Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-23T23:33:58.511Z Has data issue: false hasContentIssue false
  • English
  • Français

The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology

Published online by Cambridge University Press:  14 February 2022

Marwa F. Hafour Open the ORCID record for Marwa F. Hafour [Opens in a new window]
Marwa F. Hafour*
Affiliation:
Tanta University, Egypt ([email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

Owing to the anytime-anywhere-anyhow nature of mobile learning, together with the ubiquity of affordably priced mobile phones, learning has become a mobigital practice, as termed by Şad and Göktaş (2014). Consequently, language teaching/learning is gradually shifting from computer-assisted language learning to mobile-assisted language learning (MALL). In response, the current study examined the impact of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology (MT). For this purpose, two groups of preservice (N = 33) and in-service (N = 31) EFL teachers were randomly selected and exposed to MALL training. The pretest-posttest experimental mixed-methods design was used as a framework for collecting and analyzing both quantitative and qualitative data (using closed- and open-ended-question surveys). Quantitative results revealed that both preservice and in-service teachers had similar perceptions of MT before and after training. The only exception is that, after training, in-service teachers were more interested in MT than preservice teachers. However, both groups demonstrated an overall (and subfactor) improvement in their perceptions after MT training, except for their perceived ease of use. In-service teachers’ use also improved after training and, due to the yielded positive correlation, their perceptions were a significant predictor of use. Qualitative findings showed that in-service teachers used MT more in listening and speaking (for synchronous communication) than in reading and writing, selecting social media and translation apps as the least useful ones. Moreover, they regarded technical and digital literacy problems as the ones most challenging to the use of MT.

Keywords

CALLMALLEFLpreservice/in-service teachersperceptions
Type
Research Article
Information
ReCALL , Volume 34 , Issue 3 , September 2022 , pp. 274 - 290
Check for updates
Copyright
© The Author(s), 2022. Published by Cambridge University Press on behalf of European Association for Computer Assisted Language Learning

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

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. https://doi.org/10.1017/S0958344009000020 CrossRefGoogle Scholar
Azli, W. U. A. W., Shah, P. M., & Mohamad, M. (2018). Perception on the usage of mobile assisted language learning (MALL) in English as a second language (ESL) learning among vocational college students. Creative Education, 9(1): 84. https://doi.org/10.4236/ce.2018.91008 CrossRefGoogle Scholar
Baran, E. (2014) A review of research on mobile learning in teacher education. Educational Technology & Society, 17(4): 17–32.Google Scholar
Botero, G. G., Questier, F., Cincinnato, S., He, T. & Zhu, C. (2018) Acceptance and usage of mobile assisted language learning by higher education students. Journal of Computing in Higher Education, 30(3): 426–451. https://doi.org/10.1007/s12528-018-9177-1 CrossRefGoogle Scholar
Boticki, I., Baksa, J., Seow, P. & Looi, C.-K. (2015) Usage of a mobile social learning platform with virtual badges in a primary school. Computers & Education, 86: 120–136. https://doi.org/10.1016/j.compedu.2015.02.015 CrossRefGoogle Scholar
Çakmak, F. & Erçetin, G. (2018) Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening. ReCALL, 30(1): 24–47. https://doi.org/10.1017/S0958344017000155 CrossRefGoogle Scholar
Canals, L. & Al-Rawashdeh, A. (2019) Teacher training and teachers’ attitudes towards educational technology in the deployment of online English language courses in Jordan. Computer Assisted Language Learning, 32(7): 639–664. https://doi.org/10.1080/09588221.2018.1531033 CrossRefGoogle Scholar
Chen, C.-H. & Tsai, C.-C. (2021) In-service teachers’ conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning. Computers & Education, 170: 104224. https://doi.org/10.1016/j.compedu.2021.104224 CrossRefGoogle Scholar
Chen, C.-M. & Hsu, S.-H. (2008) Personalized intelligent mobile learning system for supporting effective English learning. Educational Technology & Society, 11(3): 153–180.Google Scholar
Chen, K. T.-C. (2017) Examining EFL instructors’ and students’ perceptions and acceptance toward M-learning in higher education. Universal Access in the Information Society, 16(4): 967–976. https://doi.org/10.1007/s10209-016-0494-8 CrossRefGoogle Scholar
Chen, W.-C. (2012) Professional growth during cyber collaboration between pre-service and in-service teachers. Teaching and Teacher Education, 28(2): 218–228. https://doi.org/10.1016/j.tate.2011.09.010 CrossRefGoogle Scholar
Chen, Y., Carger, C. L. & 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): 28–41.Google Scholar
Chinnery, G. M. (2006) Going to the MALL: Mobile assisted language learning. Language Learning & Technology, 10(1): 9–16.Google Scholar
Comas-Quinn, A. (2011) Learning to teach online or learning to become an online teacher: An exploration of teachers’ experiences in a blended learning course. ReCALL, 23(3): 218–232. https://doi.org/10.1017/S0958344011000152 CrossRefGoogle Scholar
Creswell, J. W. & Plano Clark, V. L. (2018) Designing and conducting mixed methods research (3rd ed.). Thousand Oaks: SAGE.Google Scholar
Davis, F. D. (1989) Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3): 319–340. https://doi.org/10.2307/249008 CrossRefGoogle Scholar
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. https://doi.org/10.1080/02680513.2010.511955 CrossRefGoogle Scholar
Domingo, M. G. & Garganté, A. B. (2016) Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior, 56: 21–28. https://doi.org/10.1016/j.chb.2015.11.023 CrossRefGoogle Scholar
Dorner, H. & Kumar, S. (2017) Attributes of pre-service and inservice teacher satisfaction with online collaborative mentoring. Online Learning, 21(4): 283–301. https://doi.org/10.24059/olj.v21i4.1020 CrossRefGoogle Scholar
Ducate, L. & Lomicka, L. (2009) Podcasting: An effective tool for honing language students’ pronunciation? Language Learning & Technology, 13(3): 66–86.Google Scholar
Ekanayake, S. Y. & Wishart, J. (2015) Integrating mobile phones into teaching and learning: A case study of teacher training through professional development workshops. British Journal of Educational Technology, 46(1): 173–189. https://doi.org/10.1111/bjet.12131 CrossRefGoogle Scholar
El-Hussein, M. O. M. & Cronje, J. C. (2010) Defining mobile learning in the higher education landscape. Educational Technology & Society, 13(3): 12–21.Google Scholar
Emerson, L. & MacKay, B. (2011) A comparison between paper-based and online learning in higher education. British Journal of Educational Technology, 42(5): 727–735. https://doi.org/10.1111/j.1467-8535.2010.01081.x CrossRefGoogle Scholar
Gromik, N. A. (2012) Cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58(1): 223–230. https://doi.org/10.1016/j.compedu.2011.06.013 CrossRefGoogle Scholar
Hafour, M. F. & Al-Rashidy, A.-S. M. (2020) Storyboarding-based collaborative narratives on Google Docs: Fostering EFL learners’ writing fluency, syntactic complexity, and overall performance. The JALT CALL Journal, 16(3): 123–145. https://doi.org/10.29140/jaltcall.v16n3.393 CrossRefGoogle Scholar
Heflin, H., Shewmaker, J. & Nguyen, J. (2017) Impact of mobile technology on student attitudes, engagement, and learning. Computers & Education, 107: 91–99. https://doi.org/10.1016/j.compedu.2017.01.006 CrossRefGoogle Scholar
Heidari, J., Khodabandeh, F. & Soleimani, H. (2018) A comparative analysis of face to face instruction vs. Telegram mobile instruction in terms of narrative writing. The JALT CALL Journal, 14(2): 143–156. https://doi.org/10.29140/jaltcall.v14n2.228 CrossRefGoogle Scholar
Herrington, J., Mantei, J., Herrington, A., Olney, I. & Ferry, B. (2008) New technologies, new pedagogies: Mobile technologies and new ways of teaching and learning. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. Melbourne: Australasian Society for Computers in Learning in Tertiary Education, 419–427. http://www.ascilite.org.au/conferences/melbourne08/procs/herrington-j.pdf Google Scholar
Hoesein, E. M. (2015) Using mobile technology and online support to improve language teacher professionalism. Procedia - Social and Behavioral Sciences, 192: 491–497. https://doi.org/10.1016/j.sbspro.2015.06.076 CrossRefGoogle Scholar
Hsu, C.-K., Hwang, G.-J. & Chang, C.-K. (2013) A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students. Computers & Education, 63: 327–336. https://doi.org/10.1016/j.compedu.2012.12.004 CrossRefGoogle Scholar
Huang, H.-M. & Liaw, S.-S. (2005) Exploring users’ attitudes and intentions toward the web as a survey tool. Computers in Human Behavior, 21(5): 729–743. https://doi.org/10.1016/j.chb.2004.02.020 CrossRefGoogle Scholar
Järvelä, S., Näykki, P., Laru, J. & Luokkanen, T. (2007) Structuring and regulating collaborative learning in higher education with wireless networks and mobile tools. Educational Technology & Society, 10(4): 71–79.Google Scholar
Jeng, Y.-L., Wu, T.-T., Huang, Y.-M., Tan, Q. & Yang, S. J. H. (2010) The add-on impact of mobile applications in learning strategies: A review study. Educational Technology & Society, 13(3): 3–11.Google Scholar
Kadel, R. (2005) How teacher attitudes affect technology integration. Learning & Leading with Technology, 32(5): 34–35, 47.Google Scholar
Karagiorgi, Y. & Charalambous, K. (2006) ICT in-service training and school practices: In search for the impact. Journal of Education for Teaching, 32(4): 395–411. https://doi.org/10.1080/02607470600981995 CrossRefGoogle Scholar
Kennedy, C. & Levy, M. (2008) L’italiano al telefonino: Using SMS to support beginners’ language learning. ReCALL, 20(3): 315–330. https://doi.org/10.1017/S0958344008000530 CrossRefGoogle Scholar
Kessler, G. (2007) Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2): 173–188. https://doi.org/10.1080/09588220701331394 CrossRefGoogle Scholar
Kim, H.-S. (2014) Effects of using mobile devices in blended learning for English reading comprehension. Multimedia-Assisted Language Learning, 17(2): 64–85. https://doi.org/10.15702/mall.2014.17.2.64 Google Scholar
Kim, H., Lee, M. & Kim, M. (2014) Effects of mobile instant messaging on collaborative learning processes and outcomes: The case of South Korea. Educational Technology & Society, 17(2): 31–42.Google Scholar
Kinash, S., Brand, J. & Mathew, T. (2012) Challenging mobile learning discourse through research: Student perceptions of Blackboard Mobile Learn and iPads . Australasian Journal of Educational Technology, 28(4): 639–655. https://doi.org/10.14742/ajet.832 CrossRefGoogle Scholar
Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H. & Wada, N. (2012) Mobile assisted language learning in university EFL courses in Japan: Developing attitudes and skills for self-regulated learning. ReCALL, 24(2): 169–187. https://doi.org/10.1017/S0958344012000055 CrossRefGoogle Scholar
Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL, 21(2): 157–165. https://doi.org/10.1017/S0958344009000202 CrossRefGoogle Scholar
Kukulska-Hulme, A. & Shield, L. (2008) An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3): 271–289. https://doi.org/10.1017/S0958344008000335 CrossRefGoogle Scholar
Kumar, P. & Kumar, A. (2003) Effect of a web-based project on preservice and inservice teachers’ attitude toward computers and their technology skills. Journal of Computing in Teacher Education, 19(3): 87–92.Google Scholar
Lambert, J. & Gong, Y. (2010) 21st century paradigms for pre-service teacher technology preparation. Computers in the Schools, 27(1): 54–70. https://doi.org/10.1080/07380560903536272 CrossRefGoogle Scholar
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): 130–151.Google Scholar
Li, Z. & Hegelheimer, V. (2013) Mobile-assisted grammar exercises: Effects on self-editing in L2 writing. Language Learning & Technology, 17(3): 135–156.Google Scholar
Lin, J.-J. & Lin, H. (2019) Mobile-assisted ESL/EFL vocabulary learning: A systematic review and meta-analysis. Computer Assisted Language Learning, 32(8): 878–919. https://doi.org/10.1080/09588221.2018.1541359 CrossRefGoogle Scholar
Liu, M., Navarrete, C. C. & Wivagg, J. (2014) Potentials of mobile technology for K-12 education: An investigation of iPod touch use for English language learners in the United States. Educational Technology & Society, 17(2): 115–126.Google Scholar
Liu, T.-Y. (2009) A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6): 515–527. https://doi.org/10.1111/j.1365-2729.2009.00329.x CrossRefGoogle Scholar
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F. & Rawal, H. (2019) Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3): 293–311. https://doi.org/10.1017/S0958344019000065 CrossRefGoogle Scholar
Lu, M. (2008) Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6): 515–525. https://doi.org/10.1111/j.1365-2729.2008.00289.x CrossRefGoogle Scholar
Luan, W. S., Fung, N. S., Nawawi, M. & Hong, T. S. (2005) Experienced and inexperienced Internet users among pre-service teachers: Their use and attitudes toward the Internet. Educational Technology & Society, 8(1): 90–103.Google Scholar
Marques, M. M. & Pombo, L. (2021) The impact of teacher training using mobile augmented reality games on their professional development. Education Sciences, 11(8): 1–21. https://doi.org/10.3390/educsci11080404 CrossRefGoogle Scholar
Marzilli, C., Delello, J., Marmion, S., McWhorter, R., Roberts, P. & Marzilli, T. S. (2014) Faculty attitudes towards integrating technology and innovation. International Journal on Integrating Technology in Education, 3(1): 1–20. https://doi.org/10.5121/ijite.2014.3101 CrossRefGoogle Scholar
Motiwalla, L. F. (2007) Mobile learning: A framework and evaluation. Computers & Education, 49(3): 581–596. https://doi.org/10.1016/j.compedu.2005.10.011 CrossRefGoogle Scholar
Nah, K. C., White, P. & Sussex, R. (2008) The potential of using a mobile phone to access the Internet for learning EFL listening skills within a Korean context. ReCALL, 20(3): 331–347. https://doi.org/10.1017/S0958344008000633 CrossRefGoogle Scholar
Naylor, A. & Gibbs, J. (2018) Deep learning: Enriching teacher training through mobile technology and international collaboration. International Journal of Mobile and Blended Learning, 10(1): 62–77. https://doi.org/10.4018/IJMBL.2018010105 CrossRefGoogle Scholar
Newhouse, C. P., Williams, P. J. & Pearson, J. (2006) Supporting mobile education for pre-service teachers. Australasian Journal of Educational Technology, 22(3): 289–311. https://doi.org/10.14742/ajet.1288 CrossRefGoogle Scholar
O’Bannon, B. W. & Thomas, K. (2014) Teacher perceptions of using mobile phones in the classroom: Age matters! Computers & Education, 74: 15–25. https://doi.org/10.1016/j.compedu.2014.01.006 CrossRefGoogle Scholar
Park, H.-R., Kim, D. & Vorobel, O. (2020) International students’ reading digital texts on tablets: Experiences and strategies. Journal of Computing in Higher Education, 32(3): 476–504. https://doi.org/10.1007/s12528-019-09242-x CrossRefGoogle Scholar
Park, S. Y., Nam, M.-W. & Cha, S.-B. (2012) University students’ behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4): 592–605. https://doi.org/10.1111/j.1467-8535.2011.01229.x CrossRefGoogle Scholar
Pettit, J. & Kukulska-Hulme, A. (2007) Going with the grain: Mobile devices in practice. Australasian Journal of Educational Technology, 23(1): 17–33. https://doi.org/10.14742/ajet.1271 CrossRefGoogle Scholar
Plana, M. G.-C., Escofet, M. I. G., Figueras, I. T., Gimeno, A., Appel, C. & Hopkins, J. (2013) Improving learners’ reading skills through instant short messages: A sample study using WhatsApp . WorldCALL: Sustainability and computer-assisted language learning. University of Ulster, 10–13 July.Google Scholar
Qudais, M. A., Al-Adhaileh, M. & Al-Omari, A. (2010) Senior faculty members’ attitudes in Jordanian universities towards using information and communication technology. International Arab Journal of e-Technology, 1(4): 135–141.Google Scholar
Rovai, A. P., Baker, J. D. & Ponton, M. K. (2013) Social science research design and statistics: A practitioner’s guide to research methods and IBM SPSS analysis. Chesapeake: Watertree Press.Google Scholar
Russell, M., Bebell, D., O’Dwyer, L. & O’Connor, K. (2003) Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4): 297–310. https://doi.org/10.1177/0022487103255985 CrossRefGoogle Scholar
Şad, S. N. & Göktaş, Ö. (2014) Preservice teachers’ perceptions about using mobile phones and laptops in education as mobile learning tools. British Journal of Educational Technology, 45(4): 606–618. https://doi.org/10.1111/bjet.12064 CrossRefGoogle Scholar
Şad, S. N., Özer, N., Yakar, Ü. & Öztürk, F. (2020) Mobile or hostile? Using smartphones in learning English as a foreign language. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2020.1770292 CrossRefGoogle Scholar
Sahin, A., Top, N. & Delen, E. (2016) Teachers’ first-year experience with Chromebook laptops and their attitudes towards technology integration. Technology, Knowledge and Learning, 21(3): 361–378. https://doi.org/10.1007/s10758-016-9277-9 CrossRefGoogle Scholar
Sánchez, A.-B., Marcos, J.-J. M., González, M. & GuanLin, H. (2012) In service teachers’ attitudes towards the use of ICT in the classroom. Procedia - Social and Behavioral Sciences, 46: 1358–1364. https://doi.org/10.1016/j.sbspro.2012.05.302 CrossRefGoogle Scholar
Sandberg, J., Maris, M. & Hoogendoorn, P. (2014) The added value of a gaming context and intelligent adaptation for a mobile learning application for vocabulary learning. Computers & Education, 76: 119–130. https://doi.org/10.1016/j.compedu.2014.03.006 CrossRefGoogle Scholar
Sato, T., Murase, F. & Burden, T. (2020) An empirical study on vocabulary recall and learner autonomy through mobile-assisted language learning in blended learning settings. CALICO Journal, 37(3): 254–276. https://doi.org/10.1558/cj.40436 CrossRefGoogle Scholar
Schmid, E. C. & Hegelheimer, V. (2014) Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology. ReCALL, 26(3): 315–332. https://doi.org/10.1017/S0958344014000135 CrossRefGoogle Scholar
Seppälä, P. & Alamäki, H. (2003) Mobile learning in teacher training. Journal of Computer Assisted Learning, 19(3): 330–335. https://doi.org/10.1046/j.0266-4909.2003.00034.x CrossRefGoogle Scholar
Serin, O. (2012) Mobile learning perceptions of the prospective teachers (Turkish Republic of Northern Cyprus sampling). Turkish Online Journal of Educational Technology, 11(3): 222–233.Google Scholar
Sha, L., Looi, C.-K., Chen, W. & Zhang, B. H. (2012) Understanding mobile learning from the perspective of self-regulated learning. Journal of Computer Assisted Learning, 28(4): 366–378. https://doi.org/10.1111/j.1365-2729.2011.00461.x CrossRefGoogle Scholar
Spaulding, M. W. (2007) Comparison of preservice and in-service teachers’ attitudes and perceived abilities toward integrating technology into the classroom. The University of Memphis, PhD thesis. https://www.learntechlib.org/p/127253/ Google Scholar
Stockwell, G. & Liu, Y. C. (2015) Engaging in mobile phone-based activities for learning vocabulary: An investigation in Japan and Taiwan. CALICO Journal, 32(2): 299–322. https://doi.org/10.1558/cj.v32i2.25000 CrossRefGoogle Scholar
Tai, Y. (2012) Contextualizing a MALL: Practice design and evaluation. Educational Technology & Society, 15(2): 220–230.Google Scholar
Tai, Y. & Ting, Y.-L. (2011) Adoption of mobile technology for language learning: Teacher attitudes and challenges. The JALT CALL Journal, 7(1): 3–18. https://doi.org/10.29140/jaltcall.v7n1.105 CrossRefGoogle Scholar
Tayan, B. M. (2017) Students and teachers’ perceptions into the viability of mobile technology implementation to support language learning for first year business students in a Middle Eastern university. International Journal of Education & Literacy Studies, 5(2): 74–83. https://doi.org/10.7575/aiac.ijels.v.5n.2p.74 CrossRefGoogle Scholar
Teo, T. (2008) Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4): 413–424. https://doi.org/10.14742/ajet.1201 CrossRefGoogle Scholar
Teo, T. (2015) Comparing pre-service and in-service teachers’ acceptance of technology: Assessment of measurement invariance and latent mean differences. Computers & Education, 83: 22–31. https://doi.org/10.1016/j.compedu.2014.11.015 CrossRefGoogle Scholar
Terantino, J. (2016) Examining the effects of independent MALL on vocabulary recall and listening comprehension: An exploratory case study of preschool children. CALICO Journal, 33(2): 260–277. https://doi.org/10.1558/cj.v33i2.26072 CrossRefGoogle Scholar
Thomas, K. & O’Bannon, B. (2015) Looking across the new digital divide: A comparison of inservice and preservice teacher perceptions of mobile phone integration. Journal of Technology and Teacher Education, 23(4): 561–581.Google Scholar
Thornton, P. & Houser, C. (2005) Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3): 217–228. https://doi.org/10.1111/j.1365-2729.2005.00129.x CrossRefGoogle Scholar
Uzunboylu, H. & Ozdamli, F. (2011) Teacher perception for m-learning: Scale development and teachers’ perceptions. Journal of Computer Assisted Learning, 27(6): 544–556. https://doi.org/10.1111/j.1365-2729.2011.00415.x CrossRefGoogle Scholar
Vannatta, R. A. & Fordham, N. (2004) Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3): 253–271. https://doi.org/10.1080/15391523.2004.10782415 CrossRefGoogle Scholar
Wright, V. H. & Wilson, E. K. (2005) From preservice to inservice teaching: A study of technology integration. Journal of Computing in Teacher Education, 22(2): 49–55.Google Scholar
Wu, Q. (2015) Designing a smartphone app to teach English (L2) vocabulary. Computers & Education, 85, 170–179. https://doi.org/10.1016/j.compedu.2015.02.013 CrossRefGoogle Scholar
Xodabande, I. & Atai, M. R. (2020) Using mobile applications for self-directed learning of academic vocabulary among university students. Open Learning. Advance online publication. https://doi.org/10.1080/02680513.2020.1847061 CrossRefGoogle Scholar
Yamada, M., Kitamura, S., Shimada, N., Utashiro, T., Shigeta, K., Yamaguchi, E., … & Yamauchi, Y. (2012) Development and evaluation of English listening study materials for business people who use mobile devices: A case study. CALICO Journal, 29(1): 44–66. https://doi.org/10.11139/cj.29.1.44-66 CrossRefGoogle Scholar
Yang, J. (2013) Mobile assisted language learning: Review of the recent applications of emerging mobile technologies. English Language Teaching, 6(7): 19–25. https://doi.org/10.5539/elt.v6n7p19 CrossRefGoogle Scholar
Yildirim, S. (2000) Effects of an educational computing course on preservice and inservice teachers: A discussion and analysis of attitudes and use. Journal of Research on Computing in Education, 32(4): 479–495. https://doi.org/10.1080/08886504.2000.10782293 CrossRefGoogle Scholar
Zhang, H., Wei, S. & Burston, J. (2011) Reexamining the effectiveness of vocabulary learning via mobile phones. The Turkish Online Journal of Educational Technology, 10(3): 203–214.Google Scholar