Reference lists by skills (Read/Write, Speak/Listen, Pronounce, Grammar, Vocabulary, Culture)

Listening and Speaking





  • 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:
  • 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:
  • 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:
  • 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
  • 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. 99112). Dublin, Ireland:
  • Martinez, R., & Schmitt, N. (2010). Invited Commentary: Vocabulary. Language Learning & Technology, 14(2), 26–29.
  • 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.
  • 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.

Intercultural competence