Many applications can be found on the Internet that are designed to help children learn English as a second language. However, it can be said that only a limited number of applications have been designed and developed by considering the important user interface design principles; these principles play an important role in mobile application design…

The present study tried to investigate EFL teachers' and learners' facilities regarding smartphone-assisted language learning (SALL) in the Faculty of Languages and Translation, King Khalid University (KKU), Saudi Arabia, including their attitudes, perceptions, levels of proficiency, and the challenges they experienced. The study also pursued to…

Frequent language exposure and use are among the most important conditions for successful language learning, whether in classrooms, during study abroad, or in other informal contexts. Research probing exposure and usage often relies on one-off self-report questionnaires in which participants estimate their typical level of language exposure over…

This study reports the integrated findings of a mixed-methods sequential explanatory study that investigated the feasibility and effectiveness of mobile-based writing tools (MBWTs) as well as gender differences that emerged from these learning effects in the narrative writing skills of a group of sixth to seventh grade Latinx English Learners…

This article reports an exploratory study of teacher candidate perception of learning, using video recording in an American Sign Language (ASL) class. Video recording for practice and reflection is relevant to learning ASL, a visual language. One advantage of recording video for learning ASL with mobile devices instead of computers is the larger…

This study examines the role of m-learning in decreasing speaking anxiety for EFL learners. The researchers believe there is a relationship between Mobile Assisted Language Learning (MALL) and anxiety. In other words, using mobiles to learn speaking can decrease the amount of anxiety the learners have and motivates them to speak in public. The…

This study explores the effectiveness of podcasting as an approach to project-based and experiential learning implemented in an intermediate Italian studies unit at an Australian university. In the project, students are asked to write and record a podcast script on a topic related to their experience as university students or to events concerning…

Mobile technologies provide opportunities for L2 learners to engage in complex interactions involving a multitude of cognitive, meta-cognitive, and affective factors. Understanding the process of learners' mobile language learning thus needs holistic approaches that integratively consider learner attributes and their interaction with mobile…

Many people who learn Chinese as a foreign language (CFL) have encountered challenges when it comes to character writing. This was a follow-up study of our quantitative study in 2019 that showed that mobile app was a significantly more effective method than pen-and-paper method to learn Chinese character writing. Thirty beginning CFL learners…

Despite the rapid development of the field of Mobile-assisted Language Learning (MALL), research synthesis and systematic meta-analyses on MALL are still lacking. It remains unclear how effective mobile devices are for language learning under different conditions. Review studies on the overall effectiveness of the latest smart mobile devices are…

The present study investigated the effects of 2 forms of text-based second language (L2) vocabulary glosses, namely dynamic and nondynamic glosses on EFL learners' vocabulary knowledge. Dynamic glosses were operationalized as a set of incrementally ordered mediating annotations designed to help learners identify the correct word definition while…

Forming synchronous and asynchronous learning networks utilizing internet has been simplified by new technologies. The present study investigated the effects of learners' choice of cognitive and meta-cognitive strategies on vocabulary gain and retention levels in the e-learning context. 180 participants took part in this study and 120 audio…

This longitudinal mixed-methods case study aimed to explain why a seemingly ordinary U.S.-affiliated hyper-connected French language learner (Nancy) achieved extraordinary outcomes after 15 weeks in Paris, compared to fifteen Generation Z peers also enrolled in the program. Framed by Complex Dynamic Systems Theory and social pedagogies, the study…

Millions engage in learning a Second Language (L2) using their mobile devices with a wide range of success. Concomitantly, there exists a growing interest in research on the effects of mobile-assisted language learning and predictors of learner outcomes (e.g., Loewen et al., 2020; Sudina & Plonsky, 2023). However, few of these apps and studies…

The purpose of the current study was to examine the relationship between reading strategy use and reading comprehension as mediated by reading rate amongst advanced EFL students who received eye movement training by Rapid Visual Presentation (RSVP) technology. Seventy-two EFL learners participated in the study and received instruction for…