Title Abstract

1. The Role of Mobile-Assisted

Language Teaching (MAELT) in
Reducing Language Anxiety and
Improving Oral Communication
Skills Among Engineering
Students.
2. Identity Construction in Children's
Literature: A Critical Discourse
Analysis of Folk Tales In Pakistan
3. Technology, Culture, and
Language Learning: Assessing the
Effectiveness of a Mobile-Assisted
English Learning Module in a
Pakistani Context
4. Bridging the Gap between
Traditional and Mobile Learning: A
Culturally Inclusive MAELT Model
for English Language Education
5. Multimodal Learning and Cultural
Relevance in MAELT: A Study of
Pakistani EFL Students' Learning
Preferences and Performance
6. Mobile-assisted language Researchers have increasingly investigated the
effectiveness of commercial mobile-assisted
learning with commercial language learning (MALL) applications (apps)
apps: A focused such as Duolingo, Babbel, Busuu, Memrise,
methodological review of and Rosetta Stone, with several methodological
reviews that have been published to date.
quantitative/mixed However, prior reviews have often lumped
methods research and together MALL studies involving commercial
ethics apps with those that investigate teacher-
generated MALL activities. Such reviews also
provide limited discussions of important issues
involving research ethics. This study aims to
fill these gaps by conducting a focused review
of studies from the past 10 years (2014–2023)
that have appeared in six key CALL journals.
Investigated are 1) the research methods used
in commercial MALL app studies using
quantitative or mixed methods (e.g., samples,
target languages, instruments), and 2) the
extent to which researchers have discussed
issues of research ethics (e.g., disclosing
funding, conflicts of interest). The findings
illustrate trends in the popularity of certain
target languages, topics, and instruments, along
with issues involving the reporting of key
 statistical information. Some authors also
provide wide-ranging discussions of ethics;
however, many studies lack transparency
concerning potential conflicts of interest. Based
on these findings, recommendations are
provided for conducting future research with
commercial MALL apps.
7. A SYSTEMATIC REVIEW OF MOBILE- Purpose - The integration of mobile technology in
ASSISTED VOCABULARY LEARNING ESL/EFL contexts has garnered significant attention
AND TEACHING IN ESL/EFL CONTEXT from contemporary researchers, teachers, and
learners due to the advancements in technology,
dynamic features, and multimodal applications.
With this growing interest, there is a need to
synthesize the existing literature and identify
current trends in the field.

Methodology - This study reviewed research on

mobile-assisted second language (L2) vocabulary
learning and teaching through two approaches.
First, a bibliometric analysis was employed to
provide a comprehensive overview of the field,
encompassing 774 publications retrieved from the
Scopus database. Second, 20 empirical articles
were analyzed to determine technological and
pedagogical trends in MAVL studies.

Findings - The analysis identified the most

frequently used keywords, influential authors, and
the most productive countries in MAVL research.
Key areas of focus in L2 vocabulary learning and
teaching included learners’ performance and
perceptions, with gamification emerging as a
predominant technological feature in recent
empirical studies.

Significance - Although the findings are

preliminary, they offer valuable insights for
conducting future
research, emphasizing emerging trends and
unexplored areas within MAVL.
8. MOBILE-ASSISTED LANGUAGE The rapid integration of mobile technology into
LEARNING (MALL): education has revolutionized second language
REVOLUTIONIZING SECOND acquisition, giving rise to Mobile-Assisted
LANGUAGE ACQUISITION Language Learning (MALL) as an innovative and
flexible learning approach. This study explores the
effectiveness, advantages, and challenges of MALL
in comparison to traditional language learning
 methods. The research aims to investigate the role
of MALL in enhancing second language acquisition
and to analyze its effectiveness against
conventional teaching methods. The paper tries to
identify challenges faced by learners and
educators, and examine future trends and
opportunities in mobile-assisted learning as well.
The research paper employs a mixed-methods
approach combining quantitative surveys with
second language learners and educators,
qualitative interviews with language instructors,
and an experimental study comparing MALL-based
learning with traditional methods. The findings
suggest that MALL enhances learner motivation,
engagement, and accessibility, fostering self-
directed learning through interactive mobile
applications. However, technological limitations,
digital literacy gaps, and the need for structured
pedagogical strategies pose challenges to its
widespread implementation. Ultimately, This study
contributes to the growing body of research on
technology-enhanced language learning and offers
valuable insights for educators, policymakers, and
EdTech developers in optimizing MALL for effective
second language acquisition. Future research
should focus on long-term effects, AI-driven
language learning, gamification, and accessibility
improvements to maximize MALL’s potential in
diverse educational settings.
9. Mobile Assisted Language Learning: Despite the increased use of mobile devices for
Ecuadorian Undergraduate language learning, little research has examined
Polytechnic Students' Perceptions Ecuadorian university students' perceptions of
Mobile-Assisted Language Learning (MALL). This
study aims to explore undergraduate polytechnic
students' perceptions of using MALL for English
skills development. Also, it looks at the different
factors associated with the acceptance of
technology and identifies those that are more
common. This quantitative research design uses a
survey adapted from the Technology Adoption
Model (TAM). It counts with the participation of
126 Ecuadorian undergraduate polytechnic
students taking English as a foreign language
classes. Participants were very positive about using
MALL applications to learn English during their off-
classroom time. The average total mean score was
4.373. It was also determined, through multiple
regression analysis, that Perceived Usefulness (t =
 6.025, p < 0.000), Social Influence (t = 2.876, p <
0.000), and Perceived Outcomes (t = 3.903, p
<0.000) were the highest predictors of MALL
acceptance. The two main contributions of this
study to the literature are that students feel a
connection between their language learning aims
and attaining them by using MALL. Perceived
Outcome is a high predictor of MALL usage. The
findings suggest that Ecuadorian educational
practices should increasingly integrate Mobile-
Assisted Language Learning (MALL) technologies,
as students perceive them as highly useful,
especially in improving language skills, fostering
social collaboration, and offering personalized,
flexible learning experiences that align with their
technological readiness and cultural context.
10. Self-directed learning for optimizing Sustainability has become an essential factor in the
sustainable language learning via field of education as the world evolves toward
mobile assisted language learning: a digitization. Technology is a valuable educational
systematic review tool for sustainable development and it is rapidly
adopted worldwide, leading to substantial
educational innovations and findings. Technology
such as Interactive Whiteboards, Learning
Management Systems (LMS), and Mobile Assisted
Language Learning (MALL), enhance self-directed
learning among the learners. According to the
goals of UNESCO, the 2030 Agenda for Sustainable
Development Goal-4 (SDG4) focuses on quality
education that endorses equity and equal
opportunity for all. Mobile Learning is an
educational method that can improve a teaching-
learning context. However, limited studies have
focused on utilizing MALL in the context of self-
directed learning. The present study discusses the
use of mobile applications for sustainable language
learning. It provides a systematic review of the
findings of 16 empirical studies published between
2019 and 2023 from Scopus and the Web of
Science, based on PRISMA (Preferred Reporting
Items for Systematic Reviews and Meta-Analyses)
2020. The study analyzes the use of mobile apps
for self-directed learning and highlights the
importance of digital abilities in promoting lifelong
learning. The result indicates the benefits of self-
directed learning in promoting sustainable learning
and discusses the potential of Mobile-Assisted
Language Learning (MALL) in providing lifelong
learning opportunities.
11. INTEGRATING MOBILE-ASSISTED Technology plays a pivotal role in shaping human
LANGUAGE LEARNING (MALL) IN life, impacting various sectors, including education,
TEACHING EFL OF SENIOR HIGH where teachers use cell phones and internet
SCHOOLS IN JEMBER REGENCY resources to enhance student engagement and
learning. The use of technology, particularly mobile
devices, has revolutionized learning by providing
access to diverse digital materials, promoting
lifelong learning, and facilitating cooperative
knowledge exchange. While technology offers
numerous opportunities to enhance learning
experiences, challenges persist, such as the limited
utilization of engaging media in English as a
Foreign Language (EFL) instruction. Teachers' lack
of digital skills and students' excessive mobile
phone use pose obstacles to effective technology
integration, leading to distractions and poor
academic performance. Despite these challenges,
Mobile Assisted Language Learning (MALL) has
shown promise in promoting interactive English
language exercises and improving language
proficiency by offering flexible learning
environments. The study used an explorative case
study that aims to identify the digital learning
platforms used by teachers in teaching English
skills especially receptive skills (Reading and
Listening) and productive skills (Speaking and
Writing ). The data was taken from the interview. It
was analyzed using thematic analysis and member
checking to validate. From the findings, some of
the platforms that can be used in learning English
include Google Browser, VOA Learning English, BBC
Learning English, Newsela and Google Sites used in
learning Reading skills. As for learning listening
skills, there are YouTube, TED-Ed, Nearpod and
Podcasts. In teaching speaking skills, there are
YouTube, Google Drive, HelloTalk, Duolingo,
WhatsApp and Zoom. For teaching writing skills,
you can use platforms such as Instagram, Google
Products, Jamboard, Hemingway Editor, Facebook
and WhatApps. Some of the findings related to
challenges include teachers' unfamiliarity with
digital platforms, big size class, and limited
supporting equipment. Meanwhile, the strategies
include participating in MGMP activities, seminars,
webinars and implementing collaborative/group
learning and using multimedia laboratories, free
platforms and the internet (hotspots). Through the
effective integration of technology, educators can
 create dynamic, personalized learning experiences
that foster student engagement and drive
academic success.
12. Effectiveness of Mobile-Assisted This study aimed to assess the effectiveness of
Instruction in Enhancing the EAP mobile-assisted instruction (MAI) in enhancing the
Reading Performance of Faculty of English for Academic Purposes (EAP) reading
Education EFL Freshers performance of Faculty of Education (FoE) English
as a Foreign Language (EFL) freshers. The
participants were 241 FoE EFL freshers enrolled in
six majors, studying the EFL course at the FoE in
Al’isma’ilayya, Suez Canal University. They were
randomly selected and divided into one
experimental group (117 students) and one control
group (124 students). The study design was quasi-
experimental. The experimental group studied the
prescribed coursebook activities, using MAI as part
of their EFL course, whereas the control group
studied the same activities using the regular
method. Two instruments were prepared by the
researcher: an EAP pre-posttest and an instruction
evaluation survey. The results indicated that MAI
was effective in enhancing the EAP reading
performance of the experimental group.
Additionally, it was even more effective than paper
reading instruction in enhancing the EAP reading
performance (skills) of the FoE EFL freshers. The
experimental group participants expressed
satisfaction with the MAI of EAP reading and the
other instruction aspects in general and mentioned
more merits of MAI than the demerits.
13. Mobile-assisted vocabulary learning There is a strong need for English for academic
in an EAP context purposes (EAP) students to expand their
knowledge of academic English words. There is
also an increasing need for technology to be
integrated into EAP teaching. The study reported in
this chapter aimed to investigate EAP students’
experiences in informal mobile-assisted academic
vocabulary learning while looking at the students’
attitudes toward mobile-assisted vocabulary
learning and how they used mobile learning
activities outside the classroom. The study
involved the creation of mobile activities using
online tools. The mobile activities were used and
evaluated by two groups of EAP students who
could access them with their mobile devices in and
out of the classroom. Data were collected from
questionnaires, vocabulary tests, online discussion
forums, and focus group discussions. Findings
 indicate that there were overall positive outcomes,
and the mobile activities were helpful for the
students’ academic vocabulary learning. They
support the usefulness of mobile-assisted
vocabulary learning in EAP contexts and provide
practical implications for the implementation of
mobile-assisted academic vocabulary learning.
14. A Systematic Literature Review of Vocabulary learning is an essential dimension of
Technology-Assisted Vocabulary foreign language learning. The learners have a
Learning huge responsibility in this task. Among other
factors, time constraints and an overall lack of
maintained motivation on the part of students
makes it especially challenging. Consequently,
improving vocabulary learning requires strategies
to motivate learners and encourage autonomous
learning. Technology-Assisted Vocabulary Learning
(tavl) aims to provide solutions to this set of
problems.

Objectives
We aim to provide an overview of the different
types of TAVL tools developed and studied since
2015 with regard to (1) tool features, (2) observed
variables and research methods used in the studies
and (3) impact on learners' vocabulary acquisition,
motivation and engagement.

Method
We conducted a systematic review of the literature
between 2015 and 2023 on TAVL. After delineating
our field of study and research query, we followed
a rigorous methodology to extract relevant papers
to answer our research questions. A total of 44
papers of different languages and academic levels
were selected for this review.

Results and Conclusions

We report a wide variety of features provided by
TAVL tools in various contexts. We observe an
overall positive influence of TAVL tools on learners'
vocabulary learning, motivation, flow and
engagement. We also discuss potential biases in
the studies, which do not allow generalisation of
the results. We conclude with recommendations
for developers and researchers, including the use
of more standardised experimental protocols with
comparable measures, the integration of
collaborative and social features, and a more
 central role for teachers and academic learning
contexts.
15. Supporting english speaking practice Amid globalization, the demand for English oral
in higher education: the impact of AI proficiency continues to grow. This study employs
chatbot-integrated mobile-assisted a quasi-experimental design to investigate the
blended learning framework integration of an AI chatbot into the mobile-
assisted blended learning (MABL) framework. It
examines the impact of this approach on the
spoken English abilities of Chinese non-English
major university students learning English as a
foreign language (EFL). A total of 72 students
participated in the study, with 36 students in the
experimental group and 36 in the control group.
The AI chatbot, integrated into the MABL
framework, offers learners real-time feedback and
interactive dialogue in a flexible learning
environment not bound by time or space. Over an
eight-week intervention, the framework’s
effectiveness was evaluated using pre- and post-
tests and a modified Technology Acceptance
Model (TAM) questionnaire. Results indicated that
students in the experimental group significantly
enhanced their fluency and appropriateness in
spoken English after using the framework.
Additionally, students’ positive feedback on the AI
chatbots’ usefulness, ease of use, and learning
process, coupled with their high engagement and
satisfaction, signifies strong acceptance of this
innovative learning framework. These findings
underscore the potential of AI chatbots to enhance
English oral proficiency in education, offering new
insights for similar educational contexts.
16. Integrating Sustainable Development This study reviews recently published scientific
Goals into Foreign Language Teaching literature on the integration of the Sustainable
and Learning Contexts with the Use Development Goals (SDGs) adopted by the United
of Technology: A Systematic Nations (UN) into foreign language (FL) teaching
Literature Review and learning contexts with the use of technology.
The aim of this dissertation is to (a) explore the
role of technology in the integration of SDGs into
FL teaching and learning contexts (b) present a
synthesis of the available empirical evidence on
the benefits as well as the challenges of using
technology as an educational tool with the aim of
facilitating the integration of SDGs into FL teaching
and learning contexts, and (c) define future
research perspectives concerning the integration
of SDGs into Computer-Assisted Language Learning
(CALL) contexts. The outcomes of this systematic
 literature review are discussed in terms of their
implications for future research, and can provide
useful guidance for stakeholders, policymakers,
publishers, educators and researchers in the field
of CALL.
17. Informal Learning of English or As digitization advances, English learning has
English Learning Beyond the gained prominence increasingly
Classroom? among language researchers. However, informal
A Systematic and Bibliometric Review learning of English (ILE) or
English learning beyond the classroom (ELBC) have
struggled with conceptual
ambiguity and a lack of systematic bibliometric
reviews regarding their evolution
in the context of higher education. This study
addresses this gap through a
comprehensive literature review employing both
quantitative and qualitative
methods to examine these concepts and identifies
emerging trends. This study
follows the Preferred Reporting Items for
Systematic Reviews and Meta-Analyses
(PRISMA-2020) framework, and 678 publications
were selected between 1998
and 2024. Excels, VOSviewer, and CiteSpace were
used to visualize data on
publications, research collaboration, authorship,
international collaborations and
co-occurrence. The findings revealed significant
shifts in the focus and scope of
ILE/ELBC research, highlighting four phases:
Emergence from 1998 to 2009,
technology integration from 2010 to 2015, digital
trend from 2016 to 2020, and
current state 2021-2024. Besides, this study
contributes to the literature by
providing a comprehensive evolution of ILE/ELBC,
and identifying four key
drivers: learner autonomy, self-regulation, self-
direction, and technology. These
insights offer valuable implications for educators
and researchers interested in the
evolving dynamics of ILE/ELBC in higher education.
18. Systematic Literature Review on Integrating digital resources into educational
Persuasive System Design Framework assessment has led to the widespread adoption of
for Managing Curriculum e-portfolios as tools for documenting and
Performance evaluating student achievement, thereby
transforming traditional evaluation methods.
However, the existing frameworks primarily focus
 on assessing academic performance, often
neglecting the comprehensive monitoring of
student’s co-curricular activities. To overcome
current gaps in comprehensive student evaluation,
this study introduces a conceptual framework
incorporating persuasive system design (PSD) into
an e-portfolio to facilitate efficient co-curricular
performance monitoring in Malaysian secondary
schools. To ensure a thorough approach to
educational evaluation, it is essential to effectively
monitor and manage academic and extracurricular
performance to understand student progress
comprehensively. By adding Physical Activity,
Sports, and Co-curriculum Assessment (PAJSK) –
specific categories and key PSD elements- primary
task support, dialogue support, system credibility
support, and social support- that are all designed
to improve user engagement and system
dependability in an educational environment, the
framework builds on the Oinas-Kukkonen and
Harijumaa PSD Model. This study adapts and
discusses the persuasive design elements to meet
the goals of educational assessment frameworks
by comparing PSD implementation in e-health, e-
tourism, e-commerce, and e-learning. The results
offer an overview of developing a practical,
engaging e-portfolio framework that facilitates
comprehensive student evaluation, especially in
educational environments focusing on co-
curricular achievement.
19. A systematic literature review of pre- This systematic literature review identifies and
service teacher technology examines the trends, theories or frameworks,
integration during teaching practice: practices and recommendations for future studies
trends, frameworks, practices and of pre-service teachers’ (PSTs’) technology
recommendations for future research integration during teaching practice. The review is
guided by the Preferred Reporting Items
Systematic Reviews and Meta-Analysis 2020
checklist. The reviewed articles in this study were
obtained from four academic databases: Elsevier
Scopus, Science Direct, Emerald and Sage Journals,
with Google Scholar providing supporting
documents. Through this review, 14 articles
published between 2017 and 2022 were retrieved,
coded and analysed according to the research
questions. The findings revealed that the selected
studies focus on the six aspects: PSTs’ ICT
competencies, readiness, teaching preparation,
environmental support and belief, technology
 implementation and TPACK. In addition, the
findings suggest that future studies conduct in-
depth research by creating new models by
combining different frameworks in diverse settings
and underscoring the need to ensure that the
models are validated.
20. Incorporating Active Learning
Techniques, AI-Powered Feedback,
and Real-World Simulations into a
MALT Module
21. A Study on the Perceptions,
Challenges, and Training Needs of ESL
Instructors Regarding Mobile-
Assisted English Language Teaching
(MAELT)
22. Investigating the Communication
Needs and Challenges of
Undergraduate Engineering Students
in Pakistan for Developing Effective
Presentation Skills in English
23. Developing and Evaluating a MALT
Module for Improving the English
Pronunciation of Engineering
Students in Pakistan.
24. A Longitudinal Study on the Long-
Term Impact of a MAELT Module on
the Professional Communication
Skills of Engineering Graduates.
25. Designing a MAELT Module to
Promote Active Learning and
Engagement in English Presentation
Skills
26. Investigating the Impact of a MAELT
Module on Reducing Language
Anxiety in English Presentations
Among Pakistani Engineering
Students.