Reference lists: Technological dimensions

Developing Apps

  • Fallahkhair, S., Pemberton, L., & Griffiths, R. (2007). Development of a cross-platform ubiquitous language learning service via mobile phone and interactive television. Journal of Computer Assisted Learning, 23, 312-325.
  • Lindaman, D. & Nolan, D. (2015).  Mobile-Assisted Language Learning: Application development projects within reach for language teachers.  IALLT Journal, 45(1).
  • 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


  • 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.
  • Chang, C., Shih, J., & Chang, C. (2017). A mobile instructional pervasive game method for language learning. Universal Access in the Information Society, 16(3), 653-665.
  • Christ, A., Meyrueis, P., & Sultana, R. (2013). Architecture of a device-independent collaborative language learning game. In Z.L. Berge & L.Y. Muilenburg (Eds.), Handbook of mobile learning (pp.545-560). New York: Routledge.
  • Cunningham, K. J. (2015). Duolingo. Tesl-ej, 19(1), 1.
  • Driver, P. (2012). Pervasive games and mobile technologies for embodied language learning. International Journal of Computer-Assisted Language Learning and Teaching, 2(4), 50-63.
  • Finardi, K., Leao, R. & Amorim, G. (2016).  Affordances and limitations of Duolingo.  Education and Linguistics Research 2(2).
  • Gunter, G. A., Campbell, L. O., Braga, J., Racilan, M., & Souza, V. V. S. (2016, Apr). Language learning apps or games: An investigation utilizing the RETAIN model. Revista Brasileira De Lingüística Aplicada, 16, 209.
  • Hemmi, A., Narumi-Munro, F., Alexander, W., Parker, H., & Yamauchi, Y. (2013). Co-evolution of mobile language learning: Going global with games consoles in higher education. British Journal of Educational Technology, 45(2), 356-366.
  • Holden, C.L., & Sykes, J.M. (2011). Leveraging mobile games for place-based language learning. International Journal of Game-Based Learning, 1(2), 1-18.
  • 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.
  • Lee, S. (2019). Her story or their own stories? digital game-based learning, student creativity, and creative writing. ReCALL : The Journal of EUROCALL, 31(3), 238-254. doi:
  • Pitarch, R. C. (2018). An approach to digital game-based learning: Video-games principles and applications in foreign language learning. Journal of Language Teaching and Research, 9(6), 1147-1159. doi:
  • Rachels, J. R., & Rockinson-Szapkiw, A. (2018). The effects of a mobile gamification app on elementary students’ spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1-2), 72-89.
  • Robison, D. (2012). Learning on location with AMI: The potentials and dangers of mobile gaming for language learning. In J.E. Díaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning (pp.67-88). Bingley, West Yorkshire: Emerald.
  • Shea, A. M.Student perceptions of a mobile augmented reality game and willingness to communicate in japanese (Order No. AAI3619866). Available from Linguistics and Language Behavior Abstracts (LLBA). (1650526615; 201500612).
  • Sykes, J. M. (2018). Digital games and language teaching and learning. Foreign Language Annals, 51(1), 219-224. doi:
  • Sykes, J. M. (2019). Emergent digital discourses: What can we learn from hashtags and digital games to expand learners’ second language repertoire? Annual Review of Applied Linguistics, 39, 128-145. doi:
  • Werbach, K. (2014) (Re)defining gamification: A process approach. In Spagnolli, A., Chittaro, L., and Gamberini, L. (eds.), Persuasive Technology: 9th International Conference, PERSUASIVE 2014, Padua, Italy, May 21–23, 2014. Proceedings. Cham: Springer, 266272.

Geo-awareness & Augmented Reality

  • Al-Mekhlafi, K., Hu, Z., & Zheng, Z. (2009). An approach to context-aware mobile Chinese language learning for foreign students. In ICMB 2009: Eighth International Conference on Mobile Business, 2009 (pp.340-346).
  • Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225-232. doi:
  • Chen, C. M., & Li, Y. L. (2010). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364.
  • Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In J.M. Spector, M.D Merrill, J. Elen, & M.J. Bishop (Eds.),Handbook of research on educational communications and technology (4th ed., pp.735-745). New York: Springer. [Final draft:]
  • FitzGerald, E., Adams, A., Ferguson, R., Gaved, M., Mor, Y., & Thomas, R. (2012). Augmented reality and mobile learning: The state of the art. In 11th World Conference on Mobile and Contextual Learning, 15-18 October 2012, Helsinki, Finland: mLearn 2012 Conference Proceedings (pp.62-69).
  • Forinash, D. B. (2015). Google glass. CALICO Journal, 32(3), 609-617.
  • Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning & Technology, 20(3), 9.
  • Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205-218. doi:
  • Morales, R., Igler, B., Bohm, S. and Chitchaipoka, P. (2015).  Context-Aware Mobile Language Learning.  Procedia Computer Science 56. 82-87.
  • Perry, B. (2018). ARIS: A tool to promote language learning through AR gaming. CALICO Journal, 35(3), 333-342. doi:
  • Ramya, G., & Madhumathi, P. (2017). Adopting augmented reality for english language teaching and learning. Language in India, 17(7).
  • Sydorenko, T., Hellermann, J., Thorne, S. L., & Howe, V. (2019). Mobile augmented reality and Language‐Related episodes. TESOL Quarterly, 53(3), 712-740. doi:


  • 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. doi:
  • Brown, M., Castellano, J., Hughes, E., & Worth, A. (2012). Integration of iPads into a Japanese university English language curriculum. The JALT CALL Journal, 8(3), 197 209.
  • Chen, X.-B. (2013). Tablets for informal language learning: Student usage and attitudes. Language Learning & Technology, 17(1), 20-36.
  • DET (Department of Education and Training) [Queensland, Australia]. (2011). SMART classrooms iPad trial: Is the iPad suitable as a learning tool in schools? Brisbane: Queensland Government.
  • Liu, M., Navarrete, C., Maradiegue, E., & Wivagg, J. (2014). A multiple-case study examining teachers’ use of iPod Touches in their pedagogical practices for English language learners. In D. McConatha, C. Penny, J. Schugar & D. Bolton (Eds.), Mobile pedagogy and perspectives on teaching and learning (pp.165-185). Hershey, PA: IGI Global.


  • Hedjazi Moghari, M., & Marandi, S. (2017). Triumph through texting: Restoring learners’ interest in grammar. ReCALL, 29(3), 357-372. doi:10.1017/S0958344017000167
  • Kennedy, C., & Levy, M. (2008). L’italiano al telefonino: Using SMS to support beginners’ language learning. ReCALL, 20(3), 315-330.
  • Ruge, B.C. (2009). Learning Greenlandic by SMS: The potentials of text messages support for second language learners in Greenland. In J.E. Díaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning (pp.197-212). Bingley, West Yorkshire: Emerald.


  • Abdous, M., Camarena, M.M., & Facer, B.R. (2009). MALL technology: Use of academic podcasting in the foreign language classroom. ReCALL, 21(1), 76-95.
  • Fouz-González, J. (2019). Podcast-based pronunciation training: Enhancing FL learners’ perception and production of fossilised segmental features. ReCALL, 31(2), 150-169. doi:10.1017/S0958344018000174

Social Networking

  • Al-Shehri, S. (2011). Mobile social networking in language learning: A transformational tool. International Journal of Mobile Learning and Organisation, 5(3/4), 345-359.
  • Bicen, H. (2015).  The Role of Social Learning Networks in Mobile Assisted Language Learning: Edmodo as a Case Study. Journal of Universal Computer Science, vol. 21, no. 10 (2015), 1297-1306.
  • Petersen, S., Divitini, M., & Chabert, G. (2008). Identity, sense of community and connectedness in a community of mobile language learners. ReCALL, 20(3), 361-379.
  • 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. doi:
  • Toetenel, L. (2014).  Social networking: A collaborative open educational resource.  Computer Assisted Language Learning.  27(2). 149-162.
  • Zou, B., Li, H., & Li, J. (2018). Exploring a curriculum app and a social communication app for EFL learning. Computer Assisted Language Learning, 31(7), 694-713. doi: