Content Introduction

Amaliyot rahbari: ________ N. Aliyeva








Bibliography

Listening and Speaking

1. 
   Çakmak, F., & Erçetin, G. (2018). Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening. ReCALL : The Journal of EUROCALL, 30(1), 24-47. doi:http://dx.doi.org/10.1017/S0958344017000155
   

2. 
   Churinov, A. (2016). Drop vox application – download and voice-record with ease! Dialog on Language Instruction, 26(1), 99.
   

3. 
   de la Fuente, M.J. (2014). Learners’ attention to input during focus on form listening tasks: The role of mobile technology in the second language classroom. Computer Assisted Language Learning, 27(3), 261-276
   

4. 
   Demouy, V., & Kukulska-Hulme, A. (2010). On the spot: Using mobile devices for listening and speaking practice on a French language programme. Open Learning, 25(3), 217-232.
   

5. 
   Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speaking anxiety. GiST, 12, 29.
   

6. 
   Hwang, W., Shih, T. K., Ma, Z., Shadiev, R., & Chen, S. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657.
   

7. 
   Lys, F. (2013). The development of advanced learner oral proficiency using iPads. Language Learning and Technology. 17(3). 94-116. http://llt.msu.edu/issues/october2013/lys.pdf
   

8. 
   Mertens, J. (2013). Mets-toi a l’ecoute: French acquisition entirely through private mobile radio listening. PRAXIS Fremdsprachenunterricht, 10(1), 4-6.
   

9. 
   Moghadas, B. & Bashirnezhad, H. (2016). The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners’ Oral Performance. International Journal of Applied Linguistics and Translation. Vol. 2, No. 1, 2016, pp. 8-14. http://article.sciencepublishinggroup.com/html/10.11648.j.ijalt.20160201.12.html
   

10. 
    Pellerin, M. (2014). Using mobile technologies with young language learners to support and promote oral language production. International Journal of Computer-Assisted Language Learning and Teaching, 4(4), 14-28.
    

11. 
    Read, T., & Barcena, E. (2016). Metacognition as scaffolding for the development of listening comprehension in a social MALL app/ la metacognición como andamiaje para el desarrollo de la comprensión oral en una app de MALL social. Revista Iberoamericana De Educación a Distancia, 19(1), 103-120.
    

12. 
    Sun, Z., Lin, C., You, J., Shen, H. j., Qi, S., & Luo, L. (2017). Improving the english-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3-4), 304-324.
    

13. 
    Sundberg, R. & Cardoso, W. (2019) Learning French through music: the development of the Bande à Part app, Computer Assisted Language Learning, 32:1-2, 49-70, DOI: 10.1080/09588221.2018.1472616
    

14. 
    Wahab, G. S., & Ghafoor, Z. A. (2013). Vodcast as instruction material in teaching listening and speaking skills. Language in India, 13(12), 372-379.
    

15. 
    Xu, Q., & Peng, H. (2017). Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning, 30(3-4), 173-182.
    

Reading/Writing

16. 
    Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing. System, 62, 63.
    

17. 
    Antonopoulos, A. (2016, February). Using Aurasma to set up collaborative jigsaw reading activity.
    

18. 
    Chang, C.K. & Hsu, C.K. (2011). A mobile-assisted synchronously collaborative translation–annotation system for English as a foreign language (EFL) reading comprehension. Computer Assisted Language Learning. 24(2). 155-180.
    

19. 
    Chen, Y., Chris, L. C., & Smith, T. J. (2017). Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning & Technology, 21(1), 28.
    

20. 
    Comas-Quinn, A., & Mardomingo, R. (2012). Language learning on the move: A review of mobile blogging tasks and their potential. In J.E. Diaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning (pp.47-65). Emerald.
    

21. 
    Geng, G. (2013). Investigating the use of text messages in mobile learning. Active Learning in Higher Education, 14(1), 77-87.
    

22. 
    Kervin, L. (2016). Powerful and playful literacy learning with digital technologies. The Australian Journal of Language and Literacy, 39(1), 64.
    

23. 
    Lan, Y.-J., Sung, Y.-T., & Chang, K.E. (2007). A mobile-device-supported peer-assisted learning system for collaborative early EFL reading.Language Learning & Technology, 11(3). http://llt.msu.edu/vol11num3/pdf/lansungchang.pdf
    

24. 
    Milliner, B., & Cote, T. (2015). Mobile-based extensive reading: An investigation into reluctant readers. International Journal of Computer-Assisted Language Learning and Teaching, 5(4), 1.
    

25. 
    Qian, K., Owen, N., & Bax, S. (2018). Researching mobile-assisted chinese-character learning strategies among adult distance learners. Innovation in Language Learning and Teaching, 12(1), 56-71.
    

26. 
    Rahmanita, M., & Cahyono, B. Y. (2018). The effect of using tumblr on the EFL students’ ability in writing argumentative essays. Journal of Language Teaching and Research, 9(5), 979-985. doi:http://dx.doi.org/10.17507/jltr.0905.11
    

27. 
    Siha, A. (2019). In the palm of my hand: The efficacy of mobile devices in a community college developmental writing class. Teaching English in the Two Year College, 46(3), 192
    

Websites

1. 
   www.Coursera.com
   
2. 
   www.Education.
   
3. 
   www.Instructables.com
   
4. 
   www.kajeet.com
   
5. 
   www.keepMeOut.com
   
6. 
   www.MentalFloss.com
   
7. 
   www.Sleepyti.com
   
8. 
   www.wikipediya.com