Libraries at University of Nebraska-Lincoln


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Ali, R. and Irvine, V. (2009). Current m-learning Research: A Review of Key Literature. In T. Bastiaens et al. (Eds.). Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education. Chesapeake, VA: AACE, pp.2353- 2359

Ally, M. (Ed.). (2009). Mobile learning: Transforming the delivery of education and training. Athabasca University Press.

Barnes, J. and Herring, D. (2011).Learning their way: Mobile devices in education, In Proceedings of the Society for Information Technology & Teacher Education International Conference, Chesapeake, VA, United States, pp.127–129,

Blake, R. (2013). SLA, language teaching, and technology. Brave new digital classroom technology and foreign language learning. Washington, D.C.: Georgetown University Press, pp. 1–24

Bright, F. O. (2016). Creative use of the Internet as ICT resource for the teaching and learning of English language in Nigerian schools. Global English- Oriented Research Journal, 1 (4): 8-16.

Burns, S. and Lohenry, K. (2010). Cellular phone use in class: Implications for teaching and learning a pilot study,” College Student Journal, 44, 805-810

Chen, N. S., S. W. Hsieh, & Kinshuk. (2008). Effects of short-term memory and content representation type on mobile language learning. Language Learning and Technology, 12 (3): 93–113.

Chhabra, P. (2012). Use of e-learning tools in teaching English. International Journal of Computing & Business Research, 2229- 6166

Dudeney, G. & Hockly, N. (2007). How to teach english with technology. Harlow: Pearson Education Limited

Elega, A.A. and Özad, B.E. (2017). Technologies and second language: Nigerian students’ adaptive strategies to cope with language barrier in Northern Cyprus. Journal of International Students, 7(3): 486-498. Retrieved from doi:10.5281/zenodo.570011

El Hariry, N.A. (June, 2015). Mobile phones as useful language learning tools. European Scientific Journal, 11(16): 298-317

Everson, M. E. (2009) Literacy development in Chinese as a foreign language. In M. E. Everson, & Y. Xiao. Teaching Chinese as a foreign language. Boston, MA: Cheng & Tsui Company, pp. 97-111

Geist, E., (2011). The game changer: using iPads in college teacher education classes. College Student Journal, 45(4): 758-768.

Godwin-Jones, R. (2011). Emerging technologies: Mobile Apps for language learning. Language Learning & Technology, 15(2): 2-11.

Godwin-Jones, R. (2005). Messaging, gaming, peer-to-peer sharing: Language learning strategies and tools for the millennial generation. Language Learning & Technology, 9(1): 17-22.

Goundar, S (2011) What is the Potential Impact of Using Mobile Devices in Education?. Proceedings of SIG GlobDev Fourth Annual Workshop, Shanghai, China - December 3,

Hayta, F., & Yaprak, Z. (2013). Learner autonomy and computer technology as a facilitator of autonomous language learning. Journal of Educational and Instructional Studies in the World, 3(2): 57-63.

Just, M. A., Keller, T. A. and Cynkar, J. (2008). A decrease in brain activation associated with driving when listening to someone speak,” Brain Research, pp. 70-80

Kam, M., Kumar, A., Jain, S., Mathur, A., and Canny, J. (2008). Improving literacy in rural India: Cell phone games in an after-school program. U.S. National Science Foundation Funded Research Project.

Lee, J. F., & VanPatten, B. (2003). Making communicative language teaching happen (2nd ed.). Boston: McGraw-Hill.

Levy, M., & Kennedy, C. (2005). Learning Italian via mobile SMS. In A. Kukulska-Hulme & J. Traxler (Eds.), Mobile Learning: A Handbook for Educators and Trainers. London: Taylor and Francis.

Mbabazi, B.P., Ali, G., Geoffrey, A. and Lawrence, N. (2018). Mobile devices for learning in universities: challenges and effects of usage. Retrieved from:

Miller, W. (2012). iTeaching and learning: collegiate instruction incorporating mobile tablets. Library Technology Reports (9). Retrieved from c5fe4-4a07-4ff9-a11cc7516f6087c5%40sessionmgr115&vid=4&hid=127

Mojaye, E. M. (Jan. 2015). Mobile phone usage among Nigerian university students and its impact on teaching and learning. Global Journal of Arts Humanities and Social Sciences, 3, (1):29-38,

Muhammed, A.Z. (2014). The impact of mobiles on language learning on the part of English foreign language (EFL) university students. Procedia - Social and Behavioral Sciences, 136, 104 – 108

Perfetti, A. C., Ying, L. & Tan, L. H. (2005). The lexical constituency model: Some implications of research on Chinese for general theories of reading. Psychological Review, 112(1): 43-59. Retrieved from

Rossing, J.P., Miller, W, Cecil, A.K., Stamper, S.E. (2012). iLearning: the future of higher education? Student’s perceptions on learning with mobile tablets. Journal of Scholarship of Teaching and Learning, 12(2): 1-26. Retrieved from article/view/2023/1985

Saleh, R. and Alias, N. A. (2012). Learner needs analysis for mobile learning comic application among Dyslexic children. International Journal of Education and International Technologies, 6(2): 30 – 38

Scornavacca, E., Huff, S. and Marshall, S. (2009). “Mobile phones in the classroom: if you can't beat them, join them,” Communications of the ACM, 52 (4): 142-146.

Shen, H., & Tsai, C. H. (2010). A web-based extensive reading program and its assessment system. Journal of the Chinese Language Teachers Association, 45(2): 19-47.

Shyamlee, S. D., & Phil, M. (2012). “Use of technology in english language teaching and learning”: An Analysis. International conference on language, medias and culture. Singapore: IACSIT Press, pp. 33, 150-156

Tindell, D. R. and Bohlander, R. W. (2012).The Use and Abuse of Cell Phones and Text Messaging in the Classroom: A Survey of College Students,” College Teaching,60 (1):1- 9

Viberg, O. and Gronlund A. (2012). Mobile assisted language learning: A literature review.

Vogel, D., Kenned, D. M., Kuan, K., Kwok, R. and Lai, J. (2007) Do mobile device applications affect learning? Proceedings of the 40th Hawaii International Conference on System Sciences.

Wang, J., & Upton, T. (2012). The impact of using a pop-up dictionary on the reading process of beginning learners of Chinese. Journal of Chinese Language Teachers Association, 41(1): 23-41.

Wang, J. (2009). Electronic strategies to improve Chinese reading skills. In R. D. C. V. Marriott, & P. L. Torres (Eds). Handbook of research on e-learning methodologies for language acquisition. London: Information Science Reference, pp. 237-252

Weisberg, M. (2011). Student attitudes and behaviors towards digital textbooks. Springer US, 27(2):188–196.

Xie, T., & Yao, T. (2009). Technology in Chinese language teaching and learning. In M. Everson and Y. Xiao (Eds.), Teaching Chinese as a foreign language (pp.151- 172). Boston: Cheng & Tsui.

Zhao, A., Guo, Y. & Dynia, J. (2013). Foreign language reading anxiety: Chinese as a foreign language in the United States. The Modern Language Journal, 97(3): 764-778.


The increase use of mobile devices has made learning more accessible and e-resources easily shared. Therefore, students are moving away from browser based Web environment into the mobile app-centric world. The study investigates the use of mobile devices in learning foreign languages in Afe Babalola University. Four research questions guided the study and the data collection instrument used was structured questionnaire, the study adopted survey research method. The finding shows that respondents use Android phones, iPhone and iPad in learning foreign languages. They have a good knowledge of Chinese, French and English languages through the use of mobile devices. Majority of the respondents acknowledge the high impact of mobile device in learning foreign languages. The respondents revealed that limited access to Wi-Fi in the institution and poor interface and memory capacity of mobile devices are their major challenges. The study recommends that academic institution should endeavour to provide adequate access to Wi-Fi connection, in order to enable easy access to Internet and students are also urge to buy mobile devices with high memory capacity so that it can enable them download heavy apps centered on learning.