Yadegarfar, H., & Simin, S. (2016). Effects of using Instagram on learning grammatical accuracy of word classes among Iranian undergraduate TEFL students. International Journal of Research Studies in Educational Technology, 5(2), 49-60.
This Iranian study examined the effect of presentation mode upon the English grammatical accuracy of 96 Iranian university students of pre-intermediate L2 English competence level. Over 20 sessions during ten weeks, half of the students received instruction on grammatical word classes on their smartphones via a social networking messaging app (Instagram) while the other half received the same instruction in class via paper and on the board. The Instagram group significantly outscored the control on a post-treatment 30-item multiple-choice test of word classes. They also expressed a positive attitude toward utilization of the Instagram app.
Yamada, M., Kitamura, S., Shimada, N., …, & Nakahara, J. (2011). Development and evaluation of English listening study materials for business people who use mobile devices: A case study. CALICO Journal, 29(1), 44-66.
This Japanese study reports on the effectiveness of a smartphone + web server program on the improvement of L2 English listening comprehension. It specifically targeted sales staff in a large Japanese company and was based upon audio-video clips of workplace scenarios and accompanying tutorial exercises. The program was trialed by 39 volunteers of unspecified L2 English competence level who used it on their own time for three weeks. Results showed that the materials were effective in enhancing learning motivation and improving listening comprehension performance.
Yamaguchi, K., Iwata, M., Vargo, A., & Kise, K. (2020). Mobile Vocabulometer: A context-based learning mobile application to enhance English vocabulary acquisition. In Adjunct Proceedings of the 2020 ACM International Joint Conference on Pervasive and Ubiquitous Computing and Proceedings of the 2020 ACM International Symposium on Wearable Computers (pp. 156-159).
This Japanese study describes a smartphone-based L2 English context-determined flashcard system (Mobile Vocabulometer) and its effect upon the vocabulary learning of 21 university students of unspecified competence level. Vocabulometer presents unknown words for study in articles based on individually-determined difficulty level. Over an unspecified treatment duration/frequency, participants used Vocabulometer to learn 24 unknown words from self-selected articles, plus another 24 words of the same difficulty level with no contextual support. They were then tested 1, 2, 4, and 8 days after they had memorized all the words. The results were significantly better for each test day when using the app.
Yan, L. (2019). A study on WeChat-based collaborative learning in college English writing. English Language Teaching, 12(6), 1-9.
This semester-long Chinese study evaluated the effect of a social networking app (WeChat) upon the writing skills and learning strategies of 88 university students of unspecified L2 English competence level. Participants worked in small teams of 5-6 to collaboratively write course essays and peer review them both within their groups and between groups. According to the results of a post-treatment questionnaire, students thought that collaborative English writing via WeChat definitely contributed to improving their writing skills and writing efficiency, increased the frequency of interaction and communication with other students and the instructor, enhanced their initiative and encouraged their critical thinking.
Yang, C., & Xie, Y. (2013). Learning Chinese Idioms through iPads. Language Learning & Technology 17(2), 12-22.
This American paper describes a one-hour in-class session during which 12 heritage speakers of Chinese in their second year of university language study learned six idioms using iPads loaned to them. Students working in pairs were required to discover for themselves the definition of each idiom and use it in a sentence. Little learner collaboration was observed. Retention of meaning of the idioms was over 90% (5.58/6) on an immediate post-test, falling to 40% when retested two weeks later.
Yang, F-C., Wu, W-C., & Wu, Y-J. (2020). Using a game-based mobile app to enhance vocabulary acquisition for English language learners. International Journal of Distance Education Technologies, 18(3), 1-24.
This study describes the design and preliminary implementation of a mobile game-based L2 English vocabulary app (Saving Alice). For about four weeks, mostly at home, 120 Taiwanese twelfth-graders of unspecified L2 English competency level used their smartphones to access the app, which targeted 500 frequently-used TOEIC English vocabulary items. Participants significantly improved their mean score results on a pre-/post-test comparison. Instructors and students alike regarded use of the app very positively.
Yang, H. (2018). The effects of attention cueing on English reading on mobile phones. Frontiers of Education in China, 13(3), 315-34.
This Chinese study investigated the effect of cuing by means of attention-capturing arrows upon the L2 English reading comprehension of A1-to B1-level university students. During one session, 50 participants used their smartphones to read an illustrated text about ancient Egyptian culture. Half read a cued text and the other half a non-cued text. On an immediate post-treatment test of pictorial recall, the readers of the cued text significantly outscored the readers of the non-cued text, but there was no significant difference between the groups on text comprehension.
Yang, J., & Yin, C. (2018). Learning Chinese colloquialisms through mobile technology. Journal of Technology and Chinese Language Teaching, 9(1), 35-47.
This American study investigated the effect of a social media app (WeChat) upon the learning of Chinese colloquialisms by 46 university students with previous Chinese study ranging between less than 1, 1-2, and 3+ years. Two colloquialisms were introduced during the first five minutes of each class period. After class, instructional materials of these colloquialisms were sent to participants, one week via WeChat then one week via printed materials. Although WeChat usage resulted in greater significant gains than that of printed materials on an immediate post-test, there was no significant difference between the two conditions on a two-week delayed post-test.
Yang, J-Y. (2017). Conducting the task-based approach with context aware mobile situated learning on learning English for college students’ learning performance. Journal of Literature and Art Studies, 7, 1337-1346.
This Taiwanese study evaluated the effect of a Context Aware Mobile Situated Learning (CAMSL) system upon the L2 English skills of university students of unspecified English competence level. Over 16 weeks, 42 participants used their smartphones to access the system while undertaking tourism-related task-based activities. A control group of 41 used the system to study the same materials without doing any task-based activities. Participants who engaged in task-based activities significantly outscored the control group on a pre-/post-treatment English test comparison. According to a post-treatment survey, students thought that CAMSL helped enhance their academic discourse and develop their professional knowledge.
Yang, J-C., Lai, C-H., & Chu, Y-M. (2005). Integrating speech technologies into aone-on-one digital English classroom. Wireless and Mobile Technologies in Education (pp. 159-163). Los Alamitos, CA: IEEE Computer Society.
This Taiwanese paper describes a classroom trial of an experimental PDA-based speech recognition program intended to provide L2 English oral practice for L1 Chinese primary school children. The game-based system was tested in one 90 minute session by 32 sixth grade pupils of unspecified L2 English competency level who practiced pronouncing single words and short sentences. No significant difference in correct pronunciation matches were observed, but students reported an increase in confidence to speak and a high level of approval of the system.
Yang, J-Y., & Che, P-C. (2015). Improving college students’ English learning with Dr. Eye Android Mid. The Turkish Online Journal of Educational Technology, 14(2), 101-109.
This Taiwnese paper investigated the effectiveness of TOEIC preparatory materials, accessed via a handheld mobile Internet device (MID), on the test performance of 33 university students enrolled in an intensive L2 English course. Participants were provided with a Dr.eye MID (a 4.8-inch Android tablet computer with keyboard), which they used in class and on their own time for three months. A pre-/post-test comparison of TEOIC results demonstrated significant improvement. Students’ views on the use of the Dr.eye TOEIC materials were varied and mostly positive.
Yang, K. (2020). Factors influencing learners’ motivation in Mobile-Assisted Language Learning: A case study on four Chinese EFL learners. International Journal of TESOL Studies, 2(4), 80-96.
This Chinese study used an e-book reader app (MintReading) to evaluate factors influencing learner motivation. The app provided dictionary look-ups, word pronunciations, audio text readout and a reading frequency monitor function. For eight weeks, four adult native speaker Chinese volunteers with an English intermediate to upper-intermediate proficiency level accessed MintReading via their smartphones to read books of their choice. According to weekly learning journals and semi-structured interviews, motivation was positively affected by interesting and useful reading content, language difficulty, affordances of mobile technologies and the motivational design of the app.
Yang, L. (2022). Student engagement with teacher feedback in pronunciation training supported by a mobile multimedia application. SAGE Open, 12(2), 1-13.
This Chinese study investigated the affective changes resulting from the use of a mobile-accessible social networking app (WeChat/Xiaodaka) with 43 L2 English university students of unspecified English competence level. Presumably using mobile phones, participants accessed the app in and out of class for seven weeks to do and submit for correction/feedback pronunciation related assignments. In a post-treatment questionnaire and interview, students expressed a relatively high level of engagement with app-mediated teacher feedback and satisfaction with personal progress and learning experiences. Students were motivated strongly to participate in the activities, with mobile-based teacher feedback considered an important source of motivation.
Yang, T-Y., & Chen, H-J. (2012). Investigating the effects of a mobile game on EFL learners’ vocabulary learning. In J. Colpaert, A. Aerts, W-C. Vivian Wu, & Y-C. Joni Chao (Eds.), The Medium Matters: Proceedings 15th International CALL Conference (pp. 697-700).
This Taiwanese paper describes the pilot testing of an Android-based mobile phone vocabulary game for the teaching of L2 English vocabulary. The application was trialed for four days by nine university students of unspecified L2 English competency level. Based on the comparison between their pre- and post-test scores, the subjects were able to learn several new vocabulary items. A survey showed that students considered the mobile game helpful in improving their vocabulary knowledge, and they also recommended several ways that it could be improved.
Yang, X., & Hu, J. (2022). Distinctions between mobile-assisted and paper-based EFL reading comprehension performance: Reading cognitive load as a mediator. Computer Assisted Language Learning, xx.
This Chinese study evaluated the reading competency of B2-level (N=96) and C1-level (N=95) L2 English university students. Over two months, participants used their mobile phones to access weekly reading assignments via waiyanyuedu, an EFL reading platform. Post-treatment, their reading of two texts was tested in counterbalanced fashion, one presented on their mobile phones and the other in printed format. Cognitive load was found to be significantly greater for mobile-assisted reading than for paper-based reading. Likewise, cognitive load was a pivotal factor influencing students’ reading comprehension and reading speed across media independently of the level of English language proficiency.
Yang, Y., Dibyamandala, J., & Mangkhang, C. (2022).The effects of mobile blended active language learning on the English critical reading skills of high school students in Thailand. Journal of Curriculum and Teaching, 11(5), 1-14.
This Thai study evaluated the effectiveness of a MALL L2 English program, presumably accessed via mobile phones, that was used to support a blended critical reading curriculum for 25 high school students of unspecified L2 English competence level. The program, which exploited a mobile-accessible reading website (Whooo's Reading) and instant messaging app (Hello Talk), involved six lesson topics taught over a total of 24 hours. A pre-/post-test comparison confirmed that the English critical reading skills of participants had significantly improved. Furthermore, the findings of a post-treatment questionnaire and individual interviews suggested that the participants were enthusiastic about the MALL implementation.
Yang, Y., & Song, Y. (2024). Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning. Computer Assisted Language Learning, xx, 1-33.
This Chinese study describes the design and trialing of a mobile L2 English vocabulary app (Vocab +) intended to foster self-regulated learning. Over six months, one hour per week, 44 low proficiency L2 English primary school fourth graders used unspecified mobile devices to access the app out of class to reinforce vocabulary learned in class. The app allowed participants to set their own learning goals, check their progress and reflect upon the outcomes. A pre-/post-test comparison revealed significant vocabulary acquisition, demonstrating that the non-linear process of self-regulated learning could enhance students’ English vocabulary learning outcomes in a mobile learning environment.
YanginErsanli, C. (2023). The effect of using Augmented Reality with storytelling on young learners’ vocabulary learning and retention. Novitas-Royal, 17(1), 62-72.
This Turkish study evaluated the effect of augmented reality materials upon the L2 English vocabulary learning of 28 A2-level fifth-graders. Over an unspecified time period, participants learned 29 unspecified keywords taken from a story they read in class. Using smartphones and tablets, they then accessed QR codes illustrating the vocabulary with 3D images. A control group of 29 instead used printed flashcards. Both groups displayed significant improvements in a pre-/post-treatment vocabulary test comparison, but the experimental group more so than the control. Whereas the experimental group displayed the same results on a three-week-delayed post-test, the control group’s results significantly declined.
Yanqin, M., & Stapa, M. (2023). Exploring the impact of mobile-assisted teaching on English vocabulary learning among high school students. ACM International Conference Proceeding Series 7th International Conference on Education and Multimedia Technology (pp. 146-152).
This Malaysian study evaluated the effectiveness of mobile-based compared to traditional methodologies in teaching English vocabulary to high school students of unspecified L2 English competence level. Over a semester, 50 participants used their mobile phones to access unspecified apps and content to learn unspecified vocabulary. Meanwhile, a control group of 50 did likewise without using any mobile-based affordances. It is claimed, without any supporting p value calculation, that the experimental group significantly outscored the control on a pre-/post-test comparison. Though not significantly different, the experimental class also exhibited higher mean values for metacognitive and cognitive strategies than the control.
Yarahmadzehi, N., & Goodarzi, M. (2020). Investigating the role of formative mobile-based assessment in vocabulary learning of pre-intermediate EFL learners in comparison with paper-based assessment. Turkish Online Journal of Distance Education, 21(1), 181-196.
This Iranian study investigated the effectiveness of a student response system app (Socrative) compared to paper & pen for the formative assessment of 40 pre-intermediate-level L2 English university students. At the end of each of ten class sessions, using their smartphones, half of the participants took a multiple-choice 20-item test on targeted vocabulary via Socrative while the other half did likewise with using a paper test. The Socrative group significantly outscored the paper group on a post-treatment vocabulary test. It also expressed positive attitudes towards the use of the app.
Yassin, B., & Abugohar, M. (2022). Gamified mobile-assisted formative assessment for reviving undergraduate learners' overall language proficiency: A quasi-experimental study. Teaching English with Technology, 22(2), 69-89.
This Saudi Arabian study compared the effect of game-based mobile-based formative assessment upon the L2 English skills of 598 university students of unspecified L2 English competence level. For seven weeks, participants were formatively assessed using traditional methods via paper-based quizzes, then summatively tested on vocabulary, grammar and listening comprehension. During the following seven weeks, participants were formatively assessed using two mobile-based apps (Kahoot and Quizizz) then, using the same summative test, re-tested on vocabulary, grammar and listening comprehension. The scores of the post-treatment re-test were significantly higher than those following traditional formative assessment.
Yavuz, F. (2016). Do smartphones spur or deter learning: A WhatsApp case study. International Journal of Educational Sciences, 15(3), 408-415.
This Turkish study examined the effects of using a mobile-based messaging app (WhatsApp) upon listening and pronunciation skills applied to phonetic transcription. For four weeks, 23 L2 English university students did their phonetic listening and transcription exercises using WhatsApp via their phones. A control group of 22 undertook the same tasks without the use of WhatsApp. A pre-/post-test comparison revealed no significant difference in the mean scores of the two groups. However, the test results of the experimental group were more homogenous than those of the control group.
Ye, X., & Shi, J. (2023). Investigating the potential of changing the smartphone system language to L2 for facilitating vocabulary learning and motivation. Language Teaching Research, xxx, 1-29.
This study, applying the theory of situated learning, switched the operating language of students’ smartphones to English to evaluate its effect upon their learning the English equivalent of some 275 words and phrases of operating functions. For two weeks, daily for 30 minutes, 89 intermediate-level L2 English students at a Chinese university endeavored to learn the vocabulary they encountered in seven apps (Wechat, Clock, Camera, Weibo, Calendar, Phone, Settings). A matched control group of 74 learned the same vocabulary out context on paper. With a medium effect size, the experimental group significantly outscored the control on a pre-/post-treatment vocabulary test.
Ye, Y., Deng, J., Liang, Q., & Liu, X. (2022). Using a smartphone-based chatbot in EFL learners' oral tasks. International Journal of Mobile and Blended Learning, 14(1), 1-17.
This study evaluated the effect of using a smartphone-based chatbot app (Microsoft Xiaoying) upon the L2 English speaking skills of 28 first year senior high school students in China. Participants of unspecified English competency level accessed the app daily for 28 days to engage in simulated dialogue practice on informal topics (e.g., transportation, car rental). During the same period, a control group of 28 practiced the same dialogues with a classmate. The experimental group significantly outperformed the control group in a pre-/post-test comparison of grammar and pronunciation accuracy and overall oral performance.
Yeganehpour, P., & Zarfsaz, E. (2021). The effect of mobile-facilitated concept-mapping vocabulary learning strategy on EFL learners' vocabulary learning and retention. Universal Journal of Educational Research, 9(3), 621-629.
This Turkish study evaluated the effect on L2 English vocabulary acquisition of a concept mapping program run on mobile phones through a social networking app (Telegram). During one session, concept map diagrams of a vocabulary set were sent via Telegramto 23 students, of unspecified English competence level, in a foreign language school. A control group of 25 in the school, also of unspecified English competence level, received the same vocabulary accompanied only by definitions, i.e., with no concept mapping. The treatment group significantly outperformed the control on both an immediate and three-week delayed post-test.
Yeh, H., & Tseng, S. (2020). Enhancing multimodal literacy using Augmented Reality. Language Learning & Technology, 24(1), 27-37.
This Taiwanese study investigated the effect of an un-named mobile-based Augmented Reality (AR) app upon the L2 English multimodal literacy of 52 intermediate-level L2 English university students. Over 18 weeks, using their mobile phones, participants worked in groups of 4-5 to create an interactive location-based AR tour guide of their local communities. The process of discussing, designing and creating the tour guide enabled students to practice multimodal literacy in written, oral, and visual forms. According to a pre-/post-treatment student survey, creating the content in a location-based AR app with the combination of different multimodal media significantly improved students’ multimodal literacy.
Yeh, H-Y., Tsai, Y-T., & Chang, C-K. (2018). Android app development for teaching reduced forms of EFL listening comprehension to decrease cognitive load. Proceedings - 6th International Conference of Educational Innovation through Technology (pp. 316-321).
This Taiwanese study describes an Android-based app (App Inventor 2) designed to help L2 English learners recognize and reproduce phonologically reduced speech. The app operates on the basis of video clips with sections identified by QRcodes that position the recording at pre-determined places. Learners repeat what they hear and the result is evaluated with the Google speech recognition system. The system was trialed during one session with 40 university students of unspecified English competence level. Compared to traditional instructional methods, most of the participants experienced lower cognitive load when using the learning support system.
Yen, L., Chen, C-M., & Huang, H-B. (2016). Effects of mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ICEL2016-Proceedings of the 11th International Conference on e-Learning (pp. 255-262). Academic Conferences and Publishing Ltd.
This conference paper presents the same data as the published version in Chen, Liu & Huang (2019).
Yıldırım, N. (2012). Yabancı dil eğitiminde eğitsel oyunlar aracılığıyla mobil öğrenme (Mobile Learning Through Educational Games in Foreign Language Education Course Materials). MA thesis, Fırat University, Elazığ. [in Turkish]
This Turkish MA thesis describes the design and implementation of a mobile phone game-based L2 English learning app (I'm Learning English with Sponge Bunny). The app targeted vocabulary, listening, reading and writing with topics relating to food, nutrition, animals and professions. Following unspecified procedures, it was trialed for a week by 82 fifth-graders of unspecified English competence level from three different schools. A pre-/post-test comparison demonstrated significant score increases, which on average doubled or more, at all three schools. Moreover, participants agreed almost without exception that the games were useful in learning English.
Yilmaz, R., Topu, F., & TakkaçTulgar, A. (2022). An examination of vocabulary learning and retention levels of pre-school children using Augmented Reality technology in English language learning. Education and Information Technologies, 1-29.
This Turkish study evaluated the effect of three Augmented Reality (AR) apps on the L2 English vocabulary acquisition of 39 pre-school low-level A1 children. Two hours per week for four weeks, using a tablet computer, the children learned animal names with AR-supported flashcards, match cards, and puzzle apps. Average results increased substantially on a pre-/post-treatment vocabulary test comparison that assessed the ability to give the English name of an image, give the English equivalent for a Turkish word and vice versa, and understand the word in an English sentence. The learning gains were largely retained on a two-week delayed post-test.
Yin, C., Ogata, H., Tabata, Y., & Yano, Y. (2010). Supporting the acquisition of Japanese polite expressions in context-aware ubiquitous learning. International Journal of Mobile Learning and Organisation, 4(2), 214-234.
This Japanese paper describes the design and user evaluation of JAPELAS2, an enhanced collaborative prototype version of the context-aware vocabulary system described in Yin, et al. (2004). JAPELAS2 is based on a PDA+GPS/RFID/Web infrastructure that allows users to interact with multiple partners and share information about polite Japanese expressions with other students. Based on a survey of about 10 L2 Japanese university students who trialed the system for 90 minutes, the vocabulary presented was appropriate and useful.
Yin, C., Ogata, H., Yano, Y., & Oishi, Y. (2004). JAPELAS: Supporting Japanese polite expressions learning using PDA(s) towards ubiquitous learning. The Journal of Information and Systems in Education, 3(1), 33-39.
This Japanese paper reports on a user survey evaluation of a 30-minute lab experiment involving the context-aware JAPELAS vocabulary learning system based on the PDA+GPS/RFID/Web infrastructure described in Ogata & Yano (2004c). In this experiment, 18 native-speaker Japanese high school students and 10 L2 Japanese university students used the system to provide polite Japanese expressions for a role play. Nine of the L2 Japanese students were beginners and one was at intermediate level. Both groups of students expressed satisfaction with the system, but no objective learning effectiveness data is provided.
Yin, S. (2019). An empirical study on improving speaking skills of students in vocational colleges under MALL environments. International Conference on Computation and Information Sciences (ICCIS 2019), 777-784.
This conference presentation describes an experiment that evaluated the effect of in-class computer usage combined with out-of-class mobile-based activities upon L2 English speaking ability. Over 16-weeks, 43 Chinese vocational college students, whose English competency is unspecified, engaged in individual and collaborative out-of-class projects that targeted speaking skills. A control group of 43 students received the same in-class instruction, but used only computers, worked individually, and did not engage in any out-of-class projects. Pre-/post-treatment speaking tests assessed pronunciation, accuracy, fluency, appropriateness and completeness. Both groups improved, although the experimental one significantly more than the control only in pronunciation and fluency.
Ying, S. (2022). Learn about vocabulary learning in mobile apps through web surveys. 2nd IEEE International Conference on Advanced Technologies in Intelligent Control, Environment, Computing and Communication Engineering (np).
This Chinese study describes the effect of using mobile apps upon the performance and attitudes of L2 English college majors. No information is provided about students, student numbers, materials, procedures, treatment duration or frequency. According to an end-of-semester survey, use of mobile apps (presumably via mobile phones) resulted in a substantial increase in positive attitudes towards learning English. The course performance of an experimental group of 42 mobile app users improved slightly at mid-term and at the end of the semester. In contrast, the performance of a control group of 44 students, who did not use mobile apps, decreased overall.
Yoo, H-J. (2014). 블랜디드러닝에서모바일SNS를통한협력학습이중학생들의영 어문법이해와흥미도에 미치는영향 (The effect of collaborative learning through mobile SNS on learning English grammar). Foreign Language Education Research, 28(2), 135-158. [In Korean]
This Korean study compared the learning of L2 English grammar (passive constructions) by 30 middle school learners of unspecified L2 English competence level. There were two treatment conditions, each involving class lessons four times per week for four weeks. The control condition was the traditional teacher-centered in-class instruction. This was augmented in the experimental condition with out-of-class mobile-based collaborative grammar-related tasks undertaken through a social networking messaging app (Kakao Talk). On a post-treatment grammar test, students obtained significantly higher results under the experimental than the control condition. The experimental group also expressed greater interest in learning English grammar.
Yoon, S., & Kim, N-Y. (2022). The use of meta-discourse markers in mobile-assisted flipped learning in L2 writing. Journal of Asia TEFL, 19(1), 180-196.
This semester-long study evaluated the effect of a mobile-based English writing app (On the Move) on the use of meta-discourse markers in the writing of 45 intermediate-level L2 English learners in a Korean university. On the Move provided a Bulletin Board System to support a flipped-class implementation. Via the BBS, students submitted bi-weekly writing assignments on topics from their textbook. The study showed that mobile-assisted flipped learning had a significantly positive impact on the quality of writing. In particular, it was found that students’ participation levels in mobile-assisted flipped learning was positively related to the number of meta-discourse markers used.
Yoon, S-Y. (2017). Using learner response systems in EFL classrooms: Students' perspectives and experience. Multimedia-Assisted Language Learning, 20(2), 36-58.
This Korean paper describes the use of an audience response system app (Socrative) to promote learner participation and increase L2 English classroom interaction. The app was installed on student smartphones with questions and responses sent to the instructor’s PC for display via an overhead projector. Once or twice per week for 13 weeks, 114 beginner-level L2 English university students used the app. Student reaction to the system was highly positive. Participants considered the ability to share opinions with the whole class to be the strongest aspect of using Socrative.
Yousefzadeh, M. (2012a). Mobile-based learning vs. paper-based learning and collocation words learning. Journal of Educational and Instructional Studies in the World, 2(3), 216-220.
This Iranian mobile phone-based study describes the effect of SMS delivery upon the acquisition of L2 English collocations by 35 high school students of unspecified L2 English competence level. The messages, which contained the targeted vocabulary accompanied by descriptions and examples, were sent thirty minutes after class a total of nine times. A control group of 35 received a printed version of the same materials in class. The experimental SMS group significantly outperformed the control on a multiple-choice post-test containing 40 items identified as unknown on a pre-test.
Yousefzadeh, M. (2012b). Multimedia messaging service (MMS) vs. short message sending (SMS) and second language learners’ vocabulary. Journal of Educational and Instructional Studies in the World, 2(4), 89-92.
This Iranian mobile phone-based study compares the relative effectiveness of the MMS versus SMS presentation of L2 English vocabulary. It was conducted over a period of four weeks, three times daily, with two groups of 25 elementary level learners. The MMS treatment consisted of definitions of words, example sentences and pictorial representations whereas the SMS treatment contained only English words and their Farsi equivalents. Results of a post-test consisting of 80 words demonstrated significantly larger vocabulary retention under the MMS condition.
Yousofi, N., & Bashiri, S. (2023). Exploring the impact of mobile-flipped classrooms on Iranian EFL learners' writing proficiency. Journal of Modern Research in English Language Studies, 10 (2), 91-117.
This study evaluated the effect of a mobile-based flipped classroom teaching model on the L2 English writing of 15 B2-level students in a private English school in Iran. Over five weeks, students received on their smartphones via a social networking app (WhatsApp) flipped instructions and shared ideas about the upcoming writing topic to prepare for the face-to-face class. A matched control group of 15 received only classroom instruction with no prompts or prior discussion about the writing topic. Both groups improved significantly on a pre-/post-test comparison, but the experimental group significantly more so than the control.
Yu, J., Zhou, X., Yang, X., & Hu, J. (2022). Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language. Computer Assisted Language Learning, 35(1-2), 217-245.
This study investigated the effect of smartphone-based versus printed paper-based presentation format upon the intermediate-level L2 English reading speed and comprehension of 81 Chinese university students. During one session that lasted about an hour, participants read two short texts (~650 words), one in mobile format and the other from printed paper. Participants achieved superior reading comprehension accuracy when reading from printed paper compared to reading from mobile phones. Reading speed returned mixed results, favoring whichever reading format that was used first. Reading strategy use was also better during paper reading.
Yu, Z. (2014). The impact of clickers use on vocabulary knowledge and satisfaction in an EFL class in China. International Journal of Information and Communication Technology Education, 10(3), 47-58.
This Chinese study evaluated the effectiveness of in-class clicker usage compared to multimedia instructor presentations for the acquisition of L2 English vocabulary, presumably of CETB4 difficulty level. Over a semester, 57 university students studied following the first method and 58 the second. The English proficiency level of participants was not specified. Post-treatment, participants completed a 40-item Vocabulary Knowledge Scale self-report, which indicated significantly greater knowledge among the clicker users, and within this group, significantly greater knowledge among males than females. Clicker users were also significantly more satisfied. However, females claimed significantly more vocabulary knowledge than males under the multimedia condition.
Yu, Z. (2019a). Mobile device- and video-aided flipped English classrooms. International Journal of Mobile and Blended Learning, 11(2), 19-32.
This Chinese study investigated the use of a mobile-based instant messaging app (WeChat) as a platform for a flipped L2 English course. Over an academic year, 192 students of unspecified English competence level used WeChat out of class to preview and discuss course content. A control group of 182 students previewed course contents before class via videos, which they discussed in class with peers and the teacher. Based on a pre-/post-treatment questionnaire and interviews, it was determined that the learning attitude, interest, and motivation of the WeChat group was significantly more positive than the control.
Yu, Z. (2019b). Gender differences in cognitive loads, attitudes, and academic achievements in mobile English learning. International Journal of Distance Education Technologies, 17(4), 21-35.
This Chinese study investigated the effects of gender upon the cognitive loads, attitudes, and L2 English learning of 35 male and 36 female university students of unspecified L2 English competency level. Over 16 weeks, students undertook course activities mediated by a mobile-based learning platform app (College English IV) that provided them with English texts, interaction forums, speaking/listening practice, and video lectures. Through questionnaires and interviews it was discovered that males experienced significantly less cognitive loads and expressed significantly more positive attitudes towards the intervention than females. They also significantly outperformed females on a post-treatment multi-skills test.
Yu, Z., Chen, W., Kong, Y., …, & Zheng, J. (2014). The impact of clickers instruction on cognitive loads and listening and speaking skills in college English Class. PLoS ONE, 9(9), 1-8.
This Chinese study evaluated the effect of in-class clicker usage upon the L2 English listening/speaking performance and cognitive load of three experimental groups of university students compared to an initial control group that used traditional class-based multimedia materials. Each group consisted of over 1000 students of unspecified L2 English competency level and for each the treatment lasted an entire academic year. The experimental group participants first discussed lecture topics then used clickers to anonymously answer questions about them. All three experimental groups significantly outscored the control on end-of-year listening and speaking tests. Cognitive load was also significantly lower for clicker users than the control group.
Yu, Z., & Liu, C. (2014). The influence of clickers use on metacognition and learning outcomes in college English classroom. Journal of Information and Communication Technology Education. 10(2), 50-61.
This Malaysian study evaluated the effect of clickers upon the metacognitive awareness and L2 English language proficiency of 32 university students of unspecified English competence level. Over 16 weeks, clickers were used to monitor student comprehension and facilitate peer discussion. A control group of 37 received the same in-class instruction without the use of clickers. Based on post-treatment questionnaires, clicker participants obtained significantly greater scores than the control group for metacognitive awareness. L2 English learning outcomes returned mixed results on a pre-/post-test comparison. The experimental group obtained significantly better results for reading and writing but not for listening and speaking.
Yu, Z., & Wang, G. (2016). Academic achievements and satisfaction of the clicker-aided flipped business English writing class. Journal of Educational Technology & Society, 19(2), 298-312.
This Chinese study evaluates a semester-long intervention that compared the writing proficiency and course satisfaction of 69 intermediate-level L2 English university students. Half of the group followed a learner-centered flipped classroom approach while the other half received traditional, teacher-centered, instruction. In class, flipped classroom participants used a student response clicker system to foster group discussion and problem solving. The control group listened to the teacher and answered questions in class and completed written homework. On a pre-/post-test comparison, the experimental group performed significantly better and exhibited significantly greater course satisfaction.
Yu, Z., Xu, W., & Sukjairungwattana, P. (2022). Motivation, learning strategies, and outcomes in mobile English language learning. The Asia-Pacific Education Researcher, xx, np.
This Chinese study reports the results of two experiments comparing L2 English language learning using course book-based mobile apps and corresponding traditional printed and audio resources. Both experiments lasted four months, one-hour, three times per week. The first involved advanced-level (CET4) L2 English university students, 40 using their smart devices to access the mobile app version of New Horizon College English I and 41 the traditional version for reading, writing, listening, speaking, and translating, as well as English cultures, literature and linguistics exercises. The second experiment involved beginner-level L2 English middle school students, 43 using their smart devices to access the mobile app version of New Concept English II and 44 the traditional version (printed textbooks, paper notebooks and audio recordings). Pre-/post-test comparisons demonstrated that in mobile English language learning, (a) motivation was significantly stronger than in traditional English language learning; (b) students adopted significantly more learning strategies than in traditional English language learning; (c) learning outcomes were significantly better than in traditional English language learning; and (d) motivation, learning strategies, and learning outcomes were positively correlated in both learning approaches.
Yu, Z., & Yu, L. (2017). Correlations between learners’ initial EFL proficiency and variables of clicker-aided flipped EFL class. Education and Information Technologies, 22(4), 1587-1603.
This Chinese study investigated the relationship between the initial L2 proficiency level (CET4 <500 / CET4 500+) of 79 university students and their post-treatment proficiency and three subjective variables in a clicker-aided flipped L2 English course that lasted 16 weeks. In each face-to-face class, the teacher organized learning activities using clickers to check whether students had learned their out-of-class lessons. A significantly positive relationship was found between initial and final L2 CET4 test-based proficiency, motivation levels and cultural awareness under the clicker-aided flipped L2 English course treatment. However, there was a negative relationship between initial L2 proficiency and cognitive loads.
Yu, Z., Yu, L., Xu, Q., …, & Wu, P. (2022). Effects of mobile learning technologies and social media tools on student engagement and learning outcomes of English learning. Technology, Pedagogy and Education, 31(3), 381-398.
This semester-long Chinese study compared the effectiveness of three treatments on L2 English acquisition and learning engagement by university students of unspecified English competence level. One group of 35 students was taught using a smartphone-accessible learning management system (Rain Classroom). A second group of 33 was taught using a smartphone-accessible social networking app (WeChat). A third group of 33 followed the traditional practice of class lecturing with large screen projection of PowerPoint presentations. Based on a pre-/post-treatment multi-skill TOEFL iBT test and learning engagement questionnaire, significant improvements in language learning and engagement were only attested in the Rain Classroom implementation.
Yu, Z., Zhu Y., Yang Z., & Chen, W. (2018). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning, 32(4), 323-341.
This one-semester study evaluated how an Android smartphone-based mobile learning platform (College English IV) effected the L2 English proficiency and cognitive loads of 169 Chinese university students of unspecified L2 English competency level. The platform included a course overview, PowerPoint slides, course materials, mini-lectures, teaching movies, native-speaker audio recordings and examinations. Compared to a matched control group of 171 that did not use the learning platform, those that did scored significantly higher on a pre-/post TOEFL test (reading/listening comprehension, listening speaking, writing), were more satisfied with the course, and experienced less cognitive load (NASA-Task Load Index).
Yuan, Y. (2019). Empirical study on the mobile app-aided college English vocabulary teaching. International Journal of Engineering and Technology, 11(1), 68-74.
This study evaluated the effectiveness of an Android-based L2 English vocabulary app (Baicizhan). Using their smartphones, 30 Chinese university students, with College Entrance Exam scores of 117/150 in English, accessed the app on their own time for 14 weeks. These students significantly outperformed a matched control group of 30 non-app users on a post-treatment test of pronunciation, spelling, and word meaning knowledge. The experimental group participants also tended to apply more newly-learned vocabulary in the test tasks.
Yuan, Y., Harun, J., & Wang, Z. (2023). The effects of mobile-assisted collaborative language learning on EFL students’ interpreting competence and motivation. International Journal of Computer-Assisted Language Learning and Teaching, 13(1), 1-19.
This study, presumably undertaken in Malaysia, evaluated the effect of a smartphone-based MALL program upon the interpreting skills of 30 L2 English university students of unspecified English competency level. Working together collaboratively over ten weeks, participants accessed three mobile apps to complete four unspecified interpreting tasks. Chaoxing App served as a Learning Management System. iFlytek Input offered speech-to-text and translation functions. Praat provided phonetics displays for self-monitoring and correction of pronunciation. On a pre-/post-test comparison, these students significantly outperformed a matched control group of 30 that did not use the MALL program. They also expressed positive attitudes towards the treatment.
Yucedal, M. (2023). Integrating mobile assisted language learning (MALL) into EFL classes at a tertiary level. Revista Amazonía Investiga, 12(62), 92-104.
This Iraqi study investigated the effect of MALL activities upon the L2 English writing of university students. Over 12 weeks, students of unspecified English competence level wrote five four-paragraph length essays. An experimental group of 30 did so by first submitting a penned version, followed by instructor correction and peer review. They then resubmitted their essays via Google Form, presumably using mobile devices. A control group did likewise without the benefit of peer review and only some students submitted a second pen-&-paper second draft. MALL practices significantly increased students’ marks, boosted their motivation and increased positive attitudes towards learning English.
Yuceturk, D., & Bergil, A. (2021). The impact of the VoScreen application on vocabulary achievement. Language and Technology, 3(1), 21-31.
This Turkish study evaluated the effect of a listening comprehension app (VoScreen) upon the L2 English listening comprehension of primary school fourth-graders of unspecified English competence level. Using smartphones, 25 participants completed unspecified exercises following unspecified procedures four days per week for five weeks. Meanwhile, a control group of 25 received unspecified instruction that did not involve any MALL technology. The experimental group significantly outperformed the control on a pre-/post-test comparison.
Yudhiantara, R., & Nuryantini, A. (2019). Promoting mobile collaborative language learning in Islamic higher education. Journal on English as a Foreign Language, Vol. 9(1), 87-106.
This Indonesian study investigated the usefulness of a mobile-based instant messaging app (Instagram) in supporting the collaborative L2 English language learning of 110 university students of unspecified English competence level. Over an unspecified time period, participants used their own mobile phones, via Instagram, to undertake collaborative tasks related to assignments in their translation course. This included tasks such as writing structural analyses, defining word meaning, paraphrasing sentences, and sentence translation. Students effectively used Instagram thread comments to pursue task-related discussions and maintain interaction with their peers in order to accomplish assigned tasks.
Yun, J-H., Kwon, S-K., & Kim, S-Y. (2015). 중학교영어말하기학습용모바일앱개발: Speaking English Jr. (Development of a mobile English-speaking app for middle school students: Speaking English Jr). Multimedia-Assisted Language Learning, 18(3), 231-256. [In Korean]
This Korean study describes the design and preliminary evaluation of a mobile-accessible L2 English speaking app (Speaking English Jr). It was trialed over eight weeks with 288 middle school students of unspecified English competence level in 15 different schools. English speaking activities were conducted both inside and outside the classroom using the app. According to post-treatment questionnaire results, overall, a majority of students was satisfied with the program as a supplement for their English-speaking practices. However, urban students expressed more interest in speaking than students in rural areas and female students were more interested in speaking than male students.
Yunus, M., Lau, E., Khair, A., & Yusof, N. (2020). Acquisition of vocabulary in primary schools via GoPic with QR code. International Journal of English Language and Literature Studies, 9(3), 121-131.
This Malaysian study evaluated the effect of a game-based QR code-enabled L2 English language app (GoPic) upon the vocabulary acquisition of 64 low proficiency primary school children. During two collaborative and two individual 30-minute sessions, following unspecified procedures and using unspecified mobile devices, participants learned unspecified concrete nouns. A pre-/post-test comparison demonstrated a significant increase in vocabulary knowledge. In a post-treatment questionnaire, participants also expressed positive reactions to use of the app.
Yusoff, Z., Gurmani, M., Sanif, S., & Noor, S. (2022). The effect of mobile-assisted CEFR English vocabulary profile word lists on L2 students’ vocabulary knowledge. Asian Journal of University Education, 18(2), 526-543.
This Pakistani study evaluated the effect of an instant messaging app (WhatsApp) upon the L2 English vocabulary learning of 30 university students of unspecified L2 English competency level. For ten weeks, in addition to normal class instruction, participants received on their mobile phones via WhatsApp ten targeted C1-/C2-level words five times per week. Meanwhile, a control group of 30 only received normal class instruction. The experimental group significantly outscored the control on a pre-/post-treatment vocabulary test comparison.
Yutamii, N., & Widiana, I. (2024). Improving English speaking skills of fourth grade elementary school students through contextual problem-based Mobile-Assisted Language Learning media. Mimbar Ilmu, 29(2), 333-342.
This Indonesian study describes the design and trialing of a contextual problem-based mobile application intended to improve the L2 English speaking ability of elementary school pupils of unspecified, but low-level, competency level. Using unspecified materials and following unspecified procedures, 34 fourth-graders trialed the app, apparently with smartphones, over an unspecified duration and frequency. Although no information is provided about the pre-/post-tests that were administered, the results demonstrated significant improvement in speaking performance. According to a post-treatment survey, 100% of the participants were happy or interested in using smartphones.