Recent developments in mobile technologies are exerting considerable influence on the students’,daily lives and their educational practices. In this regard, mobile assisted reading in language education is gaining increased attention. Within these lines on inquiry, the current study investigated foreign language reading anxiety in mobile learning environment. The study was quantitative in terms of research method by collecting data from two measurements whose reliability and validity were checked with experts. The data were collected from 50 Iranian EFL learners who were selected via convenience sampling and were divided into control and experimental groups. The instruments involved (1) the foreign language reading anxiety scale and (2) and IELTS reading test. The participants in the control group were given the reading materials on paper and used traditional materials, while the control group used mobile devices to read the assigned texts. Both groups participated in reading comprehension tests before and after the treatment. The findings revealed that mobile assisted reading in English contributed significantly to anxiety reduction among the learners, nevertheless, its impacts on comprehension were insignificant. The findings have some implications for teaching EFL reading, and contributes to growing body of knowledge in mobile assisted reading.

English has widely used mobile-assisted language learning (MALL) English as a foreign language (EFL) learner to enhance their language learning experience. Although previous studies investigated various factors impacting learners’ perceptions of MALL and its usefulness, the role of demographic features and their influence on learners’ perceptions of MALL has been under-researched. Accordingly, this study examined the impact of experience and gender on learners’ perceptions of MALL and their perceived MALL usefulness. Data were collected from 190 EFL learners attending English language learning courses in the educational context of Iran. Univariate analysis of variance (two-way ANOVA) was employed to analyze the data. As the results indicated, there was a significant relationship between the experience of the language learners and their perceptions of MALL usefulness. More precisely, the more the learners experience using smartphones for language learning, the more positive their perceptions of MALL’s usefulness will be. The study’s results were analyzed in light of the available literature, and suggestions for further research were provided.

The present study examined the effect of mobile assisted language learning (MALL) on Iranian EFL learners' idiom learning and perceptions of classroom activities. To do so, this study was carried out in six classes at Imam Reza International University in Mashhad, Iran. The participants included 114 BA students of Teaching English field. The present study was quasi-experimental that utilized a mixed methods research design. It contained a control group with 45 participants and an experimental group with 69 participants. MALL for teaching idioms via Telegram was considered as a treatment in experimental group. In the present study, Telegram app was chosen because the researcher, the teachers, and the participants had similar experience of using this app. Pictures, texts, audio, and video files, were used as the materials in teaching idioms. Students’ Perceptions of Classroom Activities scale designed and validated by Gentry and Gable (2001) and translated into Persian and validated by Ghanizadeh and Jahedizadeh (2015) was used for assessing students’ perceptions of classroom activities (interest, choice, joy, and challenge). Twelve students in experimental group sat for an interview which was audio and video recorded. In the interview sessions, students were asked about the experience of informal learning in this research, the materials used, pros and cons toward the channel and MALL. The results demonstrated the effectiveness of mobile phone usage in enhancing EFL university students’ idiom learning as well as in students’ perceptions of classroom activities with the highest differences observed in challenge and joy perceptions. The results of the qualitative phase were also in line with those of the quantitate phase.

This quasi-experimental research investigated the relative effectiveness of teacher scaffolding compared to peer scaffolding strategies on the writing performance of Iranian EFL learners—specifically focusing on accuracy, fluency, and complexity—within a mobile-assisted instructional framework guided by Vygotsky’s Zone of Proximal Development. The study involved 80 university students with intermediate English proficiency, comprising both male and female participants, who were pursuing degrees in English Language Translation at Islamic Azad University in Ayatollah Amoli, Iran. The participants were separated into two experimental groups, along with one control group. After an initial essay-writing pretest and a sequence of ten instructional sessions, a posttest was administered. The essays were evaluated by two independent raters utilizing Larsen-Freeman’s assessment profile. Statistical analyses, which included paired samples t-tests and one-way ANOVA, revealed that both scaffolding strategies significantly enhanced learners’ writing accuracy, fluency, and complexity. Importantly, the group that received teacher scaffolding demonstrated greater improvement in composing five-paragraph essays compared to their peers. These results offer valuable insights for educators, students, and researchers in Iran, highlighting the crucial role of scaffolding strategies—especially teacher scaffolding—in improving EFL learners’ essay writing skills.

Introduction: The Modified Unified Theory of Acceptance and Use of Technology (MUTAUT) was used in this mixed methods study to investigate language learners’ attitudes toward mobile assisted language learning (MALL).Methods: Two different student surveys were used to collect data quantitatively. The surveys consisted of 24 and 23 items, respectively, rated on a 6-point Likert scale. Reliability was estimated to be 0.92 and 0.95, respectively. To collect data qualitatively, language learners were interviewed regarding their opinions on MALL. Standard multiple regression and descriptive statistics employing IBM SPSS version 21 were used to analyze the data.Results: Analysis of quantitative data revealed that performance expectancy, effort expectancy, and perceived playfulness were significant predictors of the behavioral intention to use mobile devices, while self-management of learning and social influence were not (p<0.001(. Analysis of descriptive statistics from the second survey showed that language learners have totally positive attitudes toward effectiveness and satisfaction; however, their attitudes about usefulness were somewhat mixed. Analysis of qualitative data generally confirmed the quantitative results.Conclusion: Language instructors should motivate students to use mobile devices to learn, become more autonomous language learners, and manage their own learning.