MALL (Mobile Assisted Language Learning)

In many second language (L2) classrooms, English pronunciation receives limited instructional attention . For this reason, autonomous learning may serve as an effective supplement to classroombased pronunciation training . Rapid advancements in artificial intelligence (AI), including tools such as text-to-speech (TTS), chatbot-based interaction, and automatic speech recognition (ASR), have expanded the potential for self-directed language learning through mobile applications. One such app that has attracted recent interest is BoldVoice (Wellocution Inc., 2026), which is designed to help learners improve their American English pronunciation. As of January 15, 2026, BoldVoice is available to download on both iOS and Android devices. During the account setup process, the learner must answer a few questions to personalize their learning experience, such as indicating their pronunciation goals, English proficiency level, and first language. The answers provided in the preliminary setup stage help to customize the pronunciation lessons for the learner. BoldVoice offers a seven-day free trial upon completing the initial assessment; as the app is subscription-based, monthly Standard subscriptions start at $25 USD per month or $150 USD per year. Before starting the personalized lessons, an AI tool called SpeechScan assesses the learner's English pronunciation and identifies which phonemes they have difficulty pronouncing. Then, SpeechScan provides the learner with an evaluation of their proficiency level and identifies their top three pronunciation strengths (e.g., /p/, /d/, /k/), and top three areas needing improvement (e.g., /θ/, /ʃ/, /ɚ/). ASR grades the learner's pronunciation accuracy by assigning a Goodness of Pronunciation (GOP) score . Correctly pronounced phonemes are highlighted in green, whereas incorrectly pronounced sounds appear in red (Figure ).

Acquiring vocabulary is a crucial component of the process of learning the English language. It facilitates the process of exchanging information and understanding. Therefore, teachers must devise highly efficient methods of instructing this crucial element to the students. This study aimed to examine the impact of technology-based activities for vocabulary instruction on students' vocabulary acquisition performance. The study utilized an action research design. A total of fifty-two (52) pre-service teachers at level 100 were chosen for the study through purposive sampling and were allowed to engage in activities involving technology use. The study included pre-tests and post-tests to see if there were any shifts in the students' performance after engaging them through Original Research Article

The increasing trend to study online has generated opportunities to delve into the complexities of learning. Although the scientific literature reveals abundant evidence in favor of short stories for enhancing vocabulary acquisition among English as a Foreign Language (EFL) students, this study investigates the intricacies of this acquisition process. With the integration of learning analytics in online educational practices, this research aims to bridge the gap between traditional literary approaches and contemporary analytical methods to understand learning outcomes. The study sample consisted of 82 EFL students from different high schools, systematically immersed in an online platform enriched with carefully selected short stories that tracked and analyzed student activities over two months. Findings confirmed improved vocabulary acquisition among students who engaged with short stories through correlations and factor analysis performed on student behavioral data. Most importantly, learning analytics revealed patterns of effective engagement and identified specific story elements and activities that contributed most significantly to vocabulary enhancement. The study reinforces the potential of combining literary texts with learning analytics to create a more responsive EFL learning environment. Implications for EFL curriculum design and suggestions for further integrating learning analytics in literature-based pedagogy are discussed to optimize vocabulary learning and student satisfaction in EFL settings.

This systematic literature review examines the efficacy, pedagogical integration, and challenges of technology-assisted English Language Teaching (ELT) in secondary schools. By synthesizing 10 peer-reviewed academic studies, this review explores how digital transformation-ranging from mobile-assisted language learning (MALL) to AIdriven feedback-impacts communicative competence and learner autonomy. The findings indicate that technology serves as a critical catalyst for student engagement; however, its ultimate effectiveness is contingent upon the teacher's role as an innovator who actively mediates the curriculum. The review concludes with recommendations for teacher professional development and future curriculum design.

The integration of digital technologies into higher education has significantly transformed language learning practices. This study investigates the role of technology in enhancing English language proficiency among postgraduate students at Karmaveer Bhaurao Patil University, Satara Campus. Grounded in constructivist learning theory, the research explores how learners actively engage with digital tools to construct linguistic competence. A quantitative research design was adopted, and data were collected from 134 postgraduate students using a structured questionnaire. The findings reveal that mobile devices are the most widely used learning tools and that a majority of students perceive technology as beneficial for improving their English skills. Statistical analysis, including a chi-square test, indicates a significant relationship between the frequency of technology use and language proficiency (p < 0.05). The study concludes that technology-supported learning environments foster active engagement, autonomy, and improved language outcomes

Generative AI technologies have advanced rapidly to bring fundamental improvements to English Language Teaching (ELT). ChatGPT, along with Grammarly and ELSA Speak tools. The present research aims to examine how Generative AI operates within ELT programs while evaluating its functional enhancements and obstacles and forecasting proper usage guidelines. A PRISMA guideline serves as the methodological approach to analyze peer-reviewed articles and case studies, and empirical studies published between 2018 and 2024. The review provides the results that integrated generation of essential content by AI results in better achievement of students through instant feedback and automated grammar checks and interactive conversation practice, and adaptive vocabulary learning features. These tools enable self-learning capabilities, but their computer systems engage students in education while running teacher-administrative tasks automatically. Moreover, the adoption of Generative AI is hindered by three main problems, including questions about content quality and data privacy constraints, algorithmic biases, and the inability to overcome digital disparities. Research results recommend that educational administrators and teachers who intend to introduce Generative AI in English Language Teaching sessions. Furthermore, educational organizations and policy agencies, and research institutions can use these research results to successfully integrate artificial intelligence technology in their teaching practices.

This concurrent mixed-methods action research study
investigated the effectiveness of targeted formative feedback
while introducing Coxhead’s Academic Word List to improve the
academic writing proficiency of students at the foundation level
of university education and its relationship with students’
confidence. Informed by the theoretical underpinnings of control
theory, self-regulation theory, and cognitive overload theory
(Lipnevich & Panadero, 2021), three intervention cycles were
designed to investigate the efficiency of targeted formative
feedback provided by teacher, peers, and self. The participants
were 135 university foundation students at a private higher
education institute in Sri Lanka. The student questionnaires;
classroom performance of 101 students and focus group
discussions with 5 teachers showed marked improvement in
student writing though at disproportionate levels The students
also expressed a significant increase in confidence, and displayed
heightened awareness of academic vocabulary. Teachers’
feedback stimulated inquiry and reasoning behind the choice of
academic words and remained the most preferred type of
feedback among students. Peer feedback created the most
interaction, the highest average grades, and the most sharing of
knowledge, thereby decreasing the gap between current and
expected level of achievement. However, self-feedback lacked
the enthusiasm and performance shown in other cycles, although
it promoted student autonomy. This study confirmed the necessity
of consistent scaffolding for university foundation students to
support their academic writing development and highlighted the
importance of the teacher as the main channel of support. The
study recommends implementation of varied feedback
mechanisms and continuous attempts to increase students’
confidence through teaching of academic vocabulary.

This study compares two groups of EFL Japanese university students studying the vocabulary from the New General Service List (NGSL) using a spaced repetition mobile application called “Memrise.” One of the groups studied with the original English definitions of the words, while the other used Japanese translations. Participants’ amount of time studied, reactions, and comments were analyzed through time sheets, questionnaires, and follow-up interviews. Special attention was paid to spaced repetition and principles of gamification in the discussion, and participants’ statements also showed that competition was a large factor in desire to continue to use the application. It has been claimed that vocabulary is a fundamental, yet often overlooked element of SLA (Folse, 2004). Particularly in the case of high-frequency vocabulary, many academic and pedagogically-oriented sources state that deliberate attention to the most frequent 2000-3000 English words allows students to handle a wide r...

This chapter reiterates teacher identity construction, a meticulous process shaped deliberately, and not an emergent construct driven by the teaching practice itself. Teacher education, through the fusion of narrative, reflection, and communities of practice (CoP), has the potential to foster professional agency, community, and a sense of moral purpose. A design-for-identity approach incorporates narrative, reflective practice, and collaborative professional inquiry as three pathways to grow interdependently. This advocates for the systems and policies to recognize identity work as professional capital for teaching to be a sustainable practice. The proposed future research entails identity work in the form of longitudinal, digital CoPs, and cross-cultural studies. Ultimately, the study invites the framing of teacher learning

With the rapid rise of Artificial Intelligence (AI), AI literacy has become a critical issue in higher education, shifting the focus from basic use to ethical and critical engagement. Drawing on the AI literacy framework and the critical APSE model , this practitioner-inquiry examines classroom practices designed to foster critical AI literacy in an English as a Second Language (ESL) academic writing course. The findings reveal three key instructional practices that contribute to the development of critical AI literacy: (1) developing prompt literacy, (2) critically evaluating AI-generated outputs by composing counter-text, and (3) drafting AI use disclosure statements. These findings highlight pedagogical approaches that support students' ethical, reflective, and critical engagement with AI tools in academic writing contexts.

Introdução: A gravidez não desejada continua a ser um desafio global. Recentemente, a m-Health tem oferecido um novo horizonte para a educação em saúde, contribuindo para as políticas públicas de planejamento familiar, já que os dispositivos móveis ocupam lugar de destaque no cotidiano das pessoas. O objetivo deste estudo foi apresentar evidência da apropriação imediata de conceitos sobre planejamento familiar, utilizando-se de estratégia de gamificação, em uma aplicação do tipo jogo sério. Métodologia: A aplicação para dispositivos móveis utilizou tecnologia open-source e frameworks para plataforma híbrida, sendo oferecido gratuitamente em lojas de aplicativos. Como estratégia, o jogo apresentou desesseis situações do cotidiano dos casais acerca de contracepção. Para cada uma, quatro soluções foram preparadas para atender dimensões ligadas à saúde, família, amigos ou pais, apontando tal influência na decisão do jogador. O progresso na aprendizagem de conceitos sobre contracepção fo...

Foreign language classroom anxiety (FLCA) presents significant challenges to learners in language classrooms, particularly in speaking tasks where foreign language speaking anxiety (FLSA) often hinders effective communication. This paper explores the multifaceted origins and effects of FLCA, supported by background research that highlights its psychological and external causes. Building on this foundation, the study introduces three practical strategies for addressing FLCA: structured student task planning, scaffolding speaking tasks, and leveraging AI-powered chatbots. These approaches are discussed in detail, emphasizing both their theoretical underpinnings and practical implementation in classroom settings. Additionally, the paper provides valuable considerations for educators, such as fostering a supportive environment, adapting teaching methodologies, and addressing individual learner needs. By combining research insights and actionable strategies, this study offers guidance for mitigating FLCA and empowering students to become confident communicators in the foreign language learning classroom.

La Educación a Distancia (EaD), en sus diversas formulaciones (online, virtual, elearning, aprendizaje abierto, etc.), ha sido objeto de creciente atención por parte de organismos internacionales, que la han reconocido como una vía clave para ampliar el acceso a la educación y promover la inclusión de sectores tradicionalmente excluidos. Su evolución, desde modelos basados en recursos impresos y audiovisuales hasta sofisticados ecosistemas digitales, ha contribuido a la democratización del conocimiento y a la reducción de brechas educativas.

Nowadays mobile phones have become an integral part of many individuals because of mobile applications. It has transformednumerous things and one of them is in the arena of language teaching and learning as it provides easy access for any learner without theconstraints of both place and time.Many research results reveal that mobile learning isbecoming a salient feature of education as it is a great opportunity for language learning.English language learning is of great necessity for learners to improve their ability to communicate in English, which demands them to learn how to speak English effectively. Speaking is one of the skills that must be mastered by English learners as it is used to communicatewith others in their academic life. This paper aims to establish some reflections on English language learning using the application called Cake. This study will show how to increase vocabulary and improve pronunciation and expressions using gamified Cake app.

Gamification becomes a new trend and a fairly new concept that involves using game elements in non-game contexts. One major competence for learners in the 21st century is acquiring a second language or third language. Gamification has integrated new concepts to motivate learners in their pursuit of achieving fluency. As a pedagogical strategy, Gamification is new, and most of the popular gamification apps follow the translation method with game elements. It has been shown in researches
that the translation method can increase motivation and learning. However, it is important to know exactly what aspects of gamification are beneficial so that it can be properly used in language education. This article covers aspects regarding the translation method in language learning, an overview of Gamification, and the implication of language learning applications. It also calls for a necessity of empirical evidence in order to develop a full understanding of the effect of gamification
on the learners’ engagement and motivation.

Teachers' beliefs have been shown to have a significant impact on educational practice, particularly in the domain of grammar instruction, where teachers have strong opinions. Traditional grammar training is sometimes criticized for promoting lower order thinking and relying on rules of thumb rather than new language developments. A rising corpus of research on grammar instruction proposes that linguistics, conceptual knowledge, and introspective or higher-order thinking should be prioritized in grammar training. Generally, this present study explored the metalinguistic reflective beliefs and teachers' beliefs on grammar content knowledge. It hoped to address the gap on this problem of inquiry. This study employed a cross-sectional survey research design for 266 EFL Saudi teachers. A questionnaire was used as an instrument for data gathering in this study. Results showed that Saudi EFL teachers have a positive view of their metalinguistic reflective beliefs. They also have positive beliefs on grammar content knowledge. It also surfaced that there is a positive relationship between the two variables (metalinguistic reflectivity and grammar content knowledge), implying that when teachers have a high level of metalinguistic reflectivity beliefs, they highly manifest acceptable beliefs in teaching grammar content. Implications of this study will strengthen the language teaching skills of teachers to strengthen the grammar curriculum of the Saudi context.

Teachers' beliefs have been shown to have a significant impact on educational practice, particularly in the domain of grammar instruction, where teachers have strong opinions. Traditional grammar training is sometimes criticized for promoting lower order thinking and relying on rules of thumb rather than new language developments. A rising corpus of research on grammar instruction proposes that linguistics, conceptual knowledge, and introspective or higher-order thinking should be prioritized in grammar training. Generally, this present study explored the metalinguistic reflective beliefs and teachers' beliefs on grammar content knowledge. It hoped to address the gap on this problem of inquiry. This study employed a cross-sectional survey research design for 266 EFL Saudi teachers. A questionnaire was used as an instrument for data gathering in this study. Results showed that Saudi EFL teachers have a positive view of their metalinguistic reflective beliefs. They also have positive beliefs on grammar content knowledge. It also surfaced that there is a positive relationship between the two variables (metalinguistic reflectivity and grammar content knowledge), implying that when teachers have a high level of metalinguistic reflectivity beliefs, they highly manifest acceptable beliefs in teaching grammar content. Implications of this study will strengthen the language teaching skills of teachers to strengthen the grammar curriculum of the Saudi context.

La Universidad Nacional de Educación a Distancia (UNED) se ha erigido en las últimas cinco décadas como un referente ineludible de la Educación a Distancia (EaD), no solo en el ámbito español, sino también a escala internacional. Fundada en 1972, la UNED ha logrado combinar innovación pedagógica y uso avanzado de tecnologías, adaptándose de forma casi permanente a las demandas de una sociedad en transformación. Una vez repasada la historia de la EaD y su perspectiva internacional, a lo largo de este capítulo de la serie, se exploran los antecedentes históricos, el desarrollo institucional y los logros alcanzados por la UNED, así como los desafíos que actualmente enfrenta.

The rapid expansion of digital technologies in education has renewed interest in revisiting established pedagogical frameworks to ensure their relevance in contemporary learning environments. This conceptual paper proposes an integrated model for embedding Bloom’s Digital Taxonomy within teacher education, emphasizing the cognitive and digital processes that shape modern teaching and learning. Drawing on constructivist and connectivist principles, the paper explains how the cognitive domains of remembering, understanding, applying, analyzing, evaluating, and creating align with digital actions that promote higher-order thinking and digital competence among pre-service teachers. The proposed Cognitive–Digital Integration Model (CDIM) is situated within the context of Bahrain Teachers College (BTC) and is aligned with national educational priorities, including Bahrain Economic Vision 2030 and the Education and Training Quality Authority’s 21st-Century Skills Framework. These national frameworks emphasize innovation, sustainability, and the development of skilled human capital, positioning digital literacy and digital cognition as a strategic educational priority. The paper outlines how CDIM provides structured guidance for designing digital learning activities, developing assessment practices, and supporting professional learning in teacher education. The model offers theoretical and institutional implications for curriculum enhancement, faculty development, and the preparation of future teachers capable of leading digital learning in schools.

Computer-Assisted Language Learning (CALL) is one of the courses offered by many TEFL teacher education programs in Libya and around the world. It trains EFL student-teachers on utilizing CALL tools for effective technology integration. Review of currently published research studies on CALL course design evaluation, especially using P21, Bloom's Revised Taxonomy, and Quality Matters Standards, seems to be virtually nonexistent. Thus, this study aimed to explore CALL course alignment with 21-Century Literacy Demands, identify the affordances and constraints of the design principles and practices of the CALL course of the Libyan TEFL teacher education program, and propose data-driven recommendations for CALL course improvement. Intrinsic case study design was the chosen research design. The participants were fifty student-teachers who took and passed the CALL course offered by TEFL teacher education program at the Faculty of Education in Tripoli, Libya. Data were collected through CALL course documents and student-teachers' reflective essays. Data were analyzed qualitatively in three phases: framework-based document analysis, thematic analysis of student-teachers' essays, and triangulation protocol. Findings revealed that a strong alignment with P21 especially with two of the P21 strands that had Very High level of alignment: Creativity and Innovation and Media Literacy. Data analysis also identified eight affordances and 6 constraints. Triangulation phase of data analysis revealed ten themes as recommendations for CALL course improvement. These findings invite interested scholars to investigate the effectiveness of the CALL courses in preparing student-teachers for successful CALL tools integration.

Learning is an important instrument in the new Higher Educational Environment in the digital age which creates student-centred learning and educational practice, offering new more flexible learning methods. It enables connections and collaborations between individual participants and through their role as always-on, always-available, flexible personal communication devices. As mobile learning is becoming increasingly popular among adolescent students, it is important to understand how this mode of learning affects their academic performance. The aim of this research is to find out the academic performance of adolescent students having M-learning habits in relation to their intelligence. A sample of 200 adolescent students (100 boys and 100 girls) of +1 and +2 class studying in different schools affiliated to PSEB & CBSE, Amritsar was involved in the present study. Academic scores of final examinations were used for measuring academic performance. Group Test of Intelligence by Dr. G.C. Ahuja (2005) was used to measure intelligence. The findings suggest that (1) More than sixty percent adolescent students exhibit M-Learning Habits.(2) Significant difference exists in the Academic Performance and Intelligence of Adolescent Students having M-Learning Habits.

This study delved into the multifaceted perceptions of a diverse group of 130 teachers regarding the utilization of video games as a means to augment and bolster learners' self-regulation capabilities. With meticulous attention to detail, the researchers administered a meticulously designed questionnaire to the participants, meticulously capturing a nuanced understanding of their perspectives. The intriguing outcomes of this study unequivocally revealed a prevailing consensus among the teachers, asserting their firm belief in the potential of video games to exert a profoundly positive influence on learners' self-regulation capacities. The profound implications emanating from these compelling findings proffer a tantalizing glimpse into the untapped potential of video games as an efficacious pedagogical tool, poised to revolutionize the landscape of education by nurturing and cultivating learners' self-regulation skills.

The purpose of the study is to determine the effectiveness of mobile applications in the context of personalized foreign language learning. The study uses a quasi-experimental design with control and experimental groups. The experiment lasted 12 weeks (the experimental group used Duolingo, Busuu, and LingQ). The study involved 300 students from 5 higher education institutions, for whom a foreign language has become a mandatory component of the educational program. A standardized language test, a scale of learning motivation (intrinsic, extrinsic motivation, and amotivation), and a questionnaire of learning autonomy and self-regulated learning were used to collect data. The study's results indicated a positive impact of personalized mobile learning on the overall outcomes of foreign language acquisition and on all analyzed components of foreign language competence. In particular, the study indicated a differentiated effect of different mobile applications. The Duolingo and Busuu programs were effective in developing lexical and grammatical skills. LingQ became important for the development of reading and listening skills. Thus, personalized mobile learning has become an effective tool for enhancing the quality of students' foreign-language training and for developing their motivation and self-regulation.
Keywords: personalized mobile learning; foreign language learning; mobile applications; learning outcomes; learning motivation; learning autonomy; self-regulated learning.

Over the last few years, Mobile Learning (m-Learning) has increasingly attracted scholars' attention. m-Learning is defined as the use of mobile devices in learning such as mobile phones, tablet pcs, pocket pcs and personal digital assistants (pdas). Several studies have pointed out that m-Learning is an interactive type of technology-based learning that can enhance students' motivation. The emergence of new technological equipment and software has facilitated the creation and development of effective methods and materials for mobile assisted language learning (MALL) which is a specialization of mobile learning (m-Learning). This paper focuses on the use and effectiveness of MALL in second and foreign language (L2) education and on the potential of mobile devices as effective tools for delivering language learning materials to the students in terms of gained linguistic knowledge and skills. To this end, a field research was carried out on a sample of 20 applications for L2 learning, created for mobile devices, focusing on the most popular ones: smartphones and tablets. In particular, using the principles and standards proposed by the Common European Framework (CEFR), there was an effort on determining whether these applications contain languages activities in order to successfully support reading, writing, listening and speaking skills and language acquisition in general. Based on the findings further areas of research are suggested.

Initially a tool for social networking and recreation, the blog has now found its way into education and become a platform for learning through social and cognitive constructivist discourse. Through blogging, students collaborate and scaffold their information in order to build knowledge. This educational process is encapsulated in the Cognitive of Inquiry Framework (Garrison, Anderson and Archer, 2000) which breaks it down into these elements: cognitive, social and teaching presences. The purpose of this study was to use this framework as a basis for exploring blogging in an English Immersion Program in a University in Singapore and to investigate the efficacy of blogging in improving students' English writing skills.

This systematic review investigates the potential of Natural Language Processing (NLP) based Artificial Intelligence (AI) technologies to enhance literacy development in higher education. We reviewed (n=63) documents published between 2015 and 2023, exploring how NLP has been used in language education within processes of literacy, biliteracy instruction, and language assessment. The literature reveals exploratory integrations and empirical evidence of the impact of these technologies in language instruction, learning, and assessment which sheds light on NLP software tools used and key application areas. Our findings reveal exploratory integrations and initial evidence for the impact of NLP-based AI on language education, language instruction, assessment and feedback, existing challenges and future directions, as well as ethical considerations that reveal the ongoing debates and efforts to leverage AI powered technologies to current curricular approaches in higher education.

The purpose of this research was to explore the perception of English language teachers towards computer assisted language learning: a study at primary schools in district Karak, KP. The research explored teachers’ perceptions and actual use between perceivedusefulness  ease  of  use,  organizational  support  and barriers  for  implementation  of  CALL  in  English  Language  Teaching.  The  research  study  used  a  convergent parallel equal status design and collected quantitative datathrough closed ended questionnaires, and qualitative data through open ended questionnaires. The study was conducted on a sample of 30 Englishteachers selected through  stratified  random  sampling  whose  goal  is  to  get  equal  ratio  from  the  enrolled  in  remote  and  urban schools. To answer the research questions and to analysis the differences in perceptionsof respondents across categories  on  different  demographic  and  situational  attributes,  descriptive  statistics,  t-tests  and  ANOVA  were employed. The research also found that teachers had a positive attitude toward CALLin terms of its efficiency as a language learning tool, and its benefits on student’s motivation, and effectiveness of instruction. The results suggested no surprising differencesdue to the perception of gender, but large differences among teachers urban vs. rural camps as well as trained and untrained on the components pointed at emphasis put on exposure to and training of components. The study also confirmed the greater negative effect of systemic causes of teachers’ resistance towards CALLembedded materials than teacher factors. The analysisalso described teacher supply and  resource  centres,  more  training  teachers  and  activist  style  policies  as  targeting  least  discrepancy  in technology  access.  By  moving  the  markedsystemic  issues  identified,  CALL  could  be  introduced  as  functional workable and sustainable to improve more through good quality of education in general and teaching of English in particular in the more limited resourced Karak districts.Keywords:Computer-Assisted Language Learning (CALL), Teacher Perceptions, English Language Teaching, Primary Education, Khyber PakhtunkhwaExploring English Language Teachers’ Perceptions Of Computer-Assisted Language Learning At The Primary Level In District Karak, KP

The emerging paradigm of mobile open social learning for languages (MOSL4L) integrates the three elements of mobile, open and social, and in so doing it creates the idea of a conceptually different language learning space. It is a space full of opportunity and challenge, relevant to a post-pandemic world in which we are looking for ways to build back better. The paper discusses tensions between formal and informal language learning and the nature of learning outcomes in MOSL4L. It focuses on the needs of individuals while also considering the characteristics of the virtual spaces in which they participate. It highlights the potential of micro experiences and learning moments as structures that are well aligned with MOSL4L. It suggests developments in language curricula to take account of communication challenges being identified in the contemporary world. Many more new learning designs and software architectures will have to be developed to match the possibilities generated by the M...

T his paper presents Eating out, a Moodle-based digital learning resource for English as a Foreign Language (EFL) teaching that can be run both on computers and mobile devices. It is argued that Mobile Assisted Language Learning (MALL) resources do not necessarily need to be specifically designed for such platforms. Rather, a carefully planned methodology and a well-grounded theoretical basis for the explanation of lexicogrammatical issues are posited as the keys to the creation of Foreign Language Teaching (FLT) digital resources for which computer as well as mobile device users feel they are getting their time's worth.

In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers

Mobile learning is without any doubt the next step in the evolution of educational technology as it offers modern methods of support to the process of learning through the use of mobile instruments. However, although there are a huge number of educational applications in the market at the moment, the educational value of many of them is rather questionable. The final aim of the SO-CALL-ME ((Social Ontology-based Cognitively Augmented Language Learning Mobile Environment) (FFI 2011-29829) research project is to design and create EFL mobile applications that successfully combine technical skills and a solid pedagogy. In this light, the present study is the third phase of a line of research which started in 2012. In the first phase 67 MALL applications in the context of EFL were assessed by means of a rubric not on their technical features but on their pedagogic goals. The results gave us an idea of the qualities and limitations of the apps examined. In the second phase, a quality guide was created as the basis for a more elaborate evaluation rubric. Out of the EFL apps previously analyzed with the first rubric, we chose four that fulfilled the features considered most important for the apps to be developed in a final stage of the research project. In the third phase, a rubric was used to evaluate the linguistic adequacy of EFL apps for listening. The present study offers the evaluation of a higher number of apps using the rubrics created in phases 2 and 3 in order to corroborate the first impressions as a final step before using the quality guide for the creation of EFL applications.

This paper provides an examination of both the qualities and limitations of the most salient MALL (Mobil Assisted Language Learning) applications available at the moment by assessing their features from a pedagogic point of view. Operating systems like Google's open source Android, Apple's iOS, and Microsoft's Windows 7, are getting more sophisticated all the time and now have the potential to dramatically change ESL. These devices support individual and collaborative learning and are used by methodologists, linguistic engineers and technological enterprises to develop technology which assists students to learn anytime and anywhere. As a consequence, a large amount of applications for mobile phones, tablets and i-pod players are being employed in second language learning. These applications are the object of our analysis. The underlying motivation for our investigation is the fact that, although the multifarious stimuli from a variety of channels (sound, image, interaction, etc.) are certainly appealing to learners, mobile learning applications also require the thoughtful integration of second language pedagogy. The results here presented are the starting point for the development of MALL applications for EFL teaching/learning as part of the work carried out by linguists and IT engineers within the context of the SO-CALL-ME project in Spain.

Technological developments in ubiquitous computing and wireless communication together with the adoption of mobile multimedia devices and applications have translated into huge opportunities for English as a foreign language (EFL). Operating systems like Google's open source Android, Apple's iOS, and Microsoft's Windows 7 are getting more sophisticated and now have the potential to dramatically change this field. These handheld devices support individual and collaborative learning and offer the opportunity to develop technology that will assist students to learn anytime and anywhere and a large amount of applications for mobile phones, tablets and i-pod players has already been widely employed in EFL. Mobile learning (m-learning) refers to the use of mobile technologies for educational purposes. These devices can offer learning opportunities that are: spontaneous, informal, contextual, portable, ubiquitous, pervasive, and personal (Kukulska-Hulme et al, 2011). Thus, as Pilling-Cormick and Garrison (2007) explained, learners take primary responsibility and control of their learning process, including setting goals and evaluating outcomes. They are no longer the passive recipients of education, but consumers making choices in the learning market. However, although the stimuli from multi-channels (sound, image, interaction, etc.) may be very advantageous for the learner, mobile technologies also require the thoughtful integration of EFL pedagogy. In this paper, we intend to examine both the qualities and limitations of some mobile applications available by assessing their features from a pedagogic and technical point of view with the aid of a quality rubric. The results here presented are the starting point for the development of MALL (Mobile Assisted Language Learning) applications for EFL teaching/learning as part of the work carried out by linguists and IT engineers within the context of the SO-CALL-ME project in Spain.

Cameron Richards’ Words, Ideas, and Optimal Knowledge-Building: A ‘Foolproof’ Self-Help Guide to Academic (and Other) Thinking, Writing, and Problem-Solving offers a thoughtful and practical exploration of the processes involved in academic thinking, writing, and intellectual problem-solving. The book aims to support students, researchers, and educators in developing clearer thinking and more effective academic communication while strengthening their ability to build and organize knowledge systematically.

The book is organized into four main parts comprising twelve chapters, allowing the author to guide readers progressively from the conceptual foundations of academic thinking and writing toward more applied strategies for knowledge-building and research design. Each section builds on the previous one, creating a coherent progression from theoretical reflection to practical guidance.

The volume opens with the Introduction, “The 21st Century ‘Publish or Perish’ Challenge to Human Knowledge?” (pp. 1–12). In this section, Richards situates the discussion within the broader realities of contemporary academia, where increasing pressure to publish can shape research priorities and academic productivity. The author raises important questions about whether current academic systems genuinely promote meaningful knowledge-building or simply encourage rapid publication output. This introduction effectively frames the book’s central concern: how scholars can develop more reflective and effective approaches to research and writing in a demanding academic environment.

This study aims to determine secondary school students (n=23) perspectives of tangible gamification elements. For this purpose, the mathematics teaching process of a group of fifth-grade students (10 years old) was assisted with tangible gamification elements. These elements were designed with a traditional pen-paper approach, appropriate to the age level of the students. The research was conducted with qualitative methods. The case study design was preferred as a qualitative research design. Following the 10-week implementation process, the students were requested to provide their opinions on tangible gamification elements. The main research data were collected using a semi-structured interview form using the focus group interview method. To triangulate the data obtained from the focus group interviews, data collected from researcher observation notes and student diaries were also used. The research data were analysed by content and text analysis methods. The study concluded that tangible gamification elements provide positive experiences to students. In addition, it was determined that a few revisions were needed regarding the gamification elements used in the research. This study serves as a guide for educators on the use of tangible gamification in learning environments. The current study provides a set of recommendations on tangible gamification for educational settings.

With the development of technology in language education, the proliferation of mobile learning has transformed reading habits in EFL (English as a Foreign Language) and ESL (English as a Second Language) contexts. While various mobile platforms are increasingly being integrated into English reading sessions, the understanding of their categorization and collective impacts remains fragmented. Thus, this study systematically reviewed mobile platforms aimed at supporting English reading skills and practices, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) review method. By searching three databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Center (ERIC), 16 articles were selected from 208 articles published between 2018 and 2025. Along with thematic analysis, a qualitative method was used to analyze data. The findings revealed eight categories of mobile platforms that are commonly used for EFL and ESL reading. These platforms were found to be beneficial for students as they provide cognitive and linguistic gains, affective and motivational affordances, and instructional and logistical flexibility. It was emphasized that each platform's effectiveness depended on the integration of sound instructional design, cognitively demanding tasks, and user-friendly features. Challenges and problems that arose during the implementation process were also discussed. These findings indicate that more research is needed on the impacts of mobile learning platforms for English reading. Generally, this review offers valuable insights for students and educators to utilize mobile platforms more effectively, and for mobile platform designers and policymakers to modify and improve their products and policies.

The integration of digital technologies in education has transformed reading practices and instructional strategies. This study examines learners' perceptions of task-based reading strategies in digital learning environments. Task-based strategies emphasize active engagement through meaningful tasks that promote interaction, comprehension, and critical thinking. Using a mixedmethods approach, data were collected from online learners through questionnaires and interviews to explore their experiences and attitudes toward these strategies. The findings reveal that learners generally perceive task-based reading as engaging, motivating, and effective in enhancing comprehension. However, some challenges, including task complexity and technological limitations, were also identified. The study highlights the importance of well-designed tasks in fostering positive learner experiences and improving reading outcomes in online education.

Motivation in English Language Teaching (ELT) and English LanguageLearning (ELL) has been extensively researched, encompassing diversetheoretical and empirical perspectives (Oh & Kim, 2024). Aligned withthese studies, as a novel phenomenon, the term Directed MotivationalCurrents (DMCs) was introduced by Dörnyei and his colleagues (Dörnyeiet al., 2016). DMCs is mostly defined as a high-level of motivation andlong-lasting involvement, including effort and positive emotions, toachieve a specific long-term goal or vision (Ibrahim, 2016). These highand intense motivational surges also include Complex Dynamic SystemsTheory (CDST), the self and identity, Flow Theory (Csikszentmihalyi,1988) and dynamic concepts during teaching and learning English intoday’s world.

(PDF) Directed Motivational Currents in Turkish EFL Research: An Overview of Postgraduate Studies. Available from: https://www.researchgate.net/publication/399342532_Directed_Motivational_Currents_in_Turkish_EFL_Research_An_Overview_of_Postgraduate_Studies [accessed Mar 30 2026].

One of the most influential modern teaching methods is the flipped classroom, where the student self-learns, and the teacher is not the only one to supply the information. Studies of diverse types of empirical articles and studies about the flipped classroom illustrate the effect of the flipped classroom and modern learning compared to traditional knowledge, where the student is the receiver of the learning Different evidence demonstrate the effective of the flipped classroom method, which significantly affects the student academically and emotionally and offers suitable learning opportunities and environments.

استهدف البحث التعرف على أهم الإصلاحات التعليمية الجديدة بالتعليم قبل الجامعي في مصر، والكشف عن مدى وعي وإدراك القيادات الوسطى لدورها في دعم التغيير والإصلاحات التعليمية الجديدة بالتعليم قبل الجامعي في مصر، والوقوف على أهم المعوقات، وتحديد المتطلبات اللازمة، وتقديم بعض التوصيات المقترحة لتفعيل دور القيادات الوسطى في دعم التغيير والإصلاحات التعليمية بالتعليم قبل الجامعي في مصر. استخدم البحث المنهج الوصفي وأداة الاستبانة وتم تطبيقها على مجموعة من العاملين بالمديريات والإدارات التعليمية من القيادات الوسطى في مصر بلغت (355) فردًا. وقد توصل البحث إلى موافقة أفراد عينة الدراسة الميدانية بدرجة عالية على عبارات المحور الأول والمحور الثالث، وبدرجة فوق المتوسطة على عبارات المحور الثاني. وكان من أهم توصيات البحث: ضمان مشاركة مختلف المستويات الإدارية في مناقشة أية إصلاحات تعليمية مقترحة قبل إقرارها، وضرورة الاهتمام بإعلام القيادات التربوية بشكل عام والقيادات الوسطى على وجه الخصوص بإستراتيجيات تطوير وتحسين التعليم قبل الجامعي وكل الإصلاحات التعليمية الجديدة وآليات مساندة ودعم تطبيقها، والعناية في اختيار القيادات الوسطى وفقًا لمعايير الكفاءة العلمية والإدارية، والعمل على تحسين نظم المتابعة والإشراف والرقابة والمتابعة والاتصال داخل المديريات والإدارات التعليمية، مع ضرورة مساندة ودعم دور التكنولوجيا في إدارة التعليم قبل الجامعي.

As technology increasingly pervades both the life spaces and learning spaces of tertiary students, the integration of educational technologies into L2 English language learning has become a key consideration for educators aiming to develop teaching approaches that align with students’ technological experiences. This research explores L2 English learners’ self-perceptions regarding their use of technology for language learning, both inside and outside the classroom. It presents preliminary findings on how L2 English language learners at a private university in Japan perceive and use technological tools, platforms, and devices to support their L2 English learning. These self-perceptions reflect learners’ engagement with technology and their experiences with informal tertiary-level English language coursework. This study builds upon existing research on technology acceptance. Findings suggest that most students hold a generally positive view of integrating educational technologies into both their academic and independent English study. However, some responses revealed concerns and anxiety about adopting new technologies. The research includes written excerpts from participants, providing insight into their reasoning and highlighting the complexity of learner attitudes toward technology-enhanced language learning.

This study addresses the challenge of fostering critical thinking in English as a Foreign Language (EFL) instruction, particularly in the Critical Listening course. To meet this need, the ARRRIPS model-Analyze, Review, Revise, Record, Immediately Podcast, and Share was developed. The research adopted a Research and Development (R&D) design guided by the ADDIE model. Conducted at Universitas Negeri Semarang (UNNES), the study involved two classes: an experimental group using the ARRRIPS model and a control group receiving a conventional instruction model. A quasi-experimental design was applied to evaluate the model's effectiveness, using pre-and post-tests for quantitative analysis, and interviews, observations, and students' artefacts for qualitative insights. Instruments included a validated critical thinking rubric based on Facione's (1990) framework, perception questionnaires, interview guides, and observation checklists. Quantitative data analyzed with SPSS 25 showed a significant difference between the experimental group (mean = 15.59) and the control group (mean = 7.97; p < 0.001). Qualitative data revealed enhanced engagement, autonomy, and metacognitive reflection among the students. The study concludes that the ARRRIPS model effectively improves critical thinking in EFL listening instruction. It offers a practical, technology-integrated framework aligned with Merdeka Curriculum goals and learner-centered pedagogies.

Este artigo analisa o efeito da gamificação no processo de ensino e aprendizagem na Unidade Curricular de Educação Ambiental e Sustentabilidade, direcionada aos estudantes do 2.º Ano do curso de Educação Primária do ISCED-Benguela, propondo um modelo de inclusão dessa abordagem no ensino primário. O estudo fundamenta-se na premissa de que a gamificação, ao introduzir elementos lúdicos no contexto educativo, favorece a motivação, a interação e o desenvolvimento de competências cognitivas e socioambientais e sustentáveis. Metodologicamente, trata-se de uma pesquisa mista -quantitativa e qualitativa, de natureza exploratória, apoiada em revisão bibliográfica e proposta de intervenção pedagógica contextualizada. Os resultados de estudos relacionados apontam que a gamificação, quando alinhada a objetivos formativos claros, contribui significativamente para a formação de atitudes ambientais e sustentáveis e para o aumento da participação discente. Assim, propõe-se um modelo de implementação da gamificação nas escolas primárias de Benguela, articulando missões ecológicas, desafios comunitários e feedback participativo, com vista à implementação de práticas Ambientais e Sustentáveis conscientes.

The systematic literature review explores the use of Artificial Intelligence (AI) tools in foreign language (FL) education within K-12 school settings. It aims to offer a comprehensive understanding of the current state of research, identify emerging trends and gaps in the literature, and provide valuable insights for educators and researchers in the field. We analysed 16 empirical studies conducted between 2019 and 2023, focusing on three key areas: the pedagogical integration of AI tools, their impact on language learning outcomes, and future research recommendations. The review provides insights into the pedagogical aspects of AI utilization, the theoretical frameworks of the studies, and the research methods employed. The findings highlight the specifics of using AI tools, their impact on language learning outcomes, and the challenges and potential benefits of implementing AI in K-12 FL education.

Se prohíbe la reproducción total o parcial de esta obra, por cualquier medio, sin la autorización expresa del titular de los derechos. Herreño Contreras, Yomaira Angélica. Voices from TEFL Practices in Higher Education Settings. / Yomaira Angélica Herreño Contreras, [y otros nueve autores]. -

The Education and Training Evaluation Commission in Saudi Arabia reports that many students entering university preparatory year programs face difficulties with basic English skills, particularly receptive skills in reading and listening, which are key to academic study. These difficulties are commonly associated with low learner motivation and limited exposure to relevant English practice. Although Mobile-Assisted Language Learning has gained international attention for its gamified and adaptive features, empirical evidence from Saudi preparatory year contexts remains limited. This mixed-methods pilot study considers the use of Duolingo and ReadTheory in relation to learner motivation and receptive skill development. Sixty male students at A1-A2 levels of the Common European Framework of Reference for Languages were purposively selected from a Saudi public university. The intervention was structured using the PF-4M framework, with a focus on authenticity, personalization, autonomy, and contextualization. Quantitative data were collected using a CEFR-aligned receptive skills test administered before and after the intervention and a post-intervention adapted Language Learning Motivation Scale. Qualitative data were drawn from reflective journals and weekly classroom observations documenting learner engagement. Results showed increases in receptive test scores, with mean scores rising from 8.12 to 15.17, alongside higher reported motivation levels. While both applications were well received, some

The International English Language Testing System (IELTS) is a globally recognized assessment that evaluates proficiency in four core English language skills: Listening, Reading, Writing, and Speaking (Peltekov, 2021; Read, 2022; Chairiyani & Agustin, 2025). Each skill is assessed through tasks designed to reflect authentic communicative contexts and academic requirements. The Listening component is especially important, as it measures candidates’ ability to comprehend spoken English efficiently and accurately (Rezai, et al 2023; Kabir & Cunningham, 2023; Ghiasian et al. 2025).

The present study investigates the potential of using the CALL-based platform of Rosetta Stone application and Mall-based platform of Rosetta Stone application for teaching English vocabularies to EFL learners. The current study was carried out on a sample of 60 male Iranian language learners within the age range of 15 to 25 in a private English language institute. Then, they were divided into three groups including technologicalbased groups (CALL-based group and MALL-based group) and a Classroom-based group (no technology integration). Technological-based groups learned vocabularies through Rosetta stone applications by their mobile and personal computer. On the other hand, the Classroom-based group learned vocabulary via the teacher-fronted platform. One-way analysis of covariance was utilized to compare the mean scores of the three groups. Also paired samples t-test was used to compare the pretest and posttest scores of each group. The results of the present study demonstrated that technological-based groups significantly outperformed the classroom-based group. Also, the findings of this study showed that statistically it could be concluded that the PC-based learning group's development in terms of vocabulary knowledge was indeed better than those of the mobile-based learning group and classroom-based learning group. Overall, the findings of the study supported the effects of technology on learning vocabulary among foreign language learners.

This conceptual paper reviews and synthesizes the historical trajectory of group dynamics theory and research in language learning and teaching, covering both whole-class and small-group work contexts. Drawing on diverse theoretical frameworks-including cognitive and sociocultural theories of language acquisition, neuroscience, positive psychology, self-determination theory, learner engagement, emotional contagion, flow theory, and directed motivational currents-the paper first establishes a rationale for the crucial role of cultivating positive group dynamics among language learners. The subsequent section offers precise definitions and essential characteristics of three core concepts: group, group dynamics, and group work dynamics. Following this, I delineate and explain the key features identified in the literature that constitute positive group dynamics. These features include a cooperative classroom goal structure, supportive physical classroom characteristics, strong group cohesiveness, clear group norms, effective teacher and learner leadership, supportive and confirming communication, and nonverbal immediacy. The core of the paper summarizes the wide array of empirical studies-utilizing various research methodologiesthat have investigated group-related phenomena with language learners and teachers. This research overview is strategically organized into two distinct sections: studies operating primarily within a motivational perspective and those examining a learner engagement perspective. Based on the conclusions reached from this comprehensive review, the paper concludes by offering specific suggestions for future research directions in the field.