2019

Abba, M., Mustapha, M., & Bukar, M. (2019). Influence of mobile learning on students` essay writing in English language. International Journal of English Language Teaching, 7(4), 30-35.

Abd, S., & Makiabadi, H. (2019). Learning English listening and speaking through BBC VOA podcasts: An app review. Teaching English with Technology, 19(2), 101-108.

Abdi, S., & Makiabadi, H. (2019). Learning English listening and speaking through BBC VOA podcasts: An app review. Teaching English with Technology, 19(2), 101-108.

Abduh, M. (2019). The effect of implementing MALL applications on learning pronunciation of English by EFL learners at Najran University. International Journal of Linguistics, 11(6), 29-40.

Abdullah, N., Tajuddin, A., & Soon, G. (2019). Mandarin students' perceptions of smartphone applications in Mandarin learning. Universal Journal of Educational Research, 7(A9), 61-70.

Abdullah, Y., Abdullah, A., Govindasamy, P., & Yunus, M. (2019). Learn idioms the fun and mobile way with Quizizz. International Journal of Scientific & Technology Research, 8(12), 1749-1752.

Abou-Khalil, V., Helou, S., Flanagan, B., ..., & Ogata, H. (2019). Language learning tool for refugees: Identifying the language learning needs of Syrian refugees through participatory design. Languages, 4(71), 1-17.

Abugohar, M., Yunus, K., & Rashid, R. (2019). Smartphone applications as a teaching technique for enhancing tertiary learners' speaking skills: Perceptions and practices.  International Journal of Emerging Technologies in Learning, 14(9), 74-92.

Ahmad, K. (2019). Integrating Mobile Assisted Language Learning (MALL) into a Non-formal Learning Environment to Support Migrant Women Learners’ Vocabulary Acquisition. PhD dissertation, Murdoch University, Queensland, Australia.

Ahmed, S. (2019a). Chat and learn: Effectiveness of using WhatsApp as a pedagogical tool to enhance EFL learners’ reading and writing skills. International Journal of English Language and Literature Studies, 8(2), 61-68.

Ahmed, S. (2019b). WhatsApp and learn English: A study of the effectiveness of WhatsApp in developing reading and writing skills in English. ELS Journal on Interdisciplinary Studies in Humanities, 2(2), 148-156. [Same as Ahmed 2019a]

Akintolu, M., Adelore, O. & Nzima, D. (2019). Attitude of learners toward the use of mobile technology for adult literacy programme. Journal of Gender, Information and Development in Africa (Jgida), 8(1), 63-82.

Al-Ahdal, M., & Shariq, M. (2019). MALL: Resorting to mobiles in the EFL classroom.

The Journal of Social Sciences Research, Special Issue. 1, 90-96.

Al-Garawi, A. (2019). Investigating the Use of Instagram as a MALL Tool: The Case of Al-Imam University EFL Students. MA thesis, Al-Imam Mohammad Ibn Saud Islamic University, College of Languages and Translation, Saudi Arabia.

Alghamdy, R. (2019). The impact of mobile language learning (WhatsApp) on EFL context: Outcomes and perceptions. International Journal of English Linguistics, 9(2), 128-135.

Al-Hamad, R., Al-Jamal, D., & Bataineh, R. (2019). The effect of MALL instruction on teens' writing performance. Digital Education Review, 35(1), 289-298. [Same as Bataineh, Al-Hamad & Al-Jamal 2018] 

Ali, J., & Bin-Hady, W. (2019). A study of EFL students’ attitudes, motivation and

anxiety towards WhatsApp as a language learning tool. Arab World English Journal,

Special Issue on CALL, (5), 289-298.

Ali, M., Mahmood, M., Anwar, M., ..., & Hussain, A. (2019). Pakistani learners’ perceptions regarding Mobile Assisted Language Learning in ESL classroom. International Journal of English Linguistics, 9(4), 386-398.

Alizadeh, M. (2019). Augmented/Virtual Reality promises for ELT practitioners. Diversity and Inclusion (pp. 360-368).

Al-Jarrah, J., Talafhah, R., & Al-Jarrah, T. (2019). ESL teacher perceptions of using educational mobile applications to develop the language skills of ESL elementary school students. European Journal of Foreign Language Learning, 4(1), 65-86.

Al-Johali, K. (2019). Using mobile applications to teach vocabulary: Saudi EFL teachers' perceptions. Global Journal of Foreign Language Teaching, 9(1), 51-68.

Al-Khayyat, A. (2019). The effect of using Mobile Assisted Language Learning (MALL) in developing university students’ English language achievement. Journal of the College of Basic Education, Al-Mustansiriya University, 213-227.

Alm, A., & Daniel, B. (2019). Student engagement with mobile language apps in blended learning environments: Perspectives from university language students. In A. Palalas (Ed.), Blended Language Learning: International Perspectives 0n Innovative Practice (pp. 182-220).

Almarshadi, A., Alenazi, S., Bin Bidin, A., ..., & Bin Mohamad Nasir, M. (2019). The application of m-learning in improving speaking skills among EFL learners. Global Journal of Engineering Science and Research Management, 6(8), 1-15.

Al-Megren, S., & Almutairi, A. (2019). User requirement analysis of a mobile Augmented Reality application to support literacy development among children with hearing impairments. Journal of Information and Communication Technology, 18(1), 97-121.

Al Mukhallafi, T. (2019). Attitudes and usage of MALL among Saudi University EFL students. International Journal of English Linguistics, 9(1), 407-420.

Al-Razgan, M., & Alotaibi. H. (2019). Personalized mobile learning system to enhance language learning outcomes. Indian Journal of Science and Technology, 12(1), 1-9.

Al-Razgan, M., & Alshaarri, S. (2019). Design and development of a mobile spelling game for elementary students using genetic algorithms. ACM International Conference Proceeding Series (pp. 205-209).

Alrefaai, I. (2019). Exploring EFL graduate students’ attitudes toward, and use of, mobile phones in language learning. Arab World English Journal Special Issue: The Dynamics of EFL in Saudi Arabia, 70-84.

Al-Sabbagh, K., Bradley, L., & Bartram, L. (2019a). Mobile language learning applications for Arabic speaking migrants - A usability perspective. Language Learning in Higher Education, 9(1), 71-95.

Al-Sabbagh, K., Bradley, L., & Bartram, L. (2019b). Usability testing of mobile language learning applications for Arabic speaking migrants – a usability perspective. Journal of the European Confederation of Language Centres in Higher Education, 9(1), 71-95.

Alsaif, S., & Farhana, D. (2019). Vocabulary learning through Duolingo mobile application: Teacher acceptance, preferred application features and problems. International Journal of Recent Technology and Engineering, 8(2 SI), 79-85.

Alsanosi, A., Aharbi, A., & Alhebaishi, S. (2019). Smart device usage frequency and usage level for learning English. International Journal of Emerging Technologies in Learning, 14(19), 49-64.

Alsied, S. (2019). The role of mobile phones as effective tools for language learning by Libyan EFL learners. Journal of English Education and Linguistics Studies, 6(2), 135-163.

Al Zieni, H. (2019). The effect of mobile learning on learner autonomy: A suggested measurement tool to assess the development of learner autonomy. Journal of Asia TEFL, 16(3), 1020-1031.

Alzubi, A. (2019a). Teachers' perceptions on using smartphones in teaching English as a foreign language context. Research in Social Sciences and Technology, 4 (1), 92-104.

Alzubi, A. (2019b). Smartphone-mediated language learning strategies and learner autonomy among pre-university learners in EFL reading context. Journal of Humanities and Social Sciences Studies, 1(3), 49-63.

Alzubi, A., Singh, M., & Hazaea, A. (2019). Investigating reading learning strategies through smartphones on Saudi learners' psychological autonomy in reading context.  International Journal of Instruction, 12(2), 99-114.

Amaluddin, Sapri, & Syaripuddin, R. (2019). Student's voice: A case of significance in mobile assisted language learning (MALL). Asian EFL Journal, 25(5.2), 26-38.

Amelia, M. (2019). WhatsApp goes to classroom: Using WhatsApp to foster students' speaking skills in speech. International Conference on Education, 4, 153-158.

Amelkina M., & Karagezyan M. (2019). Мобильные квесты дополненной реальности как средство формирования профессиональной иноязычной компетенции у студентов в условиях академической мобильности (Mobile Augmented Reality quests as a means of forming professional foreign language competence among students in the conditions of academic mobility). Современный Ученый, 4, 14-20. [in Russian]

Aminatun, D., & Oktaviani, L. (2019). Memrise: Promoting students’ autonomous learning skill through language learning application. Metathesis: Journal of English Language, Literature, and Teaching, 3(2), 214-223.

Andreani, W., & Ying, Y. (2019). "PowPow" interactive game in supporting English vocabulary learning for elementary students. Procedia Computer Science, 157, 473-478.

Andujar, A. (2019). Analysing WhatsApp and Instagram as blended learning tools. In A. Andujar (Ed.), Recent Tools for Compute and Mobile-Assisted Foreign Language Learning (pp. 307-321). Hershey, PA: IGI Global

Andujar, A., & Buchner, J. (2019). The potential of 3D Virtual Reality (VR) for language learning: An overview. Paper presented at the International Association for Development of the Information Society (pp.153-156). International Conference on Mobile Learning (15th, Utrecht, The Netherlands.

Andujar, A., & Hussein, S. (2019). Mobile-mediated communication and students' listening skills: A case study. International Journal of Mobile Learning and Organisation, 13(3), 309-332.

Andújar-Vaca, A. (2019). Evaluating mobile instant messaging for L2 development: A longitudinal investigation. In M. Kruk (Ed.), Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction. IGI Global.

Ankeny, R. (2019a). Mobile Phones in 21st Century ESL Classrooms: Interactional Affordances of WhatsApp for Academic Vocabulary Recognition and Support of Preparatory Writing. PhD dissertation, New Mexico State University. ProQuest Dissertations Publishing.

Ankeny, R. (2019b). Interweaving technology and language goals to promote academic vocabulary: The role of WhatsApp in an intensive English classroom. TESOL Journal, 10(3), 457-460.

Anlamış, Z. & Akay, C. (2019). Ortaöğretim öğrencilerinin İngilizce kelime öğrenmeleri ve materyal motivasyonları üzerine: Cep telefonu destekli videolar (On high school students’ English vocabulary learning and material motivation: Mobile phone assisted videos). International Journal of Social Sciences and Education Research Online, 5(3), 341-360. [in Turkish]

Annamalai, N. (2019). Using WhatsApp to extend learning in a blended classroom environment. Teaching English with Technology, 19(1), 3-20.

Arifani, Y. (2019). The application of small WhatsApp groups and the individual flipped instruction model to boost EFL learners’ mastery of collocation. CALL-EJ, 20(1), 52-73.

Arief, M., & Nurnaningsih, S. (2019). The role of mobile learning in language learning: A literature review. International Journal of Educational Technology and Learning, xx, xx.

Alshalan, W. (2019). Mobile Assisted Language Learning: A literature review. American Journal of Humanities and Social Sciences Research, 3(8), 93-97.

Asyifa, D., Warni, S., & Komara, C. (2019). The use of mobile phone features by EFL students in a private university in Jakarta. Conference Proceeding UHAMKA International Conference on ELT and CALL (pp. 46-56).

Ataeifar, F., Sadighi, F., Bagheri, M., & Behjat, F. (2019). Iranian female students’ perceptions of the impact of mobile-assisted instruction on their English-speaking skill. Cogent Education, 6(1), 1-19.

Aull, B. (2019). Mobile instant messaging: a bonanza for interlanguage pragmatics. Revista Digital do Programa de Pós-Graduaçãoem Letras da PUCRS Porto Alegre, 12(3), 1-11.

Aygül, F. (2019). Kelime Diyarı Mobil Uygulamasının İngilizce Kelime Öğrenimine Etkisi (The Effect of The Word Land Mobile Application on English Vocabulary Learning). MA thesis, Institute of Science, Amasya. [in Turkish]

Aygül, S. (2019). Pre-service EFL teachers’ current practices and perceptions of mobile-assisted language learning. MA thesis, Middle East Technical University, Ankara.

Ayu, D. (2019). The effectiveness of Memrise towards students’ listening skill (an experimental research at the second grade of SMK Yadipi Jayanti Kab. Tangerang). UIN Sultan Maulana Hasanuddin Banten.

Azlan, N., Zakaria, S., & Yunus, M. (2019). Integrative task-based learning: Developing speaking skill and increase motivation via Instagram. International Journal of Academic Research in Business and Social Sciences, 9(1), 620-636.

Banawan, M., Lumapas, R., Ocumpaugh, J., & Rodrigo, M. (2019). An investigation of affect within Ibigkas!: An educational game for English. In M. Chang, et al. (Eds.), Proceedings ICCE 2019 - 27th International Conference on Computers in Education, 2, (pp. 533-541). Taiwan: Asia-Pacific Society for Computers in Education.

Barnikana, N. (2019). The effectiveness of smartphones in learning English language: A study of learners' perspectives. Pragati’s English Journal, 16, 24-34.

Barth, I., Spector-Cohen, E., Sitman, R., ..., & Xu, Y. (2019). Beyond small chunks: Designing vocabulary OERs for mobile learning. International Journal of Computer-Assisted Language Learning and Teaching, 9(2), 79-97.

Batawi, G. (2019). WhatsApp as a tool for meaning negotiation: The use of web-enabled phones to consolidate vocabulary learning among university students in Saudi Arabia. PhD dissertation, University of Southampton, England.

Becker, K., & Edalatishams, I. (2019). ELSA Speak- Accent Reduction [Review]. In J. Levis, C. Nagle & E. Todey (Eds.), Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference, September 2018 (np).

Beheshti, E., & Sadeghi, E. (2019). The effect of using mobile apps on the acquisition of conditional sentences among Iranian intermediate EFL learners. Iranian Journal of English for Academic Purposes, 8(1), 1-16.

Bensalem, E. (2019). English as a foreign language (EFL) teachers' perceptions and use of mobile devices and applications. English Studies at NBU, 5(2), 190-202.

Berger. A., & Klímová B. (2019). Mobile application for the teaching of English. In J. Park, V. Loia, K-K. Choo & G. Yi (Eds.), Advanced Multimedia and Ubiquitous Engineering. MUE 2018, FutureTech 2018 (pp. 1-6).

Berger, A., Klímová, B., & Poulová, P. (2019). Mobile application as support of English on-line learning. In Proceedings of the 11th International Conference on Computer Supported Education (pp. 647-653).

Berns, A., Ruiz-Rube, I., Macias, J., ..., & Werner, L. (2019). “Let’s date!” A 360-degree video application to support foreign language learning. CALL and complexity - Short papers from EUROCALL 2019 (pp. 1-6).

Bhide, A., Luo, W., Vijay, N., …, & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149-2178.

Blume, C. (2019). Games people (don't) play: An analysis of pre-service EFL teachers' behaviors and beliefs regarding digital game-based language learning. Computer Assisted Language Learning, xx, 109-132.

Bonneton-Botte, N., Beucher-Marsal, C., Bara, F., … & Dare, M. (2019). Teaching cursive handwriting: A contribution to the acceptability study of using digital tablets in French classrooms. Journal of Early Childhood Literacy, 21(2), 259-282.

Borshcheva V. (2019). Мобильное обучение в преподавании иностранных языков: вопросы лингводидактики и межкультурной коммуникации в контексте современных исследований (Mobile learning in teaching foreign languages - The question of language didactics and intercultural communication in the context of modern research). In N. Kormilina & N. Yu (Eds.), Proceedings of the XI International People's Scientific and Practical Conference (pp. 149-154). [in Russian]

Bradley, L. (2019). Lära ett nytt språk med mobile (Learn a new language with mobile). InK. Aldén & A. Bigestans (Eds.), Litteraciteter och Flerspråkighet (pp. 124-13x): Stockholm : Liber. [in Swedish]

Bui, H. (2019). Pronunciation with mobile apps. In J. Vorholt (Ed.), New Ways in Teaching Speaking (2nd ed.) (pp. 255-256). Alexandria, VA: TESOL Press.

Burston, J., & Athanasiou, A. (2019). Twenty-five years of MALL experimental implementation studies - What do we really know about it? In A. Andujar (Ed.). Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning (pp. 35-60). IGI Global.

Büyükbeşe, A. (2019). The User Interface Design of Mobile Assisted Language Learning Based Applications. PhD dissertation, Yeditepe University, Institute of Social Sciences, İstanbul.

Byrne, J. (2019). Anytime autonomous English MALL App engagement. International Journal of Engineering and Technology, 14(18), 145-163.

Çakmak, F. (2019). Mobile learning and mobile-assisted language learning in focus. Language Learning & Technology, 23(2), 30-47.

Çam Aktaşa, B., & Can, Y. (2019). The effect of “WhatsApp” usage on the attitudes of students toward English self-efficacy and English courses in foreign language education outside the school. International Electronic Journal of Elementary Education, 11(3), 247-256.

Camacho Montellanos, J., Macavilca Vásquez, C., & Herrera Salazar, J. (2019). Augmented Reality mobile application and its influence in Quechua language learning. IEEE Sciences and Humanities International Research Conference (pp. 1-4). Lima, Peru.

Cao, G., & Deng, X. (2019). 移动学习视域下“百词斩”对大学生英语单词学习影响的调查研究[J].外语电化教学(An investigation on the influence of "BaiCiZhan" on College Students' English word learning from the perspective of mobile learning). Media in Foreign Language Institution (3), 43-48. [in Chinese]

Cao, J. & Deng, X. (2019). A survey of the impact of "100 words chop" on college students’ English word learning under the perspective of mobile learning. Electronic Teaching of Foreign Languages, 3, 43-48.

Cao, W., & Ning, W. (2019). The influence of English language learning apps on the IELTS exam preparation among adult learners. In M. Chang, et al. (Eds.), Proceedings ICCE 2019 - 27th International Conference on Computers in Education, 2, (pp. 513-517). Taiwan: Asia-Pacific Society for Computers in Education.

Cerezo, R., Calderón, V., & Romero, C. (2019). A holographic mobile-based application for practicing pronunciation of basic English vocabulary for Spanish speaking children. International Journal of Human-Computer Studies, 124, 13-25.  

Çetinkaya, L., & Sütçü, S. (2019). Students' success in English vocabulary acquisition through multimedia annotations sent via WhatsApp. Turkish Online Journal of Distance Education, 20(4), 85-98.

Cha, Y., Kim, H-S., & Kim, N-Y. (2019). Can mobile-based activities enhance oral performance in English? The Journal of Foreign Studies, 47, 135-158.

Chaloob, A., Al-Khayyat, A., & Suleiman, W. (2019). Investigating the obstacles that face primary and intermediate students in using Mobile Assisted Language Learning "MALL" from teachers' perspectives. Journal of the College of Basic Education, Al-Mustansiriya University, Special Issue, 274-283.

Chen, C-M., Liu, H., & Huang, H-B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188.

Chen H., Chang L., & Tsai M. (2019). Chinese key-image learning: An app designed with handwriting evaluation and instant feedback to support Chinese character learning. In L. Rønningsbakk, T. Wu, F. Sandnes & Y. Huang (Eds.), Innovative Technologies and Learning (pp 547-557). ICITL 2019. Lecture Notes in Computer Science. Springer. Cham.

Chen, M-P., Wang, L-C., Zou, D., …, & Xie, H. (2019). Effects of caption and gender on junior high students’ EFL learning from iMap-enhanced contextualized learning. Computers and Education, 140, 1-15.

Chen, R., & Chan, K. (2019). Using Augmented Reality flashcards to learn vocabulary in early childhood education. Journal of Educational Computing Research, 57(7), 1812-1831.

Chen, Y. (2019). Augmented Reality technique assists target language learning. In L. Rønningsbakk, T. Wu, F. Sandnes & Y. Huang (Eds.), Innovative Technologies and Learning (pp 558-567). ICITL 2019. Lecture Notes in Computer Science. Springer. Cham.

Chen, Y., Mayall, H., York, C., & Smith, T. (2019). Parental perception and English Learners' mobile-assisted language learning: An ethnographic case study from a technology-based Funds of Knowledge approach. Learning Culture and Social Interaction, 22, 1-9.

Chen, Y-M. (2019). Learners' perceptions of using technology in the foreign language classroom: A case from China. Journal of Physics: Conference Series, 1168(3), 1-7.

Chen, Y-W., Liu, G-Z., Lin, V., & Wang, H-Y. (2019). Needs analysis for an ESP case study developed for the context-aware ubiquitous learning environment. Digital Scholarship in the Humanities, 34(1), 124-145.

Chen, Z. (2019). A study on the learning input of smartphone assisted foreign language teaching in classroom teaching. Audio-visual Teaching of Foreign Languages, 6, 49-54.

Chen, Z. (2019). 智能手机辅助外语课堂教学中的学习投入研究 (Student engagement in smartphone-assisted foreign language classrooms). Technology Enhanced Foreign Language Education, 187(3), 49-54. [in Chinese]

Cheng, C-H., & Chen, C-H. (2019). Investigating the impacts of using a mobile interactive English learning system on the learning achievements and learning perceptions of students with different backgrounds.  Computer Assisted Language Learning, 35(1-2), 88-113.

Cheng, J., & Kim, H-J. (2019). Attitudes towards English language learning apps from Korean and Chinese EFL students. English Teaching, 74(4), 205-224.

Chhum, C., & Champakaew, W. (2019). Effects of mobile assisted language learning on learners’ willingness to communicate in English. Proceedings National & International Conference, 1(10), 40-54.

Chien, C-Y. (2019). English for ecotourism and its sustainability with Augmented Reality technology. International Education Studies, 12(6), 134-147.

Chinchole, S. (2019). Mobile Assisted Language Learning: Scope and limitations in rural and semi-urban Indian context. Language in India, 19(8), 190-193.

Chirobocea, O. (2019). MALL for ESP. Enhancing motivation and promoting language learning beyond the classroom. Analele Universitatii Ovidius Constanta, Seria Filologie, 30(1), 33-43.

Christoforou, M., Xerou, E., & Papadima-Sophocleous, S. (2019). Integrating a Virtual Reality application to simulate situated learning experiences in a foreign language course. CALL and

Complexity, 82-87

Ch’ng, L., Unin, N., & Ting, H. (2019). Learning Mandarin stroke writing among non-Chinese learners: Mobile learning versus traditional learning. 1st International Conference on Education in the Digital Ecosystem (pp. 68-76).

Cho, A. (2019). Navigating Mobile Learning:  English Learners’ Language Learning and Literacy Practices. PhD dissertation, Georgia State University.

Cho, M-H., & Castañeda, D. (2019). Motivational and affective engagement in learning Spanish with a mobile application. System, 81, 90-99.

Chu, H., Wang, C., & Wang, L. (2019). Impacts of concept map-based collaborative mobile gaming on English grammar learning performance and behaviors. Journal of Educational Technology & Society, 22(2), 86-100.

Cohen, A., & Ezra, O. (2019). Contextualized MALL in target and non-target countries: Mobile activity evaluation. In A. Baruch & H. Tal (Eds.), Mobile Technologies in Educational Organizations (pp. 170-191).

Couvaneiro, S., & Pedro, N. (2019). Aprendizagem da língua inglesa com tablets: um estudo com alunos com necessidades educativas especiais (Learning English with tablets: A study with special educational needs students). Sisyphus Journal of Education, 7(1), 83-102. [in Portuguese]

Cremades, R., Onieva López, J., Maqueda-Cuenca, E., & Ramírez-Leiton, J. (2019). The influence of mobile instant messaging in language education: Perceptions of current and future teachers. Interactive Learning Environments, 1-10.

Cunliffe, D. (2019). The market for Welsh language mobile applications - A developers' perspective. Telematics and Informatics, 36, 12-26.

Damio, S., & Ibrahim, Q. (2019). Virtual Reality speaking application utilisation in combating presentation apprehension. Asian Journal of University Education (AJUE), 15(3), 235-244.

Daud, W., Teck, W., Ghani, M., & Ramli, S. (2019). The needs analysis of developing mobile learning application for cybergogical teaching and learning of Arabic language proficiency. International Journal of Academic Research in Business and Social Sciences, 9(8), 33-46.

de Andrade, I. (2019). Development of application to learn Spanish as a second language: Lessons learned. In Y. Zhang & D. Cristol (Eds.), Handbook of Mobile Teaching and Learning (pp. 445-459). Springer, Singapore.

Deris, F., & Shukor, N. (2019). Vocabulary learning through mobile apps: A phenomenological inquiry of student acceptance and desired apps features. International Journal of Interactive Mobile Technologies, 13(7), 129-140.

Dewi, S. (2019). Utilizing WhatsApp application for teachıng integrated English (a case study at Unıversity of Technology Yogyakarta). Refleksi Edukatika: Jurnal Ilmiah Kependidikan, 9(2), 164-171.

Dong, S., Cheng, L., Dong, L., & Wu, G. (2019). Affordances for cultural adjustment of international students learning Chinese as a second language in a mobile-assisted learning environment. Paper presented at the EUROCALL 2019 Conference (pp.124-129).

dos Santos, D. (2019). O Uso de Dispositivos e Aplicativos Móveis em Sequências Didáticas No Ensino Fundamental: Agência e Aprendizagem de Inglês (The Use of Mobile Devices and Applications in Teaching Sequences in Elementary School: Agency and Learning English). MA thesis, Universidade Federal De Minas Gerais. [in Portuguese]

Durán, J., & Moreno, J. (2019). English teaching using mobile serious games with geo-location features: A systematic literature review. Proceedings - 14th Latin American Conference on Learning Technologies (pp. 38-43). [in Spanish] can’t translate

Elaish, M., & Shuib, L. (2019). Mobile learning for English language learning assessment and evaluation: A review. BioRxiv, np.

Elaish, M., Shuib, L., Ghani, N., & Yadegaridehkordi, E. (2019). Mobile English Language Learning (MELL): A literature review. Educational Review, 71(2), 257-276.

Elfiona, E., Embryany, F., & Pamela, K. (2019). The use of mobile application as the authentic listening materials for tenth-graders. 3rd International Conference on Education 2018, Teachers in the Digital Age Proceedings IAIN Batusangkar, 3(1), 111-116.

Elfiona, E., Zaim, M., & Refnaldi (2019). Mobile-based media as the solution in teaching and learning listening skill. Conference paper Journal of Physics: Conference Series Volume 1387, Issue 1. International Conference on Education, Science and Technology. Universitas Negeri Padang Padang, Indonesia.

Elyas, T., & Al-Bogami, B. (2019). The role of the iPad as instructional tool in optimizing young learners' achievement in EFL classes in the Saudi context. Arab World English Journal, Special Issue 1: Application of Global ELT Practices in Saudi Arabia, 145-163.

Erarslan, A. (2019). Instagram as an education platform for EFL learners. The Turkish Online Journal of Educational Technology, 18(3), 54-69.

Ermerawati, A. (2019). The application of Let’s Read! in extensive reading class: Integrating MALL and task-based learning. Mimbar Sekolah Dasar, 6(3), 317-329.

Fakooa, B., Banon, M., & Gobin-Rahimbux, B. (2019). A smart mobile application for learning English verbs in Mauritian primary schools. In S. Satapathy, V. Bhateja, R. Somanah. X-S. Yang & R. Senkerik (Eds.). Advances in Intelligent Systems and Computing, 863, 399-409.

Falk, S. (2019). Mobile-Assisted Language Learning. Eine empirische Untersuchung zum Einsatz digitaler mobile Endgeräte im Kontext des Fremdsprachenunterrichts (Mobile-Assisted Language Learning. An empirical study on the use of digital mobile devices in the context of foreign language teaching). Narr Francke Attempto Verlag GmbH + Co. KG. [in German]

Farahani, A., Nemati, M., & Montazer, M. (2019). Assessing peer review pattern and the effect of face-to-face and mobile-mediated modes on students’ academic writing development. Language Testing in Asia, 9(1), 1-24.

Farina, M. (2019). Smartphone speaking. In J. Vorholt (Ed.), New Ways in Teaching Speaking (2nd ed.) (pp. 234-236). Alexandria, VA: TESOL Press.

Fauzi, I., & Angkasawati, P. (2019). The use of listening logs through WhatsApp in improving listening comprehension of EFL students. Journal of Applied Linguistics and Literature, 4(1), 13-26.

Feilong, J., & Jie, Q. (2019). Visualizing hot topics and cutting-edge developments in international MALL research. Distance Education in China, 1, 79-85.

Feng, T., Cen, G., Pan, W., & Zhang, Y. (2019). A mobile intelligent reading teaching annotation system. 14th International Conference on Computer Science & Education (pp. 114-117).

Fernandez Carballo, M. (2019). Percepción del alumnado Universitario sobre el aprendizaje de lengua extranjera a través del teléfono móvil (University students' perception of mobile phone assisted foreign language learning). ONOMÁZEIN, ‏44, 85-105. [in Spanish]

Gajić, T., & Maenza, N. (2019a). Prednosti i mane korišćenja mobilnih aplikacija u učenju stranog jezika na primeru studentske populacije u Srbiji (Advantages and disadvantages of using mobile applications in learning a foreign language on the example of the student population in Serbia). Proceedings Synergy University International Scientific Conference (pp. 104-106). Bijeljina: Synergija University. [in Bosnian]

Gajić, T., & Maenza, N. (2019b). Коришћење мобилних апликација у наставном процесу учења страних језика на терцијарном образовном нивоу (The use of mobile applications in the teaching process of learning foreign languages ​​at the tertiary educational level). Innovations in Teaching, 32(4), 133-142. [in Serbian]

Gale, E., & Kung, S-C. (2019). Student perceptions of mobile video recording to learn American Sign Language. International Journal of Mobile and Blended Learning, 11(1), 1-11.

Gamlo, N. (2019). The impact of mobile game-based language learning apps on EFL learners' motivation. English Language Teaching, 12(4), 49-56.

García, A., & Vidal, E. (2019). Una experiencia b-Learning/m-Learning como soporte para la mejora de las capacidades del área de Inglés para estudiantes de Ingeniería (A b-Learning/m-Learning experience as support for the improvement of the capacities of the English area for engineering students). 17th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Industry, Innovation, and Infrastructure for Sustainable Cities and Communities”, Montego Bay, Jamaica. [in Spanish]

Garcia, S., Kauer, R., Laesker, D., … & Andujar, M. (2019). A Virtual Reality

experience for learning languages. Extended Abstracts of the 2019 CHI Conference on Human

Factors in Computing Systems. ACM Press, Glasgow, Scotland Uk, 1-4.

García, S., Laesker, D., Caprio, D., ..., & Andujar, M. (2019). An immersive Virtual Reality experience for learning Spanish. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Ubiquitous and Virtual Environments for Learning and Collaboration. HCII 2019. Lecture Notes in Computer Science (vol. 11591, pp. 151-161). Springer.

García Botero, G., Botero Restrepo, M., Zhu, C., & Questier, F. (2019). Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference? Computer Assisted Language Learning, 34(8), 1013-1039. 

García Botero, G., Questier, F., Cincinnato, S., …, & Zhu, C. (2019). Acceptance and usage of mobile-assisted language learning by higher education students. Journal of Computing in Higher Education, 30(3), 426-445.

Gelsomini, F., Kanev, K., Barneva, R., ..., & Roccaforte, M. (2019). BYOD collaborative storytelling in tangible technology-enhanced language learning settings. In M. Auer & T. Tsiatsos (Eds.), Mobile Technologies and Applications for the Internet of Things (pp. 22-33). Proceedings of the 12th IMCL Conference.

Geng, X., & Yamada, M. (2019). Development and design of a compound verb AR learning system employing image schemas. Paper presented at the International Association for Development of the Information Society (pp.73-80). International Conference on Mobile Learning.

Ghee, T., Terng, H., & Chui, H. (2019). Students’ perception of WhatsApp as an effective medium for enhancing listening skill in foreign language learning. Journal of Social Sciences and Humanities, 27(2), 833-845.

Ghounane, N. (2019). The attitudes of second year EFL students at Dr Moulay Tahar University towards learning English pronunciation through mobile assisted language. Arab World English Journal, Special Issue on CALL, 5, 110-123.

Ginting, R. (2019). The effect of Hello English application on the students’ vocabulary mastery at the eighth grade of junior high school. BA thesis, UIN Sumatera Utara, Medan.

Golovatina, V., & Golovátina-Mora, P. (2019). Mobile applications in the Russian language class: Revisions and reflections. Presentation Innovation in Language Learning International Conference (np).

Gönülal, T. (2019a). The use of Instagram as a mobile-assisted language learning tool. Contemporary Educational Technology, 10(3), 309-323.

Gönülal, T. (2019b). The development and validation of an attitude towards MALL instrument. Educational Technology Research and Development, 67(3), 733-748.

Gönülal, T. (2019c). Learning languages inforMALLy: An investigation into the effectiveness of MALL and MALL apps. Paper presented at the 19th INGED ELT Conference, Ankara, Turkey.

Gorbatiuk, L., Kravchenko, N., Mikolavna, A., & Sergivna, P. (2019). Мобільні додатки як засоби формування іншомовної лексичної компетентності студентів нефілологічних спеціальностей (Mobile applications as a means of foreign language lexical competence formation of non-philological specialties' students). Інформаційні Технології І Засоби Навчання (Information Technologies and Learning Tools), 74(6), 150-164. [in Ukrainian]

Gorham, T., Jubaed, S., Sanyal, T., …, & Starr E. (2019). Assessing the efficacy of VR for foreign language learning using multimodal learning analytics. In C. Giannikas, E. Kakoulli Constantinou & S. Papadima Sophocleous (Eds.), Professional Development in CALL: A Selection of Papers (pp. 101-116).

Govindasamy, P., Yunus, M., & Hashim, H. (2019). Mobile-assisted vocabulary learning: Examining the effects on students' vocabulary enhancement. Universal Journal of Educational Research, 7(12 A), 85-92.

Gürkan, S. (2019). Effect of annotation preferences of the EFL students’ on their level of vocabulary recall and retention. Journal of Educational Computing Research, 57(6), 1436-1467.

Gürlüyer, M. (2019). Examining students' perceptions and achievements in terms of the utilization of WhatsApp in learning EFL vocabulary. Kafdaği, 4(2), 173-193.

Güven, R. (2019). Attitudes of ELT Students and In-Service Teachers Towards Using Mobile Assisted Language Learning. MA thesis, Kocaeli University, Institute of Social Sciences, Kocaeli.

Hadid, A., Mannion, P., & Khoshnevisan, B. (2019). Augmented Reality to the rescue of language learners. Florida Journal of Educational Research, 57(2), 81-89.

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.

Hakim, M. (2019). The Use of Telegram to Facilitate Students’ Vocabulary Learning at SMPN 1 Surabaya. PhD dissertation, UIN Sunan Ampel Surabaya.

Hall, S. (2019). Sounds like the real mobile me. In J. Vorholt (Ed.), New Ways in Teaching Speaking (2nd ed.) (pp. 257-258). Alexandria, VA: TESOL Press.

Hameed, D. (2019). The impact of using mobile phone technology in learning English. Journal of Al-Frahedis Arts, 11(38), 569-586.

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.

Han, X-H. (2019). 移动学习模式在大学英语词汇学习中的应用研究 (A study on the application of mobile learning mode in college English vocabulary learning). Journal of Henan Institute of Education (Philosophy and Social Science), 38(4), 114-119. [in Chinese]

Han, Y. (2019). Exploring multimedia, mobile learning, and place-based learning in linguacultural education. Language Learning & Technology, 23(3), 29-38.

Hankerová, K. (2019). Augmented Reality technology and its role in teaching English in primary and lower secondary education. Inovatívne Trendy v Odborových Didaktikách. Prepojenie Teórie a Praxe Výučbových Stratégií Kritického a Tvorivého Myslenia. Zb orník Štúdií z Medzinárodne jVedeckej Konferencie (pp. 474-480).

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.

Haq, G. (2019). A Study of Mobile-Assisted Language Learning for Self-Regulated Learning of Indonesian EFL Students. PhD dissertation, National Taiwan University of Science and Technology.

Har, A., Abidin, M., & Saibon, J. (2019). The benefits and drawbacks of using tablet-based digital storytelling in vocabulary learning among Malaysian young English as a second language (ESL) learners. Asia Pacific Journal of Educators and Education, 34, 17-47.

Haristiani, N., Danuwijaya, A., Rifa’i, M., & Sarila, H. (2019). Gengobot: A chatbot-based grammar application on mobile instant messaging as language learning medium. Journal of Engineering Science and Technology, 14(6), 3158-3173.

Hartono, H. (2019). Students’ perceptions on the use of smart phones to enhance English learning. In C. Murniati, H. Hartono, A. Widiantoro (Eds.), Technology-Enhanced Language Teaching: Current Research and Best Practices (pp. 122-132). Universitas Katolik Soegijapranata.

Hassan, M., Sultana, N., Jamila, F., & Taher, A. (2019). Using mobile-assisted language learning (MALL) to enhance communication in English of engineering students in Bangladesh. Global Journal of Arts, Humanities and Social Sciences, 7(8), 1-16.

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).

He, H. (2019). 移动辅助语言学习视角下的高职英语教学研究综述 (A review of vocational college English teaching from the perspective of MALL). Public Relations Magazine, 91(7), 74-76. [in Chinese]

He, R., & Xu, X. (2019). Mobile experience in learning Chinese: Review and recommendations, np.

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.

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

Hidayati, A. (2019). Students’ Perceptions on the Use of Smartphones for Language Learning. Sarjana Pendidikan thesis, Satya Wacana Christian University.

Hidayati, T., & Diana, S. (2019). Students’ motivation to learn English using mobile applications: The case of Duolingo and Hello English. Journal of English Education and Linguistics Studies, 6(2), 189-213.

Hidayati, T., & Endayani, T. (2019). Smartphones to learn English: The use of Android applications by non-English major students in West Aceh. The International Journal of Social Sciences, 7(1), 95-111.

Ho, W-Y. (2019). Self-Directed language learning: A semiotic analysis of a language learning app. In S. Bagga-Gupta, D. Messina Dahlberg & Y. Lindberg (Eds.), Virtual Sites as Learning Space (pp. 295-327). Palgrave Macmillan, Cham.

Hoang, D., & Nguyen, N. (2019). Mobile Augmented Reality activities in EFL classrooms at a Vietnamese university from the students’ perspective. Journal of Asia TEFL 16(1), 411-419.

Hockly, N. (2019). Augmented Reality. ELT Journal, 73(3), 328-334.

Honarzad, R. (2019). Using mobile technology in language learning: Merits and demerits. Journal of Education and Practice, 10(1), 1-6.

Hopcan, S., Tokel, S., Karasu, N., & Aykut, C. (2019). Design and development of a mobile writing application for students with dysgraphia. In A. Baruch & H. Tal (Eds.), Mobile Technologies in Educational Organizations (pp.233-262).

Horbatiuk, L. Kravchenko, N., Alieksieieva, H., …, & Rozumna, T. (2019). Use of mobile applications for foreign language lexical competence formation. Journal of History Culture and Art Research, 8(3), 113-124.

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.

Hou, W. (2019). Research on college English teaching based on WeChat platform.

Frontiers in Educational Research, 2(12), 5-11.

Hou, Y-J. (2019). Gender difference in language learning with technology. P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Designing Learning Experiences,6th International Conference, LCT 2019 (pp. 256-265).

Howlett, G. (2019). How Thai students use mobile devices when learning EFL and the effect of urban/rural school location. The Asian EFL Journal, 23(6), 96-114.

Howlett, G., & Waemusa, Z. (2019). 21st century learning skills and autonomy: Students' perceptions of mobile devices in the Thai EFL context. Teaching English with Technology, 19(1), 72-85.

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.

Hu, T-W., Feng, C-S., Hsu, C-C., & Liu, C-Y. (2019). Research on interface improvement of English vocabulary learning app. 7th International Conference on Information Technology: IoT and Smart City (pp. 166-169). Shanghai; China.

Huang, J. (2019). Research on college students' autonomous learning of English reading from the perspective of mobile learning. Asia-Pacific Conference on Advance in Education, Learning and Teaching (pp. 1338-1342).

Huang, R-T., & Yu, C-L. (2019). Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model.

Australasian Journal of Educational Technology, 35(3), 118-131.

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

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.

Hui, L., Zhang. Y., & Li, X. (2019). 移动学习环境下大学生英语学习动机调控实证研究 (An empirical study on the regulation of college students' English learning motivation under the mobile learning environment). Foreign Language Teaching, 1, 59-65. [in Chinese]

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.

Ibacache, K. (2019). Use of language-learning apps as a tool for foreign language acquisition by academic libraries employees. Information Technology and Libraries, September, 22-33.

Ibrahim. E. (2019). Mobile learning for English language learning: Benefits and challenges. European Journal of Open Education and E-learning Studies, 4(1), 44-59.

Ibrahim, N., Hammed, H., Zaidan, A., …, & Alaa, M. (2019). Multi-criteria evaluation and benchmarking for young learners' English language mobile applications in terms of LSRW skills. IEEE ACCESS,‏ 7, 146620-146651.

Iliyas, S., & Jumaat, N. (2019). Pembelajaran Menerusi Aplikasi Mudah Alih dan Kesannyaterhadap Pembelajaran Huruf Hijaiyah Murid Pra-sekolah (The effectiveness of game-based learning through mobile apps on learning Hijaiyah among preschoolers). Innovative Teaching and Learning Journal, 3(2), 30-41.  [in Indonesian]

Imelda, Cahyono, B., & Astuti, U. (2019). Effect of process writing approach combined with video-based mobile learning on Indonesian EFL learners' writing skill across creativity levels. International Journal of Instruction, 12(3), 325-340.

Inggita, N., Ivone, F., & Saukah, A. (2019). How is MALL implemented by senior high school English teachers?. Jurnal Pendidikan Humaniora, 7(3), 85-94.

Irwin, B. (2019). Collaborative mobile assisted digital storytelling projects: Practical considerations for successful classroom implementation. In D. Roy & J. Blake (Eds.), Proceedings PanSIG Journal (pp. 175-180).

Isamiddinovna, S. (2019). Mobile applications as a modern means of learning English. International Conference on Information Science and Communications Technologies: Applications, Trends and Opportunities, np. Tashkent; Uzbekistan.

Ismayatim, W., Wahab, N., Yunus, M., …., & Hashim, H. (2019). Enhancing 21st century students' listening skills via Augmented Reality and mobile applications. International Journal of Innovation, Creativity and Change, 7(11), 314-325.

Ismiati, N., & Kurniawan, A. (2019). Improving students’ vocabulary through media application online ‘Hello English’ at class X. TULIP, 7(2), 6-14.

Jaelani, A., & Dairotul Rahmah, S. (2019). Students’ perceptions toward the use of mobile learning in learning English. English Journal, 13(1), 9-19.

Jamaldeen, F., Kim, S., & Lee, H. (2019). Gamification in mobile learning: A tool to enhance engagement in English education. Journal of Educational Technology and Society, 22(3), 42–55.

Jassim, L., & Dzakiria, H. (2019). The effect of utilizing mobile on developing English writing skill: A case study at University of Baghdad. Opcion 35, 2008-2022.

Ji, H-E., & Shin, H-W. (2019). Young foreign language learners' engagement and motivation in Augmented Reality-based vocabulary learning. Multimedia-Assisted Language Learning, 22(3), 9-31.

Jia, C., & Hew, K. (2019). Supporting lower-level processes in EFL listening: The effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app. Computer Assisted Language Learning, 35(1-2), 141-168.

Jia, J. (2019). 平板电脑在中小学英语课堂教学中的应用探究- 基于6 个省市9 节中分析 (Research on the application of tablet computer in English classroom teaching in primary and secondary schools - Based on the analysis of 9 primary and secondary English course videos in 6 provinces and cities). Modern Educational Technology, 11, 74-79. [in Chinese]

Jia, T., & Liu, Y. (2019). Words in Kitchen: An instance of leveraging Virtual Reality technology to learn vocabulary. Proceedings IEEE International Symposium Mixed Augmented Reality (pp. 150-155.

Jia, Z. (2019). 微信公众平台在高校教育领域中的应用分析 (Application analysis of WeChat public platform in the field of college education. Public Investment Guide, 8, 249. [in Chinese]

Jiménez, W. (2019). Adult students’ perceptions of mobile assisted language learning in oral English courses. Revista de Lenguas Modernas, 31, 149-164.

Jiang, H., Jiang, L., & Zhu Y. (2019). 基于移动学习模式的独立学院大学英语听说教学改革实践探究——以“VOA Special English”为例 (Research on the reform of college English listening and speaking teaching reform in independent colleges based on the mobile learning model—taking “VOA Special English” as an example). Journal of Hubei Open Vocational College 32(1), 179-180+185. [in Chinese]

Jin, N., Chen, Z., & Wang, J. (2019). Designing a mobile-assisted English reading class for college students. In M. Herzog, Z. Kubincová, P. Han & M. Temperini (Eds.), Advances in Web-Based Learning - ICWL 2019 ((pp. 332-338). ICWL 2019. Lecture Notes in Computer Science, 11841. Springer, Cham.

Jing, F., & Qin, J. (2019). 国外移动技术辅助语言学习研究热点与前沿的可视化探析(Visual analysis of research hotspots and frontiers of foreign mobile technology-assisted language learning). China Distance Education, 1, 79-85. [in Chinese]

John, D., & Yunus, M. (2019). Students’ perceptions on the use of mobile learning to improve writing proficiency in the MUET. Pertanika Journal of Social Sciences and Humanities, 27(3), 1481-1492.

Jones, A. (2019). Audience response systems in a Korean cultural context: Poll Everywhere’s effects on student engagement in English courses. Journal of Asia TEFL, 16(2), 624-643.

Joy, J., Balakrishnan, K., & Sreeraj, M. (2019). SiLearn: An intelligent sign vocabulary learning tool. 1-20.

Jung, S. (2019). Introduction to popular mobile chatbot platforms for English learning: Trends and issues. STEM Journal, 20(2), 67-90.

Juniarta, P. (2019). Pembelajaran membaca berbasis media pembelajaran Mobile Assisted Language Learning pada mahasiswa program studi bahasa inggris (Reading learning based on Mobile Assisted Language Learning media for English study program students). Prasi, 14(02), 65-74. [in Indonesian]

Jurković, V. (2019). Online informal learning of English through smartphones in Slovenia. System, 80, 27-37.

Kacetl, J. & Klímová, B. (2019). Use of smartphone applications in English language learning - A challenge for foreign language education. Education Sciences, 9(3), 179-187.

Kang, H., & Lin, X. (2019). Lifelong learning on the go: English language mobile learning in China. New Directions for Adult and Continuing Education, 162, 49-60.

Kani, P. (2019). Teachers’ strategies in applying Mobile-Assisted Language Learning in EFL classroom. BA thesis, Universitas Kristen Satya Wacana.

Kamaruddin, A., Bardan, S., Baharuddin, N., …, & Wahid, N. (2019). 3D Bahasa Arab Augmented Reality (3DBaar) membantu meningkatkan penguasaan bahasa Arab pelajar (3D Arabic language Augmented Reality (3D Baar) in assisting student’s acquisition of Arabic language). Innovative Teaching and Learning Journal, 2(2), 17-31. [in Malay]

Kaplan-Rakowski, R., & Gruber, A. (2019). Low-immersion versus high-immersion Virtual Reality: Definitions, classification, and examples with a foreign language focus. Proceedings of the Innovation in Language Learning International Conference 2019 (pp. 552-555). New York, NY: Pixel.

Karim, R., Idris, N., Ismail, I., …, & Abu, A. (2019). The impact of utilizing mobile-assisted mind mapping technique (Mammat) on the development of undergraduate students’ writing performance. Journal of Advanced Research in Dynamical and Control Systems, 11(12 Special Issue), pp. 674-680.

Kartal, G. (2019). What’s up with WhatsApp? A critical analysis of mobile instant messaging research in language learning. International Journal of Contemporary Educational Research, 6(2), 352-365.

Katemba, C. (2019). Students’ vocabulary enhancement at grade 10: A comparative study using CALL & MALL in Indonesia. CALL-EJ, 20(1), 87-114.

Kaur, P., & Naderajan, R. (2019). Kahoot! In the English language classroom. South East Asian Journal of Contemporary Business, Economics and Law, 20(6), 49-54.

Kayapinar, U., Erkir, S., & Kose, N. (2019). The effect of tablet use on students' success in English as a Foreign Language (EFL) grammar classroom. Educational Research and

Reviews, 14(5), 178-189.

Kayumova, A., & Sadykova, G. (2019). Implementing a multimodal online program for very young learners of Russian: Educators' perspective. Indonesian Journal of Applied Linguistics,

9(1), 1-13.

Keezhatta, M., & Omar, A. (2019). Enhancing reading skills for Saudi secondary school students through Mobile-Assisted Language Learning (MALL): An experimental study. International Journal of English Linguistics, 9(1), 437-447.

Kenali, H., Yusoff, N., Saad, N, …, & Kenali, A. (2019). The effect of language games on smartphones in developing Arabic speaking skills among non-native speakers. Creative Education, 10, 972-979.

Kent, D. (2019). Technique efficacy when using a student response system in the reading classroom. Language Learning & Technology, 23(1), 26-35.

Keung, C. & Yoo, G. (2019). A study on the establishment of education service Korean-Chinese platform using language AR/VR technology. Journal of Digital Convergence, 17(9), 23-30.

Khan, M., & Islam, M. (2019). Tertiary level students’ attitude towards the use of Mobile Assisted Language Learning (MALL). Bangladesh Army University of Engineering & Technology, 2(1), 139-146.

Khan, R., Radzuan, N., Alkhunaizan, A., …, & Khan, I. (2019). The efficacy of MALL instruction in business English learning. International Journal of Interactive Mobile Technologies, 13(8), 60-73.

Khatoony, S. (2019). An innovative teaching with serious games through Virtual Reality assisted language learning. In 2019 International Serious Games Symposium (pp. 100-108).

Kim, B., & Shim, H. (2019). Chunk meets image: The effects of chunking and imagery on mobile-based self-learning of English as a foreign language. International Journal of Computer-Assisted Language Learning and Teaching, 9(1), 79-98. 

Kim, D., Ruecker, D., & Kim, D-J. (2019). Mobile assisted language learning experiences. In I. Management Association (Ed.), Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, 1059-1077. Information Resources Management Association, USA. [Same as Kim, Ruecker & Kim 2017]

Kim, G. (2019). 한국대학생영어학습자의모바일기반언어학습환경사용에대한영향요인분석 (An analysis of factor influencing Korean university students' use of mobile-assisted language learning environment). Multimedia-Assisted Language Learning, 22(2), 29-49. [in Korean]

Kim, H-S. (2019). The use of Socrative and Kahoot! in English grammar. Multimedia-Assisted Language Learning, 22(4), 57-78.

Kim, H-S., & Cha, Y-J. (2019). Effects of using Socrative on speaking and listening performance of EFL university students. STEM Journal, 20(2), 109-134.

Kim, H-S., & Park, J. (2019). The effects of mobile learning in English language education: A case of Smart Learning in South Korea. Journal of Educational Technology Development and Exchange, 12(1), 15-27.

Klímová, B. (2019a). Mobile application as appropriate support for the retention of new English words and phrases in English-language learning. Smart Innovation, Systems and Technologies, 144, 325-333.

Klímová, B. (2019b). Impact of mobile learning on students’ achievement results. Education Sciences, 9(2), 1-8. [Same as Klímová 2019a]

Ko, M-H. (2019). Students’ reactions to using smartphones and social media for vocabulary feedback. Computer Assisted Language Learning, 32(8), 920-944.

Koderi, A., Hijriyah, U., Prasetyo, D., & Rukimin. (2019). Developing mobile learning media for Arabic language instruction at an Islamic senior high school in Lampung Indonesia.

International Journal of Recent Technology and Engineering, 8(2 Special Issue 9), 107-112.

Koenraad, T. (2019). Pedagogical frameworks and principles for mobile (language) learning to support related teacher education. Paper presented at the EUROCALL 2019 Conference (pp. 229-235).

Kohnke, L., Zhang, R., & Zou, D. (2019). Using mobile vocabulary learning apps as aids to knowledge retention: Business vocabulary acquisition. The Journal of ASIA TEFL, 16(2), 683-690.

Komppa, J., & Kotilainen, L. (2019). Mobiiliteknologia kielenoppijan apuna. Esimerkkinä puheentunnistus ja Appla-sovellus (Mobile technology as an aid to language learners: as an example, speech recognition and the Appla application). In L. Kotilainen, S. Kurhila & J. Kalliokoski (Eds.), Ulos opetustilanteesta. Kielenoppimisen laajenevat kontekstit. SKS.  [in Finnish]

Kukulska-Hulme, A. (2019a). Assistance for mobile language learners. In B. Trebinjac & S. Jovanović (Eds.), Proceedings of 10th International Conference on e-Learning (pp. 9-11). Belgrade: Belgrade Metropolitan University.

Kukulska-Hulme, A. (2019b). Mobile language learning innovation inspired by migrants. Journal of Learning for Development, 6(2), 116-129.

Kukulska-Hulme, A. (2019c). Intelligent assistants in language learning: Friends or foes? In C. Glahn, R. Power & E. Tan (Eds.), Proceedings World Conference on Mobile and Contextual Learning (pp. 127-131).

Kukulska-Hulme, A. (2019d). Mobile language learning. Beijing: Beijing Foreign Studies University High End Expert Talk.

Kumar, C., & Jayachandran, J. (2019). Mobile applications for vocabulary building Mobile Assisted Language Learning (MALL). International Journal of English Language, Literature in Humanities, 7(5), 673-685.

Kurniawan, B., & Novita, A. (2019). Developing application android based for Japanese language learning. Proceedings of the 1st International Conference on Informatics, Engineering, Science and Technology, Bandung, Indonesia.

Kurniawan, H., Sitohang, B., & Rukmono, S. (2019). Gamification of mobile-based Japanese language shadowing. In 2019 International Conference of Artificial Intelligence and Information Technology (pp. 215-219).

Kusmaryani, W., Musthafa, B., & Purnawarman, P. (2019). The influence of mobile applications on students' speaking skill and critical thinking in English language learning. Journal of Physics: Conference Series, 1193(1), 1-6.

Kustriwardani, E., Murniati, C., & Budiyana, Y. (2019). A study of students’ attitudes and self-efficacy towards the use of mobile technology for language learning. In C. Murniati, H. Hartono & A. Widiantoro (Eds.), Technology-Enhanced Language Teaching: Current Research and Best Practices (pp. 90-120). Universitas Katolik Soegijapranata.

Kwangsawad, T. (2019). University students’ perceptions of MALL in EFL classes Studies in English Language Teaching, 7(1), 75-82.

Lake, V., & Beisly, A. (2019). Translation apps: Increasing communication with dual language learners. Early Childhood Education Journal, 47(4), 489-496.

Lamia, M., Hafidi, M., Tricot, A., & Benmesbah, O. (2019). Implementing flipped classroom that used a context aware mobile learning system into learning process.  Journal of Universal Computer Science, 25(12), 1531-1553.

Lander, B., Morgana, V., Selwood, J., …, & Delforge, C. (2019). MALL tools tried and tested. Paper presented at the EUROCALL 2019 Conference (pp. 252-256).

Lee, A. (2019). Using Virtual Reality to test academic listening proficiency. Korean Journal of English Language and Linguistics, 19(4), 688-712. [C2 TOEIC 900-950]

Lee, B. (2019a). Japanese tertiary students’ access to smartphones and their feelings regarding their use in the EFL classroom. Memoirs of Fukui University of Technology, 49, 216-224.

Lee, B. (2019b). A case study of writing task performance: Smartphone input vs. handwriting. Memoirs of Fukui University of Technology, 49, 225-231.

Lee, C-H., & Cho, S. (2019). 대학영어수업에서마블 (Mobile-Assisted Blended Learning: MABL) 의적용및효율적인활용방안 (Application and effective use of MABL (Mobile-Assisted Blended Learning) in university English classes). Multimedia-Assisted Language Learning, 22(4), 226-255. [in Korean]

Lee, G-J. (2019). Examining the Impact of Mall Integration on ESL and EFL Teachers and Students. EdD dissertation, Alliant International University. ProQuest Dissertations Publishing.

Lee, H., Hampel. R., & Kukulska-Hulme, A. (2019). Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices. System, 81, 26-38.

Lee, L., Chau, C., Chau, C., …, & Wu, N. (2019). Improving the experience of teaching and learning kindergarten-level English vocabulary using Augmented Reality. International Journal of Innovation and Learning, 25(2), 110-125.

Lee, L., Chau, C., Tsoi, K., …, & Wu, N. (2019). A mobile game for learning English vocabulary with Augmented Reality block builder. In S. Cheung, J. Jiao, L-K. Lee … & Z. Zhan (Eds.), Communications in Computer and Information Science, 1048 (pp. 116-128). Springer Verlag.

Lee, M., Spryszynski, A., & Nersesian, E. (2019). Personalizing VR educational tools for English language learners. Joint Proceedings of the ACM IUI 2019 Workshops, Los Angeles, USA (3 pages).

Legault, J., Zhao, J., Chi, Y., …, & Li, P. (2019). Immersive Virtual Reality as an effective tool for second language vocabulary learning. Languages, 4(1), 1-13.

Lestari, G., Mahbubah, A., & Masykuri, M. (2019). Pembelajaran Bahasa Arab Digital dengan Menggunakan Media Padlet di Madrasah Aliyah Billingual Batu (Digital Arabic language learning using Padlet media at Batu Billingual Islamic Senior High School. Proceedings of the International Conference on Islamic Education, 4(1), 238-244. [in Malay]

Li, G. (2019). 大学英语教学中微信软件的应用探究 (Research on the application of WeChat software in college English teaching). Learning and Popular Science, 3, np. [in Chinese]

Li, J., & Cummins, J. (2019). Effect of using texting on vocabulary instruction for English learners. Language Learning and Technology, 23(2), 43-64.

Li, J., & Tong, F. (2019). Multimedia-assisted self-learning materials: The benefits of E-flashcards for vocabulary learning in Chinese as a foreign language. Reading and Writing, 32, 1175-1195.

Li, W-Y. (2019). 基于智能手机的移动学习在高职英语自主学习中的研究 (Research on mobile learning based on smartphone in autonomous English learning in higher vocational colleges). Modern Vocational Education, 24, 158-159. [in Chinese]

Li, Y. (2019). 基于移动技术的大学英语智慧教学模式构建- 以成都东软学院大学英语课程教学改革为例 (On using mobile technologies for college English I-learning: A case study of college English curriculum reform at Chengdu Neusoft University). Education Modernization, 6(51), 137-140. [in Chinese]

Li, Z. (2019). Promoting L2 Idiomatic Competence among Chinese College Students via WeChat. PhD dissertation, University of South Florida, ProQuest Dissertations Publishing.

Liao, Y. (2019). 大学英语翻转课堂中移动学习的教学实验分析 (Teaching experiment analysis of mobile learning in college English flipped classroom). Journal of Harbin Vocational and Technical College, 5, 158-160. [in Chinese]

Lim, C, Tan, K., Isak, A., & Hambira, N. (2019). Learning Chinese characters via stroke-based mobile game in education. International Journal of Innovative Technology and Exploring Engineering, 8(8S), pp. 112-118

Lin, J-J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: A systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878-919.

Lin, T-B., & Lin. Y-T. (2019). The effect of personalized Mobile-Assisted Language Learning on English learners’ oral proficiency. International Journal of Mobile Learning and Organisation, 13(2), 107-124.

Lindström, N., & Hashemi, S. (2019). Mobile technology for social inclusion of migrants in the age of globalization: A case study of newly arrived healthcare professionals in Sweden. The International Journal of Technology, Knowledge, and Society, 15(2), 1-18.

Ling, Q., Wang, H., & Wang, Z. (2019). 游戏化移动学习对大学英语学习者词汇学习的有效性研究 (A study on the effectiveness of mobile game-based learning for vocabulary acquisition among college learners). Technology Enhanced Foreign Language Education, 6, 9-15. [in Chinese]

Liu, C., Sands-Meyer, S., & Audran, J. (2019). The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class. Interactive Learning Environments, 27, 1178-1191.

Liu, X. (2019). 以自主学习能力为导向的大学英语移动学习模式探究 (Research on the mobile learning mode of college English based on autonomous learning ability). Think Tank Times, 41, 205-206. [in Chinese]

Lizamuddin, A., Asib, A., & Ngadiso, N. (2019). Indonesian English learners’ perception of the implementation of Mobile Assisted Language Learning in English class. Metathesis: Journal of English Language, Literature, and Teaching, 3(1), 70-77.

Loewen, S., Crowther, D., Daniel D., …., & Rawal, H. (2019). Mobile-Assisted Language Learning: A Duolingo case study. ReCALL, 31(3), 293-311.

Lopez Ortiz, B., & Luna, M. (2019). Mobile-Assisted Language Learning from language instructors' perspectives. In D. Mentor (Ed.), Advancing Mobile Learning in Contemporary Educational Spaces (pp. 60-87). IGI Global.

Lora, J., & Agresott, L. (2019). Using Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case Study. BA thesis, University of Cordoba.

Lotze, N. (2019). Duolingo: Motivating students via m‐homework. TESOL Journal, 11(1), 1-3.

Luef, E., Ghebru, B., & Ilon, L. (2019). Language proficiency and smartphone-aided second language learning: A look at English, German, Swahili, Hausa and Zulu. Electronic Journal of E-Learning, 17(1), 25-37.

Lukman, M., Arfandy, H., & Widjaja, F. (2019). Pengembangan system pembelajaran Bahasa jepangberbasis Android (Development of an Android-based Japanese language learning system). Science and Information Technology Journal, 2(1), 33-39. [in Indonesian]

Luo, L. (2019). Integrated social media into mobile-assisted foreign language learning. Journal of Education, Innovation, and Communication, 1(2), 37-47.

Luo, Y. (2019). 互联网环境下大学生英语移动学习情况研究 (Research on college students' English mobile learning in the internet environment). Journal of Shanxi University of Finance and Economics, 41, 56-60. [in Chinese]

Ma, Q. (2019). University L2 learners’ voices and experience in making use of dictionary apps in Mobile-Assisted Language Learning (MALL). International Journal of Computer-Assisted Language Learning and Teaching, 9(4), 18-36.

Ma, X. (2019). The effects of using a theory-based mobile application on EFL learners’ vocabulary learning and retention. PhD. dissertation, Suranaree University of Technology, Nakhon Ratchasima, Thailand.

Ma, X., & Yodkamlue, B. (2019). The effects of using a self-developed mobile app on vocabulary learning and retention among EFL learners. PASAA, 58, 166-205.

Maenza, N., & Gajić, T. (2019a). Mobilna aplikacija WordUp -Inovativno i zabavno usvajanje vokabulara engleskog jezika (The WordUp mobile application - English vocabulary acquisition in an innovative and fun way). Proceedings Sinergija University International Scientific Conference (pp.44-47). Bijeljina: Sinergija University. [in Bosnian]

Maenza, N., & Gajić, T. (2019b). Mobilna aplikacija HelloTalk – nedovoljno iskorišćena mogućnost u učenju i usavršavanju stranih jezika (HelloTalk mobile application - an underutilized opportunity in learning and improving foreign languages). In M. Stanišić (Ed.), Proceedings International Scientific Conference Sinteza 2019 (pp. 640-644). Novi Sad: Singidunum University. [in Croatian]

Maenza, N., & Gajić, T. (2019c). Mobilna aplikacija WordUp- inovativno i zabavno usvajanje vokabulara engleskog jezika (The WordUp mobile application - English vocabulary acquistion in an innovative and fun way). Proceedings Sinergija University International Scientific Conference (pp.44-47). Bijeljina: Sinergija University. [in Croation]

Maharani, D., Efendi, R. & Johar, A. (2019). Penerapan Augmented Reality sebagai media pembelajaran pengenalan akasara Korea (Hangul) (Application of Augmented Reality as a learning media for the introduction of Korean (Hangul) characters). Jurnal Rekursif, 7(1), 77-90. [in Indonesian]

Mahzoun, F., & Zohoorian, M. (2019). Employing Telegram application: Learners' attitude, vocabulary learning, and vocabulary delayed retention. Electronic Journal of Foreign Language Teaching, 4(1), 151-165.

Malar, J., Venkatraman, R., & Amutha M. (2019). The English vocabulary using ubiquitous learning system. International Journal of Innovative Technology and Exploring Engineering, 8(12), 548-552.

Mallawaarachchi, C. (2019). The positive impact in changing of e-learning environment to m-learning to enhance critical thinking skills in foreign language learning. Proceedings of the 5th International Conference on Frontiers of Educational Technologies, 22(4), 59-62.

Martiz, G., & Recker, M. (2019). Mobile phone use for English language learning in a Dominican Republic university classroom: A qualitative inquiry. Computer-Based Learning in Context, 1(1), 14-27.

Ma’ruf, Z., Fadilah, N., Basofi, P., & Akmal. (2019). English students’ perceptions of using WhatsApp in paragraph writing class. International Journal of Scientific and Technology Research, 8(10), 3054-3059.

Maszaros, R. (2019). Storytelling with cell phones. In J. Vorholt (Ed.), New Ways in Teaching Speaking (2nd ed.) (pp. 240-241). Alexandria, VA: TESOL Press.

Matthews, J., & Burke, R. (2019). Listening to teachers' voices: Evaluating language learning apps with a task- based language teaching framework. Language Teaching Research Quarterly, 12, 16-36.

Maulina, M., Noni, N., & Basri, M. (2019). WhatsApp audio and video chat-based in stimulating students’ self-confidence and motivation to speak English. Asian EFL Journal Research Articles, 23(6.3), 181-203.

McCarty, S. (2019a). Thailand e-learning and mobile language learning workshop report. Asian Journal of Distance Education, 14(1), 158-161.

McCarty, S. (2019b). Workshop on e-learning and mobile language learning. International Conference on Humanities and Social Sciences.

McGregor, A. (2019). Using selfies to improve problematic English consonants. In J. Levis, C. Nagle & E. Todey (Eds.), Proceedings of the 10th Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 393-400). Ames, IA: Iowa State University.

Mengorio, T., & Dumlao, R. (2019). The effect of integrating mobile application in language learning: An experimental study. Journal of English Teaching, 5(1), 50-62.

Meshkat, M., & Mohammadpour, R. (2019). The effect of a reading application on the reading comprehension and reading self-efficacy of language learners. Language Horizons, 3(1), 93-113. Alzahra University.

Metruk, R. (2019). The CALL of the MALL: The use of smartphones in higher education. A literature review. Revista Dilemas Contemporáneos: Educación, Política y Valores, 6(3), np.

Mihăeş, L., & Dimitriu, A. (2019). Communication matters: Upgrading the communicative approach to ESP through smartphones. In P. Feraria (Ed.), English Language Teaching in a Post-Method Paradigm.

Miller, A. (2019). Using WhatsApp for International Speaking Exam Preparation. MA thesis, Universidad del Norte, Barranquilla, Colombia

Milliner, B. (2019). Comparing extensive reading to extensive reading-while-listening on

smartphones: Impacts on listening and reading performance for beginning students. The Reading Matrix: An International Online Journal, 19(1), 1-19.

Missen, M., Javed, A., Asmat, H., ..., & Prasath, V. (2019). Systematic review and usability evaluation of writing mobile apps for children. New Review of Hypermedia and Multimedia,25(3), 137-160.

Moeinpour, L., Nasiri, M., Pineh, A., & Davarpanah, N. (2019). Dynamic assessment of IELTS Writing Task One through mobile learning in the context of Iranian EFL learners. International Journal of English Language Education, 7(1), 1-18.

Mohamed Jamrus, M. & Razali, A. (2019). Augmented Reality in teaching and learning English reading: Realities, possibilities, and limitations. International Journal of Academic Research in Progressive Education and Development, 8(4), 724-737.

Mohd, C., Shahbodin, F., Sedek, M., ..., & Daud, N. (2019). Augmented Reality (AR) on mobile application for learning Bahasa Melayu among primary students. International Journal of Advanced Trends in Computer Science and Engineering, 8(6), 3665-3669. 

Montaner-Villalba, S. (2019). Instagram como herramienta para fomentar la expression escritaen lengua inglesa: Investigación-acción (Instagram as a tool to encourage written expression in the English language: Research-action). In K. Ramírez Paredes, et al., Recursos Educativos para el Aula del Siglo XXI (pp.130-137). Eindhoven, NL: Adaya Press. [in Spanish]

Moon, J-H., Cho, S., Lim, S., …, & Nam, E. (2019). Smart device usage in early childhood is differentially associated with fine motor and language development. Acta Paediatrica, 108(5),   903-910.

Morali, G. (2019). Karekodların Yabanc ıDil Olarak Türkçe Öğretimine Entegre Edilmesi: Kuramsal Bir Çalışma (Integrating QR Codes into Teaching Turkish as a Foreign Language: A Theoretical Study). International Journal of Languages Education,7(3), 62-72. [in Turkish]

Morchid, N. (2019). The determinants of use and acceptance of Mobile-Assisted Language Learning: The case of EFL students in Morocco. Arab World English Journal, Special Issue on CALL Number 5, 76-79.

Moreno, M., Manahan, D., Fernandez, M., ..., & Rodrigo, M. (2019). Development and testing of a mobile game for English proficiency among Filipino learners. In M. Chang, et al. (Eds.), Proceedings ICCE 2019 - 27th International Conference on Computers in Education, 2, (pp. 246-251). Taiwan: Asia-Pacific Society for Computers in Education.

Morgana, V. (2019). A review of MALL: From categories to implementation. The case of Apple’s iPad. EuroCall Review, 27(2), 1-12.

Mulya Sari, F., & Wahyudin, A. (2019). Undergraduate students’ perceptions toward blended learning through Instagram in English for Business Class. International Journal of Language Education, 3(1), 64-73.

Muslaini, F., Kristina, D., & Sutomo, S. (2019). A preliminary study of EFL reading Android

application development. International Online Journal of Education and Teaching, 6(1), 151-168.

Muslimah, N. (2019). The Effectiveness of Mobile Assisted Learning (MALL) to Improve Students’ Pronunciation Skill (An Experimental Research of MTs Nurul Falah Grade VIII). S1 thesis. Banten: State Islamic University.

Mustaffa, F., Salam, A., Maskun, Z., & Abdullah, A. (2019). Determining areas of improvement in Quranic Arabic vocabulary learning mobile applications through analysis of app user reviews. International Journal of Engineering and Advanced Technology, 8(5), 1188-1191.

Nahar, L., Jaafar, A., & Sulaiman, R. (2019). Usability evaluation of a mobile phone-based braille learning application “MBRAILLE”. Malaysian Journal of Computer Science, Special Issue, 108-117.

Nahar, L., Sulaiman, R., & Jaafar, A. (2019). “Bangla Braille learning application” in smartphones for visually impaired students in Bangladesh. Interactive Learning Environment, xx(x), 821-834.

Nair, S., Siddique, M., & Wider, W. (2019). The effects of utilizing smart phones in enhancing students' English essay writing skills in Pakistan. International Journal of English Language and Literature Studies, 9(1), 1-17.

Namaziandost, E., & Nasri, M. (2019). The impact of social media on EFL learners’ speaking skill. Journal of Applied Linguistics and Language Research, 6(3), 199-215.

Naseri, E., & Khodabandeh, F. (2019). Comparing the impact of audio-visual input enhancement on collocation learning in traditional and mobile learning contexts. Applied Research on English Language, 8(3), 383-422.

Naz, S., Rasheed, M., & Rasheed, T. (2019). The role of smartphones in learning English: A study of learners’ perspectives. Proceedings International Conference on Research in Humanities (pp. 17-28).

Nemeth, K. (2019). Student-Created Quizlet Flashcards and Podcasts: Effect on Vocabulary Acquisition. MA thesis, Public University of Navarre. [Same as Bueno-Alastuey & Nemeth]

Neumann, M., Wang, Y., Qi, G., …, & Neumann, D. (2019). An evaluation of Mandarin

learning apps designed for English speaking preschoolers. Journal of Interactive Learning Research, 30(2), 167-193.

Nguyen, T., & Yukawa, T. (2019). Kahoot with smartphones in testing and assessment of language teaching and learning, the need of training on mobile devices for Vietnamese teachers and students. International Journal of Information and Education Technology, 9(4), 286-296.

Nobrega, F., de Rozenfeld, C., & de Rozenfeld, F. (2019). Virtual Reality in the teaching of FLE in a Brazilian public school. Languages, 4(2), 1-13.

Northrop, L., & Andrei, E. (2019). More than just word of the day: Vocabulary apps for English learners. The Reading Teacher, 72(5), 623-630.

Novawan, A., Aisyiyah, S., Wijayanti, F., …, & Indrastana, N. (2019). Investigating students’ MALL experience in light of an ecological perspective. Journal of English in Academic and Professional Communication, 5(2), 64-75.

Novikova, Y. (2019).Використанняонлайн-додаткаquizletдлязасвоєннялексично гоматер іалупідчасвикладанняіноземнихмов (Using the online quizlet application to master lexical material while learning a foreign language) Вісник ХНАДУ, 87, 132-137. [in Russian]

Nugrahini, Y. (2019). The influence of MALL (Mobile Assisted Language Learning) on English as foreign language students’ reading comprehension. Journal of English Language Teaching and Learning Literature, 2, 51-57.

Nurazizah, H., Friatin, L., & Sugiarto, B. (2019). Whatspp voice note in speaking class. Journal of English Education and Teaching, 3(3), 343-360.

Nurhalim, G., Saputra, Y., & Pujasari, R. (2019). Encouraging students’ speaking through Opentalk app: Participatory action research. Journal of Universitas Siliwangi, xx, np.

Nurmayawati, Y. (2019). A descriptive study on the use of mobile-assisted language learning to support learning activities inside and outside the classroom [IAIN Salatiga].

Nurul, I. (2019). Upgrading students’ vocabulary through “Memrise” app. Paper presented at the 1st Conference of English Language and Literature. Jakarta, Indonesia.

Octavia, H., Widiati, U., & Irawati, E. (2019). Vocational students’ perceptions of Mobile Assisted Language Learning (MALL) materials. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(10), 1347-1352.

Önal, N., Çevik, K., & Şenol, V. (2019). The effect of SOS Table learning environment on mobile learning tools acceptance, motivation and mobile learning attitude in English language learning. Interactive Learning Environments, xx, 1-14.     

Önal, N., & Önal, N. (2019). Adaptation of Turkish mobile learning attitude scale to Turkish: Validity and reliability study. Anemon Muş Alparslan University Journal of Social Sciences, 7(1), 283-289.

Oreški, P., Legac, V., & Mikulan, K. (2019). Motivational potential of mobile foreign language learning applications Duolingo and Memrise and their use among university students in Croatia. Psique, XV, 1, 9-29.

Osifo, A. (2019). Improving collaboration in blended learning environments through differentiated activities and Mobile-Assisted Language Learning tools. Paper presented at the International Association for Development of the Information Society (pp.3-10). International Conference on Mobile Learning.

Öztürk, T. (2019). OrtaöğretimİngilizceKonuşmaBecerisininGeliştirilmesindeBağlantıcı Mobil Öğrenme Süreci Incelenmes (Examining the Connective Mobile Learning Process in Developing English Speaking Skills in Secondary School). MA thesis, Anadolu University, Institute of Educational Sciences, Eskişehir. [in Turkish]

Park, S-J., & Kim, K-J. (2019). 모바일앱활용영어문법학습이대학생의문법능력향상에미친영향및학

습만족도와학습의유용성에대한연구 (A study on the effects of mobile app-based grammar learning on college students’ grammar ability and their perceptions). Foreign Language Education Research, 33(2), 301-325. [in Korean]

Pardoel, B., Papadima-Sophocleous, S., & Athanasiou, A. (2019a). Moodle app gamification features and their potential for foreign language learning. Proceedings WorldCALL 2018 CALLing all the CALLers Worldwide (pp. 94-97). [Same as Pardoel 2018]

Pardoel, B., Papadima-Sophocleous, S., & Athanasiou, A. (2019b). Mission Berlin -- A mobile gamified exploration of a new educational landscape. In A. Plutino, K. Borthwick & E. Corradini (Eds.), New Educational Landscapes: Innovative Perspectives in Language Learning and Technology (pp. 25-31). [Same as Pardoel 2018]

Park, H-R., Kim, D., & Vorobel, O. (2019). International students’ reading digital texts on tablets: Experiences and strategies. Journal of Computing in Higher Education, 32, 476-504.

Pei, J-W. (2019). 提高大学生英语听说效率的研究—基于手机APP (Improving the efficiency of college students’ English listening and speaking through mobile APPs). Contemporary Education Research and Teaching Practice, 7(15), 32-33. [in Chinese]

Peixoto, B., Pinto, D., Krassmann, A., …, & Bessa, M. (2019). Using Virtual Reality tools for teaching foreign languages. In New Knowledge in Information Systems and Technologies, 3 (pp. 581-588). Springer International Publishing.

Pérez-Paredes, P., Ordoñana Guillamón, C., Van de Vyver, J., …, & Sanchez Hernández, P. (2019). Mobile data-driven language learning: Affordances and learners' perception. System, 84, 145-159.

Perks, B., & Warchulski, D. (2019). Promoting student autonomy, engagement and interaction through Mobile-Assisted Language Learning. APA CALL Journal, 1-27.

Philiyanti, F., Haristiani, N., Rasyid, Y., & Emzir (2019). Android-based learning teaching media in contextual and learning on Japanese language reading. Journal of Engineering Science and Technology, 14(3), 1138-1149.

Pickett Davis, A. (2019). A comparison of mobile and computer receptive language ESL tests. MA thesis, Brigham Young University.

Pidzamecky, U. (2019). МОВА НА ПЕРЕДІ шляхом нанонавчальних підходів: Mікронавчання + мобільні технології для вивчення української мови (SPEAKING FORWARD through nano language learning: microlearning + mobile technologies for Ukrainian). Conference: National Conference for Ukrainian Educators – Все Канадська конференція українських учителів, 23.05/19-25/05/19. [in Ukrainian]

Pinto, D., Peixoto, B., Krassmann, A., …, & Bessa, M. (2019). Virtual Reality in education: Learning a foreign language. In Á. Rocha, H. Adeli, L. Reis & S. Costanzo, World Conference on Information Systems and Technologies (pp. 589-597). Springer.

Prastya, I. (2019). The effect of MALL strategy integrated with Padlet towards students’ reading comprehension. Jurnal Penelitian Dan Pengembangan Sains Dan Humaniora, 3(2), 141-147.

Poláková, P. (2019). Using mobile technologies in foreign language learning. Inovatívne Trendy v Odborových Didaktikách. Prepojenie Teórie a Praxe Výučbových Stratégií Kritického a Tvorivého Myslenia. Zborník Štúdiíz Medzinárodnej Vedecke jKonferencie (pp. 519-524).

Poláková, P., & Klímová, B. (2019). Mobile technology and generation Z in the English language classroom-A preliminary study. Education Sciences, 9(3), 1-11.

Pooley, A., Midgley, W., & Farley, H. (2019). Informal language learning through mobile instant messaging among university students in Korea. International Journal of Mobile and Blended Learning, 11(2), 33-49.

Prayego, A., & Widyaningrum, L. (2019). WhatsApp mediated language teachers’ reflection of classroom practice: Experience of Indonesian context. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 61-62.

Priyanti, N., Santosa, M., & Dewi, K. (2019). Effect of Quizizz towards the eleventh-grade English students’ reading comprehension in mobile learning context. Language Education Journal Undiksha, 2(2), 71-80.

Purwaningrum, A. (2019). MALL as an alternative learning strategy to solve students’ problems in writing recount text. Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Advances in Social Science, Education and Humanities Research, 254, 302-306.

Purwaningrum, A., & Yusuf, F. (2019). Students' voices towards the integration of MALL to promote autonomous language learning. Proceedings of the 2019 7th International Conference on Information and Education Technology (pp. 320-325).

Qiu, J. (2019). A preliminary study of English mobile learning model based on constructivism. Theory and Practice in Language Studies, 9(9), 1167-1172.

Rahim, A. (2019). Development of mobile learning framework for ESAP for technical and engineering context. Asian EFL Journal, 23(6.3), 66-81.

Rahimi, M. (2019). The role of individual differences in learners' perceptions of mobile assisted language learning: The case of educational level. Computer Assisted Language Learning, 32(3), 209-241.

Rahman, S. (2019). Popularity and Effectiveness of Smart Phones in English Language Learning: Perceptions of Undergraduate Students and Their Teachers. MA thesis, Department of English & Humanities BRAC University.

Raiskinmäki, J. (2019). The Use of Mobile Devices in English Teaching: A Survey Study on Finnish High School Teachers’ Perceptions. MA thesis, University of Jyväskylä, Finland.

Rao, P. (2019a). The use of mobile phones in the English classrooms. Academicia: An International Multidisciplinary Research Journal, 9(1), 6-17.

Rao, P. (2019b). The Use of Mobile Assisted Language Learning (MALL) technology in teaching and learning in English classrooms. Research Journal of English, 4(2), 225-238.

Rashid, N., Salleh, S., & Noor, N. (2019). Development of Jawi spelling skills mobile applications, 'Oh Jawiku'. International Journal of Interactive Mobile Technologies, 13(7), 80-89.

Rashtchi, M., & Mazraehno, M. (2019). Exploring Iranian EFL learners’ listening skills via TED Talks: Does medium make a difference?  Journal of Language and Education, 5(4), 81-97.

Rastegar, B. (2019). The effect of real-life online discussions on content-based vocabulary learning of Iranian IELTS test takers: With a focus on Telegram application. Sapiens Journal of Modern Education, 2(1), 5-17.

Rathakrishnan, M., Raman, A., Singh, M., & Kaur, Y. (2019). The usage of WIM to enhance the acquisition of English. Opcion, 35, 12-45.

Ren, H. (2019). 移动学习在大学英语教学中的应用— 评《大学英语教学研究 (The application of mobile learning in college English teaching: Comments on "Research on College English Teaching"). Higher Education Exploration, 9, 130. [in Chinese]

Retnomurti, A., Hendrawaty, N., & Tiwiyanti, L. (2019). Development of Android-based Protadroid application in pronunciation practice learning for undergraduate students. English Review: Journal of English Education, 7(2), 67-76.

Rezaee, A., Alavi, S., & Razzaghifard, P. (2019). The impact of mobile-based dynamic assessment on improving EFL oral accuracy. Education and Information Technologies, 24(5), 3091-3105.

Ristic, M. (2019). M-learning in foreign language teaching - integration models. Nasleđe, 16(42), 313-326.

Rodrigo, M., Agapito, J., & Manahan, D. (2019). Analysis of student affect and behavior while playing a mobile game for English comprehension. In M. Chang, et al. (Eds.), Proceedings ICCE 2019 - 27th International Conference on Computers in Education, 1 (pp. 537-542). Taiwan: Asia-Pacific Society for Computers in Education.

Rodrigo, M., Ocumpaugh, J., Diy, W., …, & Luckin, R. (2019). Ibigkas!: The iterative development of a mobile collaborative game for building phonemic awareness and vocabulary. CBLC, 1(1), 28-42.

Rodríguez-Vizzuett, L., Guerrero-García, J., & Olmos-Pineda, I. (2019). An Augmented Reality-based application relying on the use of tangible user interfaces for English teaching to children between 10 and 12 years, Human-Computer Interaction: 5th Iberoamerican Workshop, Revised Selected Papers 5 (pp. 97-112). Puebla, Springer.

Roh, J., & Kim, T. (2019). Fostering learner autonomy through CALL and MALL in a Korean class: A case study. Journal of Interactive Learning Research, 30(2), 215-254.

Rohani, S., Suyono, A., & Rozi, I. (2019). Designing a mobile application for autonomous learning of English. First International Conference on Advances in Education, Humanities, and Language(np).

Romero, C. (2019). Evaluating a holographic mobile-based application for teaching basic oral English vocabulary to Spanish speaking children. International Journal of Human-Computer Studies, xx, np.

Rosdiana, I., & Sulistyawati, A. (2019). Mobile Assisted Language Learning: Practices and readiness in EFL speaking class. E-Structural, 2(1), 51-67.

Rosita, N., Fudhla, N., & Saputro, B. (2019). MALL in learning English grammar for higher education students (MALL dalampembelajaran grammar untukmahasiswa). Jurnal Pendidikan Bahasa, Sastra, dan Seni, 20(1), 77-87.

Russo, P. (2019). L' apprendimento dell'Italiano attraverso App. Un'analisi del MALL e delle App più conosciute (An analysis of the MALL and the most popular Apps). Lingua e nuova didattica, 3, 160-180. [in Italian]

Ryabkova, V. (2019). Mobile devices and apps for developing language skills (on the example of the English language). Perspectives of Science and Education, 38(2), 320-326.

Sadiq, R., Cavus, N., & Ibrahim, D. (2019). Mobile application based on CCI standards to help children learn English as a foreign language. Interactive Learning Environments, 29(3), 442-457.

Safara, A., Zaim, M., & Refnaldi. (2019). Mobile-based learning in digital era: Android application as a media to teach grammar. Proceedings of the 1st International Conference on Education, Social Sciences and Humanities Mobile-Based (pp. 1019-1025).

Sahidillah, M., & Miftahurrisqi, P. (2019). Whats Appsebagai medialiterasi digital siswa (WhatsApp as a digital literacy medium for students). Varia Pendidikan, 31(1), 55-xx. [in Indonesian]

Sahin, N., & Özcan, M. (2019). Effects of augmented reality in teaching old Turkish language mementoes on student achievement and motivation. Contemporary EducationalTechnology,10(2), 198-213.

Sahlström, F., Olin-Scheller, C., & Tanner (2019). Smartphones in classrooms: Reading, writing and talking in rapidly changing educational spaces. Learning Culture and Social Interaction, 22, 1-5.

Saidouni, K. (2019). The effect of mobile-assisted language learning on developing EFL students’ speaking skill: The case of second year students of English at Batna−2 University.  PhD dissertation, University of Mostafa Benboulaid Batna-2, Algeria.

Salih, A. (2019). Effects of mobile-assisted-language-learning on developing listening skill to the department of English students in college of education for women at Al Iraqia University.

European Journal of Language and Literature Studies, 5(1), 31-38. [Same as Azeez & Bajalani 2018]

Santos, D. (2019). O Uso de Dispositivo e Aplicativos Móveis em Sequências Didáticas no Ensino Fundamental: Agência e Aprendizagem de Inglês (The Use of Mobile Devices and Applications in Teaching Sequences in Elementary Education: Agency and English Learning). MA thesis, Universidade Federal De Minas Gerais. [in Portuguese]

Saputra, R., Myartawan, I., & Saputra, I. (2019). Higher education students’ perception on perceived of ease of use of Mobile Assisted Language Learning (MALL). Jurnal Pendidikan Bahasa Inggris Undiksha, 5(2), xx.

Saritepeci, M., Duran, A., & Ermiş, U. (2019). A new trend in preparing for foreign language exam (YDS) in Turkey: Case of WhatsApp in mobile learning. Education and Information Technologies, np.

Sarnovska, N. (2019). Use of mobile applications in English language studying by students of higher educational establishments. Lógos, 8, 105-107.

Satriani, S., Jabu, B., & Salija, K. (2019). The Implementation of Hello English Application in Teaching Vocabulary.

Savvani, S. (2019). State-of-the-art Duolingo features and applications. Advances in Intelligent Systems and Computing, 917, 139-148.

Schiefelbein, J., Chounta, I., & Bardone, E. (2019). To gamify or not to gamify: Towards developing design guidelines for mobile language learning applications to support user experience. Transforming Learning with Meaningful Technologies (pp. 626-630). Cham: Springer International Publishing.

Scrivner, O., Madewell, J., Buckley, C., & Perez, N. (2019). Best practices in the use of Augmented and Virtual Reality technologies for SLA: Design, implementation and feedback. In M. Carrio-Pastor (Ed.). Teaching Language and Teaching Literature in Virtual Environments (pp. 55-70). Singapore: Springer.

See, K-T., Madhubala, B-H., & Koo, A-C. (2019). Motivation of parents towards reading multilingual ebooks to preschool children. International Journal of Interactive Mobile Technologies, 13(1), 20-36.

Seibert Hanson, A., & Brown, C. (2019). Enhancing L2 learning through a mobile-assisted spaced-repetition tool: An effective but bitter pill? Computer Assisted Language Learning, 33(1-2), 133-155.

Seifert, T., & Zimon, V. (2019). Using tablet applications as assistive tools in teaching English as a foreign language. In A. Baruch & H. Tal (Eds.), Mobile Technologies in Educational Organizations (pp. 263-282).

Şendağ, S., Gedik, N., Caner, M., & Toker, S. (2019). Mobil destekli dil öğrenmede podcast kullanımı: Öğretici merkezli yoğun dinleme ve mobil kapsamlı dinleme (Use of podcasts in mobile-assisted language learning: Instructor-led intensive listening and mobile extensive- listening). Mersin ÜniversitesiEğitimFakültesiDergisi, 15(1), 1-27. [in Turkish]

Şenel, S., Şenel, H., & Gunaydin, S. (2019). Herkes İçin Mobil Öğrenme: Dil Öğrenme Uygulamalarının Evrensel Tasarım İlkelerine Göre İncelenmesi (Mobile learning for everyone: Investigation of language learning applications according to universal design principles). Ankara University Faculty of Educational Sciences Journal of Special Education, 20(1), 73-92. [in Turkish]

Senior, J. (2019). Mobile translation apps and second language teaching: What do students

Think? Proceedings International Conference on Digitization (pp. 135-141). Sharjah, United Arab Emirates.

Seraj, P. (2019). Smartphone-Based Teaching Method to Develop Oral English Communication Skills among Tertiary Level Learners in Bangladesh. PhD dissertation, Universiti Teknologi Malaysia.

Setiawan, M. (2019). Pengembangan materi ajar secara 3D Augmented Reality untuk pengajaran berbicara bahasa Arab (Development of teaching materials in 3D Augmented Reality for teaching speaking Arabic). Tarling: Journal of Language Education, 3(1), 25-39. [in Indonesian]

Setyawan, W., Budiman, A., Wihara, D., …, & Wajdi, M. (2019). The effect of an Android-based application on T-Mobile learning model to improve students’ listening competence. Journal of Physics: Conference Series, 1175(1), 1-6.

Setyowati, Y. (2019). Let's listen through WhatsApp: An energizing listening exercise inEFL class. Journal of Physics: Conference Series, 1179 012052.

Shamsi, A., Altaha, S., & Gilanlioglu, I. (2019). The role of m-learning in decreasing speaking anxiety for EFL learners. International Journal of Linguistics, Literature and Translation, 2(1), 276-282.

Shao, J. (2019). Research on Network Resources and Mobile-Technology-Assisted Curriculum Design of University Spoken-English Course. MSci thesis, Nanjing University of Posts and Telecommunications, Nanjing, China.

Sharma, S. (2019). Smartphone-based language learning through mobile apps. International Journal of Recent Technology and Engineering, 8(4), 8040-8043.

Shen, L. (2019). The construction and application of the WeChat-based mobile interactive translation teaching model. International Journal of Emerging Technologies in Learning, 11(9), 76-80.

Shen, X. (2019). Research and practice of cultivating college students’ English reading ability based on mobile learning. Guangxi Normal University, 5, 63-66.

Shukla, S., Shivakumar, A., Vasoya, M., ..., & Lyon, A. (2019). iLEAP: A human-AI teaming based mobile language learning solution for dual language learners in early and special educations. Paper presented at the International Association for Development of the Information Society (pp. 57-64). International Conference on Mobile Learning (15th, Utrecht, The Netherlands.

Sierocka, H., Jurković, V., & Varga, M. (2019). The role of smartphones for online language use in the context of Polish and Croatian students of different disciplines. Studies in Logic, Grammar and Rhetoric, 58(71), 173-193.

Silva, C., Melo, D., Barros, F., ..., & Au-Yong-Oliveira, M. (2019). Mobile applications and their use in language learning. Advances in Intelligent Systems and Computing, 932, pp. 452-462.

Silva, T. (2019). Second Language Acquisition and Mobile-Assisted Language Learning: Educators’ Perspectives on Identity and Practice. MA thesis, Multimédia da Universidade do Porto, Portugal.

Šipošová, M. (2019). On the issue of Augmented Reality utilisation in foreign language teaching in tertiary education. Inovatívne Trendy v Odborových Didaktikách. Prepojenie Teórie a Praxe Výučbových Stratégií Kritického a Tvorivého Myslenia. Zborník Štúdií z Medzinárodnej Vedeckej Konferencie (pp . 433-439).

Sivabalan, K., & Ali, Z. (2019). A systematic review on mobile instant messaging as a collaborative tool for language learning. International Journal of Language Education and Applied Linguistics, 9(1), 99-109.

Skrypnyk, N. (2019). ро використання методів мобільного навчання при вивченні іноземної мови у немовних ЗВО (About using mobile learning methods in foreign language learning in nonlinguistic institutions of higher education). Scientific Bulletin of V.O. Sukhomlynsky Mnu. Pedagogical Sciences, xx, 274-278. [in Ukrainian]

Smith, W., & Crane, A. (2019). Worldreader: Leveraging mobile phones for reading to young children in India and Jordan. Childhood Education, 95(5), 6-15.

Soleimani, H., Jalilifar, A., Roohi, A., & Rahmanian, M. (2019). Augmented Reality and Virtual Reality scaffoldings in improving the abstract genre structure in a collaborative learning environment: A CALL study. Journal of English Language Teaching and Learning, 11(23), 327-356.

Somerville, J. (2019). Japanese students' interaction using smartphone apps: A study of young learners in a private high school. Indonesian TESOL Journal, 1(2), 17-38.

Soto, C., & Zenteno, C. (2019). Smartphone screen recording apps: An effective tool to enhance fluency in the English language. Colombian Applied Linguistics Journal, 21(2), 208-229.

Srinivas Reo, P. (2019). The importance of mobile apps in the English language learning environment. ELT Vibes: International E-Journal for Research in ELT, 5(1), 98-116.

Srirat, K. (2019). Development of a smartphone app called English4Homestay. In J. Williamson (Ed.), Proceedings of the Third JALT Business Communication SIG Conference (pp. 53-62). Tokyo: JALT Business Communication Special Interest Group.

Stevens, V. (2019). Teaching writing to students with tablets using voice to overcome keyboard shortcomings. Proceedings of the 1st Applied Linguistics and Language Teaching (ALLT) Conference (pp. 21-46).

Stockwell, G. (2019). Insights from replication on the factors affecting task engagement in mobile-based learning activities. Technology in Language Teaching & Learning, 1(1), 33-51.

Suhaimi, N., Mohamad, M., & Yamat, H. (2019). The effects of WhatsApp in teaching narrative writing: A case study. Humanities & Social Sciences Reviews, 7(4), 590-602.

Sun, Y., & Gao, F. (2019). An investigation of the influence of intrinsic motivation on students’ intention to use mobile devices in language learning. Educational Technology Research and Development, 68, 1181-1198.

Sung, Y-T., Lee, H-Y., Yang, J-M., Chang, K-E. (2019). The quality of experimental designs in mobile learning research: A systemic review and self-improvement tool. Educational Research Review, 28, 1-21.

Suparno, S., & Tarjana, S. (2019). Students’ perceptions towards using mobile application in learning speaking. International Online Journal of Education and Teaching, 8(3), 1385-1400.

Supti, F. (2019). The Impact of Mobile-Assisted Language Learning (MALL) on ESL Learners' Language Skills: A Study of Tertiary Level Students. PhD dissertation, Brac University.

Suryaningtyas, V., Nugroho, R., Cahyono, S., …, & Santosa, R. (2019). Translation learning enrichment using smart application Creator 3.0: An attempt to design a mobile application in translation for tourism purpose course. 2019 International Seminar on Application for Technology of Information and Communication (pp. 542-547).

Suseno, M. (2019). The academic use of smartphone in English classes. International Journal of Engineering and Advanced Technology, 8, 1324-1328.

Sydorenko, T., Hellermann, J., Thorne, S., & Howe, V. (2019). Mobile Augmented Reality and language-related episodes. TESOL Quarterly, 53(3), 712-740.

Taher, A, & Hussain, J. (2019). A review of intelligent Mobile Assisted Language Learning (IMALL) system. International Journal of English Language, Literature in Humanities, 7(4), 879-892.

Tan, C-C., Chen, C-M., & Lee, H-M. (2019). Effectiveness of a digital pen-based learning system with a reward mechanism to improve learners’ metacognitive strategies in listening. Computer Assisted Language Learning, 33(7), 785-810.

Tan, Q. (2019). A study on the college English mobile phone app-assisted learning mode. The Chinese Journal of ICT in Education, 12, 45-48.

Tandoğan, B. (2019). Investigating the Effectiveness of ARCS-based Instructional Materials Enhanced with Augmented Reality on ESP Vocabulary Achievement and Motivation. MS thesis, Middle East Technical University.

Taylor, S., & Stone, S. (2019). Smartphone Augmented Reality for EFL learners. In D. Roy & J. Blake (Eds.), PanSIG 2018 Journal (pp. 258-263).

Thomas, M., & Reinders, H. (2019). Mobile Language Learning: A Handbook for Educators and Learners. Routledge.

Thongsri, N., Shen, L., & Yukun, B. (2019). Does academic major matter in mobile-assisted language learning? A quasi-experimental study. International Journal of Information and Learning Technology, 36(1), 21-37.

Thumtathong, A., Premthaisong, S., & Srisawasdi, N. (2019). Teaching English with science: A result of content and language integrated learning approach and mobile-assisted inquiry pedagogy. In M. Chang, et al. (Eds.), Proceedings ICCE 2019 - 27th International Conference on Computers in Education, 2, (pp. 286-293). Taiwan: Asia-Pacific Society for Computers in Education

Tian, Y. (2019). 智能手机在中职英语教学中的应用 (The application of smartphones in secondary vocational English teaching). Contemporary Educational Practice and Teaching Research, 24, 28-29. [in Chinese]

Tian, Y., & Ying, T. (2019). (Analysis on college’s English teachers’ role in mobile learning). Think Tank Era Journal, 12(2), 67-71.

Ting, D. (2019). Interactive translation teaching based on WeChat. Proceedings 5th International Workshop on Education, Development and Social Sciences (pp. 41-47). Francis Academic Press, UK.

Tonekaboni, A. (2019). Effects of Mobile-Assisted Language Learning (MALL) on speaking proficiency (A case of Learn English Daily mobile app). 2nd International Conference on Advanced Research in Humanities and Art (pp. 1-13). Venice, Italy.

Topsakal, E., & Topsakal, O. (2019). Augmented Reality to engage preschool children in foreign language learning. Proceedings, Part II 6 Augmented Reality, Virtual Reality, and Computer Graphics: 6th International Conference (pp. 286-294). Santa Maria al Bagno, Italy: Springer.

Toto, G., & Limone, P. (2019). Contemporary trends in studies on mobile learning of foreign languages: A meta-analysis. International Journal of Engineering Education, 1(2), 85-90.

Tran, L., Nguyen D., Nguyen T., & Hoang T. (2019). Technologies for learner engagement and collaboration Bring Your Own Device (BYOD). SEAMEO Workshop presentation Conference on TESOL, 1-19.

Triando, A. (2019). Development and user experiences of the learn Viena Karelian mobile web game. International Conference on Advanced Computer Science and Information Systems (pp. 465-470).

Troshina, Y., & Verbitskaya, N. (2019). Мобильное обучение иностранному языку: понятие, функции, модели (Mobile foreign language learning: Concepts, functions, models). Modern Problems of Science and Education, 3, np. [In Russian]

Tseng, J-J. (2019). Do EFL teachers transform their teaching with iPads? A TPACK-SAMR approach. In C. Giannikas, E. Constantinou & S. Papadima-Sophocleous (Eds.), Professional Development in CALL: A Selection of Papers (pp. 71-85). Research-publishing.net. 

Tseng, W-T., Cheng, H-F., & Hsiao, T-Y. (2019). Validating a motivational process model for Mobile-Assisted Language Learning. English Teaching & Learning, 43(4), 369-388.

Tumskiy, S., & Podobed, K. (2019). The impact of mobile learning on teaching English.

Proceedings of ICERI2019 Conference (pp. 8314-18319).

Türkmen, B. (2019). The assessment of the mobile applıcations in translation education in the light of learning theories. RumeliDEDilveEdebiyatAraştırmalarıDergisi, 17, 319-330.

Uhl, J. (2019). Informelle Sprachlernbegegnungenmit dem Englischen von Kindern und Jugendlichenbei der Nutzungmobiler Technologien (Informal Language Learning Encounters with English of Children and Young People in the Use of Mobile Technologies). PhD dissertation, Catholic University of Eichstätt-Ingolstadt. [in German]

Valeeva, N., Pavlova, E., & Zakirova, Y. (2019). M-learning in teaching ESP: Case study of ecology students. European Journal of Contemporary Education, 8(4), 920-930.

Van de Guchte, M. (2019). Using WhatsApp in the foreign language classroom: Effects on target language use and learner experiences. Paper presented at CALLmi, Università Cattolica del Sacro Cuore, Milan.

Van de Vyver, J. (2019). Language teachers and pupils going mobile in secondary education in Belgium: ready? In MOBILLE-Mobile Language Learning Experience.

Vedadi, S., Abdullah, Z., & Cheok, A. (2019). The effects of multi-sensory Augmented Reality on students’ motivation in English language learning. 2019 IEEE Global Engineering Education Conference (pp. 1079-1086). Dubai, UEA.

Villaflor, G. (2019). MALL (Mobile-Assisted Language Learning) wows and woes of ESL teachers. Asian EFL Journal, 23(3.3), 416-430.

Virgils, J. (2019). Integrated MALL in an EFL Class: WhatsApp as Language Learning and Teaching Tool. MA thesis, University of Barcelona.

Wahyuni, I. (2019). Persepsi Siswa Sekolah Menengah Atas tentang Penggunaan Smartphone sebagai Media Pembelajaran Bahasa Inggris. (High school students' perceptions of using smartphones as a medium for learning English). Proceedings of the KALUNI National Education Seminar, 2. [in Indonesian]

Wahyuni, S., & Etfita, S. (2019). Designing an Android smartphone app for office English: Focus on students’ opinions toward the app. International Journal of Recent Technology and Engineering, 8(2S), 152-158.

Waldmann, C., & Sullivan, K. (2019). How the materiality of mobile video chats shapes emergent language learning practices in early childhood. In T. Pargman & I. Jahnke (Eds.), Emergent Practices and Material Conditions in Learning and Teaching with Technologies (pp. 217-229). Cham: Springer.

Waldren, S. (2019). Attitudes held by teachers when using mobile devices as language aids. In C. Giannikas, E. Constantinou & S. Papadima-Sophocleous (Eds.), Professional Development in CALL: A Selection of Papers (pp. 11-24). Research-publishing.net. 

Walsh, R. (2019). Smartphones and CLT: Threat or opportunity? Teaching English with Technology, 19(2), 59-69.

Wan, L. (2019). The application research of mobile learning app "English Fluency" in college English oral teaching.

Wang, C. (2019). 移动学习平台在英语课堂教学中的应用 (Application of mobile learning platform in English classroom teaching). Campus English Magazine, xx. [in Chinese]

Wang, D. (2019). Research on college English autonomous learning based on mobile learning. 9th International Conference on Education, Management, and Computer (pp. 500-505). Francis Academic Press, UK.

Wang, J. & Fu, Y. (2019). College English vocabulary learning based on mobile APP. Journal of Hainan Tropical Ocean University, 26(4), 122-128.

Wang, P. (2019). 运用微信公众号创建大学英语移动学习平台的探索与实践 (The exploration and practice of using WeChat public account to create a mobile learning platform for college English). Journal of Zhejiang Vocational and Technical College of Industry and Trade, 2, 13-16. [in Chinese]

Wang, W., & Liu, L. (2019). “互联网+”背景下大学英语词汇的移动自主学习实证研究 (An empirical study on mobile autonomous learning of college English vocabulary in the background of "Internet +"). Education Teaching Forum, 10, 196-198. [in Chinese]

Wang, X, Jin L., Chen X., & Mei, L. (2019). 基于微信公众号的大学英语教学模式研究(Research on college English teaching mode based on WeChat official account). Campus English Magazine, np. [in Chinese]

Wang, X-H. (2019). Innovation of college English teaching model based on mobile micro-learning technology. Frontiers in Educational Research, 2(2), 176-182.

Wang, Y. (2019a). 浅谈如何应用手机APP — “多说英语”辅助中职学生英语教学 (Talking about how to use mobile APP - "Speak English" to assist secondary vocational students in English teaching). Reading and Writing (Education and Teaching Journal), 16(2), 230-231.   [in Chinese]

Wang, Y. (2019b). 现代高职院校职业英语掌上移动学习模式的研究— 基于智能手机APP“随行课堂”的实践探索 (Research on the handheld mobile learning mode of vocational English in modern higher vocational colleges — A practical exploration of “accompanying classroom” based on a smartphone APP). Journal of Hubei Open Vocational College, 32(18), 160-161. [in Chinese]

Wang, Y-C. (2019). Leveraging the power of mobile technology to enhance ESP students’ listening comprehension ability. International Journal of English Language Education, 7(1), 84-99.

Wang, Y., & Christiansen, M. (2019). An investigation of Chinese older adults’ self-directed English learning experience using mobile apps. International Journal of Computer-Assisted Language Learning and Teaching, 9(4), 51-71.

Wang, Y-X. (2019). 浅谈如何应用手机APP — “多说英语”辅助中职学生英语教学 (Talking about how to use mobile APP - "Speak English" to assist secondary vocational students in English teaching). Reading and Writing (Education and Teaching Journal), 16(2), 230-231. [in Chinese]

Wang, Z. (2019). 互联网+时代大学英語移动学习模式教学尝试 (Attempts in the teaching of mobile English learning mode in the Internet + era). Innovative Research on Foreign Language Education and Translation Development, 66-69. [in Chinese]

Weerasawainon, A., & Ye, Y. (2019). Exploring the relationship between undergraduate students’ uses of Mobile Assisted Learning and their learning performance of Chinese as a foreign language in Thailand. PSAKU International Journal of Interdisciplinary Research, 8(2), 235-242.

Wei, W. (2019). Design and development of Virtual Reality English educational game in using Unity 3D. School of Computer and Information Technology, pp. 74-77.

Wen, W., Jumaat, N., Ashari, Z., …, & Ali, D. (2019). Effectiveness of mobile assisted language learning towards students’ achievement and motivation in learning English prepositions. IEEE International Conference on Engineering, Technology and Education (pp.1-5).

Widyaa, A., Amalia, R., & Rismayan, R. (2019). Perancangan aplikasi animasi interaktif Japanese vocabulary berbasis Android (Design of interactive animation application Japanese vocabulary based on Android). Multinetics, 8(1), 35-41. [in Indonesian]

Wijaya, I., Bakri, R., Wutun, A., …, & Mattoliang, A. (2019). The effectiveness of mobile learning-based Android in learning English vocabularies. International Journal of Interactive Mobile Technologies, 13(12), 226-235.

Wijayanto, P., & Hernawati, E. (2019). Designing Android-based mobile application for language learning (MALL) for the national exam simulation. Jurnal Edukasi Dan Penelitian Informatika, 5(2), 223-230.

Wibowo, H., & Raihani, S. (2019). The effectiveness of HelloTalk App on English writing skills. Lingua Jurnal Pendidikan Bahasa, 15(2), 15-22.

Wisnuwardana, I. (2019a). Students’ attitudes towards the use of smartphone for language learning purposes. Journal of English Teaching Adi Buana, 4(2), 178-191.

Wisnuwardana, I. (2019b). The use of smartphone for language learning purposes. xxx, Chapter 1.

Wu, C., & Chen, X. (2019). A study on effectiveness of vocabulary apps---based on MALL theory. International Journal of Humanities Social Sciences and Education, 6(7), 83-91.

Wu, J. (2019a). The use of mobile devices in language learning: A survey on Chinese university learners’ experiences. CALL-EJ, 20(3), 6-20.

Wu, J. (2019b). 基于微信的交互式大学英语混合学习模式构建与应用 (Design and application of an interactive WeChat-based learning model of college English: A blended learning approach). Research in Teaching, 42(6), 16-21. [in Chinese]

Wu, J., & Zhang, D. (2019). 'Why did you suggest voice messages but never use it anyway?!': Obstacles of promoting English language speaking in a mobile instant messaging community. In C. Glahn, R. Power & E. Tan (Eds.), Proceedings World Conference on Mobile and Contextual Learning (pp. 118-122).

Wu, R. (2019). The effectiveness of MALT on vocational college English teaching. Journal of Language Teaching and Research,10(3), 641-647.

Wu, Z. & Zhang, R. (2019). An empirical study on the application of vocabulary learning app in English teaching in junior middle schools. Research on Modern Basic Education, 35,

205-213.

Wulandari, M. (2019). Improving EFL learners’ speaking proficiency through Instagram Vlog. LLT Journal: A Journal on Language and Language Teaching, 22(1), 111-125.

Xie, Y., Chen, Y., & Ryder, L. (2019). Effects of using mobile-based Virtual Reality on Chinese L2 students’ oral proficiency. Computer Assisted Language Learning, 34(3), 225-245

Xie, Y., Ryder, L., & Chen, Y. (2019). Using interactive Virtual Reality tools in an advanced Chinese language class: A case study. Tech Trends, 63(3), 251-259.

Xiao, J., & Wang, J. (2019a). Effectiveness of mobile learning in college English vocabulary teaching under multimodal environment. ACM International Conference Proceeding Series (pp. 93-97).

Xiao, J., & Wang, J. (2019b). An empirical study of mobile learning in promoting English vocabulary teaching in multimodal environment. Asia-Pacific Conference on Education, Philosophy, Management and Business (ACEPMB 2019) (pp.1-4). Francis Academic Press, UK. [in Chinese] [Same as Xiao & Wang 2019a]

Xiao, P., & Wang, W. (2019). 智能手机在高职英语教学中的应用分析 (Analysis of the application of smartphones in higher vocational English teaching). Innovative Research on Foreign Language Education and Translation Development (8), 111-114. [in Chinese]

Xin, J., & Affrunti, R. (2019). Using iPads in vocabulary instruction for English language learners. Computers in the Schools. Interdisciplinary Journal of Practice, Theory and Applied Research, 36(1), 69-82.

Xu, D. (2019a). Design and research of new English listening and speaking teaching mode under the background of mobile internet. ACM International Conference Proceeding Series (pp. 167-172).

Xu, D. (2019b). Research on new English mobile teaching mode under the impact of mobile Internet age. Open Journal of Social Sciences, 7(5), 109-117.

Yahaya, H., Sardi, J., Radzi, M., …, & Islam, F. (2019). Development of a mobile

application in Arabic language learning in Malaysia: An overview. International Journal of Academic Research in Business and Social Sciences, 9(7), 1366-1376.

Yahuarcani, I., Gómez, E., Hidalgo, M., …, & Bitulas, L. (2019). Use of mobile applications as bilingual educational tools for kindergarten and primary school children in native Kukama-Kukamiria communities in Iquitos - Peru. Proceedings XIV Latin American Conference on Learning Technologies (pp. 196-203).

Yahuarcani, I., Tamani, M., Pereira, D., …, & Pezo, A. (2019). Mobile apps use in indigenous language education of preschool children of Huitoto people in Peruvian Amazon. 2019 IEEE World Conference on Engineering Education (pp. 1-5). Lima, Peru.

Yan, L. (2019). A study on WeChat-based collaborative learning in college English writing. English Language Teaching, 12(6), 1-9.

Yan, W., & Wang, Q. (2019). Exploration on Wechat-assisted teaching in English speaking class. DEStech Transactions on Social Science, Education and Human Science, xx.

Yanchun, C. (2019). Analysis of the current situation of college students using mobile APP to learn English. Education Modernization, 12(6), 142-147.

Yang, Y-F. (2019). English language learners’ perceptions and experiences of an English mobile urban game. In M. Chang, et al. (Eds.), Proceedings ICCE 2019 - 27th International Conference on Computers in Education, 1, (pp. 603-605). Taiwan: Asia-Pacific Society for Computers in Education.

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.

Yoke, S., Ahmad, T., & Hasan, N. (2019). Exploring the potential of Augmented Reality in English for report writing: A perceptive overview. International Journal of Education, Psychology and Counseling, 4 (33), 13-21.

Yu, X. (2019). 基于移动学习平台的高职英语多维式教学策略 (Multi-dimensional teaching strategy of higher vocational English based on mobile learning platform). Academic Weekly, 31, 6-7. [in Chinese]

Yu, Z. (2019a). Mobile device- and video-aided flipped English classrooms. International Journal of Mobile and Blended Learning, 11(2), 19-32.

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.

Yu, Z. (2019c). A systematic review on mobile technology-assisted English learning. International Journal of E-Collaboration, 15(4), 71-88.

Yuan, L. (2019). 联通学习模式对EFL交际能力的促进— 当翻转课堂遇上微信 (The promotion of Unicom learning mode on EFL communicative competence — When flipped classroom meets WeChat). Higher Education Exploration, 5, 26-31. [in Chinese]

Yuan, Y. (2019). Empirical study on the mobile app-aided college English vocabulary teaching. International Journal of Engineering and Technology, 11(1), 68-74.

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.

Yuliani, S. (2019). Role of mobile phone for English language teaching. Journal of English for Academic, 6(1), 45-57.

Yunita, S. (2019). The implementation of Hello English application as English learning media to teach speaking skill in tourism major at the tenth-grade students at SMK Negeri 1 Karanganyar. BA Thesis, English Department, Muhammadiyah University of Surakarta.

Zahirah, K. (2019). The impacts of m-learning for students in improving their grammar. In Cahyani, A., et al. (Eds.), Proceedings The 7th Undergraduate Conference on ELT, Linguistic and Literature, “English Education 4.0: Approaches, Media, and Practices” (pp. 138-139).

Zahonero, M. (2019). Evaluación formative móvil y variables afectivas en estudiantes universitarios italianos de español (Mobile formative assessment and affective factors in Italian university students of Spanish). Rivista di Psicolinguistica Applicata-Journal of Applied Psycholinguistics, 19(1), 27-47. [in Spanish]

Zapata-Paulini, J., Soto-Cordova, M., & Lapa-Asto, U. (2019). A mobile application with Augmented Reality for the learning of the Quechua language in preschool children. Proceedings IEEE 39th Central America and Panama Convention (np).

Zeng, J. (2019). 基于UTAUT2 模型的移动语言学习用户接受度研究 (Research on user acceptance of mobile language learning based on UTAUT2 model). Electronic Teaching of Foreign Languages, 6, 16-24. [in Chinese]

Zhang, D. (2019). Second Language Vocabulary Learning in the Digital Era A Study of Mobile-based Dictionaries (MBDs) in Chinese EFL Learners’ Incidental English Vocabulary Learning: Exploring Effectiveness, Learners’ Use and Attitude. PhD dissertation, University of Cambridge. 

Zhang, D., & Wu, J. (2019). Learning across contexts: A multiple case study of mobile dictionary in Chinese EFL learners’ incidental and intentional vocabulary learning. In C. Glahn, R. Power & E. Tan (Eds.), Proceedings World Conference on Mobile and Contextual Learning (pp. 4-11).

Zhang, J. (2019). 高职学生手机APP英语在“微课”中的应用研究 (Research on the application of higher vocational students' mobile APP English in "micro-class"). After-school Education in China, 32, 75-80. [in Chinese]

Zhang, N., & Li, Y. (2019). Discussion on the application of WeChat platform in language learning. Experience Exchange, 271. [in Chinese]

Zhang, X. (2019a). "互联网+"背景下智能手机在大学英语移动学习中的应用研究 (Research on the application of smartphones in college English mobile learning under the background of "Internet +").  [in Chinese]

Zhang, X. (2019b). 基于智能手机辅助的移动学习在高职英语教学中的应用研究 (Research on the application of mobile learning assisted by smartphones in higher vocational English teaching). Industry and Technology Forum, 15, 142-143. [in Chinese]

Zhang, Y., & Li, L. (2019). 移动辅助语言学习环境下“FIF口语训练”对非英专大学生英语口语学习影响的调查研究(Research on the Influence of “FIF Oral Training System” on non-English majors’ oral English learning in the perspective of Mobile-Assisted Language Learning). Modern Linguistics, 7(5), 781-791. [in Chinese]

Zhang, Y. & Zuo, L. (2019). College English teaching status and individualized teaching design in the context of mobile learning. International Journal of Emerging Technologies in Learning, 14(12), 85-96.

Zhao, H. (2019). 国外近20年移动辅助语言学习研究的前沿与热点 - 基于CiteSpace的可视化图谱分析 (The frontier and hot topics of international mobile-assisted language learning in the past 20 years: Based on the analysis of knowledge mapping of CiteSpace). Journal of Tianshui Normal University, 39(1), 109-114. [in Chinese]

Zhao, H-F. (2019). QQ与微信在大学英语教学中的应用研究 (On the use of QQ and WeChat in college English teaching). Journal of Beijing Institute of Graphic Communication, 27(3), 71-75. [in Chinese]

Zhao, X., Tomita, N., Konno, F., …, & Mitsuishi, T. (2019). ーニングのためのスマー

トフォン利用復習教材「KoToToMo」の開発と実践 (Development and practice of review material kototomo for use on smartphones in blended learning by beginning learners of Chinese in University). Journal of the Japan Society for Information and Systems in Education, 36(2), 131-142. [in Japanese]

Zilka, G. (2019). The use of mobile technologies by immigrant adolescents in coping with the new language and with their formal studies. . In A. Baruch & H. Tal (Eds.), Mobile Technologies in Educational Organizations (pp. 192-209).

Zou, B., Yan, X., & Li, H. (2019). Students’ perspectives on using online sources and apps for EFL learning in the Mobile-Assisted Language Learning context. Language Learning and Literacy: Breakthroughs in Research and Practice (pp. 515-531). IGI Global.

Zubenko, T., & Shwedel, A. (2019). Integrating mobile listening and physical activity to facilitate intentional and incidental vocabulary acquisition. Advanced Education, 11, 84-92.