Using mobile phones in English education in Japan

By Patricia Thornton, Chris Houser. Journal of Computer Assisted Learning, 2005

931 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/363c85dbd6dccd0a55c84ba3a73776133061330a

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The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Information Systems

In Language and Linguistics

Citations in the corpus

Computer-Assisted Language Learning: Conclusion (2012, positive): “Thornton and Houser (2001, 2005), for example, provided their learners with a series of mini-lessons over their phones.”
Mobile-Assisted Language Learning (2012, background): “The results showed an improved range of scores on post-tests which were very encouraging [15].”
A Comparison of Undergraduate Students' English Vocabulary Learning: Using Mobile Phones and Flash Cards. (2010, background): “Thornton and Houser (2005) also found similar results when comparing students’ scores studying vocabulary materials on mobile phones with paper.”
The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom (2009, background): “A number of early reports on mobile learning have sprung up in the past few years (eg, Ratto et al, 2003; Rekkedal & Dye, 2007; Thornton & Houser, 2005).”
Using mobile phones for vocabulary activities: Examining the effect of platform (2010, background): “Studies that have looked at actual mobile phone use outside the classroom include research into sending messages to learners' mobile phones by Thornton and Houser (2005) and Kennedy and Levy (2008).”
Perceived Convenience in an Extended Technology Acceptance Model: Mobile Technology and English Learning for College Students. (2012, background): “Thornton and Houser (2005) conducted a study about the use of email via mobile phones for learning English vocabulary.”
Effectiveness of vocabulary learning via mobile phone (2008, methodology): “…EFL learners with large exposure to the target content as learners can do self-learning anytime, anywhere with the assistance provided by mobile technology (e.g., Norbrook & Scott 2003; Thornton & Houser 2003, 2004, 2005; McNicol 2004; Naismith et al. 2005; Roschelle et al. 2005; Chinnery 2006).”
An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction (2008, background): “Naismith et al. (2004) refer to the fact that a web-based Japanese system for English language learning – Pocket Eijiro – receives more than 100,000 hits per day.”
Mobile English learning: An evidence-based study with fifth graders (2011, methodology): “When we look at current mobile applications for language learning, however, we notice that these are mostly text-based (Kukulska-Hulme & Shield, 2008) and use an “ intelligent tutoring ” model (Bull, 1994; Chen & Chung, 2008; Collins, 2005; Thornton & Houser, 2005).”