Listening and Speaking

• Çakmak, F., & Erçetin, G. (2018). Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening. ReCALL : The Journal of EUROCALL, 30(1), 24-47. doi:http://dx.doi.org/10.1017/S0958344017000155
• Churinov, A. (2016). Drop vox application – download and voice-record with ease! Dialog on Language Instruction, 26(1), 99.
• 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
• Demouy, V., & Kukulska-Hulme, A. (2010). On the spot: Using mobile devices for listening and speaking practice on a French language programme. Open Learning, 25(3), 217-232.
• Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speaking anxiety. GiST, 12, 29.
• Hwang, W., Shih, T. K., Ma, Z., Shadiev, R., & Chen, S. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657.
• Lys, F. (2013).  The development of advanced learner oral proficiency using iPads. Language Learning and Technology. 17(3).  94-116. http://llt.msu.edu/issues/october2013/lys.pdf
• Mertens, J. (2013). Mets-toi a l’ecoute: French acquisition entirely through private mobile radio listening. PRAXIS Fremdsprachenunterricht, 10(1), 4-6.
• Moghadas, B. & Bashirnezhad, H. (2016).   The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners’ Oral Performance.  International Journal of Applied Linguistics and Translation. Vol. 2, No. 1, 2016, pp. 8-14. http://article.sciencepublishinggroup.com/html/10.11648.j.ijalt.20160201.12.html
• Pellerin, M. (2014). Using mobile technologies with young language learners to support and promote oral language production. International Journal of Computer-Assisted Language Learning and Teaching, 4(4), 14-28.
• Read, T., & Barcena, E. (2016). Metacognition as scaffolding for the development of listening comprehension in a social MALL app/ la metacognición como andamiaje para el desarrollo de la comprensión oral en una app de MALL social. Revista Iberoamericana De Educación a Distancia, 19(1), 103-120.
• Sun, Z., Lin, C., You, J., Shen, H. j., Qi, S., & Luo, L. (2017). Improving the english-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3-4), 304-324.
• Sundberg, R. & Cardoso, W. (2019) Learning French through music: the development of the Bande à Part app, Computer Assisted Language Learning, 32:1-2, 49-70, DOI: 10.1080/09588221.2018.1472616
• Wahab, G. S., & Ghafoor, Z. A. (2013). Vodcast as instruction material in teaching listening and speaking skills. Language in India, 13(12), 372-379.
• Xu, Q., & Peng, H. (2017). Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning, 30(3-4), 173-182.

Reading/Writing

• Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing. System, 62, 63.
• Antonopoulos, A. (2016, February). Using Aurasma to set up collaborative jigsaw reading activity.
• Chang, C.K. & Hsu, C.K. (2011).  A mobile-assisted synchronously collaborative translation–annotation system for English as a foreign language (EFL) reading comprehension. Computer Assisted Language Learning. 24(2). 155-180.
• Chen, Y., Chris, L. C., & Smith, T. J. (2017). Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning & Technology, 21(1), 28.
• Comas-Quinn, A., & Mardomingo, R. (2012). Language learning on the move: A review of mobile blogging tasks and their potential. In J.E. Diaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning (pp.47-65). Emerald.
• Geng, G. (2013). Investigating the use of text messages in mobile learning. Active Learning in Higher Education, 14(1), 77-87.
• Kervin, L. (2016). Powerful and playful literacy learning with digital technologies. The Australian Journal of Language and Literacy, 39(1), 64.
• Lan, Y.-J., Sung, Y.-T., & Chang, K.E. (2007). A mobile-device-supported peer-assisted learning system for collaborative early EFL reading.Language Learning & Technology, 11(3). http://llt.msu.edu/vol11num3/pdf/lansungchang.pdf
• Milliner, B., & Cote, T. (2015). Mobile-based extensive reading: An investigation into reluctant readers. International Journal of Computer-Assisted Language Learning and Teaching, 5(4), 1.
• Qian, K., Owen, N., & Bax, S. (2018). Researching mobile-assisted chinese-character learning strategies among adult distance learners. Innovation in Language Learning and Teaching, 12(1), 56-71.
• Rahmanita, M., & Cahyono, B. Y. (2018). The effect of using tumblr on the EFL students’ ability in writing argumentative essays. Journal of Language Teaching and Research, 9(5), 979-985. doi:http://dx.doi.org/10.17507/jltr.0905.11
• Siha, A. (2019). In the palm of my hand: The efficacy of mobile devices in a community college developmental writing class. Teaching English in the Two Year College, 46(3), 192-209.
• Wang, Z. (2015). Effects of using WeChat in an experimental CFL program. Open Education Research, 21, 113-118.
• Warner, J. (2016). Adolescents’ dialogic composing with mobile phones. Journal of Literacy Research : JLR, 48(2), 164.
• Winet, D. (2016). Mobile instant messaging in the ESL writing class. Tesl-ej, 20(3), 1.

Pronunciation

• Ali, S. (2016). Towards the development of a comprehensive pedagogical framework for pronunciation training based on adapted automatic speech recognition systems. CALL communities and culture. EUROCALL, 2016, 7-13.
• Foote, J. A., & McDonough, K. (2017). Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3(1), 1.
• Gonzalez, J. F. (2012). Can Apple’s iPhone help to improve English pronunciation autonomously? State of the App.   2012 EuroCALL proceedings: Using, Learning, Knowing.

• Henreichsen, L. et al (2018).  Online resources for learners and teachers of English Language Pronunciation.  TESL Reporter, 51, 1, 23-89.
  

• Henrichsen, L. (2019). A System for Analyzing and Evaluating Computer-Assisted Second-Language Pronunciation-Teaching Websites and Mobile Apps. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 963-968). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 8, 2019 from https://www.learntechlib.org/primary/p/207763/.

• Liakin, D., Cardoso, W., & Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): Focus on french liaison. Computer Assisted Language Learning, 30(3-4), 348-365.
• Liakin, D., Cardoso, W., & Liakina, N. (2015). Learning L2 pronunciation with a mobile speech recognizer: French /y/. CALICO Journal, 32(1), 1-25.
• Kaiser, D.J. (2017). IPronounce: Understanding pronunciation apps. Online Webinar, 8 June 2017. Recording and slides available at http://ollren.org/events/past-events#s-lg-box-wrapper-17792711
• Kaiser, D. (2018). Mobile-assisted pronunciation training: The iPhone pronunciation app project. IATEFL Pronunciation Special Interest Group Journal, (58), 38–52.
• Pennington M.C., Rogerson-Revell P. (2019) Using Technology for Pronunciation Teaching, Learning, and Assessment. In: English Pronunciation Teaching and Research. Research and Practice in Applied Linguistics. Palgrave Macmillan, London
• Tejedor-García, C., Cardeñoso-Payo, V., Cámara-Arenas, E., González-Ferreras, C., & Escudero-Mancebo, D. (2015). Playing around minimal pairs to improve pronunciation training.
• Suzuki, K. & Wilson, I. (2016).  Development of a visual app for improving learner’s pronunciation with ultrasound and the speech accent archive. The Journal of the Acoustical Society of America 140, 3343 (2016); https://doi.org/10.1121/1.4970677
• Woloshen, S. K. Podcasting to enhance pronunciation in second language learning (Order No. AAIMS23971). Available from Linguistics and Language Behavior Abstracts (LLBA).
• Yoshida, M. T. (2018).  Choosing technology tools to meet pronunciation teaching and learning goals. CATESOL Journal, 30, 1, 195-215.

Grammar

• Baleghizadeh, S., & Oladrostam, E. (2010). The effect of mobile assisted language learning (MALL) on grammatical accuracy of EFL students. MEXTESOL Journal, 34(2), 1-10.  http://mextesol.net/journal/index.php?page=journal&id_article=50
• Castañeda, D.,A., & Cho, M. (2016). Use of a game-like application on a mobile device to improve accuracy in conjugating spanish verbs. Computer Assisted Language Learning, 29(7), 1195-1204.
• de la Fuente, M.J. (2012).  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.
• Ganapathy, M., Shuib, M., & Azizan, S. N. (2016). Malaysian ESL students’ perceptions on the usability of a mobile application for grammar test: A case study of ESL undergraduates in universities in Malaysia. 3L, Language, Linguistics, Literature, 22(1), 127.
• Moghari, M.H,, & Marandi, S. S. (2017). Triumph through texting: Restoring learners’ interest in grammar. ReCALL : The Journal of EUROCALL, 29(3), 357-372. https://www.cambridge.org/core/journals/recall/article/triumph-through-texting-restoring-learners-interest-in-grammar/1167F0759DEF31A2B488943E52F46F01
• 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
  
• Kukulska-Hulme, A., & Bull, S. (2009). Theory-based support for mobile language learning: Noticing and recording. International Journal of Interactive Mobile Technologies, 3(2). http://online-journals.org/i-jim/article/view/740/873 [free registration required]
• Joseph, S. & Uther, M. (2009).  Mobile devices for language learning: Multimedia approaches.  Research and Practice in Technology Enhanced Learning 4(1), 7-32. https://www.researchgate.net/publication/220356408_Mobile_Devices_for_Language_Learning_Multimedia_Approaches
• Li, Z. & Hegelheimer, V. (2013).  Mobile-assisted grammar exercise: Effects on self-editing in L2 writing.  Language Learning & Technology, 14(3), 135-156. https://www.lltjournal.org/item/2829
• Rosell-Aguilar, F. (2016). User evaluation of language learning mobile applications: A case study with learners of Spanish. In A. Palalas & M. Ally (Eds.), The International Handbook of Mobile-Assisted Language Learning (pp. 545–581). Beijing: China Central Radio & TV University Press.
• 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/10.1080/09588221.2018.1456465
• Shylaja, E. A., & Ravindran, K. (2014). Teaching and learning grammar for teens using technological tools. Language in India, 14(10), 18-27.
• Sundberg, R. & Cardoso, W. (2016).  Aligning out-of-class material with curriculum: tagging grammar in a mobile music application.  CALL communities and culture – short papers from EUROCALL 2016. p. 440-444.
• Wang, S. & Smith, S. (2013).  Reading and grammar learning through mobile phones.  Language Learning & Technology, 17(3). 117-134. https://www.lltjournal.org/item/2828

Vocabulary

• Abarghoui, M. A., & Taki, S. (2018). Measuring the effectiveness of using “memrise” on high school students’ perceptions of learning EFL. Theory and Practice in Language Studies, 8(12), 1758-1765. doi:http://dx.doi.org/10.17507/tpls.0812.25
• Alavinia, P., & Qoitassi, K. (2013). On the viability of vocabulary learning enhancement through the implementation of MALL: The case of Iranian EFL learners. Journal of Language Teaching and Research, 4(2), 412-426.
• Alemi, M., Sarab, M.R.A., Lari, Z. (2012). Successful learning of academic word list via MALL: Mobile assisted language learning. International Education Studies, 5(6), 99-109.
• Alnajjar, M. & Brick, B. (2017).  Utilizing computer-assisted vocabulary learning tools in English Language Teaching: Examining in-service teachers’ perceptions of the usability of digital flashcards.  International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2017, vol. 7, issue 1, 1-18
• Born, C.J., Nixon, A.L., & Tassava, C. (2011). Closing in on vocabulary acquisition: The use of mobile technologies in a foreign language classroom. In A. Kitchenham (Ed.), Models for interdisciplinary mobile learning: Delivering information to students (pp.195-210). Hershey, PA: Information Science Reference.
• Çakmak, F., & Erçetin, G. (2018). Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening. ReCALL : The Journal of EUROCALL, 30(1), 24-47.doi:http://dx.doi.org/10.1017/S0958344017000155
• Chen, C., Liu, H., & Huang, H. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188. doi:10.1017/S0958344018000228
• Chen, C., Chen, L., & Yang, S. (2019). An english vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237-260. doi:http://dx.doi.org/10.1080/09588221.2018.1485708
• Chu, H. (2011). The effect of the features of smart phone vocabulary applications on Korean college students’ satisfaction and continued use. Multimedia Assisted Language Learning, 14(2), 91-112.
• Derakhshan, A. (2011). Mobile-assisted language learning: The case of academic vocabulary learning via text-messaging in an EFL context.Lambert.
• Fisher, T., Sharples, M., Pemberton, R., Ogata, H., Uoasaki, N., Edmonds, P., et al. (2012). Incidental second language vocabulary learning from reading novels: A comparison of three mobile modes. International Journal of Mobile and Blended Learning, 4(4), 47-61.
• Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning & Technology, 20(3), 9.
• Klímová B. (2019) Mobile Application as Appropriate Support for the Retention of New English Words and Phrases in English-Language Learning. In: Uskov V., Howlett R., Jain L. (eds) Smart Education and e-Learning 2019. Smart Innovation, Systems and Technologies, vol 144. Springer, Singapore.
• Lawrence, D. (2016). Students’ experiences of using mobile phones for afrikaans vocabulary development. Tydskrif Vir Taalonderrig = Journal for Language Teaching, 50(1), 79.
• Lee, H., & Lee, J. H. (2013). Implementing glossing in mobile-assisted language learning environments: Directions and outlook. Language Learning & Technology, 17(3), 6–22. Retrieved from http://llt.msu.edu/issues/october2013/emerging.pdf
• Lin, C. C. , & Yu, Y. C. (2016). Effects of presentation modes on mobile-assisted vocabulary learning and cognitive load. Interactive Learning Environments, 1-15.
• Liu, P. (2016). Mobile english vocabulary learning based on concept-mapping strategy. Language Learning & Technology, 20(3), 128.
• Mason, A., & Zhang, W. (2017). An exploration of the use of mobile applications to support the learning of Chinese characters employed by students of Chinese as a foreign language. In Q. Kan & S. Bax (Eds.), Beyond the language classroom: Researching MOOCs and other innovations (pp. 99–112). Dublin, Ireland: Research-publishing.net.
• Martinez, R., & Schmitt, N. (2010). Invited Commentary: Vocabulary. Language Learning & Technology, 14(2), 26–29. http://llt.msu.edu/vol14num2/commentary.pdf
• Motallebzadeh, K., & Ganjali, R. (2011). SMS: Tool for L2 vocabulary retention and reading comprehension ability. Journal of Language Teaching and Research, 2(5), 1111-1115. http://ojs.academypublisher.com/index.php/jltr/article/view/020511111115/3616
• Pirasteh, P., & Mirzaeian, V. R. (2015). The effect of short message service (SMS) on learning phrasal verbs by iranian EFL learners. Language in India, 15(1), 144-161.
• Saran, M., Seferoğlu, G., & Çağıltay, K. (2012). Mobile language learning: Contribution of multimedia messages via mobile phones in consolidating vocabulary. The Asia-Pacific Education Researcher, 21(1), 181-190.
• Stockwell, G., & Liu, Y. C. (2015). Engaging in mobile phone-based activities for learning vocabulary: An investigation inJapan and Taiwan. CALICO Journal, 32(2), 299-322.
• Sweeney, P., & Moore, C. (2012). Mobile apps for learning vocabulary: Categories, evaluation and design criteria for teachers and developers. International Journal of Computer – Assisted Language Learning and Teaching, 2(4), 1.
• Wang, D., Zou, B., & Xing, M. (2014). Vocabulary learning and consolidation with mobile application. Computer-Assisted Language Learning and Teaching, 4(1), 101-112.
• Wu, Q. (2015).  Pulling Mobile Assisted Language Learning (MALL) into the Mainstream: MALL in Broad Practice. PlosOne.  http://dx.doi.org/10.1371/journal.pone.0128762

Intercultural competence

• Borghetti, C. (2016). Intercultural education in practice: Two pedagogical experiences with mobile students. Language and Intercultural Communication, 16(3), 502-513.
• Godwin-Jones, R. (2013). Integrating intercultural competence into language learning through technology. Language Learning & Technology, 17(2), 1-11. http://llt.msu.edu/issues/june2013/emerging.pdf
• Godwin-Jones, R. (2016). Integrating technology into study abroad. Language Learning & Technology, 20(1). https://scholarspace.manoa.hawaii.edu/bitstream/10125/44439/1/20_01_emerging.pdf
• Griffiths M. (2018) Civic Pluralism: Designing for Enriched Intercultural Experiences of Place. In: Song X., Sun Y. (eds) Transcultural Encounters in Knowledge Production and Consumption. Encounters between East and West (Intercultural Perspectives). Springer, Singapore.
• Guichon, N. (2019). A self-tracking study of international students in france: Exploring opportunities for language and cultural learning. ReCALL : The Journal of EUROCALL, 31(3), 276-292. doi:http://dx.doi.org/10.1017/S0958344019000090
• Harvey, L. (2016). ‘I am italian in the world’: A mobile student’s story of language learning and ideological becoming. Language and Intercultural Communication, 16(3), 368-383.
• Holmes, P., Bavieri, L., Ganassin, S., & Murphy, J. (2016). Interculturality and the study abroad experience: Students’ learning from the IEREST materials. Language and Intercultural Communication, 16(3), 452-469. https://doi.org/10.1080/14708477.2016.1168054.
• Lee, J., & Song, J. (2017). The impact of group composition and task design on foreign language learners’ interactions in mobile-based intercultural exchanges. ReCALL, 1-22. doi:10.1017/S0958344019000119
• Özdemir, E. (2017). Promoting EFL learners’ intercultural communication effectiveness: a focus on Facebook, Computer Assisted Language Learning, 30:6, 510-528, DOI: 10.1080/09588221.2017.1325907.

  Perren, J. (2018).  Intercultural communication through technology.  In the TESOL Encyclopedia of English Language Teaching.

• Pooley A.W. (2017) Mobile Instant Messaging (MIM) for Intercultural Communication: A Qualitative Study of International Students in the Republic of Korea. In: Murphy A., Farley H., Dyson L., Jones H. (eds) Mobile Learning in Higher Education in the Asia-Pacific Region. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 40. Springer, Singapore.
• Pooley, A. W., Midgley, W. & Farley, H. (2019). Informal Language Learning Through Mobile Instant Messaging Among University Students in Korea. International Journal of Mobile and Blended Learning (IJMBL) 11(2). https://www.igi-global.com/article/informal-language-learning-through-mobile-instant-messaging-among-university-students-in-korea/223154
• Schreieck, Maximilian; Zitzelsberger, Jonas; Siepe, Sebastian; Wiesche, Manuel; and Krcmar, Helmut, “Supporting Refugees inEveryday Life- Intercultural Design Evaluation of an Application for Local Information” (2017). PACIS 2017 Proceedings. 149. http://aisel.aisnet.org/pacis2017/149
• Starcic A.I., Huang PS., Valeeva R.A., Latypova L.A., Huang YM. (2017) Digital Storytelling and Mobile Learning: Potentials for Internationalization of Higher Education Curriculum. In: Huang TC., Lau R., Huang YM., Spaniol M., Yuen CH. (eds) Emerging Technologies for Education. SETE 2017. Lecture Notes in Computer Science, vol 10676. Springer, Cham.
• Yang, X. & Li, X. (2017).  Roles of mobile devices supporting international students to overcome intercultural difficulties.  CALL in a climate of change: adapting to turbulent global conditions – short papers from EuroCALL 2017, p. 339-344.  https://doi.org/10/14705/rpnet.2017.eurocall2017.737