As globalization continues to grow, there is an increasing need for skilled interpreters. However, the interpreting skills of many students are still deficient: firstly, they are incapable of understanding the source language clearly; secondly, they are incapable of expressing standard English accurately. Therefore, the purpose of this study is to…

This mixed-method research was conducted to examine the perceptions of self-learners of English as a foreign language (EFL) toward mobile learning (m-learning) apps. It integrated several constructs from the technology acceptance model (TAM) and constructivist learning theory (CLT) to provide a detailed picture of the learners' perceptions. The…

This study applied pedagogically-focused project design by using Instagram as a platform to investigate how the use of social media such as Instagram in a multimodal digital storytelling model could bridge the skills English language learners (ELLs) learn in the classroom to out-of-school literacy practices. The study applied the five learning…

Language learners can now access language learning information anywhere and anytime with handheld mobile devices connected to unlimited online information. Searching the meaning of unknown language items encountered online may be the first step for language learning to take place. Making good use of e-dictionaries and dictionary apps is a key…

This study seeks to further the research on online language learning by examining the level at which intermediate ESL students understand and process sociopragmatic information in their second language (L2) in globally networked environments like Twitter. In this semester-long study, L2 English learners from a variety of first languages (Chinese,…

In recent years, the widespread growth of mobile-assisted language learning using apps has made English vocabulary learning increasingly accessible. This study investigated students' perceptions of a vocabulary learning app developed by the researcher as a tool to help them to improve their L2 receptive vocabulary. The app, containing 20 levels,…

A majority of research on mobile-assisted language learning focuses on traditional English language learners: thus, little attention has been paid to older adult learners. The purpose of the study is to explore the learning experiences of Chinese older adults using the free and popular English learning mobile apps, Duolingo/Hello English,…

Recent research indicates that mobile technologies can support second language learning. However, studies focused on the use of the iPad and teaching in schools is still scarce. This study reports on an action research project that investigated the use of the iPad in the English as a foreign language (EFL) context in an Italian school. The study…

This study investigated the optimal conditions under which foreign language learning takes place using a smartphone. The authors proposed that two factors, chunking and imagery, would increase language learning. On the basis of previous findings, they formulated three hypotheses: (a) the use of images will have a positive effect on learning…

Second language teaching and learning has experienced a change towards the use of mobile technologies inside and outside the classroom. The goal of this article is twofold: to compare and evaluate three different commercial English language learning apps (Duolingo, Babbel, and Busuu) that cover the four skills (speaking, writing, listening, and…

Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting, our study investigates how mobile devices impact the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148…