Abstract-The availability of smart phones connected to mobile network and the occurrence of APPs developed for the educational purposes provide us with the possibility and feasibility of mobile teaching and learning. English Fun Dubbing, an APP designed for its users to practice oral English, was employed in this one-academic-year empirical study to evaluate the benefits of mobile APPs in the field of pedagogy. When the study ended, an anonymous online questionnaire was distributed to the 123 participants to survey the effects of English Fun Dubbing on their English language learning. The results showed that the majority of the respondents were satisfied with it in many aspects including its conveniences, flexibility, user-friendliness, rich materials, authentic language context, etc. and also its functions to inspire learning interests, foster learner autonomy, help realize personalized learning, and so on. We concluded that a reasonable and wise choice of APPs would not only be useful for students' English learning, but also help lead them to use mobile phones in a positive way.Index Terms-mobile English learning; APP; empirical study; anonymous online questionnaire I. INTRODUCTIONThe popularity of mobile devices such as iPods, iPads and smart phones has made mobile teaching and learning both possible and feasible. The employment of mobile devices for pedagogical purposes has long been a focus in the academic circles, starting in the 20 th century in the West and currently also prevailing in this century in China and other developing countries [1]- [3]. Mobile devices are in essence devices for ICTs (information and communication technologies). If teachers have a deepened understanding of information technology and if they can change their philosophy of teaching, the ICT-based teaching mode can be ensured [4]. Compared with traditional ICT devices like laptops and computers, mobile devices have transparent advantages due to their lighter weight, orientation flexibility, instant-on capacity, fast switching, mobility, long battery life and touch interface [5]- [6]. These features provide possibilities to implement ubiquitous, interactive, collaborative, informal, individualized, situated and self-regulated teaching and learning [7]-[8]. However, although some empirical studies on mobile teaching and learning have recently occurred, this kind of pedagogical mode is still rare, especially in the setting of higher education [9]- [11]. Consequently, we need more studies on mobile pedagogical strategies and how these strategies can contribute to student's learning process.The present study is based on "English Fun Dubbing" (EFD), an APP applicable to both iPhone and Android operating systems (see http://www.qupeiyin.com/ for more information). It was developed by a Chinese SciTech company to assist its users' oral English practices free of charge. As shown in Fig. 1 below, it provides abundant learning materials including movies, animations, short videos, classical textbooks and songs, all with native English speaker...

The aim of this study was to reveal hotspots and frontiers of computer-assisted English learning (CAEL) studies indexed by EI Compendex database from 2001 to 2020 via bibliometric analysis. The publication output has exponentially grown in the past two decades and is likely to progress in the next several years. China occupied the leading position， while Lecture Notes in Computer Science was the most prolific journal, and Deyi Xiong was the most productive author. Keyword analysis was assisted by VOSviewer software. Our results show that “computer aided instruction”, “computer aided language translation” and “learning systems” were the most frequently used keywords in documents. CAEL studies were mainly conducted from five dimensions (technology, learners, teaching, English acquisition and testing). The findings of this study have implications for English language instructors. Teaching methods and modes should be adjusted according to technology development.

The assessment of teaching quality is a very complex and fuzzy nonlinear process, which involves many factors and variables, so the establishment of the mathematical model is complicated, and the traditional evaluation method of teaching quality is no longer fully competent. In order to evaluate teaching quality effectively and accurately, an optimized GA-BPNN algorithm based on genetic algorithm (GA) and backpropagation neural network (BPNN) is proposed. Firstly, an index system of teaching quality evaluation is established, and a questionnaire is designed according to the index system to collect data. Then, an English teaching quality evaluation system is established by optimizing model parameters. The simulation shows that the average evaluation accuracy of the GA-BPNN algorithm is 98.56%, which is 13.23% and 5.85% higher than those of the BPNN model and the optimized BPNN model, respectively. The comparison results show that the GA-BPNN algorithm in teaching quality evaluation can make reasonable and scientific results.