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Ha, J. (2018). Using mobile-based Slido for effective management of a university English reading class. Multimedia-Assisted Language Learning, 21(4), 37-56.

This Korean paper reports the perceptions of 110 university students of unspecified L2 English competence level regarding their use of a smartphone-based class response system (Slido). For six weeks, participants accessed the app during their weekly Business English Reading classes to post keywords and to ask questions anonymously about the text being studied. Slido proved to be effective in facilitating students’ active participation, better comprehension, and higher motivation in the class. According to a post-treatment questionnaire, the majority of students considered Slido to be an ideal way of asking questions owing to its spontaneous and anonymous nature.

Habibie, A. (2020). Duolingo as an educational language tool to enhance EFL students’ motivation in learning English. British, Jurnal Bahasa Dan Sastra Inggris, 9(1), 13-26.

This Indonesian study evaluates the effect of a mobile-accessible language learning app (Duolingo) upon the L2 English learning motivation of 40 college students of unspecified competence level. Participants used the app on their smartphones for three days, but no information is provided about what or how they studied. A post-treatment questionnaire revealed that use of Duolingo was quite effective in enhancing the students’ motivation to learn English.

Hadi, M., & Emzir (2016). Improving English speaking ability through mobile assisted language learning (MALL) learning model. International Journal of Language Education and Culture Review, 2(2), 71-74.

This Indonesian paper reports on the effect of mobile-assisted language learning upon the speaking ability of 30 L2 English university students. Participants first took a pre-test, then were retested three times during the course. At each stage, significant improvements were observed compared to the previous stage.

Haerazi (2023). MALL integrated with metacognitive skills to promote pre-service English teachers’ intercultural communicative competence. Journal on English as a Foreign Language, 13(2), 581-609.

This Indonesian university study investigated the effect of metacognitive skills upon the intercultural communicative competence (ICC) of 28 pre-service L2 English teachers of unspecified language competence level. Students participated in nine sessions, with each session lasting 2x45 minutes, that focused on ICC mediated by unspecified MALL activities intended to promote communicative competence, making relations, creating communication and collaboration. MALL helped pre-service English teachers become autonomous learners and actively engage in self-regulating their cognitive abilities to think critically, adapt, and interact within diverse cultural contexts. Students who possessed very high metacognitive skills demonstrated significantly greater ICC achievement than other participants.

Haerazi, Utama, I., & Hidayatullah, H. (2020). Mobile applications to improve English writing skills viewed from critical thinking ability for pre-service teachers. International Journal of Interactive Mobile Technologies, 14(7), 58-72.

This Indonesian study investigated over an unspecified time period how 58 pre-service L2 English teachers of unspecified English competence level used mobile apps (WhatsApp, U-Dictionary, and e-mail) to develop critical thinking in the writing of a descriptive text. For the writing evaluation, participants were divided into an experimental MALL-using group and control non-MALL group, presumably on an equal basis. Using WhatsApp and e-mail, the MALL group was able to interact and communicate actively, which is thought to have contributed to critical thinking skills. The MALL group significantly outscored the control on a post-treatment written composition assessment.

Haggag, M. (2018). Teaching phonetics using a mobile-based application in an EFL context. European Scientific Journal, 14(14), 189-204.

This Egyptian paper evaluated the effectiveness of an Android-based mobile app (HPhonetics) in developing the English phonetics knowledge and skills of 23 university pre-service teachers of unspecified L2 English competence level. HPhonetics was used during ten three-hour sessions to teach phoneme identifications, consonant and vowel classifications, and sound articulators. The results of a pre-/post-treatment phonetics test demonstrated a significant improvement in median scores. According to a post-treatment student satisfaction questionnaire, participants viewed their learning development to range from good to very good and were satisfied with the application and the content to learn English phonetics.

Haghighi, H. (2016). The effects of two technological tools on idiom learning of Iranian EFL learners: A MALL perspective. Modern Language Studies, xx, 1-12.

This Iranian study investigated the effectiveness of a mobile-accessible instant messaging app (Telegram) as a tutorial delivery platform for intermediate-level L2 English idiom learning. Over two months, Telegram use (N=20) was compared against classroom video presentations (N=20) and definitions and examples written on a whiteboard (N=19). Participants were all adult L1 Persian speakers in an English Institute. On a post-treatment vocabulary test, the Telegram and video groups both significantly outscored the traditionally instructed control group. Telegram users also outperformed the video watchers and expressed more positive attitudes about the treatment.

Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of flipped classroom on EFL learners' appropriate use of refusal: Achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261-293.

This Iranian study describes a flipped classroom project that used a mobile-accessible instant messaging app (Telegram) in an L2 English course to distribute class-related video clips and website links. Over seven sessions, 30 intermediate-level university participants studied materials focusing on the expression of refusal with the aid of these resources prior to the class. A matched control group of 30 studied the same reading materials in a conventional classroom. Participants of the flipped class were more engaged with the course contents and significantly outperformed the conventional group in the post-test.

Halimah, H., Lustyantie, N., & Ibrahim, G. (2018). Students’ perception on implementation of ORAI mobile application in CLL method in teaching speaking. Journal of English Education and Linguistics Studies, 5(1), 1-22.

This Indonesian study describes the perceptions of 24 L1 Indonesian advanced-level L2 English university students regarding their use of a mobile-based speaking app (Orai). Participants accessed the app via their smartphones over an indeterminate time period to practice speaking English on unspecified topics. Following a Community Language Learning approach, speaking practice consisted of four stages: recording, listening, correcting, and repeating. Analysis of a post-treatment student questionnaire revealed mostly highly positive reactions to the use of Orai. In particular it was thought to alleviate the fear of speaking and improve their pronunciation, intonation and speaking speed.

Hamka, N. (2024). Leveraging MALL in higher education: A study on Duolingo's efficacy in enhancing language learning motivation. Elsya: Journal of English Language Studies, 6(3), 231-243.

This Indonesian study evaluated the effect of a mobile-based L2 English tutorial game app (Duolingo) upon the language learning motivation of 56 university students of unspecified English competence level. Using unspecified mobile devices, over six weeks roughly an hour per day out-of-class, participants studied unspecified materials following unspecified procedures. According to a pre-/post-treatment survey comparison, 85.7% of the students indicated a significant increase in language learning motivation and engagement as a result of Duolingo's variety of features, such as pronunciation training, vocabulary expansion, structured learning paths and personalized feedback.

Hamzah, M., Ghani, M., Daud, W., & Ramli, S. (2019). Digital game-based learning as an innovation to enhance student's achievement for Arabic language classroom. International Journal of Recent Technology and Engineering, 8(3), 2108-2112.

This Malaysian paper investigates the effectiveness of a mobile game-based app compared to traditional teaching upon the learning of beginner-level L2 Arabic. For four weeks, 35 university students learned Arabic using one method and another group of 35 studied the same material using the other method. No information is provided regarding the game, content of instruction or treatment procedures except that class-teaching time was the same. The experimental group significantly outscored the traditional control group on a post-test comparison, but no information is given regarding the test focus.

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.

This Turkish study investigated the perceptions of 49 A1-level L2 English university students regarding the use of a vocabulary app (Busuu). Participants used their smartphones to access the app for four weeks, learning 30 words per week. A pre/post-treatment questionnaire indicated significant positive changes in the students’ perceptions of smartphone-based English vocabulary learning. In particular, the participants found EFL vocabulary learning through smartphones effective, practical and enjoyable.

Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speaking anxiety. Gist Education and Learning Research Journal, 12, 29-50.

This Turkish four-week study examined whether the use of WhatsApp could reduce the speaking anxiety of intermediate level L2 English university students. Thirty-nine volunteers worked in class in groups of 2-3 to write, practice and audio record mini dialogues, which were shared within the WhatsApp group. A pre-/post treatment administration of the Foreign Language Classroom Anxiety Scale demonstrated that while the mean anxiety level of all participants had lowered, the difference was greater for females than males. Students were unsure about continuing to use WhatsApp for improving their language skills.

Handayani, A., Cahyono, B., & Widiati, U. (2018). The use of Instagram in the teaching of EFL writing: Effect on writing ability and students’ perceptions. Studies in English Language Teaching, 6(2), 112-126.

This Indonesian study evaluated the effect of a mobile-based social networking app (Instagram) upon the writing skills of 34 university students of unspecified L2 English competence level. Over six meetings, working collaboratively in pairs, participants first discussed in class topics posted to their Instagram account. Using their smartphones, they then posted their thesis statement to the instructor. The actual essay was begun in class then completed at home with peer and instructor review and feedback via Instagram. Students performed significantly better on a post-treatment compared to a pre-treatment essay and regarded the experience positively.

Handayani, A., & Izzah, L. (2020). Improving students’ listening comprehension with mobile app “English Listening Test”. English Language in Focus, 3(1), 69-76.

This Indonesian study describes the effect of a mobile-based English learning app (Listening Test) upon the L2 listening comprehension of 36 tenth-grade students of unspecified competence level. Using their personal smartphones, participants accessed the app during eight meetings over an unspecified time period. A post-treatment listening test demonstrated significantly improved results compared to those of a pre-test. 

Handayani, F. (2017). Students’ attitude toward using Instagram in teaching writing.  Jurnal Educative: Journal of Educational Studies, 2(1), 22-28.

This study describes the trialing of a mobile-based social networking app (Instagram) as a platform for practicing the L2 English writing of eight Indonesian university students of unspecified L2 English competence level. Participants responded in writing to the posting of four photos, writing a caption for three and a comment about the fourth. On a post-treatment questionnaire, students expressed very favorable views about the use of Instagram for developing their writing skills. 

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

This two-week Indonesian study investigated the effectiveness of using a mobile-accessible messaging app (LINE) in providing peer feedback for the intermediate-level L2 English writing of fifteen secondary school language institute students. During the first week, working individually in class, students wrote a paragraph-length essay on an assigned topic, which they then peer-corrected in pairs. During the second week, working in triads, students wrote another similar essay in class, then used LINE to provide peer feedback between the groups. The writing performance on rewritten essays was better using LINE.

Hani, N. (2014). The impact of WhatsApp group’s utilization of EFL students’ vocabulary writing amelioration. International Journal of University Teaching and Faculty Development, 5(2), 73-87.

This Jordanian study examined the effect of the use of a social networking messaging app (WhatsApp) upon the vocabulary choice and writing of 20 university students of unspecified L2 English competence level. Over three weeks, via WhatsApp, participants responded to prompts from their instructor to complete a dialogue journal, 20 responses in total. A 50-minute pre-/post-test requiring the writing of a paragraph demonstrated that participants scored higher for word choice on the post-test and that their voice improved significantly. However, it was simply assumed that students used smartphone to access WhatsApp.

Hao, Y., Lee, K-S., Chen, S-T., & Sim, S. (2019). An evaluative study of a mobile application for middle school students struggling with English vocabulary learning. Computers in Human Behavior, 95, 208-216.

This Taiwanese study describes the use of an Android-based mission-oriented puzzle-solving game app (Detective ABC) to foster the L2 English vocabulary acquisition of ten low achieving junior high school seventh-graders. The app included listening, speaking, reading, and writing lessons, based on course textbooks. Students used the app for 40 minutes, then completed two tests that consisted of four parts: reading, writing, listening, speaking. It was concluded that student vocabulary test scores had improved and that the app helped students listen, read and write English vocabulary, but with less effect on speaking.

Harmanto, M. (2021). The influence of MALL on enhancing students' literacy skills. Journal of English Education and Applied Linguistics, 10(1), 88-100.

This study evaluated the effect of two mobile-accessible apps (Lessonwriter, Kahoot!) on the L2 English literacy skills of Indonesian university students of unspecified English competency level. Over about a month, 12 participants used their mobile phones to access course materials and complete related exercises via the two apps. Based on a pre-/post-test comparison with a control group of 12 that received the same instruction without the use of MALL, the only significant positive MALL-related difference was in spelling and the grammar of singular/plural forms. There was no significant difference between the groups in the students' literacy skills in general.

Haron, H., & Kasuma, S. (2022). The role of teachers in assisting low-proficiency students' writing performance via WhatsApp. International Journal of Virtual and Personal Learning Environments, 12(1,) 98-116.

This Malaysian study describes the role and effectiveness of teachers in an online social networking app (WhatsApp) that was used for eight weeks as a forum for the discussion of argumentative writing topics. Apparently using their smartphones to access WhatsApp, a group of 13 low proficiency (MUET Band 2) L2 English university students spent three days per week discussing eight weekly topics among themselves and their instructor. The students’ positive learning outcomes were linked to the teachers’ provision of motivational stimulus and both intrinsic and extrinsic forms of support, including ideas, personal views, learning applications or tools and cited resources.

Haron, H., Kasuma, S., & Akhiar, A. (2021). Developing ESL writing content through online discussions on WhatsApp. International Journal of Virtual and Personal Learning Environments, 11(2), 18-35.

This Malaysian study describes the effect of out-of-class discussions, mediated by a social networking app (WhatsApp), upon the English writing of 33 pre-university students of low (MUET Band 2) or modest (MUET Band 3) L2 English proficiency. For five weeks, at least one hour per week, participants used their mobile phones to discuss via WhatsApp a weekly topic introduced in class. Meanwhile a matched control group of 33 discussed the same topics as part of an hour-long face-to-face class. On a pre-/post-treatment comparison, both groups significantly improved their writing. However, the experimental group did so significantly more than the control.

Hasbi, M., & Nursaputri, E. (2024). Using ELSA Speak application as a medium to improve English speaking skills. International Journal of Language, Humanities, and Education, 7(1), 91-102.

This Indonesian study describes the effect of an L2 English mobile-based speaking app (Elsa Speak) upon the pronunciation of 8th-graders of unspecified competence level. Between 10-15 students participated in the experiment, practicing with unspecified materials and following unspecified procedures. The treatment was conducted during two cycles of unspecified duration. Participants took unspecified pre-/post-tests within each cycle. Improved results were observed in each cycle, with those of the second cycle superior to those of the first. The feedback feature of ELSA Speak was favored by both teachers and students as it provided corrections and motivated students to improve.

Hasegawa, K., Amemiya, S., Kaneko, K., …, & Tsukahara, W. (2007). MultiPod: A multi-linguistic word learning system based on iPods. Proceedings of the Second International Conference on Task-Based Language Teaching.

This Japanese conference presentation is essentially the same as Amemiya, et al. (2007). It describes the use of a PC application to create iPod-based vodcasts. Hodgepodge automatically generates the pronunciation of a word, its spelling and L1 equivalent displayed as subtitles on a still image or video. MultiPod then transfers vodcasts to iTunes for downloading to iPods. When compared against the rote memorization of 20 English words using pen and paper on an immediate, two-week-delayed and two-month-delayed post-test, the vodcasts only proved to be significantly more effective on the latter.

Hassa, N., Nor, N., Zakaria, W., & Mohamed, W. (2013). SMS-facilitated English vocabulary log. Unpublished. Np.

This unpublished study reports on a five-week experiment that used mobile-based SMS to teach L2 English vocabulary to 21 Malaysian university students of unspecified L2 English competence level. Every week, students were pre-tested on their knowledge of 6-10 words taken from assigned textbook reading passages. The words, with word class and meanings, were then sent to them via SMS for study. The following week, students were tested on the vocabulary. The average results of all post-tests were higher than the corresponding pre-tests. According to a post-treatment survey, overall, students found the SMS activities positive and motivating.

Hassan, A., & Ahmed, S. (2018). The Impact of WhatsApp on learners’ achievement: A case study of English language majors at King Khalid University. International Journal of English Language Education, 6(2), 69-81.

This Saudi Arabian study investigated the effect of a mobile-based messaging app (WhatsApp) upon the performance of 30 university students of unspecified L2 English competency level in an English syntax course. For 17 weeks, participants used the app out of class as a social networking platform to share course-related problems and ideas among themselves while the instructor monitored discussions and intervened when necessary. The instructor also shared many documents and video clips with the learners via WhatsApp. On two course-based mid-terms and final exam, the experimental group significantly outperformed a control group of 30 that received no extracurricular support.

Hautasaari, A., Hamada, T., Ishiyama, K., & Fukushima, S. (2019). VocaBura: A method for supporting second language vocabulary learning while walking. Proceedings ACM Interactive Mobile Wearable Ubiquitous Technology, 3, 4(Article 135).

This Japanese study describes a smartphone-based location-aware L2 English vocabulary app (VocaBura) which was trialed during two sessions over one week with 17 paid L1 Japanese participants of self-described low-level L2 English competency. While walking around a university campus, participants heard audio recordings of ten Japanese-English word pairs corresponding to locations and shops identified by VocaBura. A week later, they heard another ten Japanese-English word pairs played with no in situ lexical re-enforcement. While there was no significant learning difference between the two treatments on an immediate post-test, the VocaBura condition achieved significantly better results on a one-week delayed post-test.

Hawke, P. (2010). Using internet-sourced podcasts in independent listening courses: Legal and pedagogical implications. The JALT CALL Journal, 6(3), 219-234.

This Japanese study evaluated the effect of mobile-based podcasts upon the A1-level L2 English listening ability of 23 university students. Twice weekly over eight weeks, using loaned iPod Nanos, participants listened to podcasts relating to pharmacy, nutritional science, food science, and environmental science. In doing so, they followed a seven-step process: Think (prior knowledge), Listen for main ideas, Listen for key words, Listen for key ideas, Read the transcript, Listen again without transcript, Summarize the podcast. They scored significantly better on a pre-/post-treatment listening comprehension test comparison.

Hayati, M., Jalilifar, A., & Mashhadi, A. (2013). Using short message service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66-81.

This mobile phone-based Iranian project sought to teach English idioms. It involved three groups of 15 A1-level L2 English language institute students, who were each required to learn 80 idioms in 20 days under one condition. A self-study group received a printed pamphlet of the idioms with English definitions and example sentences. An SMS treatment pushed the same material to students four times a day. In class, idioms were introduced without definitions in different short passages. While all students improved their scores on a pre-/post-test comparison, the SMS group outperformed the other two groups, with self-study achieving the lowest results.

Hayes, C. (2009). Student motivation, blended learning & an iPod project in tertiary Japanese language teaching at ANU. Electronic Journal of Foreign Language Teaching, 6(s1), 230-244.

This Australian paper describes a pilot project that involved the use of iPods to provide third-year L2 Japanese students with out-of-class access to TV news clips. Over a semester, 40 university students viewed four broadcasts per week linked to worksheet activities and the production of group presentations that included radio-like podcasts. According to an end-of-course survey, 92% of the respondents judged that their listening skills had improved as a result of the course, though a number of the students preferred accessing the vodcasts via computers rather than the iPods.

Hazaea, A., & Alzu'bi, A. (2016). The effectiveness of using mobile on EFL learners’ reading practices in Najran University. English Language Teaching, 9 (5), 8-21.

This Saudi Arabian paper describes a 14-week experiment during which 30 preparatory-year university students of unspecified L2 English competence level used their smartphones to further their L2 English reading skills. In class, students accessed offline and online dictionaries and Internet resources to support their reading activities. Out of class, WhatsApp was used in conjunction with online sources to exchange memos and reading-related information. A pre-/post-comparison of reading skills revealed a substantial improvement in the participants’ language deciphering skills and text comprehension. Their ability to react to a text and analyze it were also slightly improved.

Hazaea, A., & Alzu'bi, A. (2018). Impact of Mobile Assisted Language Learning on learner autonomy in EFL reading context. Journal of Language and Education, 4(2), 48-58.

This Saudi Arabian paper investigated how the out-of-class use of student-owned smartphones affected the learner autonomy of 30 preparatory-year university students of unspecified L2 English competence level in an L2 English reading course. For 14 weeks participants did Internet searches about freely chosen topics, which they shared with peers and their teacher in a WhatsApp group. This took the form of summaries, note making, critical thinking and suggested readings. Data analysis revealed that the participants’ learner autonomy had improved in terms of taking responsibility for the management of reading materials and the time and place of reading.

He, J., Ren, J., Zhu, G., …, & Chen, G. (2014). Mobile-based AR application helps to promote EFL children's vocabulary study. Conference Proceedings ICALT, IEEE 14th International Conference (pp. 431-433).

This Chinese study evaluated a mobile phone-based app that taught eight L2 English animal words to 20 kindergarteners, presumably of beginning level L2 English competence level. In groups of four, during apparently a single session, the children used a mobile phone to photograph a printed word card, whereupon the app presented a corresponding image and pronunciation. A matched control group of 20 learned the same words with a teacher who showed a printed word card with image and pronounced the word for repetition. On a pre-/post-test, the experimental group tripled its median score whereas the control increased its score by only three points.

He, X., & Loewen, S. (2022). Stimulating learner engagement in app-based L2 vocabulary self-study: Goals and feedback for effective L2 pedagogy. System, 105, 1-49.

This Japanese study evaluated the effect of explicit goal-setting-and checking activities upon the vocabulary learning motivation of upper-intermediate-level L2 English university students. For eight weeks, 32 participants used a mobile-based flashcard app (Memrise) to study at least 30 words per week and complete a weekly goal-setting check sheet. A control group of 31 used Memrise to study 35 words per week with no goal checking activities. The treatment group studied significantly more words than the control group, although pre-/post-test TOEIC scores did not significantly differ between or change within groups.

Head, A., Xu, Y., & Wang, J. (2014). Tonewars: Connecting language learners and native speakers through collaborative mobile games. Lecture Notes in Computer Science (pp. 368-377).

This American study describes the design and testing of an Android mobile-based game (ToneWars) developed for the teaching of L2 Chinese tone recognition and production. Two tone input methods were employed: kinesthetic touch and speech. The game is collaborative in nature and was trialed over five eight-minute sessions with twelve (presumably beginner-level) university learners paired with Chinese native speakers. Pre-/post-testing confirmed a significant improvement in the learners’ tone recognition and production. Likewise, participants’ qualitative feedback on ToneWars was highly favorable.

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

This Iranian paper evaluated the effect of smartphone-delivered L2 English grammar exercises with 30 A1-level junior high school learners. Textbook-based grammar exercises were sent via SMS in the evening twice daily, one for the question and one for the answer, for twelve weeks, five days per week. A matched control group of 30 did the same exercises in printed form. They also received via SMS an equivalent number of SMS vocabulary exercises as a placebo. The experimental group significantly outperformed the control on a post-treatment 30 item multiple-choice/blank-fill grammar test.

Hegelheimer, V., & O’Bryan, A. (2009). Mobile technologies and language education. In M. Thomas (Ed.), Handbook of research on Web 2.0 and second language learning (pp. 331-349). Hershey, PA: Information Science Reference.

This American study reports on the evaluation of program that was trialed by 14 L2 English university students for 15 weeks in a course that focused on academic listening strategies such as understanding lecture organization, noting numbers and statistics, and taking notes. Almost all students chose to listen to the podcasts on the computer rather than on an MP3 player. Used in this way, the podcast materials were no different than other online audio materials as the unique characteristic of podcasts, namely their ability to go mobile, was not utilized.

Heidari, J., Khodabandeh, F., & Soleimani, H. (2018). A comparative analysis of face to face instruction vs. Telegram mobile instruction in terms of narrative writing. JALT CALL Journal, 14(2), 143-156.

This Iranian paper describes an intermediate-level L2 English writing class conducted according to Labov’s six stages of writing. During three remote 90-minute virtual class sessions, 30 L1 Persian university students accessed course materials and engaged in discussions about the various writing stages of a narrative essay through text/voice messages and stickers via their mobile phones using a social networking communication app (Telegram). A matched control group of 30 undertook similar activities in class through face-to-face discussions. The Telegram group significantly outperformed the control on a post-treatment writing test.

Helal, E. (2023). Effectiveness of a proposed program integrating MALL & reciprocal listening to podcasts in fostering EFL faculty of biotechnology students’ HOTS, vocabulary acquisition and speaking fluency. Occasional Papers, 81,221-309.

This Egyptian study describes in detail the design and evaluation of an L2 English program that exploited mobile phone-based learning to realize a teaching methodology based on collaborative/interactive listening to podcasts. During twelve sessions over three months, 40 university students of unspecified English competence level undertook exercises that focused on improving their higher order thinking skills (HOTS), vocabulary acquisition and speaking fluency. Pre-/post-treatment test comparisons in the three targeted areas demonstrated significant improvements with a large effect size in all.

Hellermann, J., & Thorne, S. (2022). Collaborative mobilizations of interbodied communication for cooperative action. The Modern Language Journal, 106(S1), 89-112.

This American study analyzed the collaborative English usage of three university students, of unspecified L2 English competence level, engaged for twenty minutes in a mobile AR game (ChronoOps). Using an iPhone, the participants read GPS maps and instructions, found green technology sites on campus, discussed these sites and technologies as a preparatory activity, and ultimately made and recorded a formally organized oral report, which was then sent to other teams. The language used for the task emerged as a semi-permeable embodied grammar assembled in multimodal turns that included gesture, gaze, bodily deixis, and linguistic constructions.

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

This American study examined the relationship between public reading and social interaction while playing a mobile phone-based location-aware augmented-reality game (ChronoOps). The game was played during one session and required a team of three students, of unspecified L2 English competence level, to find five designated sites on their university campus. Once found, students filed audio and video reports of the technology they encountered. Reading during the game occurred in a co-constructed, semiotically rich environment. It was found that in contexts of just-in-time concerted action, reading activated and interpenetrated social and embodied practices.

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.

This Egyptian study evaluated the effectiveness of an instructor-created MALL program upon the English listening comprehension and vocabulary acquisition of 30 university students of unspecified L2 English competence level. The program, which participants accessed out of class via their own smartphones, provided complementary listening and vocabulary materials for a face-to-face course that met two hours per week for eight weeks. Students used their mobile phones for podcasting, digital storytelling, collaborative conversations and communicating with the instructor via SMS messages and e-mails. A pre-/post-test comparison demonstrated significant improvements for both listening comprehension and vocabulary acquisition.

Helwa, H. (2019). Using Mobile Augmented Reality "MAR" applications to improve students’ teachers’ EFL descriptive writing skills and motivation towards English language. Educational Journal, Sohag University - Faculty of Education. 64, 66-135.

This Egyptian study evaluated the effect of a custom designed mobile Augmented Reality app on the English descriptive writing of 35 university student teachers of unspecified L2 English competence level. During sixteen sessions over ten weeks, participants accessed the app via their smartphones to display images and related information about nearby buildings/places/views of interest. This information was used to write a descriptive essay about their college, which they posted to their instructor and colleagues using social networking sites. A pre-/post-treatment essay writing comparison revealed a statistically significant improvement in the mean scores of the study participants in all assessed parameters.

Hemmi, A., Narumi-Munro, F., Alexander, W., …, & Yamauchi, Y. (2014). Co-evolution of mobile language learning: Going global with games consoles in higher education. British Journal of Educational Technology, 45(2), 356-366.

This British study describes the use of Nintendo DSi game consoles to support the L2 Japanese learning of 24 third-year university students, of unspecified L2 Japanese competency level, during their study-abroad year in Japan. Students were supposed to do writing, reading, listening, speaking and vocabulary-building exercises on the Nintendo and to post responses back to their tutors as well as to a course website. Due especially to difficulties establishing wifi connections, only nine students reported using the device. Analysis of post-program test scores found no relationship between completion of the Nintendo-based exercises and improved language scores

Hendriwanto, H., & Kurniati, U. (2019). Building reading fluency with mobile-assisted extensive reading. International Journal of Interactive Mobile Technologies 13(6), 84-92.

This study investigated the effect of mobile phone-based extensive reading upon the English reading speed of 45 (presumably Indonesian) university students of unspecified L2 English competence level. During eight ninety-minute class sessions, using their Android mobile phones, participants read e-books of their choice at six self-selected levels of difficulty. Reading sessions were followed up on the course’s Schoology LMS account, to which students submitted a written reaction to their reading. A pre-/post-treatment reading test comparison demonstrated, overall, an increase in words read per minute.

Heng, C-H., & Ling, T-L. (2014). Interactive Character Learning Model (ICLM) – Chinese character learning using WhatsApp for Malay L3 learners. US-China Education Review, 4(11), 772-786.

This Malaysian study describes the use of a mobile-accessible messaging app (WhatsApp) to practice the writing and reading of L3 Chinese characters. Over four weeks, using their smartphones/tablets, 32 university students in a second level Chinese course worked in WhatsApp groups to complete two sentence writing tasks using characters introduced in class the previous week. These were corrected by the instructor within WhatsApp and discussed in class the following week. It was found that the correctness of the second task was higher than that of the first task.

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

This Malaysian study evaluated the effect of an L2 English reading app (ReadMe) upon the critical reading comprehension of 30 pre-university students of mixed beginner-intermediate competence level.  Following unspecified procedures, students accessed the app via mobile phones for an unspecified duration/frequency to read a variety of (apparently short) texts on a variety of topics. A pre-/post-test comparison confirmed an overall significant reading improvement. However, there were no significant differences related to the language competence level of the students. Reaction to the app was very positive and, in particular, students thought it helped improve their critical reading skills.

Herlisya, D., & Wiratno, P. (2022). Having good speaking English through Tik Tok application. Journal Corner of Education, Linguistics, and Literature, 1(3), 191-198.

This Indonesian study describes the effect of using a mobile-accessible social networking app (TikTok) upon the L2 English speaking ability of 20 university students of unspecified English competence level. Student speaking performance was evaluated during four sessions in which participants watched short TikTok videos, for which they were assigned the task of using the app to recreate their own version, presumably using their personal cell phones. The task provided opportunities to reuse the vocabulary and grammatical structures encountered in the original TikTok videos. Compared to a pre-treatment assessment, speaking performance and engagement improved as a result of the activity.

Hidayat, M., & Yulianti, A. (2020). The effectiveness of flashcard Augmented Reality media and game chick learn on the ability to memorize vocabulary in English primary school students. International Journal of Innovation, Creativity and Change, 11(5), 151-168.

This Indonesian study compares the effectiveness of two, presumably mobile phone-based, pedagogical approaches to the learning of unspecified L2 English vocabulary by primary school second graders of unspecified English competence level. One method, followed by 27 students, involved flashcard Augmented Reality (FAR), where the words to be learned were supported by 3D AR images. The second method, dubbed Game Chick Learn (GCL) but never explained, was followed by 26 students. Both groups spent 18 days learning the vocabulary using unspecified materials and following unspecified procedures. The FAR group significantly outscored the GCL group on a post-treatment test.

Hidayati, P., & Rosyid, A. (2020). Pembelajaran English pronunciation melalui mobile assisted language learning (MALL): Potensi dan hambatan (Learning English pronunciation through Mobile-Assisted Language Learning (MALL): Potentials and barriers). Pedagonal: JurnalIlmiah Pendidikan, 4(2), 61-66. [in Indonesian]

This Indonesian study evaluated the effect of a mobile-based L2 English app (ELSA) upon the pronunciation of 30 university students described as having quite low pronunciation ability. Participants accessed the app via their mobile phones to practice unspecified materials for an unspecified period of time. Two post-tests were given that assessed the pronunciation of diphthongs, vowels, consonants, intonation, stress, and linking sounds. Students experienced fewer problems on the second than the first test with all these components except vowel pronunciation. Overall, students rated the app very favorably.

Hirschi, K., Kang, O., Cucchiarini, C., …, & Strik, H. (2020). Mobile-assisted prosody training for limited English proficiency: Learner background and speech learning pattern. Proceedings of the Annual Conference of the International Speech Communication Association (pp. 4452-445).

This American study of unspecified duration investigated the effect of mobile-assisted prosody instruction on the L2 English speech of 31 limited proficiency students at community organizations offering free English courses. Participants, aged between 18-71with ten different L1s, used Novo Play on unspecified mobile devices to undertake 10-15 minute lessons consisting of 8-15 listening/recording tasks completed over a period of 1-2 weeks. A pre-/post-test comparison revealed significant gains in comprehensibility, lexical stress, and prominence. However, the treatment didn’t result in a significant improvement in accentedness. Learner age impacted accentedness and comprehensibility more than the length of residency or language study history.

Hirzinger-Unterrainer, E. (2014). Mobile learning nella classe d’italiano L2 (Mobile learning in the L2 Italian class. Learn vocabulary with podcasts). Educazione Linguistica - Language Education, 3(1), 113-129. [in Italian]

This Austrian study investigated the effect of bilingual (Italian-German) mobile-based podcast creation upon the acquisition of beginner-level L2 Italian vocabulary. Over a semester, twenty-two high school students were encouraged to voluntarily create podcasts out of class while a control group of eight followed the same class instruction without creating podcasts. The experimental group used multiple learning strategies, but only half created any podcasts. On a pre-/post treatment vocabulary test, the control group significantly outscored the experimental group. However, in relative terms the experimental group improved more than the control.

Hmidani, T., & Zareian, N. (2022). Mobile-mediated interactional feedback (MMIF) effect on Iranian learners’ acquisition of English. Teaching English with Technology, 22(1), 40-61.

This Iranian study evaluated the effectiveness of interactional feedback on intermediate-level L2 English writing provided through the out-of-class usage of a mobile-accessible social media app (Telegram). Over four weeks, an experimental Telegram group of 20 language academy (high school/undergraduate university) students sent their weekly composition to the teacher who highlighted the mistakes and posted them to be discussed by the learners with instructor intervention. A matched control group of 20 corrected its compositions in-class via mostly teacher-centered interaction. The experimental group significantly outperformed the control on a pre/post-treatment composition comparison.

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.

This Taiwanese paper investigated the relationship between cognitive learning style and L2 English vocabulary acquisition using a smartphone-based augmented-reality app (UL-IAR) which exploits GPS location to select vocabulary. In a 60-minute field test, 90 participants of varied backgrounds and unspecified L2 English competence level were equally distributed into three groups: Field Dependent, Mixed Field and Field Independent. Following an immediate test, the app showed the corrected results with follow-up instructions aligned to learner cognitive style. Participants then ran the app again as a post-test. The best performance was obtained by field dependent learners who received field dependent-oriented feedback.

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

This paper describes the perceptions of 39 L2 English Taiwanese high school students regarding post-reading activities undertaken on mobile devices. Over ten weeks, 12 high-proficiency, 12 mid-proficiency and 15 low-proficiency students read five science-related books of their choice from the Razkids collection. Book reading was followed by five collaborative tasks: Internet information retrieval (using Evernote), poster presentation (using VoiceThread), paragraph writing, role-playing conversation and event sequencing. According to a post-treatment survey, perceptions of the five tasks were consistently positive and students thought that the post-reading tasks benefited their English learning.

Hoang, D., McAlinden, M., & Johnson, N. (2022). Extending a learning ecology with virtual reality mobile technology: Oral proficiency outcomes and students’ perceptions. Innovation in Language Learning and Teaching, xx, 1-14.

This Vietnamese study evaluated the effect of a mobile-based virtual reality (VR) app (Google Expeditions & Tour Creator) upon the L2 English oral production of 23 university students. Over a semester, during ten 60-minute lessons, participants watched nine VR presentations and, working in groups, collaboratively created one VR tour to a destination of their choice. A pre-/post-treatment speaking test revealed significant improvements in overall oral proficiency, with notable differences in fluency and coherence, lexical resource, and pronunciation, and a slightly significant difference in grammatical range and accuracy.

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

This Korean MA thesis compared the effectiveness of a mobile-based flashcard app (Memrise) to paper-based flashcards in fostering the A2-level L2 English vocabulary acquisition of junior college students. Over ten weeks, voluntarily on their own time, one class of 19 used the app on their smartphones while another matched class of 19 created their own paper flashcards and notebooks to learn a total of 213 cooking-related words.  On a pre-/post-treatment 61-itim multiple-choice vocabulary test, both groups demonstrated significant improvement, but the paper-based group more so than the Memrise users.

Holden, C., & Sykes, J. (2011). Leveraging mobile games for place-based language learning. International Journal of Game-Based Learning, 1(2); 1-18.

This American study describes the first three iterations of the Mentira project, an L2 Spanish language program based on an Augmented Reality murder mystery game. Over four weeks, groups of 16, 22 and 30 fourth-semester University students of unspecified L2 Spanish competence level spent about an hour per week, in class and on their own, using i-Pod Touches playing the mobile-based game to collect clues. This was done through simulated written dialogues about people and places in a near-by Spanish speaking community, the scene of the virtual crime, which students visited to gather further information.

Holden, C., & Sykes, J. (2012). Mentira - Prototyping Language-based locative gameplay. In S. Dikkers, J. Martin & B. Coulter (Eds.), Mobile Media Learning: Amazing Uses of Mobile Devices for Learning (pp. 111-130). Pittsburg, PA: ETC Press.

This paper reports the same four-week project described in Holden & Skyes (2011) in which fourth-semester American university L2 Spanish students used i-Pod Touches to solve an Augmented Reality-based murder mystery game (Mentira). The student behaviors Mentira was designed to provoke (playfulness, inventiveness, collaboration, risk taking) did not occur in the classroom. Getting students to play the game, in class or on their own, and work collaboratively to solve the mystery proved to be a major challenge. The on-site field trips were viewed as the best part of the game.

Honarzad, R., & Soyoof, A. (2020). Vocabulary learning and retention: A comparison between a serious game and mobile application. International Journal of Pedagogies and Learning, 15, 81-100.

This Iranian study evaluated the pre-intermediate-level L2 English vocabulary acquisition of language institute students. Using mobile devices in class, during 20 weekly two-hour sessions, 45 participants collaboratively accessed a serious game (Influent) to learn new words while another matched group of 45 individually used a tutorial vocabulary app (AnkiApp) to learn the same words. While both groups demonstrated significant improvements on a pre-/post-test, the serious game group made greater gains than the vocabulary app group. Likewise, the serious game group significantly outperformed the vocabulary app group on a one-month-delayed post-test.

Honarzad, R., & Soyoof, A. (2023). Two vocabulary learning tools used by Iranian EFL learners: Physical flashcards versus a mobile app. Computer Assisted Language Learning Electronic Journal, 24(1), 159-177.

This study evaluated the effectiveness of two types of flashcards for the learning of L2 English vocabulary by B1-level students in an Iranian private language school. Over six weeks, 17 participants used their smartphones to access 408 vocabulary flashcards for the IELTS on a mobile-based quiz app (Anki) while a control group of 17 did likewise using paper-based flashcards. Both groups improved significantly on a pre-/post-test comparison, but the Anki users more so than the control, with a moderate effect size. Positive feedback was received from both groups regarding the advantages of the flashcard type they used.

Hong, S-H., & Yang, S. (2025). Enhancing Korean as a foreign language learning through a mobile-assisted blended course: A triarchic and motivational perspective. Language Teaching Research, xx, 1-46.

This Taiwanese study describes an eighteen-week beginner-level L2 Korean course designed to teach 45 university students how to orally interact with Korean tourists and navigate tourism-related scenarios in Korea. The course combined unspecified traditional in-class instruction with three autonomous out-of-class mobile-based Sejong Korean Basic apps (Conversation, Grammar, Vocabulary). Students were encouraged to share (presumably in their unspecified L1) their weekly learning notes via the LINE VOOM post feature. According to a group of three external evaluators, the students’ end-of-course oral performance was uniformly rated as exhibiting notable progress in terms of fluency, confidence, and pragmatic competence.

Hosseinpour, N., Biria, R., & Rezvani, E. (2019). Promoting academic writing proficiency of Iranian EFL learners through blended learning. Turkish Online Journal of Distance Education, 20(4), 99-116.

This Iranian study evaluated the effect of a mobile-accessible learning platform (Edmodo) upon the intermediate-level L2 English writing competency of 25 L1 Persian university students. Using their own smartphones, participants accessed the app to cooperatively write five five-paragraph essays of at least 250 words during five 60-minute sessions. A matched control group of 26 did likewise via face-to-face interaction. In a post-treatment essay, the experimental Edmodo group outperformed the control group in general writing proficiency as well as with regard to such specifics as organization, vocabulary, and mechanics of writing.

Hou, B., Ogata, H., Miyata, M., …, & Liu, Y. (2010). JAMIOLAS 3.0: Supporting Japanese mimicry and onomatopoeia learning using sensor data. International Journal of Mobile and Blended Learning,2(1), 40-54.

This Japanese paper describes the most recent version of the JAMIOLAS system for the learning of Japanese mimetic words and onomatopoetic expressions (see Ogata, et al. (2007); Miyata, et al. (2008). JAMIOLAS3provides media files, dictionary look-up and weather information with quizzes based on location. When using JAMIOLAS3 via a PDA, six university students of unspecified L2 Japanese competence level learned more vocabulary in 20 minutes than when using a paper dictionary for the same time. Student attitudes towards the system were also positive.

Hou, B., Ogata, H., Miyata, M., & Yano, Y. (2009). JAMIOLAS 3.0: Supporting Japanese mimicry and onomatopoeia learning using sensor data. In S-C. Konget, et al. (Eds.), Proceedings of the 17th International Conference on Computers in Education (pp. 593-597). [CDROM]. Hong Kong: Asia-Pacific Society for Computers in Education.

This Japanese conference presentation describes a further iteration of the JAMIOLAS system for the learning of Japanese mimetic words and onomatopoetic expressions (see Ogata, et al. (2007); Miyata, et al. (2008)). JAMIOLAS3 provides media files, dictionary look-up and weather information with quizzes based on location. When using JAMIOLAS3 via a PDA, six L2 Japanese university students learned more vocabulary in 20 minutes than when using a paper dictionary for the same time. Student attitudes towards the system were also positive. 

Hou, J., Lee, J., & Doherty, S. (2022a). A study of the effects of mobile media on L2 text processing: Beyond offline comprehension accuracy measures. Computers & Education, 182, xx.

This study investigated the effect of presentation modality upon the C1-level L2 English reading of L1 Chinese university students in Australia. During one session, participants read two chapters (~1900 words) of a short novel. Eye-tracking methodology was used to compare the effects of reading via mobile phone (N=41), tablet (N=39), computer (N=38) and paper (N=38) on comprehension and cognitive processing behaviors. There were no significant differences between the four modalities on a reading comprehension post-test. Significantly shorter mean fixation duration of mobile-assisted reading suggested slightly more efficiency in cognitive processing.

Hou, J., Lee, J., & Doherty, S. (2022b). The effects of mobile-assisted reading on incidental L2 word learning: A processing perspective. Computer Assisted Language Learning, 1-36.

This paper reports the same data as that which appears in Hou, Lee, & Doherty (2022a). It evaluates the effect of presentation medium on the L2 English reading and vocabulary acquisition of 156 L1 Chinese students in an Australia university. Computer-assisted reading led to significantly less word learning accuracy than did reading on mobile devices or paper. Despite not being statistically significant in terms of outcomes, the paper group outperformed the other groups in seven out of nine dimensional comparisons in word learning accuracy, allocated visual attention, and response time.

Hou, J., Lee, J., & Doherty, S . (2024). Attentional differences in L2 learners’ word learning strategies between mobile-assisted and in-print reading: An eye tracking study. Computer Assisted Language Learning, (x), 1-36.

This international research study (Australian, Chinese and American) evaluated the effectiveness of mobile compared to paper-based L2 English vocabulary acquisition on B2-level Chinese students at an Australian university. During apparently one session of unspecified duration, 60 students read two chapters of a short story (The Elephant Man) in which 20 original words were replaced by plausible looking English fabrications (e.g, “bancel” replacing “wait”). Half the group read the text on an iPad mini while the other half read a printed paper version. A post-treatment test revealed that reading on paper led to significantly better accuracy than reading on a tablet.

Hou, Y-J. (2018). Integration of Kahoot into EFL classroom. In C. Stephanidis (Ed.), International Conference on Human-Computer Interaction. HCI International 2018. Communications in Computer and Information Science, 852 (pp. 31-37). Springer, Cham.

This conference presentation describes the use of a mobile-based student response app (Kahoot!) with 130 low-intermediate/intermediate-level L2 English junior college students in Taiwan. During a semester, the app was used 10-14 times in class with three groups of participants, working individually or collaboratively, to check reading comprehension and enhance their participation and attention. Student responses on a post-treatment survey reflected very positive attitudes towards the use of Kahoot! in this way.

Hou, Z. (2016). An Empirical Study of Mobile-Assisted English Vocabulary Learning. MA thesis, College of International Studies Southwest University, China.

This Chinese MA thesis evaluated the effectiveness of a mobile-based L2 English dictionary app (Youdao), combined with peer-group discussion of vocabulary via a social networking app (QQ), upon the learning of 31 experimental group university students. Over four weeks, the participants, of unspecified English competence level, were set the task of learning 21 words taken from their intermediate-level textbook. A control group of 31 did likewise using printed materials without any peer group interaction. The control group outscored the experimental group on both an immediate and two-week-delayed post-test. However, the results were above the 0.05 significance level in both cases.

Houser, C., Thornton, P., Yokoi, S., & Yasuda, T. (2001). Learning on the move: Vocabulary study via mobile phone email. ICCE 2001 Proceedings (pp. 1560-1565).

This is one of a series of conference papers written with P. Thornton and others describing the teaching of English L2 vocabulary in Japan via mobile phones. A half-dozen target words per week were sent for four weeks via SMS of about 100 words (definitions, multiple usage in context, story extracts) to 44 female university students at pre-set intervals three times a day for rote memorization. Compared to students studying the same words via PC and on paper, lessons delivered via SMS resulted in significantly greater learning.

Hoven, D., & Palalas, A. (2011). (Re)conceptualizing design approaches for mobile language learning. CALICO Journal, 28(3), 699-720.

This Canadian study reports on the mobile-assisted component of an English for Specific Purposes course that focused on listening and speaking skills. The program exploited web-enabled MP3 players to deliver 2-8-minute workplace audio/video podcasts and to access an online class blog. It was trialed for 15 weeks by 12 college students of mixed L2 English competence levels, who appreciated the mobile resources and particularly the non-reciprocal audio podcasts, which may have been indicative of a general lack of preparedness for autonomous learning.

Hoven, D., & Palalas, A. (2013). The design of effective mobile-enabled tasks for ESP students: A longitudinal study. In P. Hubbard, M. Schulz & B. Smith (Eds.), Learner-Computer Interaction in Language Education: A Festschrift in Honor of Robert Fischer (pp 137-165). 

This Canadian paper elaborates the design principles of a Mobile-Enabled Language Learning Eco-System (MELLES) for a university L2 English for Specific Purposes accounting course. MELLES stems from a Design-Based Research project described previously in Palalas (2011a) and Palalas (2011b). The prototype was evaluated over seven months by 41 students and 6 practitioners. It incorporates eight primarily listening-based exercises that employ mobile phone-based affordances to mediate comprehension, communication and language artefact construction tasks. A combination of in-class, online, and mobile-enabled activities leads to the co-creation of a collaboratively edited ESP resource.

Hsiao, H-S., Chang, C-S., Lin, C-Y., …, & Lin, C-Y. (2016). The development and evaluation of listening and speaking diagnosis and remedial teaching system. British Journal of Educational Technology, 47(2), 372-389.

This two-week Taiwanese study evaluated the effect of an Android-based Chinese Listening and Speaking Diagnosis and Remedial Instruction system upon the beginner-level L2 Chinese proficiency of 32 foreign university students. A control group of 33 students participated in the same corrective activities using paper-based remedial instruction. Multiple-choice questions were used to assess the participants’ listening abilities. The speaking test consisted of a sentence-recitation and a picture-description test. On a pre-/post-test comparison, both groups made significant progress in listening comprehension, but only the experimental group scored significantly better in speech production.

Hsieh, M-C., Kuo, F-R. & Lin, H-C. (2014). The effect of employing AR interactive approach on students’ English preposition learning performance. Journal of Computers and Applied Science Education, 1(1), 45-60.

This study describes the design and pilot testing of an Android-based app (MARELA) that was used to teach L2 English prepositions to 106 seventh-graders in Taiwan. The app was triggered by QR codes on a printed worksheet which sent video overlays to the participants’ smartphones. It was trialed for three weeks, once per week for 50 minutes. According to a post-treatment questionnaire, most students accepted MARELA and thought it was easy to use. It raised students’ enthusiasm to learn English and increased their motivation to learn by themselves.

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.

This conference presentation compared the effect of strong vs weak mobile game design on the L2 vocabulary acquisition of Taiwanese twelfth-graders of unspecified English competence level. Twice per week for four weeks, participants first learned new words in class using the Phone Words app then tested their newly acquired word knowledge. Eighteen did so with the Star VOC app (strong game design) while 18 others used the Tic-Tac-Toe app (weak game design). Based on a pre-test/immediate and two-week delayed post-test comparison, learners who used Tic-Tac-Toe exhibited significantly better vocabulary learning performance, retention, and relaxation than those who used Star VOC.

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

This single-session Taiwanese study examined the effects of a mobile-accessible video-based adaptive captioning system upon intrinsic and extrinsic goal orientation in the L2 English listening comprehension of eleventh-grade students. Captions were filtered to remove high frequency words depending on students’ language proficiency level. An experimental group of 82 students viewed partial captions of three 15-minute video clips geared to their language level: Elementary, Intermediate, Intermediate-High. A control group of 79 viewed the same videos, one at each proficiency level. Most of the students reported positive impressions regarding the caption filtering method.

Hsu, C-K., He, Y-Y., & Chang, C-K. (2009). Evaluation of a MALL system integrating instant translation and shared annotation for ESL reading on PDA. In I. Gibsonet, et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 898-904). Chesapeake, VA: AACE.

This Taiwanese paper describes a PDA/web-based L2 English reading program for university students. It provides instant translation via a link to an online dictionary (Yahoo), from which users build individual word glossaries that are shared with a paired student to support extensive collaborative reading. The system was pilot tested with 42 presumably intermediate-level L2 English university students, who first worked only individually, then with a paired collaborator. The reading comprehension results of the collaborative pairs were superior to those who read only individually.

Hsu, C-K., Hwang, G-J., & Chang, C-K. (2013). A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students. Computers & Education, 63, 327-336.

This Taiwanese paper describes a four-week experiment that investigated the effects of a PDA-based program which matched readings to student preferences and knowledge levels and provided an annotation module for making individual or shared English translations. Senior high school L2 English learners of unspecified L2 English competence level, divided into two experimental groups of 33 each, used the recommendation system, one with each type of annotation. A control group of 44 used individual annotations without reading recommendations. While there was no difference in learning achievements between the two experimental groups, though both outperformed the control group.

Hsu, C-K., Hwang, G-J., Chang, Y-T., & Chang, C-K. (2013). Effects of video caption modes on English listening comprehension and vocabulary acquisitions using handheld devices. Proceedings of the 19th International Conference on Computers in Education (pp. 281-288).

This conference presentation is essentially the same as the published version of the same year Hsu, et al. (2013).

Hsu, C-K., Hwang, G-J., Chang, Y-T., & Chang, C-K. (2013). Effects of video caption modes on English listening comprehension and vocabulary acquisition using handheld devices. Educational Technology & Society, 16 (1), 403-414.

This Taiwanese study investigated the effects of video caption modes on the listening comprehension and vocabulary acquisition of low-achievement L2 English fifth-graders. For one month, 81 students divided into three groups used PDAs to view weekly videos. One watched with full English captions, one with just targeted English word captions and a control group with no captions. On a pre-/post-test comparison, there was no significant difference between the two experimental groups. However, all participants made significant improvements in vocabulary acquisition and listening comprehension, the experimental groups more than the control.

Hsu, H., & Lin, C. (2024). Factors influencing students’ listening learning performance in mobile vocabulary-assisted listening learning: An extended technology acceptance model. Journal of Computer Assisted Learning, 40(4), 1511-1525.

This Taiwanese study examined whether Behavioral Intention (BI) could predict the L2 English listening learning performance (LLP) of 129 pre-intermediate-level college students through vocabulary learning performance (VLP) in the context of mobile vocabulary-assisted listening learning using two mobile learning tools: Quizlet, ESL Cyber Listening Lab. Weekly for ten weeks, participants used unspecified mobile devices to learn ten unspecified words from a listening passage on Quizlet and then engaged in related listening activities on ESL Cyber Listening Lab. It was determined that BI significantly predicted LLP through VLP. Perceived ease of use and perceived usefulness were significant antecedents of BI.

Hsu, H-T., & Chao, W-N. (2024). Acceptance of mobile-assisted engineering vocabulary learning by military students. Education and Information Technologies, 29(2), 2413-2435.

This Taiwanese study investigated the attitudinal and behavioral changes of 45 military academy students resulting from their use of a mobile-accessible quiz app (Quizlet) to learn 100 technical engineering English terms over a four-week period. Participants were L2 English learners at a pre-intermediate-level. According to a post-treatment questionnaire, system characteristics positively influenced the perceived ease of use and perceived usefulness of Quizlet. Perceived usefulness positively influenced behavioral intention through attitude towards use. However, perceived ease of use did not significantly influence perceived usefulness or attitude towards use because of the limited convenience of studying at the military base.

Hsu, H-Y., Wang, S-K., & Comac, L. (2008). Using audioblogs to assist English-language learning: an investigation into student perception. Computer Assisted Language Learning, 21(2), 181-198.

This American study describes the pilot testing of a system that linked mobile phones to the online Evoca voice recording application to create web-based audioblogs for the submission and archiving of oral assignments. The instructor also used the audioblogs to interact with learners and evaluate their performance. The system was trialed for a semester by 22 advanced-level L2 English language institute students. While 82% agreed that the mobile-accessible audioblog was a good language learning tool, only about half actually used it. However, students who regularly completed assignments improved their speaking.

Hsu, L. (2013). English as a foreign language learner's perception of mobile-assisted language learning: A cross-cultural study.  Computer Assisted Language Learning 26(3), 197-213. 

This study from Taiwan aims to investigate the end-user’s perception of MALL through cross-cultural analyses based on the questionnaire responses of 45 university L2 English Tourism students from seven countries. At the end of the five-week course, in which students used their own Android mobile phones to undertake collaborative on-site investigations, cross-cultural analyses were conducted with three constructs: technological affordances, applicability and the constructivism of MALL. For all three constructs, results revealed that significant differences did exist among participants with different cultural backgrounds.

Hsu, L., & Lee, S-N. (2011). Learning tourism English on mobile phones: How does it work? Journal of Hospitality, Leisure, Sport and Tourism Education, 10(2), 85-94.

This Taiwanese paper describes a four-week study that investigated the effectiveness mobile phones in delivering tourism content to 25 pre-intermediate-level L2 English university students who also attended weekly one-hour classes. A matched control group of 25 received the same information uniquely in class. While the mean scores of all students improved on a pre-/post-test comparison, the experimental group performed significantly better. Overall, the experimental students expressed a positive attitude towards mobile-based learning, indicating that it provided opportunities for group learning and refining problem-solving skills within an authentic context.

Hsu, T-C. (2016). Enhancing listening comprehension and vocabulary recall in mobile-assisted language learning. In A. Palalas & M. Ally (Eds.), International Handbook of Mobile-Assisted Language Learning (pp. 608-632). China Central Radio & TV University Press, Co., Ltd.

This Taiwanese paper reports the results of two experiments that tested the effect of short versus long L1 Chinese subtitling and L2 English captioning upon L2 English listening comprehension and vocabulary recall. The first experiment lasted one 40-minute class session and used smartphones to present two 15-minute videos to a total of 123 eleventh-graders who had studied English for 7-8 years. The second experiment used PDAs to show four four-minute videos, one per week, to a total of 79 novice-level fifth graders. Both studies revealed that providing short subtitles or captions just for hard or target words was as effective as presenting long subtitles or full captions in helping students comprehend and learn foreign language through videos. Limited text overlays thus could be used to advantage on small-screen mobile devices.

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

This Taiwanese study explored the cognitive load, flow state, foreign language learning anxiety and learning effectiveness of third-graders who used Augmented Reality educational games on tablets during one class session to assist their beginner-level L2 English vocabulary acquisition. Twenty participants played the games in self-directed mode and 18 followed a task-based approach. On a pre-/post-test comparison, both groups scored highly, but there was no significant difference between them. The study confirmed that greater learning anxiety produced greater mental efforts. Lower learning anxiety and mental effort, however, did not foster better learning.

Hsu, T-C. (2019). Effects of gender and different Augmented Reality learning systems on English vocabulary learning of elementary school students. Universal Access in the Information Society, 18(2), 315-325.

This Taiwanese study appears to be the same as that reported in Hsu (2017). It compares the effectiveness of two types of mobile-based L2 English vocabulary games upon the learning of seven words depicting classroom objects. 20 ab initio level third-graders used tablets to play a game that allowed them to collaboratively determine the sequence of activities. A second matched group of 18 played a version of the game in which the sequence of activities was pre-determined. A pre-/post-test comparison revealed that there was no significant difference in outcomes based on the two treatments or the gender of the students.

Hsu, T-C., & Hwang, G-J. (2016). The application of Augmented Reality in English vocabulary learning for elementary school students. In M. Spector, B. Lockee & M. Childress (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy (pp. 1-19). Springer International Publishing.

This Taiwanese study evaluated the effect of a mobile-based Augmented Reality tutorial game upon the learning of seven class-related L2 English words by a class of third-graders. Over eighty minutes, 20 beginner-level participants used tablets to play the game following a fixed sequence mission plan. Another group of 18 played the game in any sequence they chose. A pre-/post-test comparison showed that playing the game either way had similarly high learning effectiveness. However, students playing the game following their own paths revealed higher flow experience and lower intrinsic cognitive loads in comparison with those playing it in a predetermined sequence.

Hu, H., & Du, K. (2022). TikTok in mobile-assisted English language learning: An exploratory study. International Journal of Information and Education Technology, 12(12), 1311-1320.

This Chinese study investigated the effect of an instant messaging app (TikTok) upon the L2 English competence and affective learning engagement of 42 CET6-level university students. Over 13 weeks, participants were encouraged to supplement classroom language teaching through the unspecified out-of-class use of TikTok. A matched control group of 41 received the same classroom instruction without the use of TikTok. Pre-/post-treatment assessments were made for Global English Proficiency, Oral English Proficiency, L2 Learning Motivation, L2 Speaking Motivation and Willingness to Communicate. Both groups made equivalent language learning progress, but the experimental group lost motivation for English learning and speaking/communication.

Hu, W-C., & Hsu, S-T. (2021). Beyond technocentrism: Improving lower-achiever’s English listening performance by using mobile-assisted language learning on university of technology students. Proceedings 11th International Conference on Information Communication and Management (pp. 98-102). Tokyo, Japan.

This conference presentation evaluated the effect of MALL-based instruction upon the pre-intermediate-level L2 English listening comprehension of 66 Taiwanese university students. Participants spent 100 minutes per week for 36 weeks using a variety of MALL apps. They used Voicetube to imitate and produce audio recordings based on 20 educational videos, about which they took comprehension tests using Quizizz. They also undertook self-evaluations of their recordings via Padlet posts. A matched control group of 32 was taught via what is described as traditional methods. The experimental group participants significantly outscored the control on a pre-/post-treatment listening comprehension test comparison.

Hu, Z. (2011). Vocabulary learning assisted by mobile phones: Perception of Chinese adult learners. Cambridge Journal of Chinese Studies, 8(1), 139-154.

This Chinese study describes the results of a survey of student perceptions regarding the learning of L2 English vocabulary via mobile phone-based text messages. Five times per week for four weeks, 24 part-time intermediate-level university students received five vocabulary items with English and Chinese definitions.  Nearly all the participants (95.7%) read the messages and over 78% saved them for future reference. According to the survey, students were very positive towards the use of mobile phones for vocabulary learning because it helped them to memorize new words in a convenient manner.

Huang, C., Yang, S., Chiang, T., & Su, A. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Journal of Educational Technology & Society, 19(1), 263-276.

This Taiwanese paper evaluates the effectiveness of a mobile device-based location-aware app in fostering the L2 English vocabulary acquisition of 40 fourth-graders. Over five hours, a control group of 40 had access to a simulated environment in class. The experimental group received the same instruction, but used the GPS functionality of their mobile devices to locate campus locations that exemplified aspects of the vocabulary studied. The app provided relevant vocabulary and phrases including pronunciation and an online dictionary. The experimental group significantly outperformed the control group on a pre-/post-test comparison.

Huang, F., Yang, S., & Hwang, G-J. (2010). Situational language teaching in ubiquitous learning environments. Knowledge Management & E-Learning, 2(3), 312-327.

This Taiwanese study describes the design and evaluation of a custom-made mobile-based situational mashup app (SituMash) that was trialed by 160 high-level L2 English students, for an unspecified period of time. It was used for inter-student English communication linked to the situational context as perceived by the app. For comparison, a control group of 160 similar students used a wiki (QEDWiki) without situational context awareness. SituMash group students showed more positive perceptions about the situational language learning activities than the QEDWiki group. The SituMash group also outscored the control on a pre-/post-treatment language test involving 30 participants from each group.

Huang, G., & Hew, K-F. (2023). Supplementing the Involvement Load Hypothesis with vocabulary-use knowledge improves mobile-assisted language learners’ productive vocabulary. Computer Assisted Language Learning, xx, 1-30.

This Chinese study evaluates the effect of two WeChat applets, informed by Involvement Load Hypothesis theory, upon the B2-level L2 English vocabulary acquisition of L1 Chinese university students. A control version of the applet incorporated only parts of speech information and Chinese translations, whereas an experimental version also provided vocabulary-use knowledge: grammatical functions, collocations and usage constraints. Over four weeks, 25 participants learned 40 words using their smartphones to access the experimental applet while 26 others did likewise with the control version. The experimental group significantly outperformed the control on both an immediate post-treatment and two-week-delayed post-treatment vocabulary test.

Huang, H-W. (2021). Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement. Australasian Journal of Educational Technology, 37(6), 18-40.

This Chinese study evaluated the effect upon intermediate-level L2 English speaking performance of using smartphones to create two three-minute videos on real-life experiences. The videos were produced over eight weeks by 65 L1 Chinese university students working in teams of 4-5 members. Students had 2 weeks to discuss the topics, negotiate their opinions, film and edit the videos, and upload them to the class learning management system. Afterwards, they had 1 week to watch and give comments on peers’ videos. The group collaboration resulted in greater learning engagement. On a pre-/post-treatment test, participants demonstrated significant improvement in their speaking performance.

Huang, L. (2012). 非正式学习环境下移动语言学习研究— 新加坡学生校外成语学习及创作活动历程探析 (Research on mobile language learning in informal learning environment: An analysis of the process of Singapore students' off-campus idiom learning and creative activities). Modern Distance Education Research, 2, 67-73. [in Chinese]

This study from Singapore describes the L2 Chinese vocabulary learning of two fifth-graders over a ten-month period. The two were part of a group of undisclosed size that participated in a mobile-based project (Idiom Move!), via smartphones provided by the school, to learn 48 idioms and eight connectives. Vocabulary was first presented in class, then participants associated the idioms with real-life situations they experienced, took pictures with their phones, made sentences, and posted them on the Internet for classmates to revise, compare, and discuss with each other.

Huang, L-L., & Lin, C-C. (2011). EFL learners’ reading on mobile phones. The JALT CALL Journal, 7(1), 61-78.

This Taiwanese study explores learners’ preferences for reading L2 English on mobile phones compared to paper or e-mail. During a single session, ten senior high school students of mixed ability levels were given two sets of texts, one longer (786-898 words), one shorter (54-60 words) at Flesch-Kincaid Grade Level 5-6. Based on questionnaire responses, the paper format was generally more preferred for both sets. For the shorter set, the mobile phone was more preferred than e-mail. For the longer set, mobile phone was the least preferred mainly because of the small screen and font.

Huang, M. (2024). Empowering oral proficiency in a large-scale class: Video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school. Computer Assisted Language Learning, xx, 1-21. China

This Chinese study investigated the effect of two mobile-based WeChat sub-programs upon the L2 English speaking ability of eighth-graders of unspecified English competence level. Over ten weeks, using mobile phones, 47 participants accessed the first program (Classroom Assistant) to video record oral presentations and the second (Tencent Docs) to write peer evaluations of them. Meanwhile, a control group of 47 did the same presentations, assessed by their instructor, apparently in real time in class. In a pre-/post-test comparison, the experimental group achieved substantially higher English-speaking proficiency scores than the control. It also expressed highly positive perceptions of the treatment.

Huang, X. (2019). WeChat-based teaching for an immersion cultural exchange program – a case study in CFL. Smart Learning Environments, 6(7), 1-21.

This Chinese study describes the use of a mobile-based instant messaging app (WeChat) to support the elementary-level L2 Chinese learning of ten university students, four voluntarily and six as an assessed course assignment. Over two twelve-week sessions, WeChat was used for weekly language course review and communication practice with a paired L1 Chinese speaker. Students positively supported the use of WeChat because it helped them review class content and share thoughts and offered them a long-term supportive Chinese language community. However, WeChat failed to foster autonomous learning and students’ participation and motivation declined towards the end of the program.

Huang, X., Liu, X., Hu, Y., & Liu, Q. (2021). The effect of online collaborative prewriting via DingTalkgroup on EFL learners’ writing anxiety and writing performance. In W. Jia, Y. Tang, R.  Lee … & T. Wang (Eds.), Emerging Technologies for Education (pp. 48-60). Springer International Publishing, Cham.

This Chinese study investigated the effect of online collaborative pre-writing via smartphone-based DingTalk groups upon the English argumentative writing of 30 junior high school students of unspecified L2 English competence level. Working in groups of five on four fortnightly topics, participants discussed vocabulary/phrasing, shared opinions and created an outline. A matched control group of 30 prepared their essays individually. On a pre-/post-test comparison, although there was no significant difference in complexity or accuracy, the experimental group scored significantly higher than the control for fluency. The writing anxiety of the experimental group was also significantly lower than that of the control.

Huang, Y. (2019). "My ears are smarter than my mouth": The effects of peer feedback on pronunciation by second language learners in mobile-assisted language learning context. MA thesis, McGill University.

This Canadian MA thesis evaluated the effectiveness of corrective feedback upon the L2 English pronunciation of university students in China of unspecified L2 English level. On five consecutive days, participants read aloud a 150-word text which they audio recorded on mobile devices using an instant messaging app (WeChat). The pronunciation of eleven participants was corrected the same day by other students in their group. That of another eleven was teacher-corrected. A control group of ten received no correction. On an immediate post-test, the comprehensibility of students who received peer or teacher corrective feedback significantly surpassed that of those who hadn’t.

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

This Taiwanese paper describes the pilot testing of a sensor-based mobile L2 English vocabulary game. Sixty-five university students of unspecified L2 English competence level played the game for 100 minutes with a specially designed handheld device. Thirty participants played the game with scaffolding assistance (i.e., spelling hints), while thirty-five did so without such assistance. A pre-/post-test comparison demonstrated that the scaffolding was particularly helpful for low-achieving students in vocabulary learning, but the advantage was not maintained in a 7-day delayed post-test. While motivating low-achievers to learn vocabulary, the game did not similarly advantage high-/medium-achieving students.

Huang, Y-M., Huang, Y-M., Huang, S-H., & Lin, Y-T. (2012). A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers & Education, 58(1), 273-282.

This Taiwanese study investigated the attitudes of 40 university volunteers who trailed a Ubiquitous English Vocabulary Learning System for an unspecified time period. The students were equally divided between active and passive English learners, all of unspecified L2 English competence level. A mobile device equipped with a radio-frequency reader and a global positioning system was used to sense student location. Students received a video clip with subtitles related to their location which they used in conjunction with a vocabulary learning program. Active learners were attracted by the usefulness of the system while passive students appreciated its perceived ease of use.

Huh, K. (2016). 스마트폰앱활용듣기학습을통한몰입경험이영어듣기능력과자기주도적학습능력

에미치는영향 (The effect of flow experience on English listening and self-directed learning abilities through a listening activity using a smartphone application). Multimedia-Assisted Language Learning, 19(3), 158-177. [in Korean]

This Korean study investigated the effect of a mobile-based TOEIC app upon the L2 English listening comprehension and self-directed learning of 30 university students. Participants accessed the app using their smartphones for fifteen weeks. A pre/post-test comparison revealed a significant improvement in listening comprehension. Questionnaire results also demonstrated an improvement in self-directed learning ability. Students who experienced a higher degree of flow showed a greater increase in both listening and self-directed learning abilities.

Hung, H-C., & Young, S-C. (2012). The effect of adopting e-reader as an innovative medium in technical and scientific English writing course. In J. Colpaert, A. Aerts, W-C. Vivian Wu & Y-C. Joni Chao (Eds.), The Medium Matters (Proceedings 15th International CALL Conference), pp. 323-329.

This Taiwanese study evaluated the perceptions of 13 intermediate-level L2 English university students regarding their use of an e-reader tablet. The device was used for 15 weeks, on average 45 hours in class and 22.5 hours out of class, to access assigned textbooks, lecture slides, handouts and other related academic research papers and references. Participants commented favorably about the A4 screen size of the device and the convenient access to the Internet it afforded. However, they also expressed dissatisfaction with the visual quality of the screen, its text layout, slowness of the device’s operation, and lack of an inbuilt dictionary

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

This Taiwanese paper examines the effect of e-reader usage upon writing performance of intermediate-level L2 English graduate students. For five months, a group of 12 students used e-readers to do all their reading associated with four writing assignments and a self-evaluation writing portfolio. A control group of 11 did likewise using only printed reading materials. Although there was no significant difference on writing outcome between the two groups, students who used e-readers showed better performance in the writing portfolio. Both the students and instructor viewed the use of e-readers positively.

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

This Taiwanese study describes the effect of a mobile game-based L2 English vocabulary app (Connecting English Word Game) upon the enjoyment and group interaction of a class of 30 sixth-graders of mixed L2 English competence level. During one class session, half the class played the game in groups of three using tablets while the other half did likewise using a printed board version. Students in both groups expressed positive attitudes regarding enjoyment of the educational game. The mobile app users indicated slightly more enjoyment than the board players and interacted with each other more frequently and actively.

Hung, H-C., Young, S-C., & Lin, C-P. (2009). Constructing the face-to-face collaborative game-based interacted environment for portable devices in English vocabulary acquisition. In A. Dimitracopoulou (Ed.). Proceedings of the 8th International Conference on Computer Supported Collaborative Learning (pp. 370-375). Rhodes, Greece: University of the Aegean.

This Taiwanese study explored the effectiveness of a tablet PC-based Wireless Crossword Fan-Tan Game (WiCFG) on L2 English vocabulary acquisition compared to using a pen & paper version of the same game. One class of 32 primary school pupils of unspecified L2 English competency level participated in this single session study, with half using the WiCFG and half pen and paper. While both groups made significant pre-/post-test improvements, there were no significant differences between the two groups. However, learning outcome, motivation, and attitude improved for all learners, especially for lower-achievement learners.

Hung, H-C., Young, S-C., & Lin, C.-P. (2013). No student left behind: A collaborative and competitive game-based learning environment to reduce the achievement gap of EFL students in Taiwan. Technology, Pedagogy and Education, 1-15.

This paper describes the effect upon L2 English vocabulary acquisition of the tablet-based collaborative crossword game described in Hung, Young & Lin (2009). During one session, 15 Taiwanese sixth-graders of unspecified L2 English competence level, working in groups of 3, created words from the third of the alphabet that each possessed. A matched control group of 15 did likewise using markers and paper. Both groups increased their scores in a pre-/post-test comparison, significantly so for low-achievement students in the tablet-based group. Tablet users also perceived more positively participating in English learning than those in the control group.

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

This Taiwanese study compared the use of a mobile-accessible student response system (Kahoot!) in a flipped classroom under two conditions: teacher-centered (Just-in-Time-Teaching) and learner-centered (Peer Instruction). For six weeks, 20 B2-/C1-level L2 English university students used Kahoot! under one condition and another matched group of 20 under the other. During this time, participants used Kahoot! in class as a discussion platform while completing six lessons. Identical materials and lesson plans were used in both classes. On a pre-/post-treatment speaking test, the learner-centered group significantly outscored the teacher-centered class.

Hung, H-T. & Chao, Y-C. (2012). Vocabulary learning with mobile technology: What students learn and how they react. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1056-1061). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).

This conference presentation compared the L2 English vocabulary learning of university students of unspecified L2 English competency level in Taiwan using an Android-based vocabulary app (English King) and a paper-based equivalent. Over five weeks, eight participants accessed the app via smartphones and eight via tablet computers while a control group of 16 used the paper-based equivalent. On a post-treatment vocabulary test, the control group significantly outscored the smartphone users, with the tablet users significantly outperforming both of these. English Kingwas generally accepted for vocabulary learning and well perceived by the participants in both m-learning groups.

Hung, H-T., & Yeh, H-C. (2023). Augmented-reality-enhanced game-based learning in flipped English classrooms: Effects on students’ creative thinking and vocabulary acquisition. Journal of Computer Assisted Learning, 39 (6), 1786-1800.

This Taiwanese study evaluated the effect of a collaborative game-based Augmented Reality app upon the creative thinking and L2 English vocabulary learning of 24 university students of unspecified English competence level. Participants accessed the app via their smartphones during three weekly sessions in a flipped class that introduced them to the theory and practice of creative thinking, while building their English vocabulary knowledge. Meanwhile, a control group of 22 studied the same materials playing a paper-and-pencil version of the game with identical puzzle content. In a pre-/post-test comparison, the experimental group outperformed the control in creative thinking and vocabulary acquisition.

Hung, Y-H., & Lin, C-C. (2022). Metacognitive strategy instruction and mobile-based exercises for adolescent EFL listeners in Taiwan. English Teaching & Learning, xx, np.

This study evaluated the effect of metacognitive strategy instruction, with and without a mobile-based tutorial complement, upon the listening comprehension of low-level L2 English Taiwanese 12th-graders. Over ten weeks, two groups of 30 participants received intensive listening comprehension metacognitive strategy instruction. With one group, this was complemented by mobile-based weekly listening comprehension exercises. A control group of 30 received the same classroom instruction with neither metacognitive strategy instruction nor mobile-based listening comprehension exercises. Pre-/post-treatment listening tests did not reveal any significant difference between the two experimental groups. However, the experimental group that did mobile-based listening tasks significantly outscored the control.

Hussein, M., & Alshra’ah, A. (2021). The effect of Kahoot on developing EFL Saudi students’ vocabulary acquisition, reading comprehension, and their attitudes towards such a strategy. Journal of the Islamic University of Educational and Psychological Studies, 29(1), 604-619.

This Saudi Arabian study evaluated the effect of a mobile-accessible game-based quiz app (Kahoot!) upon the L2 English vocabulary acquisition and reading comprehension of 38 university students of unspecified English competence level. Over three months, participants used their smartphones in class to receive and read materials via Kahoot! During the same time, a control group of 39 studied the same materials following unspecified traditional methods without the use of Kahoot!. The experimental group significantly outscored the control on a pre-/post-treatment vocabulary and reading comprehension test comparison. Experimental group participants also expressed very favorable opinions about the treatment.

Hwang, G-J., Hsu, T-C., & Hsieh, Y-H. (2019). Impacts of different smartphone caption/subtitle mechanisms on English listening performance and perceptions of students with different learning styles. International Journal of Human-Computer Interaction, 35(4-5), 333-344.

This Taiwanese study compared the effects of three smartphone video presentation modes on 119 eleventh-grade students of unspecified L2 English competency level. During a one-session trial, a class of 40 students watched a video with partial, keyword, English captions while another class of 39 did so with full English captions. A third group of 40 watched with partial English captions and their Chinese translations.  Full English captions produced the highest level of motivation. With partial English captions, active-style students’ cognitive load was significantly lower and enjoyment significantly higher than that of the reflective-style students.

Hwang, W-Y., Chen, C-Y., & Chen, H. (2011). Facilitating EFL writing of elementary school students in familiar situated contexts with mobile devices. Proceedings 10th World Conference on Mobile and Contextual Learning (mLearn) (pp. 15-23). Beijing, China: Beijing Normal University.

This Taiwanese paper describes the use of a mobile device-based situated learning system that included vocabulary, phrases, and sentence patterns designed to help elementary school children create written L2 English sentences. The six-week study compared the results of 28 pupils of unspecified L2 English competency level who used the system to write in three familiar subject environments (classroom, meal and playground) with a matched group of 31 who wrote without contextual support. The experimental group significantly outperformed the control on a pre-/post-test comparison. Students in the experimental group thought the activities were playful and expressed an interest in situated learning.

Hwang, W-Y., & Chen, H. (2013). Users’ familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26(2), 101-125.

This Taiwanese article describes L2 English learning in a situated learning environment. Four days per week, for two months, a group of 30 fifth-graders of unspecified L2 English competence level used a PDA-based multimedia program during their lunch hour to collaboratively listen to lessons and record their reading of basic words and completion of simple sentences having to do with their lunch. This group made significantly higher gains in their English vocabulary acquisition as well as listening and speaking skills compared to a matched control group of 30 who studied without PDA support.

Hwang, W-Y., Chen, S-L., Shadiev, R., ,,,, & Chen, C-Y. (2014). Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts. Computer Assisted Language Learning, 27(5), 359-378.

This paper describes a six-week situated learning program designed to improve the L2 English writing of Taiwanese primary school children. An experimental class of 28 children of unspecified L2 English competency level visited familiar sites around their school. They took photos, described objects and gave each other anonymous peer comments in writing using unspecified mobile devices that provided vocabulary writing assistance. A matched control group of 31 did the same in class using photographs and paper&pencil. A pre-/post-test showed that the production of mobile-based situational descriptions and comments resulted in greater basic writing skills.

Hwang, W-Y., Huang, Y-M., Shadiev, R., ..., & Chen S-L. (2014). Effects of using mobile devices on English listening diversity and speaking for EFL elementary students. Australasian Journal of Educational Technology, 30(5), 503-516.

This study investigated the effect of a locally designed PDA-based mobile system upon the L2 English listening and speaking of 33 fifth-graders of unspecified L2 English competency level in Taiwan. For a semester, participants used the system to learn new vocabulary and sentences and for dialogues and short story creation individually as well as collaboratively with peers. A pre-/post-test comparison demonstrated a significant learning gain in language proficiency resulting from application of learning activities supported by the mobile system. Listening diversity was found to have an inverse correlation with speaking and listening proficiency.

Hwang, W-Y., Kuo, T., & Chen, H. (2011). The effect of using an English practice system with a PDA in situated learning. In M. Nunes & P. Isaías (Eds.), Proceedings of the IADIS International Conference e-Learning 2011 (pp. 438-445).

This conference presentation investigated the effect of a PDA-supported situated learning environment upon the L2 English vocabulary acquisition of thirty fifth-graders of unspecified L2 English competency level in Taiwan. One hour per day, four days per week, for two months, the children learned food-related vocabulary in the physical presence of food items and their virtual presence in multimedia resources via the PDAs, which were also used to voice record conversations with each other about the food.  On a pre-/post-treatment vocabulary test comparison, participants significantly outscored thirty children who learned the same vocabulary only from printed books.

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

This Taiwanese study examined the effect of e-reader usage upon the L2 English of 31 six-graders of unspecified L2 English competence level who used the device for two weeks without a text/voice annotation sharing function followed by three weeks with it. No significant difference was found in the use of the e-readers by high-level and low-level achievers when the readers were used without annotations. When used with annotation, high-level achievers made significantly more in-class text annotations and more out-of-class text and voice annotations. The more learners used text annotation in class, the better their learning achievement.

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

This Taiwanese paper describes the results of a three-week experiment that used a server-based game running on Android mobile devices to improve the L2 English listening and speaking abilities of 20 high school students of unspecified L2 English competence level. Based on situational images, participants created sentences, spoke them aloud, and listened to their own and their peers’ spoken sentences. Compared to a control group of 20 that did not use the program, there was no significant difference on scores of a listening post-test. However, the experimental group significantly outperformed the control in a speaking post-test.

Hyun, I-S. (2018). Effects of the ASR-embedded dictionary app use on college students in EFL pronunciation class. Journal of Research, 22(6), 400-413.

This study compared the effectiveness of two types of treatment upon the L2 English pronunciation of Korean university students of unspecified English competence level. Over six weeks, an experimental group of 20 used their mobile phones to access a dictionary with automatic speech recognition functionality to practice targeted phonetic features while a control group of 20 attempted to do likewise using peer correction. A pre-/post-treatment pronunciation test comparison revealed no significant difference between the results of the two groups. Notwithstanding, the experimental group students showed a positive attitude toward the use of the app in correcting and practicing their pronunciation.