More is less? Depth of vocabulary search on smartphones among Chinese learners of Japanese as a foreign language

Previous studies on dictionary consultation investigated mainly online dictionaries or simple pocket electronic dictionaries as they were commonly used among learners back then, yet the more updated mobile dictionaries were superficially investigated though they have already replaced the pocket electronic dictionaries. These studies are also limited in that they concentrated generally on intentional learning and have not much inspected the significance of dictionary consultation for incidental learning. Moreover, most of them selected monosemous words as target lexical items, yet the learning of polysemous words has not been examined in depth. Therefore, in response to the call for research on the effectiveness of mobile dictionary consultation in promoting incidental learning of polysemy, we conducted an experiment among 82 intermediate Cantonese English as a Foreign Language (EFL) learners in Hong Kong, attempting to figure out what challenges these learners encountered while learning target words in the context of reading through consulting mobile dictionaries. These subjects were asked to comprehend a reading text with ten underlined target words, 32 of whom inferred meanings of these words and 50 looked them up using mobile dictionaries. The results of the study showed that mobile dictionaries facilitate word learning significantly, yet the format of these dictionaries is significant, and dictionary training is indispensable.

Revolutionary changes have been brought about in teaching and learning environment with the introduction of electronic formats in classrooms. Mobile dictionaries are potentially valuable learning tools today. This study has strived to get insight into the prospects of using mobile dictionary in an EFL classroom of university students of Pakistan with reference to teachers’ perspective. The aims of this study are to know foreign language teachers’ point of view regarding the use of mobile dictionary in English class, investigate the challenges in introducing this e-tool and explore the benefits EFL learners can have through the use of mobile dictionaries in English class. To achieve the objectives of this quantitative study, the researcher has got a questionnaire filled by fifty English language teachers working at different government colleges in Pakistan. The questionnaire which was used to collect data from college teachers consisted of two sections. The first section comprised of fifteen questionnaire items on five-point Likert scale the second section consisted of two open-ended questions. The reliability of the first part of the questionnaire was computed through SPSS (XX). It has been found that most of the college teachers are of the view that the use of mobile dictionary in an EFL class of university students will help them learn vocabulary, pronunciation of words and word origin. These EFL learners can also access authentic content and develop their language competence through the use of mobile phone dictionary in the class. Apart from this, the participants have also pointed out some problems which can be a hindrance in using mobile dictionary in an EFL classroom in the context of Pakistan.

Chinese EFL learners’ use of mobile dictionaries in reading comprehension tasks

The enormous importance of second language learning, paired with the rapid development of mobile-assisted language learning, has led to the increasing use of mobile dictionaries by English as a Foreign Language (EFL) learners at Chinese universities. Although many studies have explored the role of dictionaries in English language learning, few have investigated mobile dictionaries (MDs) from learners’ perspectives. This study aimed to explore Chinese EFL learners’ acceptance of three types of MDs: monolingual, bilingualised and bilingual. A total of 125 participants used mobile dictionaries in various English learning contexts, especially in reading comprehension and vocabulary learning. Adapted from the Technology Acceptance Model and the mobile technology evaluation framework, the questionnaire in this study addressed three key themes: (1) perceived ease of use, (2) perceived usefulness, and (3) behavioural intention to use. Analysis shows that the bilingualised MD group reported the most positive perceptions, especially compared to the bilingual MD group. A total of 101 participants participated in semi-structured group interviews to further explore the reasons underlying their perceptions. Several factors impacting learner acceptance, from the micro to the macro level, are proposed and discussed. As an interdisciplinary study, this research fills theoretical and empirical gaps in investigating mobile-assisted language learning. It offers application designers and language teachers insights into learners’ acceptance of MDs. Moreover, it provides recommendations concerning making MDs more personalised, attractive and effective.

The rapid growth of mobile applications for smartphones in the past few years has encouraged dictionary publishers to offer mobile dictionaries. One of the most prominent target markets of mobile dictionary applications is business people, especially those who are non-native speakers of English. These business people often need a dictionary to help them understand the international news they are reading. However, as shown in the review of the current mobile business dictionaries, the dictionary applications have not taken into account the needs of the users and the technological features of smartphones. The current mobile dictionaries still resemble either their electronic versions or even worse their printed versions. This can be due to the lack of research and emphasis on the theoretical aspects of mobile lexicography. Therefore, this paper tries to formulate principles for the design of business dictionaries for mobile applications. The discussion considers the implementation of the modern theory of lexicographical functions in order to create mobile dictionaries which can better satisfy the needs of the users. The principles created are organized into two parts, they are, business news with a built-in dictionary and a dictionary with updated business news.

Foreign language learning (English) in the digital era is aided by developments in mobile technology. Mobile Assisted Language Learning (MALL) is one of the most rapidly increasing methodologies. The purpose of this study is to look into how MALL affects student motivation and learning results. The literature review was conducted by reviewing various reliable sources such as scientific journals, articles, and research reports. The results show that MALL has a significant positive effect on student motivation and learning outcomes. MALL can increase students' learning motivation through various interactive features, educational games, and easy access to learning materials. In addition, MALL also proved effective in improving students' learning outcomes in vocabulary, grammar, pronunciation, and communication skills. This study concludes that MALL is a useful tool to improve students' motivation and learning outcomes in foreign language learning. Further research is needed to explore the effectiveness of MALLs in various learning contexts and to deploy more innovative and educational MALL software.

Indonesia is an archipelago country with a variety of local languages; one of which is Balinese (mother tongue), used by the Balinese people in daily life and in certain ritual ceremonies. In Universitas Pendidikan Ganesha, Department of Balinese Language Education, students have been given Anggah-Ungguhing in speaking subjects where they are taught to understand the use of Balinese language based on social strata. But in the process of learning the Anggah-Ungguhing, there are some problems, including: 1) There is no media that supports learning of Anggah-Ungguhing vocabulary. 2) The motivation of students when learning Anggah-Ungguhing by using books is low. Based upon the analysis on the problems and previous researches, this study aims to: 1) Development of mobile dictionary to support the learning process Angggah - Ungguhing anywhere and anytime. 2) Measuring the level of student’s motivation are using mobile dictionary while learning vocabulary Anggah - Ungguhing. The method used in this research is Software Development Life Cycle (SDLC) with Waterfall based model. Based on the results of tests that have been done, mobile dictionaries can be declared successfully developed based on user needs. In this research has distributed about 60 questionnaires to measure the level of student’s motivation who use mobile dictionaries on learning Anggah - Ungguhing Balinese language. The result of the student’s motivation measurement shows that the motivation of the students that the learns Anggah - Ungguhing Balinese languange using mobile dictionary is in the positive category.

Dictionary is an acknowledged learning tool which has a tremendous role in acquiring a language. It has proved to be helpful in learning vocabulary and developing language proficiency. The use of monolingual dictionaries is thought to be very fruitful for learning vocabulary. The present study used survey method to gain the perception of the students about the use of monolingual dictionaries for learning EFL. The study also used interviews of EFL teachers to support the findings of the study by eliciting their perceptions about the use of dictionaries by students. A questionnaire was administered in two governmental secondary schools of Zulfi, Saudi Arabia. It was sent to 99 students but a number 92 students responded. Internal reliability of the questionnaire was.81. Descriptive statistical methods were used for analyzing the quantitative data. Additional interviews with 9 teachers were also conducted to support the findings of the questionnaire. Collective thematic analysis of all interviews was conducted to analyze the qualitative data. The results showed that students have positive views about the use of dictionaries for learning EFL; they prefer to use monolingual dictionaries, but they cannot truly use them because bilingual dictionaries are easier and more helpful for them in translation as well as their process of learning English language due to their low proficiency levels. The paper puts forth some recommendations and suggestions that will be helpful for using monolingual dictionaries. It concludes by focussing on the problems in handling monolingual dictionaries.

This study fills a gap in the Mobile Assisted Language Learning (MALL) literature by conducting a self systematic review of the author’s research program published between 2009 and 2023. The review synthesizes empirical studies on the use of mobile apps to support the development of listening and speaking, reading, vocabulary, test preparation, dictionary use, and grammar skills among freshman students at the College of Languages and Translation, King Saud University, Riyadh. It also includes studies in which mobile learning was partially integrated through blogs, podcasts, and text to speech applications. The corpus was organized into seven clusters: general mobile app use in EFL, listening and speaking apps, reading apps, vocabulary learning, test preparation apps, dictionary apps, and grammar podcasts. Across all studies, a consistent pattern emerges: mobile based tools—whether reading apps, fiction apps, e books, audiobooks, vocabulary trainers, flashcards, news and grammar podcasts, or specialized dictionaries—significantly enhanced students’ language skills when used as structured, supervised supplements to classroom instruction. Despite variation in skill focus and app type, the studies collectively show that mobile learning environments increase accessibility, flexibility, personalization, and learner autonomy, enabling students to practice language skills anytime and anywhere, at their own pace and proficiency level. A meta level synthesis reveals that the effectiveness of mobile apps lies not in the technology itself but in the pedagogical framework guiding their use. Successful studies consistently employed a three phase instructional model: a pre task phase involving app selection, orientation, and pre questions; a task phase involving guided practice, individual or collaborative work, and online interaction; and a post task phase involving feedback, discussion, evaluation, and follow up. This structured approach led to measurable improvements in reading comprehension, listening comprehension, vocabulary development, literary appreciation, test taking skills, and ESP terminology acquisition. Students also reported increased motivation, confidence, engagement, and enjoyment, particularly when apps provided multimodal input aligned with their proficiency levels. Overall, the review demonstrates that mobile learning is most effective when purposeful, scaffolded, interactive, and aligned with clear learning outcomes. Mobile apps do not replace instructors; rather, they extend instructional time, diversify input, and create new opportunities for practice and feedback.

In recent years, mobile-assisted language learning has been on the rise as an instructional approach. While some innovative media platforms have been highly studied, Thus, this study focused on how students' readiness and learning outcomes the use of mobile phones to facilitate individualized instruction in public speaking as part of an English as a Foreign Language course. Data were collected from (n=42) students in non-English department classes who participated in this study. They were asked to answer an online questionnaire that surveyed their readiness and outcomes using Google Foam in their speaking skills. All participants performed two class projects aimed at aiding them in exploring mobile-assisted language learning using their own mobile devices. However, the students self-reported some opportunities and benefits for English Foreign Language Learners (EFLL) among these MALL users. The results of this study suggest that EFL-speaking students' readiness affects mobile-assisted language learning. Teachers should consider students' motivation, attitudes, and technology skills when creating mobile-assisted language learning programs. Instructors should also train and motivate pupils to use mobile-assisted language learning resources by improving their technology skills. Furthermore, need for further technical support and facilitating students' mastery of speaking performance.

This study probed the effectiveness of text messaging device for vocabulary enhancement of Iranian preintermediate learners in English as a Foreign Language (EFL) context. To this end, 37 EFL male learners were selected (through convenience sampling) as the participants of the study and randomly assigned to three groups. The treatment lasted for 16 consecutive sessions (two sessions each weak & 10 vocabulary items per session); overall, participants received 160 vocabulary items during the entire treatment period. Subsequent to treatment, a posttest was administered in order to measure learners’ vocabulary retention. Besides, in the last phase of the study, the attitudes of students toward Mobile Assisted Language Learning (MALL) were investigated via conducting a semistructured interview and administering the MALL Attitude Questionnaire. The analysis of posttest data through Kruskal-Wallis test revealed that the Input-provision/Output-elicitation MALL group participants, who received the proposed input and produced output through cellphones, outperformed the other two groups. Moreover, the Input-provision MALL group, who received input via cellphones and produced output on paper, outperformed the Traditional group, who received input and produced output on paper. In addition, the analysis of the data gathered through MALL Attitude Questionnaire and semistructured interview revealed that almost all the participants held a positive attitude toward MALL. Finally, the results pointed to no significant relationship between students' attitudes toward MALL and their posttest vocabulary achievement.

Background. The relevance of the problem is due to the fact that the Federal State Educational Standards of Higher Education consolidate the line on a personality-oriented model of education and upbringing. This model is designed to help in finding and creating conditions for the development of universal, general professional and professional competencies in the studing of bachelors. Purpose. Creation of a course of the second foreign language (German) for bachelor students in politics based on interdisciplinary connections of philological subjects. For this purpose, the authors use the basics of an interdisciplinary approach, which allows students to apply knowledges of the disciplines of the curriculum, such as "Political Science", "Practice of Effective Communication", "Logic and Theory of Argumentation", "Cultural Studies", "Russian Language and Culture of Speech", "Geopolitics", "Fundamentals of Internet Communication" in the process of studying a foreign language and improving universal, general professional and professional competencies. As a result of applying an interdisciplinary approach, the scientific picture of the world of students is expanded, the analysis of foreign experience of public administration and international law is carried out in the original language. Profile-oriented approach is achieved through the implementation of a communicative, personal, activity-oriented approach in teaching related and close in content disciplines. Materials and methods. The study material was based on the texts for training from the textbook "45 Stunden Deutschland", the Internet portal "Tatsachen über Deutschland" and project assignments developed by students studying in the specialty "Public Policy and Social Sciences" in the 3rd and 4th years of the "Magnitogorsk State Technical University named after G.I. Nosov". We assume that when preparing bachelor's students in non-linguistic specialties, it is necessary to build the teaching of a foreign language based on the interdisciplinary connections of general humanitarian disciplines, then the level of foreign language communicative competence will remain no lower than the level of senior secondary school and in some cases will be higher, and the level of universal, general professional and professional competencies of a bachelor-future politician by means of a second foreign language (FL2) will increase. In our study, we analyzed the literature on the problem, summarized the existing developments of domestic and foreign scientists on the topic of the study, and conducted experimental training. We are confident that the application of the competence approach in assessing foreign language communicative competence in FL2 allows us to state that the level of proficiency in FL2 becomes higher, namely equal to level B1 or B1+. This, in turn, ensures the students' readiness for further language and speech development by means of both a foreign and native language. Results. The socio-political and economic changes taking place in our country have led to a qualitatively new round of interest in foreign languages and the subject of "Foreign language". The desire to improve the preparation of bachelors in foreign languages has disrupted the usual monotony of curricula and work programs. Magnitogorsk State Technical University named after G.I. Nosov, represented by the Institute of Economics and Management, conducts bachelor's degree training in the direction 41.03.06 "Public Policy and Social Sciences" and successfully implements programs that meet the requirements of today. Bachelors of this specialty are taught two foreign languages, one of which is German language. Experience working in groups of the specified specialty convinces that through interest in the language, interest in the country of the studied language also increases. The level of language proficiency allows students to critically analyze foreign sources in their specialty and make reasonable conclusions, perceive the intercultural diversity of society, apply the knowledge gained during language training when preparing reports, presentations, carry out business communication in a foreign language, be ready for intercultural dialogue and defend their civic position. That is, in general, students improve their communication skills in all communication functions: informational, regulatory, emotional-evaluative, etiquette.

This study attempts to investigate students’ learning outcomes in English Intensive Program through Mobile Assisted Language Learning (MALL) for Railway Mechanical Technology. The program was designed as a TOEFL preparation class that utilized Google Form, Quizizz, and Kahoot! As game-based learning (MALL platform). It was a case study on the 3rd year students of the Indonesian Railway Polytechnic (N=46). The observation was conducted during 20 meetings (40 hours). The data were collected through pre-test and post-test, then analyzed using descriptive statistics, paired t-test, Pearson r correlation, and Cohen d effect size. The passing grade score determined by the college (480) was also an additional consideration analysis. The results indicate significant impacts and a large effect on students’ learning outcomes after joining the English Intensive Program through MALL. Nonetheless, the English Intensive Program implementing MALL had a moderate correlation and was less effective in enhancing students’ learning outcomes. These findings shed light on the benefits and constraints of implementing MALL in the English Intensive Program.

Subject of study. Foreign language proficiency was evaluated using the optical recording of eye movements. Representation of unconscious cognitive processes in oculographic data during reading and correlation of eye movement parameters with the complexity of the text perceived by the reader were analyzed. Aim of study. The study was aimed at determining the correlation between the eye movement features of individuals reading texts in native and foreign languages, considering the peculiarities of the language and level of language proficiency. Method. The study comprised two stages. The total sample size was 63 Russian-speaking students, aged from 19 to 27 years, for whom English was a foreign language. The subjects’ level of proficiency in the Russian and English languages was estimated using the C-test method. The experimental task consisted of reading the English texts in the slides and answering the comprehension questions after a nine-point calibration procedure. Eye movements were recorded binocularly using an SMI-High Speed Tracker 1250 setup at a sampling rate of 500 Hz. The first stage was aimed at investigating eye movement features of native Russian speakers who are highly proficient in the English language while reading texts in both languages. In the second stage, the eye movement features of individuals reading texts in a foreign language at different levels of proficiency were investigated. Main results. The eye movement parameters of the individuals varied, depending on whether they were reading texts in their native language (Russian) or the foreign language (English), even at high proficiency in the foreign language. The eye movement patterns changed when they were reading texts in the foreign language (English) at different levels of proficiency. Practical significance. Based on the obtained data, the text complexity for the test subject can be evaluated. The text complexity evaluation using eye movement features enables algorithms to be designed for normalizing different texts in terms of complexity. The results of the study can be used when designing automated systems for evaluating foreign language proficiency level.

Mobile-assisted language learning (MALL) is a new channel of learning languages. The usage of MALL instructional design integrates mobile devices with educational scenarios of teaching foreign languages. The study explores the central issue of how MALL instructional course design could help students to construct an out-of-class MALL experience. The research investigates the practical characteristics of MALL instructional design, which lead to foreign language acquisition. The study had three objectives: to explore the perceptions of students and needs in MALL; to create a conceptual framework of MALL instructional course design; to summarize the results in pedagogical implications to the course. The data came from an exploratory study of employing MALL in instructional course design at the tertiary level within the first semester of 2021. This study analyses the feedback of 32 students about the effectiveness of the MALL activities and students’ satisfaction. The research shows how student feedback stimulates investigation into MALL instruction and evaluation of its design. The researchers used qualitative and quantitative analyses. The results of the study, conducted in three stages, helped to develop a design framework. The research proved that designing the MALL activities supported interaction, communication, access to resources, and people within the network community practice. MALL course design promoted active collaborative learning that helped students to construct the MALL experience in the real-world environment. The researchers provide recommendations on combining various MALL facilities and channels of communication that mobiles afford.