions of a mobile learning application for English oral presentations: The case of EOPA. Computer Assisted Language Learning, xx, 1-26.

Behforouz, B., & Frumuselu, A. (2021). The effect of text messaging on EFL learners’ lexical depth and breadth. Journal of Language and Education, 7(2), 107-123.

Belyakova, O., & Pyrkina, N. (2021). App-based multimedia in foreign language teaching: Options for language learner. Lecture Notes in Networks and Systems, 133, 549-557.

Ben-Itzhak, S. (2021). On the varying effectiveness of Computer/Mobile-Assisted Language Learning. International Journal of Education and Development using Information and Communication Technology, 17(3), 167-183.

Benito, M., & Epelde, A. (2021). Estudio contrastivo de las competencias orales en las aplicaciones móviles (apps) para el estudio del Francés Lengua Extranjera (FLE) (Contrastive study of oral skills in mobile applications (apps) for the study of French as a Foreign Language (FFL). Anales de Filología Francesa, 29, 33-51. [in Spanish]

Berns, A., & Reyes-Sánchez, S. (2021). A review of Virtual Reality-based language learning apps. Revista Iberoamericana de Educacion a Distancia, 24(1), 159-177.

Berry, D. (2021). Level up your pronunciation: Impact of a mobile game. MEXTESOL Journal, 45(1), 1-12.

Beyranvand, S., & Rahmatollahi, M. (2021). The effects of MALL on language learners' mastery of technical collocation: Use of Instagram and Adobe Connect. Turkish Journal of Computer and Mathematics Education, 12(11), 6697-6709.

Bhati, A., & Kumar, H. (2021). Review of pros and cons of Mobile Assisted Language Learning in Indian education during pandemic. Journal for Research Scholars and Professionals of English Language Teaching, 5(28), np.

Bhestari, M., & Luthfiyyah, R. (2021). EFL students’ perceptions towards the use of MALL to promote students’ learning autonomy. PERSPECTIVE: Language, Education and Literature, 9(2), 77-87.

Bieńkowska, I., Klimczok, A., Polok, K., & Modrzejewska, J. (2021). Use of mobile assisted language learning (MALL) in teaching vocabulary to ESP students. The International

Journal of Research in Teacher Education, 12(3), 81-95.

Bimasheva, G., Iskakova, S., & Shibintayeva, A. (2021). Мобильные технологии как инструмент обучения английскому языку как иностранному (Mobile technologies as a tool in EFL teaching). Bulletin of the Kazakh National Women's Pedagogical University, 2(86), 158-168. [in Russian]

Binhomran, K., & Altalhab, S. (2021). The impact of implementing Augmented Reality to enhance the vocabulary of young EFL learners. JALT CALL Journal, 17(1), 23-44.

Bissonnette, S., & Boyer, C. (2021). A review of the meta‐analysis by Tingir and colleagues on the effects of mobile devices on learning. Journal of Computer Assisted Learning, 37(xx), 1-5.

Bobkina, J., Gómez Ortiz, M., & Domínguez Romero, E. (2021). Desarrollo y pilotaje de una aplicación audiovisual para la gamificación del aula de inglés para fines específicos (Development and piloting of an audiovisual application for gamification of the English classroom for specific purposes). In M. Barquero Cabrero,  J. Rodríguez Terceño & A. Barrientos (Eds.), Báez Diseñando la Nueva Docencia del Siglo XXI (pp. 25-38). [in Spanish]

Bortoluzzi, M., Bertoldi, E., & Marenzi, I. (2021). (Re-)contextualising storytelling with children in English L2. In V. Morgana & A. Kukulska-Hulme (Eds.), Mobile Assisted Language Learning Across Educational Contexts (pp. 36-60). Routledge Focus Collection.

Budianto, L., & Yudhi, A. (2021). Utilizing WhatsApp-driven learning during COVID-19 outbreak: EFL users’ perceptions and practices. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 264-281.

Burston, J. (2021a). Unreported MALL studies: What difference do they make to published experimental MALL research results? In V. Morgana & A. Kukulska-Hulme (Eds.), Mobile Assisted Language Learning Across Educational Contexts (pp. 10-35). Routledge Focus Collection.

Burston, J. (2021b). Meeting the challenges of research bibliography in MALL, Computer Assisted Language Learning, Editorial, 34(7), 1-6.

Burston, J., & Giannakou, K. (2021). MALL language learning outcomes: A comprehensive

meta-analysis 1994-2019. ReCALL, 34(2), 147-168.

Butarbutar, R., Arafah, B., Marlina R., ..., & Monika, S. (2021). Using Mobile-Assisted Language to encourage EFL learning among Indonesian learners of English. Linguistica Antverpiensia, 2, 766-779. [very bad research design]

Cahyani, M., Fauzan, M., Putri, K., & Larasati, A. (2021). Arabic vocabulary: Konsep aplikasi berbasis augmented reality untuk meningkatkan penguasaan kosakata bahasa Arab (Arabic vocabulary: The concept of augmented reality-based application to improve Arabic vocabulary mastery). Journal of Language, Literature and Arts, 1(8), 1158-1170. [in Indonesian]

Çakmak, F. (2021). Navigating strategies and metacognitive awareness in self-regulated mobile-assisted listening in a second language. Boğaziçi University Journal of Education, 38(1), 1-24.

Cassiana H., & Maslawati, M. (2021). The use of mobile technology in enhancing the critical reading skills of pre-university ESL students. Creative Education, 12(3), 678-695.

Cervantes, D., Amaya, A., & Baca Pumarejo, J. (2021). Refuerzo de frases en ingles por medio de SMS en una comunidad rural de Tamaulipas (Reinforcement of English sentences through SMS in a rural community in Tamaulipas). In J. Baca Pumarejo & J. Serna Hinojosa (Eds.), Una Visión de la Brecha Digital en el Siglo XXI (pp.169-185). UAT-Colofón [in Spanish]

Chaka, C. (2021). An overview of mobile language learning in selected review studies: 2010-2018. MEXTESOL Journal, 45(4), 1-18.

Chandra, A., Prasetyaningrum, P., Suria, O., …, & Nugroho, L. (2021). Virtual Reality mobile application development with Scrum framework as a new media in learning English. International Journal of Interactive Mobile Technologies, 15(8), 31-49.

Chang, L. (2021). Complexity, conflict, and uncertainty: Smartphone use and the efficacy to learning on university students in EFL classrooms. Studies in English Language

Teaching, 9(3), 79-88.

Chang, M-M., & Lan, S-W. (2021). Flipping an EFL classroom with the LINE application: Students’ performance and perceptions. Journal of Computers in Education, 8, 267-287.

Chau, B., & Huong, L. (2021). Efficiency of the ‘Memrise’ mobile application in vocabulary learning of EFL students. Journal of Language and Literature Science, 5(1), 1-9.

Chen, C., Hung, H., & Yeh, H. (2021). Virtual Reality in problem-based learning contexts: Effects on the problem-solving performance, vocabulary acquisition and motivation of English language learners. Journal of Computer Assisted Learning, 37, 851-860.

Chen, Z., Jia, J., & Li, W. (2021). Learning curriculum vocabulary through mobile learning: Impact on vocabulary gains and automaticity. International Journal of Mobile Learning and Organisation, 15(2), 149-163.

Chirkova, V. (2021).  И нтеграция мобильных приложений в электронную образовательную среду в процессе изучение иностранных языков (Integration of mobile applications into the electronic educational environment in the process of learning foreign languages). Baltijskij Gumanitarnyj Zhurnal, 10.2(35), 198-200. [In Russian]

Cholis, H., Fauziati, E., & Supriyadi, S. (2021). Students' roles in learning English through Mobile Assisted Language Learning (MALL): A teachers' beliefs view. International Journal of Educational Research Review, 6(2), 169-175.

Chua, N., Tajuddin, A., Noh, C., …, & Saputra, J. (2021). Identifying the level of perceived learning engagement and motivation in Mandarin: An application of Mobile-Assisted Language Learning (MALL) classes. Proceedings of the International Conference on Industrial Engineering and Operations Management (pp. 4771-4780).

Chuah, K., & Kabilan, M. (2021). Teachers’ views on the use of chatbots to support English language teaching in a mobile environment. International Journal of Emerging Technologies in Learning, 16(20), 223-237.

Corgi (2021). Effect of Mobile Assisted Language Learning, 1-18.

Costuchen, L., Darling, S., & Uytman, C. (2021). Augmented Reality and visuospatial bootstrapping for second-language vocabulary recall. Innovation in Language Learning and Teaching, 15(4), 352-363.

Criollo-C, S., Lema, M., Gonzalez, M., …, & Luján-Mora, S. (2021). Exploring the

technological acceptance of a mobile learning tool used in the teaching of an indigenous language. PeerJ Computer Science, 7, 1-27.

Dai, Y., & Wu, Z. (2021). Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: A mixed-methods study. Computer Assisted Language Learning, 1-24.

Darsih, E., Wihadi, M., & Hanggara, A. (2021). Using ELSA App in speaking classes: Students’ voices. Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology (np).

Dashtestani, R., & Hojatpanah, S. (2021). Mobile-assisted language learning in a secondary school in Iran: Discrepancy between the stakeholders’ needs and the status quo. In A. Marcus-Quinn & T. Hourigan (Eds.), Handbook for Online Learning Contexts: Digital, Mobile and Open: Policy and Practice (pp. 157-174). Berlin: Springer International Publishing.

da Silva, L., Neto, E., Francisco, R., …, & Leithardt, V. (2021). ULearnEnglish: An open ubiquitous system for assisting in learning English vocabulary. Electronics, 10(14), 1-14.

Daud, W., Ghani, M., Rahman, A., …, & Amiruddin, A. (2021). ARabic-Kafa: Design and development of educational material for Arabic vocabulary with Augmented Reality technology. Journal of Language and Linguistic Studies, 17(4), 1760-1772.

Daud, W., Wong, K., Ghani, M., & Ramli, S. (2021). Gender differences in learning Arabic language proficiency via M-learning among Malaysia university students. Journal of Language and Linguistic Studies, 17(2), 1069-1082.

Deregözü, A. (2021). Mobile learning in language education: Trends, potentials, and challenges. Bridging Theory and Practices for Educational Sciences (pp. 79-97).

Dinç, E., & Kim, E. (2021). The personalization principle within a language app: A small-scale project. Academia Letters, Article 1090, 1-9.

Dindar, M., Ren, L., & Järvenoja, H. (2021). An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. British Journal of Educational Technology, 52(1), 142-159.

Dizon, G., & Gayed, J. (2021). Examining the impact of Grammarly on the quality of mobile L2 writing. The JALT CALL Journal, 17(2), 74-92.

Dolgunsöz, E., & Yıldırım, G. (2021). The role of mobile devices on online EFL skill courses during Covid-19 emergency remote education. Acuity: Journal of English Language Pedagogy, Literature and Culture, 6(2), 118-131.

Dollah, M., Nair, S., & Wider, W. (2021). The effects of utilizing Telegram app to enhance students’ ESL writing skills. International Journal of Educational Studies, 4(1), 10-16.

Dolzhich, E., Dmitrichenkova, S., & Ibrahim, M. (2021). Using m-learning technology in teaching foreign languages: A panacea during COVID-19 pandemic era. International Journal of Interactive Mobile Technologies, 15(15), 20-34.

Dragonflame, C., Olsen, A., & Tommerdahl, J. (2021). Efficacy of mobile apps in teaching foreign languages: A systematic review. The Ortesol Journal, 38, 33-35. [Same as Tommerdahl, Dragonflame & Olsen 2022]

Durán-Bautista, D., & Huertas-Malagón, S. (2021). Mobile phones-assisted practice and note-taking in foreign language oral production. International Journal of Mobile and Blended Learning, 13(2), 51-72.

Dwigustini, R., Sari, N., Susilawati., & Nisa, B. (2021). Fostering students’ writing skills by the integration of MALL application. Journal of Languages and Language Teaching, 9(1), 34-43.

Each, N., & Suppasetseree, S. (2021). The effects of mobile blended cooperative learning on EFL students’ listening comprehension in Cambodian context. Learn Journal: Language Education and Acquisition Research Network, 14(2), 143-170.

Ebadijalal, M., & Yousofi, N. (2021). The impact of mobile-assisted peer feedback on EFL learners’ speaking performance and anxiety: Does language make a difference? The Language Learning Journal, 1-19.

Eilola, L., & Lilja, N. (2021). The smartphone as a personal cognitive artefact supporting participation in interaction. The Modern Language Journal, 105(1), 294-316.

Ekoç, A. (2021). Mobile language learning applications from the perspectives of adult language learners in Turkey. Shanlax International Journal of Education, 9(4), 259-264.

Elaish, M., Shuib, L., Hwang, G-J., …, & Zainuddin, S. (2021). Mobile English language learning: A systematic review of group size, duration, and assessment methods. Computer Assisted Language Learning, xx, 1-27. 

Elsawy, A., & Eldeen, H. (2021). Maximizing EFL Students' exposure to listening and speaking through MALL: Daily voice WhatsApp messages between students and the teacher. Asian EFL Journal, 28(12), 111-140.

Eshankulovna, R. (2021). Modern technologies and mobile apps in developing speaking skill. Linguistics and Culture Review, 5(S2), 1216-1225.

Fang, W., Yeh, H-C., Luo, B-R., & Chen, N-S. (2021). Effects of mobile-supported task-based language teaching on EFL students' linguistic achievement and conversational interaction. ReCALL, 33(1), 71-87.

Fansury, A., Rahman, M., & Jabu, B. (2021). Pengembangan Aplikasi Bahasa Inggris Sebagai Media Pembelajaran (Developing Mobile English Application as Teaching Media). Deepublish. [in Indonesian]

Fastovets, V. (2021). Розроблення мобільного програмного забезпечення для вивчення іноземної мови (Developing mobile software for foreign language learning). Computer Sciences and Information Technologies, 94, 155-159. [in Ukrainian]

Fatimah, S. (2021). The use of mobile-assisted language learning application in pronunciation training. UG JURNAL, 15(4), 23-33.

Fatimah, S., Santiana, S., & Sulastri, F. (2021). Learner’s experience on the use of mobile device for autonomous listening: A narrative inquiry. Journal of Language and Linguistic Studies, 17(SI 1), 193-204.

Fisher, S. (2021). The 6 Best Free Language Learning Apps of 2021. Lifewire.Com.

Fitria, A., Dwimaulidiyanti, A., & Sapitri, S. (2021). The implementation of Cake application in learning English speaking skills. International Conference on Education of Suryakancana (pp. 118-123).

Fitriani, R. (2021). The utilization of mobile-assisted gamification for vocabulary learning: Its efficacy and perceived benefits. CALL-EJ, 22(3), 146-163.

Fu, J., Yeh, H-C., Liang, P-C., & Heng, L. (2021). Exploring adult learners' perceptions towards learning English via mobile applications. International Journal of Learning Technology, 16(3), 181-196.

Fu, J-S. (2021). Messages behind Mobile-Assisted Language Learning. European Journal of English Language Teaching, 6(5), 113-120.

Fu, Y., Zhang, L., Zhao, S., & Chen, Y. (2021). Perceptions of non-English major college students on learning English vocabulary with gamified apps. International Journal of Emerging Technologies in Learning, 16(18), 268-276.

Gael, K., & Elmiana, D. (2021). Mobile-Assisted Language Learning (MALL) in English language acquisition: A critical literature review. Journal of English Language Teaching Innovations and Materials, 3(2), 76-86.

Gao, C., & Shen, H. (2021). Mobile-technology-induced learning strategies: Chinese

university EFL students learning English in an emerging context. ReCALL, 33(1),

88-105.

Geng, X. (2021). 基于移动学习平台的大学生英语写作能力提升措施研究 (Research on measures to improve college students’ English writing ability based on mobile learning platform). Journal of Kaifeng Vocational College of Culture & Art, 7, 95-96. [in Chinese]

Ginting, R., & Fithriani, R. (2021). Using the Hello English application in the EFL classroom: Its efficacy in helping students to master vocabulary. Annual International Conference on Language and Literature (pp. 592-600).

Green, J. (2021). Students’ perceptions of mobile-mediated corrective feedback and oral messaging in a WhatsApp chat group. MA thesis, University of Barcelona.

Guan, A. (2021). Research on blended teaching model in college English based on mobile learning app. Journal of Contemporary Educational Research, 5(1), 78-81.

Guo, P., Wang, Q., & Bao, L. (2021). Enhancing students’ mobile-assisted language learning through self-assessment in a Chinese college EFL context. Journal of Education and e-Learning Research, 8(2), 238-248.

Habibie, A. (2021). Exploring the use of mobile assisted language learning in university students’ context. Scope: Journal of English Language Teaching, 5(2), 51-56.

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Sharifi, S., & Shahreza, M. (2021). The effect of MALL on the acquisition of receptive and productive knowledge of L2 vocabulary by Iranian EFL learners: The case of Telegram. International Journal of Research in English Education, 6 (2), 102-114.

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Zhang, J., & Yu, S. (2021). Investigating pedagogical challenges of mobile technology to English teaching. Interactive Learning Environments, xx, 1-13.

Zhang, R., Zou, D., & Xie, H. (2021). Spaced repetition for authentic mobile-assisted word learning: Nature, learner perceptions, and factors leading to positive perceptions. Computer Assisted Language Learning, xx, xx.

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