References
- Ally, M. (2013). Mobile learning: From research to practice to impact education. Learning and Teaching in Higher Education: Gulf Perspectives, 10(2), 1–10.
- Brown, A.V. (2009). Students' and teachers' perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93, 46–60.
- Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27, 344–357.
- 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, 217–232.
- Duff, P.A., & Li, D. (2004). Issues in Mandarin languageinstruction: Theory, research, and practice. System, 32, 443–456.
- Ellis, R. (2006). Researching the effects of form-focused instruction on L2 acquisition. AILA Review, 19, 18–41.
- Elola, I., & Oskoz, A. (2016). Supporting second language writing using multimodal feedback. Foreign Language Annals, 49, 58–74.
- Godwin-Jones, R. (2011). Mobile apps for language learning. Language Learning & Technology, 15, 2–11.
- Halliday, M.A.K. (2014). Notes on teaching Chinese to foreign learners. Journal of World Languages, 1, 1–6.
- Hsu, L. (2012). English as a foreign language learners’ perception of mobile assisted language learning: A cross-national study. Computer Assisted Language Learning, 26, 197–213.
- Hu, B. (2010). The challenges of Chinese: A preliminary study of UK learners' perceptions of difficulty. The Language Learning Journal, 38, 99–118.
- Huang, J. (2003). Chinese as a foreign language in Canada: A content-based programme for elementary school. Languag, Culture and Curriculum, 16, 70–89.
- Kim, S. (2014). Developing autonomous learning for oral proficiency using digital storytelling. Language Learning & Technology, 18, 20–35.
- Kukulska-Hulme, A., Traxler, J., & Pettit, J. (2007). Designed and user-generated activity in the mobile age. Journal of Learning Design, 2, 52–65.
- Lee, J. (2007). Corrective feedback and learner uptake in English immersion classrooms at the primary level in Korea. English Teaching, 62, 311–334.
- Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60, 309–365.
- Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269–300.
- Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37–66.
- Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA. Studies in Second Language Acquisition, 32, 265–302.
- Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46, 1–40.
- Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey ( Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 408–452). Oxford: Oxford University Press.
- Moloney, R.A. (2013). Providing a bridge to intercultural pedagogy for native speaker teachers of Chinese in Australia. Language, Culture and Curriculum, 26(3), 213–228.
- Pettit, J., & Kukulska-Hulme, A. (2007). Going with the grain: Mobile devices in practice. Australasian Journal of Educational Technology, 23, 17–33.
- Reigel, D. (2008). Positive feedback in pairwork and its association with ESI course level promotion. TESOL Quarterly, 42, 79–98.
- Rueckert, D., Kiser, R., & Cho, M. (2012). Oral language assessment made easy via VoiceThread. Paper presented at the TESOL International Convention and English Language Expo. Philadelphia, PA.
- Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language Learning & Technology, 13, 96–120.
- Shih, R.-C., Lee, C., & Cheng, T.-F. (2015). Effects of English spelling learning experience through a mobile LINE app for college students. Procedia - Social and Behavioral Sciences, 174, 2634–2638.
- Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14, 95–110.
- Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
- Wang, L., & Higgins, L.T. (2008). Mandarin teaching in the UK in 2007: A brief report of teachers' and learners' views. The Language Learning Journal, 36, 91–96.
- Wang, Z. (2015). Effects of using WeChat in an experimental CFL program. Open Education Research, 21, 113–118.
- Wen, X. (1997). Motivation and language learning with students of Chinese. Foreign Language Annals, 30, 235–251.
- Xu, Q., Dong, X.Q., & Jiang, L. (2016). EFL learners’ perceptions of mobile-assisted feedback on oral production. TESOL Quarterly. Published online. doi:10.1002/tesq.3.
- Yang, X. (2014). Oral English teaching Chinese as a foreign language study based on micro public platform to “Chinese Twitter” teaching platform design as an example ( Unpublished MA thesis). Sichuan: Sichuan Normal University.
- Yu, B., & Watkins, D.A. (2008). Motivational and cultural correlates of second language acquisition: An investigation of international students in the universities of the People' s Republic of China. Australian Review of Applied Linguistics, 31, 711–722.
- Yuan, W., & Liu, N. (2010). The auxiliary teaching method of oral Chinese based on net chatting software. Modern Educational Technology, 20, 65–68.
- Zhang, G.X., & Li, L.M. (2010). Chinese language teaching in the UK: Present and future. The Language Learning Journal, 38, 87–97.
- Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. The Turkish Online Journal of Educational Technology, 10, 203–214.