Learner perspectives regarding device type in technology-assisted language learning

References

• Balance, O.J. (2012). Mobile language learning: More than just “the platform”. Language Learning & Technology, 16(3), 21–23.
   Web of Science ®Google Scholar
• Beatty, K. (2003). Teaching and researching computer-assisted language learning. Harlow: Pearson Education.
   Google Scholar
• Cavus, N., & Ibrahim, D. (2017). Learning English using children's stories in mobile devices. British Journal of Educational Technology, 48(2), 625–641. doi:10.1111/bjet.12427
   Web of Science ®Google Scholar
• Choi, H.-H., Merriënboer, J.J.G., & Paas, F. (2014). Effects of the physical environment on cognitive load and learning: Towards a new model of cognitive load. Educational Psychological Review, 26, 225–244. doi:10.1007/s106448-014-9262-6
   Web of Science ®Google Scholar
• Cochrane, T., & Bateman, R. (2010). Smartphones give you wings: Pedagogical affordances of mobile Web 2.0. Australasian Journal of Educational Technology, 26(1), 1–14.
   Web of Science ®Google Scholar
• Dashtestani, R. (2016). Moving bravely towards mobile learning: Iranian students’ use of mobile devices for learning English as a foreign language. Computer Assisted Language Learning, 29(4), 815. doi:10.1080/09588221.2015.1069360
   Web of Science ®Google Scholar
• Esit, O. (2011). Your verbal zone: An intelligent computer-assisted language learning program in support of Turkish learners’ vocabulary learning. Computer Assisted Language Learning, 24(3), 211–232. doi:10.1080/09588221.2010.538702
   Web of Science ®Google Scholar
• Finn, A.S., Lee, T., Kraus, A., & Kam, C.L.H. (2014). When it hurts (and helps) to try: The role of effort in language learning. PloS one, 9(7), e101806.
   PubMed Web of Science ®Google Scholar
• Gibson, J.J. (1979). The ecological approach to visual perception. Boston, MA: Houghton Mifflin.
   Google Scholar
• Godwin-Jones, R. (2011). Mobile apps for language learning. Language Learning & Technology, 15(2), 2–11.
   Web of Science ®Google Scholar
• Golonka, E., Bowles, A., Silbert, N., Kramasz, D., Blake, C., & Buckwalter, T. (2015). The role of context and cognitive effort in vocabulary learning: A study of intermediate-level learners of Arabic. The Modern Language Journal, 99(1), 19–39. doi:10.1111/modl.12191
   Web of Science ®Google Scholar
• Hargittai, E. (2010). Digital natives? Variations in Internet skills and uses among members of the “Net Generation”. Sociological Inquiry, 80(1), 92–113. doi:10.1111/j.1475-682X.2009.00317.x
   Web of Science ®Google Scholar
• Hartson, H.R. (2003). Cognitive, physical, sensory, and functional affordances in interaction design. Behaviour and Information Technology, 22(5), 315–338.
   Web of Science ®Google Scholar
• Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using short message service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66–81. doi:10.1111/j.1467-8535.2011.01260.x
   Web of Science ®Google Scholar
• Hulstijn, J.H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51, 539–558.
   Web of Science ®Google Scholar
• Hwang, W-Y., Huang, Y-M., Shadiev, R., Wu, S-Y., & Chen, S-L. (2014). Effects of using mobile devices on English listening diversity and speaking for EFL elementary students. Australasian Journal of Educational Technology, 30(5), 503–516.
   Web of Science ®Google Scholar
• Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or digital natives: Is there a distinct new generation entering university ? Computers & Education, 54, 722–732. doi:10.1016/j.compedu.2009.09.022
   Web of Science ®Google Scholar
• Kim, D., Rueckert, D., Kim, D.-J., & Seo, D. (2013). Students’ perceptions and experiences of mobile learning. Language Learning & Technology, 17(3), 52–73.
   Web of Science ®Google Scholar
• Ko, M.-H., & Goranson, J. (2014). Learner perceptions and preferences of device type in vocabulary learning. Multimedia-Assisted Language Learning, 17(3), 37–67.
   Google Scholar
• Li, Z., & Hegelheimer, V. (2013). Mobile-assisted grammar exercises: Effects on self-editing in L2 writing. Language Learning & Technology, 17(3), 135–156.
   Web of Science ®Google Scholar
• Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24, 515–525.
   Web of Science ®Google Scholar
• Nasah, A., DaCosta, B., Kinsell, C., & Seok, S. (2010). The digital literacy debate: An investigation of digital propensity and information and communication technology. Educational Technology Research and Development, 58, 531–555. doi:10.1007/s11423-010-9151-8
   Web of Science ®Google Scholar
• Pimmer, C., & Tulenko, K. (2016). The convergence of mobile and social media: Affordances and constraints of mobile networked communication for health workers in low-and middle-income countries. Mobile Media & Communication, 4(2), 252–269.
   Web of Science ®Google Scholar
• Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
   Google Scholar
• Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20(4), 365–383. doi:10.1080/09588220701745817
   Google Scholar
• Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253–270. doi:10.1017/S0958344008000232
   Google Scholar
• Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95–110.
   Web of Science ®Google Scholar
• Stockwell, G. (2013). Technology and motivation in English-language teaching and learning. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 156–175). Basingstoke: Palgrave Macmillan.
   Google Scholar
• Stockwell, G., & Liu, Y.C. (2015). Engaging in mobile phone-based activities for learning vocabulary: An investigation in Japan and Taiwan. CALICO Journal, 32(2), 299–233.
   Web of Science ®Google Scholar
• Sung, E., & Mayer, R.E. (2013). Online multimedia learning with mobile devices and desktop computers: An experimental test of Clark's methods-not-media hypothesis. Computers in Human Behavior, 29, 639–647.
   Web of Science ®Google Scholar
• Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. New York, NY: McGraw-Hill.
   Google Scholar
• Ushioda, E. (2013). Motivation matters in mobile language learning: A brief commentary. Language Learning & Technology, 17(3), 1–5.
   Web of Science ®Google Scholar
• Uther, M., & Banks, A.P. (2016). The influence of affordances on user preferences for multimedia language learning applications. Behaviour & Information Technology, 35(4), 277–289. doi:10.1080/0144929X.2016.1151077
   Web of Science ®Google Scholar
• van Lier, L. (2004a). The ecology and semiotics of language learning: A sociocultural perspectives. Boston, MA: Kluwer Academic.
   Google Scholar
• van Lier, L. (2004b). The semiotics and ecology of language learning. Utbildning & Demokrati, 13(3), 79–103.
   Google Scholar
• Vishwanath, A. (2016). Mobile device affordance: Explicating how smartphones influence the outcome of phishing attacks. Computers in Human Behavior, 63, 198–207. doi:10.1016/j.chb.2016.05.035
   Web of Science ®Google Scholar
• Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117–134.
   Web of Science ®Google Scholar