Usability Testing of VLASTA: A Vocabulary Learning and Strategy Teaching App

Exploration and Exploitation of Mobile Apps for English Language Teaching: A Critical Review

“…After reading selected articles, it is evident that mobile assisted teaching, primarily mobile applications for English language teaching, is facing a profound change. English language teachers and researchers agree that mobile-assisted learning has a huge positive impact on English language teaching and learning (e.g., [Rezaei et al, 2014;Abdi & Cavus, 2019;Mirzaei et al, 2018]). While mobile devices in teaching the English language appear to be rising, the primary issue lies in how these applications should be used.…”

“…Several studies used experimental methods, e.g. (Mirzaei et al, 2018;Samaie et al, 2018;Wu, 2019;Zou & Li, 2015). Hişmanoğlu et al (2017) such as qualitative research methodology, while Gangaiamaran & Pasupathi (2017) used a systematic literature review.…”

“…Several of the 13 articles outlined the pedagogical practices when using the mobile application in English language teaching. Mobile applications were used to acquire and improve students' vocabulary (Mirzaei et al, 2018;Wu, 2019;Mohd Asraf & Supian, 2017;Rezaei et al, 2014). Other studies reported that teachers could use applications such as WeChat and WhatsApp were generally used to help learners learn English as a second language (Samaie et al, 2018;Jin, 2017).…”

“…Users need to consider the availability of mobile devices, associated cost, and Wi-Fi connection The outcomes of these articles report various impacts on mobile-assisted learning, especially mobile applications, in teaching the English language. Some studies showed that both students and teachers preferred mobile applications to teach and learn English (Mirzaei et al, 2018). Mobile-assisted teaching helps learner improve their vocabulary and increase confidence in participating in the classroom (Rezaei et al, 2014), and they make learning enjoyable (Abdi & Cavus, 2019;Gangaiamaran & Pasupathi, 2017).…”

Educational Mobile Games as a Tool for Increasing Vocabulary When Learning a Foreign Language

“…The process of learning foreign language vocabulary is accompanied by a number of problems, such as limited interaction with the target language, inadequate amount of time and attention devoted to learning the language, wrong distribution of tasks, or the incompetence of teachers (Ergen & Elma, 2018). The use of mobile devices is considered as one of the solutions to this problem as it provides easy access to information regardless of the learner's location and takes into account their preferences (and not only the learning plan drawn up by the teacher); in addition, there are no time constraints and it is characterized by portability and the entertaining nature of learning in contrast to traditional learning methods or online learning with a teacher on educational platforms (Mirzaei, 2016). The main advantage of mobile learning compared to online learning is that it is individualized and focused on the learning path of each student while online learning is based on the freedom of movement but with the preservation of the idea of classroom learning time with a teacher (Dumford & Miller, 2018).…”