In the wake of the COVID-19 pandemic, a discernible shift towards mobile learning tools has emerged, supplanting conventional pedagogical methods. Mobile learning (m-learning) constitutes a subset of e-learning, involving the utilization of portable devices for educational purposes. This research undertakes an examination of the impact of…

Virtual Reality applications are predicted to create a paradigm shift in education, but there is little empirical evidence of their educational value. Virtual Reality affordances to support language learning have not yet been realized. This quasi-experimental study investigated the effect of a Virtual Reality application on foreign language…

Language is a powerful tool that facilitates communication, knowledge acquisition, and negotiation of meaning, but it is a complex skill for English as foreign language (EFL) learners who often encounter various challenges and complexities. Among the critical language skills, pronunciation holds a significant place. As much as it is challenging,…

The current study examined the use of electronic textbooks designed as mobile applications for learning vocabulary in English among Iranian university students. To this end, 95 university students in an experimental (N = 50) and a control group (N = 45) participated in the study. An explanatory sequential mixed methods design was employed and over…

Mobile-assisted language learning (MALL), which provides access to learning without the constraints of place and time, is worthy of exploration for pedagogical purposes. Given the use of gaming applications and social media as potential instructional methods for MALL, this study investigated the effect of these two methods, along with traditional…

This study examined effects of pronunciation training using automatic speech recognition technology on common pronunciation errors of Korean English learners. Participants were divided into two groups. One group was given instruction and training about the use of automatic speech recognition for pronunciation practice. The other group was not…

Although social networking apps and dictation-based automatic speech recognition (ASR) are now widely available in mobile phones, relatively little is known about whether and how these technological affordances can contribute to EFL pronunciation learning. The purpose of this study is to investigate the effectiveness of feedback from peers and/or…

This study explores the effect of mobile-assisted task-based learning (M-TBL) on vocabulary achievement and student attitude among English as a in content and language integrated learning (CLIL) science lessons, the researcher focused on foreign language (FL) students. To investigate this, a quasi-experimental research design was utilized. In the…

While existing literature supports the use of smartphones to teach English vocabulary, limited studies have addressed how learned words can be transferred to college students' writing. This action research study designed pretest, treatment on mobile phones, posttest, and out-of-class pair-work, followed by a delayed posttest after three weeks to…

This study seeks to investigate the impact of a real-time multi-peer feedback process with the use of a web-based polling software on adult e-learners' learning performance. Two groups of participants with 30 members in each were involved in the experiment. In the two-and-a-half-hour experiment, the experimental group adopted a web-based polling…

Mobile applications in smartphones have been used pervasively for various purposes, including language learning enhancement. Therefore, this study attempted to examine Thai EFL (English as a foreign language) learners' attitudes toward their use of mobile applications for language learning and to investigate significant differences regarding their…

This study investigated the possible effect of podcasting on Iranian intermediate EFL learners' listening comprehension skill. A total number of seventy EFL learners were selected based on their performance on Oxford Placement Test (OPT). Then, they were divided into two groups (one experimental and one control group). Pre-test of listening was…

Following up on Montaner-Villalba et al. (2020), this research focuses on written competence in the English language. The huge advance in technology permits teachers to use mobile applications. This quantitative design research investigated WordPress, in its mobile version, on written competence in English as a Foreign Language (EFL). One…

As teaching moves increasingly online, language teachers are faced with the challenge of how to support dyslexic students in an inclusive manner in and out of the classroom. This paper will focus on an innovative educational multi-modal, mobile application -- Comics for Inclusive English Language Learning (CIELL) -- supporting upper-intermediate…

Grounded in game-based learning and problem-based learning, this study compared the effects of an augmented reality (AR) mobile game and a printed game on student engagement and attitudes toward foreign language learning. For this purpose, a narrative-driven, location-based AR mobile game was developed based on the analysis, design, development,…