In this study, we examine preschool storybook apps to identify the types of characters represented in these stories and how they relate to design quality and opportunities for children to build their vocabularies -- a significant predictor of later success in learning to read. Specifically, we sought to understand (a) how storybook apps portray…

Mobile-assisted language learning is a growing feature of contemporary language learning, and their distinct gamification design produces new and increasingly popular contexts for language learning. This paper explores the gamification features of the two most popular EFL vocabulary learning applications widely used by Asian learners --…

In the digital age, technology-assisted language learning (TALL) has emerged as a pivotal approach to enhancing English linguistic skills among college students. This study explores the effectiveness of TALL innovations in enhancing English linguistic skills among college students. Employing a mixed-methods approach, data were collected through…

Mobile touchscreen applications present new opportunities for children's language learning. This systematic review synthesizes the evidence on the impact of features of mobile applications on children's language learning. Experimental studies published from 2010 onwards with children aged 3 to 11 years old were included. Of the 1,081 studies…

This paper is part 5 of a series of workshops that examines the properties of some simple models of vocabulary networks. While previous workshops dealt with activating words in the network, this workshop focuses on vocabulary loss. We will simulate two possible ways of modelling attrition: (a) explicitly turning active words OFF, and (b) raising…

A systematic review examining the efficacy of commercially available foreign language-learning apps (FLL) was completed. A database search of ERIC, PsychINFO, and LearnTechLib produced 1,786 journal articles. After applying specific inclusion and exclusion criteria based on Burston's seminal study (2015) requiring a minimum number of 10…

The present study sought to evaluate trial designs and training designs that are commonly used in popular commercially available computer-assisted language-learning (CALL) programs. The first two experiments (Experiment 1a and 1b) compared the effects of passive viewing and active student response methods in vocabulary learning. Contingencies on…

Digital flashcard apps allow students to learn and practice foreign language vocabulary independently and efficiently, leaving more classroom time for communicative activities. However, words learned this way may be forgotten. Previous lab studies have shown that vocabulary retrieval practice can be optimized for long-term memory by employing…

This research was conducted in a National University of western part in Taiwan. It guided students to select language learning games of language learning (Amur et al. (2024; Huang & Liaw, 2021; Srinivasan & Reddy 2023) on Facebook or other websites to improve English Language proficiencies in listening, speaking reading and writing. Below…

This meta-analysis synthesizes research on media use in early childhood (0-6 years), word-learning, and vocabulary size. Multi-level analyses included 266 effect sizes from 63 studies (N[subscript total] = 11,413) published between 1988-2022. Among samples with information about race/ethnicity (51%) and sex/gender (73%), most were majority…

The current longitudinal case study investigated emotional and motivational states in a self-directed and mobile-assisted language learning environment. The participant of the study was a highly motivated language learner who used the Busuu application for a period of one year to learn German. Tracing the participant's emotional and motivational…

Gamification in second language acquisition research is a popular topic, but there are few empirical comparative studies in the literature. This quasi-experimental mixed-approach study enrolled 77 Japanese university EFL learners to enable a comparison between two digital vocabulary flashcard learning software conditions carefully designed by the…

While gamified technology integration in vocabulary instruction within a flipped classroom has yielded beneficial teaching outcomes, specific studies have raised concerns about potential adverse effects linked to this approach. As a result, conducting a comparative analysis between gamified technology and conventional paper-based methods within…

This paper is part 4 in a series of workshops that examine the properties of some simple models of vocabulary networks. This Workshop explores how the overall activity level of a vocabulary network can be altered by changing the connections in the network (i.e., by implementing relinking events). The Workshop is linked to an online practice room…

Various studies have been conducted on applying intelligent recognition technology, especially speech recognition technology to improve English learning ability, mostly listening and speaking. However, few studies have touched on how image-to-text recognition technology can be used for writing. The present research was conducted to fill this gap…