With the development of mobile Internet technology and the advent of the information age, people's demand for mobile learning is growing and the studies on mobile English learning platform are also drawing more and more attention. In this article, firstly, the background of mobile learning is introduced and a Conversation-Activity-Distribution theoretical model, CAD, is proposed with activity theory, situation cognition theory and distributed cognition theory as the cognitive basis. Then, the students’ demand and expectations for implementation, function and content of the mobile learning system are learned by the combination of experiential researches and questionnaire surveys. A model of college English mobile learning system is proposed based on the CAD model, the overall structure of the model is discussed and its various functional modules introduced. With vocabulary learning as case design, the process design, function design and adaptive design of the system are introduced and the functional interface to the system demonstrated. Theoretically, this article enriches the theoretical basis of mobile learning and improves the methods of mobile learning system. Practically, through the studies on related learning theories, it puts forward a CAD theoretical model and carries out the case study on English vocabulary, which are conducive to the popularization of mobile learning in English learning and the improvement of teaching quality.

This study compared the effect of two face-to-face(F2F) and e-learning education methods on learning, retention, and interest in English language courses. Participants were EFL students studying at Islamic Azad University, for the academic year 2021–2022. A multiple-stage cluster-sampling method was used to select the target participants. Three hundred and twenty EFL learners participated in the study. Students were studying in different majors: accounting, economics, psychology, physical education, law, management, and sociology. Two English tests were applied, a teacher-made VTS (Vocabulary Size Test) and an achievement test (including reading comprehension and grammar questions). Also, a questionnaire was applied to measure the students’ learning interest in F2F and online learning groups. The study found significant differences in learning outcomes related to students’ English learning and vocabulary retention rates. It was seen that the E-learning group that participated in online sessions through the Learning Management Systems (LMS) platform outperformed the F2F group. Another critical finding revealed that learners’ interest in learning English in E-learning classes was higher than in the F2F group. In addition, all constructs of interest (feeling happy, attention, interest, and participation) were higher in scores in the E-learning than in the F2F group. Language teachers, university instructors, educators, syllabus designers, school administrators, and policymakers might rethink their teaching approaches and incorporate E-learning into the curriculum to meet their students’ needs.

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