Reference lists: Pedagogy and Implementation

General pedagogy using mobiles

  • Auquilla, D. P. O., & Urgilès, G.,E.Heras. (2017). The use of iPad and applications for english language education. Theory and Practice in Language Studies, 7(9), 709-715.
  • Benjamin, R. A. (2016). The pedagogical perspectives of mobile learning. Language in India, 16(7), 159.
  • Brown, D. B. (2014). Mobile learning for communicative language teaching: An exploration of how higher education language instructors design communicative mall environments (Order No. 3648413). Available from ProQuest Dissertations & Theses Global: Literature & Language; ProQuest Dissertations & Theses Global: Social Sciences. (1650220033).
  • Burston, J. (2014). A survey of MALL curriculum integration: What the published research Doesn’t tell. CALICO Journal, 31(3), 303-322.
  • Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344-357.
  • Byrne, J. (2016). Same time same place: Do MALL classrooms exist? Teaching English with Technology: A Journal for Teachers of English, 16(3), 74-84.de la Fuente, M. J. (2014). Learners’ attention to input during focus on form listening tasks: The role of mobile technology in the second language classroom. Computer Assisted Language Learning, 27(3), 261-276.
  • Dykes, G., & Renfrew Knight, H. (2012). Mobile learning for teachers in Europe: Exploring the potential of mobile technologies to support teachers and improve practice. Paris: UNESCO. http://unesdoc.unesco.org/images/0021/002161/216167E.pdf
  • Fritschi, J., & Wolf, M.A. (2012). Mobile learning for teachers in North America: Exploring the potential of mobile technologies to support teachers and improve practice. Paris: UNESCO. http://unesdoc.unesco.org/images/0021/002160/216084E.pdf
  • Fritschi, J., & Wolf, M.A. (2012). Turning on mobile learning in North America: Illustrative initiatives and policy implications. Paris: UNESCO. http://unesdoc.unesco.org/images/0021/002160/216083E.pdf
  • Gromik, N.A. (2012). Cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58,223-230. UWA Library
  • Hoven, D., & Palalas, A. (2011). (Re)conceptualizing design approaches for mobile language learning. CALICO Journal, 28(3), 699-720.
  • Jarvis, H. (2015). From PPP and CALL/MALL to a praxis of task-based teaching and mobile assisted language use. Teaching English as a Second or Foreign Language Electronic Journal, 19(1), 1-10.
  • Joseph, S.R.H., & Uther, M. (2009). Mobile devices for language learning: Multimedia approaches. Research and Practice in Technology-Enhanced Learning, 4(1), 7-32.
  • Kim, D., Ruecker, D., & Kim, D. J. (2017). Mobile assisted language learning experiences. International Journal of Mobile and Blended Learning (IJMBL), 9(1), 49-66.
  • Kimura, M., Obari, H., & Goda, Y. (2010). Mobile technologies and language learning in Japan: Learn anywhere, anytime. In M. Levy, F. Blin, C. Bradin Siskin & O. Takeuchi (Eds.), WorldCALL: International perspectives on computer-assisted language learning(pp.38-54). New York: Routledge.
  • Krashen, S. (2014) Does Duolingo “trump” university-level language learning? The International Journal of Foreign Language Teaching, 9(1): 13–15. http://sdkrashen.com/content/articles/krashen-does-duolingo-trump.pdf
  • Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL, 21(2): 157–165. https://doi.org/10.1017/S0958344009000202
  • Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. In J.E. Díaz-Vera, J.E. (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning (pp.3-20). Emerald.
  • Ono, Y., & Ishihara, M. (2012). Integrating mobile-based individual activities into the Japanese EFL classroom. ​International Journal of Mobile Learning and Organisation, 6​(2), 116-136.
  • Pajak, B. Making Duolingo. What Countries Study Which Languages, and What Can We Learn from It? Available online: http://making.duolingo.com/which-countries-study-which-languages-and-what-can-we-learn-from-it.
  • Palalas, A. (2012). Mobile-enabled language learning eco-system. In 11th World Conference on Mobile and Contextual Learning, 15-18 October 2012, Helsinki, Finland: mLearn 2012 Conference Proceedings. http://ceur-ws.org/Vol-955/papers/paper_35.pdf
  • Parry, D. (2011). Mobile perspectives on teaching: Mobile literacy. EDUCAUSE Review, 46(2), 14-18. Available from http://goo.gl/AKizd
  • Parsons, D. (Ed.) 2012. Refining Current Practices in Mobile and Blended Learning: New Applications.  Hershey, PA: Information Science Reference.
  • Reinders, H., and M. Pegrum. 2015. Supporting Language Learning on the Move: An Evaluative Framework for Mobile Language Learning Resources. In Second Language Acquisition Research and Materials Development for Language Learning. Edited by B. Tomlinson. London, UK: Taylor & Francis, pp. 116–141.
  • Reinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the classroom. Language Teaching, 50(4), 561-578.
  • Seiz-Ortiz, R. (2015). Aprendizaje móvil de lenguas basado en criterios pedagógicos. @tic 15(8). https://ojs.uv.es/index.php/attic/article/view/6407/7292
  • Shinagawa, S. (2012). Adapting the iPhone for language teaching and learning. In F. Zhang (Ed.), Computer-enhanced and mobile-assisted language learning: Emerging issues and trends ​(pp.188-201). Hershey, PA: Information Science Reference.
  • West, M. (2012) Turning on Mobile Learning: Global Themes.  Paris: UNESCO.  http://unesdoc.unesco.org/images/0021/002164/216451E.pdf
  • Yang, J. (2013). Mobile Assisted Language Learning: Review of the Recent Applications of Emerging Mobile Technologies. English Language Teaching; Vol. 6(7). http://www.ccsenet.org/journal/index.php/elt/article/view/28000/16888
  • Ziegler, N. (2016). Taking technology to task: Technology-mediated TBLT, performance, and production. Annual Review of Applied Linguistics, 36, 136-163.

Implementation

  • Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994-2012. Language Learning & Technology, 17(3), 157-225. http://llt.msu.edu/issues/october2013/burston.pdf
  • Burston, J. (2014). The reality of MALL: Still on the fringes. CALICO Journal, 31(1), 103.
  • Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL : The Journal of EUROCALL, 27(1), 4-20.
  • Coquilhat, J. (2015). From digital to touchscreen activities: How to integrate mobile applications in a remediational blended learning environment. Recherche Et Pratiques Pedagogiques En Langues De Specialite – Cahiers De l’APLIUT, 34(1), 196-212.
  • Dashtestani, R. (2016). Moving bravely towards mobile learning: Iranian students’ use of mobile devices for learning english as a foreign language. Computer Assisted Language Learning, 29(4), 815-832.
  •  Dooly, M. (2018). “I do which the question”: Students’ innovative use of technology resources in the language classroom. Language Learning & Technology, 22(1), 184–217.
  • Falk, S. & Götz, S. (2016) Interactivity in language learning applications: A case study based on Duolingo. In Zeyer, T., Stuhlmann, S., and Jones, R. D. (eds.), Interaktivität beim Fremdsprachenlehren und -lernen mit digitalen Medien: Hit oder hype? Tübingen: Narr Francke Attempto Verlag GmbH + Co, 237–258.
  • Fujimoto, C. (2012). Perceptions of mobile language learning in Australia: How ready are learners to study on the move?  JALT CALL journal 8(3), 165-195.  http://journal.jaltcall.org/articles/8_3_Fujimoto.pdf
  • Hsu, L. (2016). Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: A partial least square approach. Computer Assisted Language Learning, 29(8), 1287-1297.
  • Isbell, S., Rawal, H., Oh, R. & Loewen, S. (2017).  Narrative perspectives on self-directed foreign language learning in a computer- and mobile-assisted language learning context. Languages, 2(2), 4: https://doi.org/10.3390/languages2020004
  • Krueger, C. G. (2014). Exploring the relationship between the instructional use of mobile technology and social media and student foreign language learning (Order No. 3582098). Available from ProQuest Dissertations & Theses Global: Literature & Language; ProQuest Dissertations & Theses Global: Social Sciences. (1657420574).
  • Lai, A. (2016). Mobile immersion: An experiment using mobile instant messenger to support second-language learning. Interactive Learning Environments, 24(2), 277-290
  • Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299-318. doi:10.1017/S0958344017000258
  • Loewen, S., Crowther, D., Isbell, D., Kim, K., Maloney, J., Miller, Z., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293-311. doi:10.1017/S0958344019000065
  • Liu, Q., & Chao, C. (2018). CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom. ReCALL : The Journal of EUROCALL, 30(1), 68-87.
  • Mejía, G. (2016). Promoting language learning: The use of mLearning in the spanish classes. Revista De Lenguas Para Fines Específicos, 22(1), 80.
  • Moladoust, E. (2014). EFL teacher’s and learners’ perspectives towards ATODJ: A case of CMC and MALL. Computer-Assisted Language Learning and Teaching, 4(2), 29-45.
  • Oz, H. (2015). An Investigation of Preservice English Teachers’ Perceptions of Mobile Assisted Language Learning. English Language Teaching, 8(2), 22-35.
  • Palalas, A. (2011). Mobile-assisted language learning: designing for your students. In S. Thouësny & L. Bradley (Eds.), Second language teaching and learning with technology: views of emergent researchers (pp. 71-94). Dublin  https://www.research-publishing.net/publication/chapters/978-1-908416-00-1/Palalas_7.pdf
  • Park, M. & Slater, T. (2014). A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis.  TESL Canada Journal 31(8).  http://www.teslcanadajournal.ca/index.php/tesl/article/download/1188/1008
  • Rosell-Aguilar, F. (2018) Autonomous language learning through a mobile application: A user evaluation of the busuu app. Computer Assisted Language Learning, 31(8): 854–881. https://doi-org.ezproxy.newcastle.edu.au/10.1080/09588221.2018.1456465
  • Shi, Z., Luo, G., & He, L. (2017). Mobile-assisted Language Learning Using WeChat Instant Messaging. International Journal of Emerging Technologies in Learning (iJET), 12(02), 16-26.
  • Shu-Mei, G., Marek, M. W., & Wen-Chi, V. (2016). Curriculum integration of MALL in L1/L2 pedagogy: Perspectives on research. Journal of Educational Technology & Society, 19(2), 340-354.
  • Wrigglesworth, J., & Harvor, F. (2018). Making their own landscape: Smartphones and student designed language learning environments. Computer Assisted Language Learning, 31(4), 437-458. doi:http://dx.doi.org/10.1080/09588221.2017.1412986
  • Wu, R. (2019). The effectiveness of MALT on vocational college english teaching. Journal of Language Teaching and Research, 10(3), 641-647. doi:http://dx.doi.org/10.17507/jltr.1003.28
  • Zervas, P. & Sampson, D.  (2014).  Facilitating Teachers’ Reuse of Mobile Assisted Language Learning Resources Using Educational Metadata.  IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES, 7(1).  https://www.computer.org/csdl/trans/lt/2014/01/06692840.pdf
  • Zhonggen, Y., Ying, Z., Zhichun, Y., & Wentao, C. (2019). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning, 32(4), 323-341. doi:http://dx.doi.org/10.1080/09588221.2018.1517093