A Review Paper on ELT Articles Conducted on Mobile-Assisted Task-Based Language Learning
Subject Areas : Journal of Language, Culture, and Translation
1 - Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
Keywords: Language learning, Mobile-assisted, Review, Task-based language learning,
Abstract :
This paper presents a comprehensive review of 50 studies conducted between 2014 and 2023, delving into the world of mobile-assisted task-based language learning (M-TBLL). Our investigation sought to illuminate the educational and learning contexts, methodologies, data collection techniques, learning outcomes, and challenges associated with M-TBLL. To this end, we meticulously combed through the ISI Web of Science database, ultimately analyzing 50 carefully selected papers from a pool of 398 identified publications. The review yielded several key findings. First, all included studies focused on language learning, demonstrating the versatility of M-TBLL across various linguistic domains. Second, a clear trend emerged toward higher education settings as the primary research ground for M-TBLL, highlighting its potential for advanced language acquisition. Moreover, the review revealed a growing emphasis on informal learning contexts, suggesting a shift towards mobile technology facilitating language learning beyond the traditional classroom walls. In-depth empirical studies on mobile seamless learning could shed light on the integration of mobile devices into existing learning environments. Additionally, research into tasks specifically designed based on learners' needs analyses could personalize and optimize the M-TBLL experience. Finally, investigations into cognitive load and learning anxiety in M-TBLL contexts could offer valuable insights into mitigating student stress and maximizing learning potential. By addressing these gaps and embracing emerging trends, future research can continue to shape and refine the landscape of M-TBLL, unlocking its full potential for enhancing language acquisition in diverse educational settings.
References:
Ahmad, J. (2016). Technology-assisted language learning is a silver bullet for enhancing language competence and performance: A case study. International Journal of Applied Linguistic and English Literature, 5(7), 118-131.
Ali, Z., & Payton, J. (2021). Task-based continuous authentication using wrist-worn devices. In 2021 IEEE International Conference on Pervasive Computing and Communications Workshops and other Affiliated Events (PerCom Workshops) (pp. 642-647). IEEE.
Aliasin, S. H., Saeedi, Z., & Pineh, A. J. (2019). The relationship between EFL teachers’ perception of task-based language teaching and their dominant teaching style. Cogent Education, 6(1), Article: 1589413.
An, I. S. (2013). Integrating technology-enhanced student self-regulated tasks into university Chinese language course. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 3(1), 1-15.
Azar, A. S., & Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of mobile assisted language learning (MALL) in L2 listening comprehension. Procedia-Social and Behavioral Sciences, 98, 1836-1843.
Chang, M. M., & Lan, S. W. (2021). Flipping an EFL classroom with the LINE application: students’ performance and perceptions. Journal of Computers in Education, 8, 267-287.
Chen, T. H., & Lin, C. C. (2018). Enhancing L2 English learning through mobile-assisted TBLT: EFL learners’ perspectives. The Journal of Asia TEFL, 15(2), 453-461.
Cho, K., Lee, S., Joo, M. H., & Becker, B. J. (2018). The effects of using mobile devices on student achievement in language learning: A meta-analysis. Education sciences, 8(3), 105.
Dai, Y., & Wu, Z. (2023). Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: A mixed-methods study. Computer Assisted Language Learning, 36(5-6), 861-884.
de la Fuente, M. J. (2014). Learners’ attention to input during focus on form listening tasks: The role of mobile technology in the second language classroom. Computer Assisted Language Learning, 27(3), 261-276.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley & Sons.
Fang, W. C., Yeh, H. C., Luo, B. R., & Chen, N. S. (2021). Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL, 33(1), 71-87.
García Botero, G., Questier, F., & Zhu, C. (2019). Self-directed language learning in a mobile-assisted, out-of-class context: do students walk the talk? Computer Assisted Language Learning, 32(1-2), 71-97.
Garzón, J., Lampropoulos, G., & Burgos, D. (2023). Effects of Mobile Learning in English Language Learning: A Meta-Analysis and Research Synthesis. Electronics, 12(7), 1595.
Gasparini, A. (2018). Building tasks with instant messaging apps. E-mentor, 5(77), 24-29.
Gliksman, S. (2011). One year later: Assessing the impact of iPads on education. Tablet Computers in Education.
González-Lloret, M., & Ortega, L. (Eds.). (2014). Technology-mediated TBLT: Researching technology and tasks (vol. 6). John Benjamins Publishing Company.
Habib, S., Haider, A., Suleman, S. S. M., Akmal, S., & Khan, M. A. (2022). Mobile assisted language learning: Evaluation of accessibility, adoption, and perceived outcome among students of higher education. Electronics, 11(7), 1113.
Hadi, M. S., & Emzir, E. (2016). Improving English speaking ability through mobile assisted language learning (mall) learning model. IJLECR (International Journal of Language Education and Cultural Review), 2(2), 71-74.
Hsu, K. C., & Liu, G. Z. (2021). A systematic review of mobile-assisted oral communication development from selected papers published between 2010 and 2019. Interactive Learning Environments, Online First.
Hsu, T. C. (2017). Learning English with augmented reality: Do learning styles matter? Computers & Education, 106, 137–149.
Hwang, G. J., & Fu, Q. K. (2019). Trends in the research design and application of mobile language learning: A review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567–581.
Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65–E70.
Jiang, W., & Li, W. (2018). Linking up learners of Chinese with native speakers through WeChat in an Australian tertiary CFL curriculum. Asian-Pacific Journal of Second and Foreign Language Education, 3(1), Article 14.
Kang, S., & Kim, Y. (2021). Examining the quality of mobile-assisted, video-making task outcomes: The role of proficiency, narrative ability, digital literacy, and motivation. Language Teaching Research, Online First.
Lai, C., & Li, G. (2011). Technology and task-based language teaching: A critical review. CALICO Journal, 28(2), 498–521.
Lai, Y., Saab, N., & Admiraal, W. (2022). University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction. Computers & Education, 179, 104413.
Lan, Y. J., & Lin, Y. T. (2016). Mobile seamless technology-enhanced CSL oral communication. Educational Technology & Society, 19(3), 335-350.
Lei, X., Fathi, J., Noorbakhsh, S., & Rahimi, M. (2022). The impact of mobile-assisted language learning on English as a foreign language learners' vocabulary learning attitudes and self-regulatory capacity. Frontiers in Psychology, 13, 872922.
Lim, C., & Lee, J. H. (2015). The effects of task modality and type on Korean EFL learners’ interactions. Journal of Asia TEFL, 12(2), 87–123.
Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Educational Technology & Society, 18(4), 486–497.
Lin, V., Liu, G. Z., Hwang, G. J., Chen, N. S., & Yin, C. (2022). Outcomes-based appropriation of context-aware ubiquitous technology across educational levels. Interactive Learning Environments, 30(18), 1515-1538.
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293-311.
McLellan, G., Kartchava, E., & Rodgers, M. (2021). Technology-mediated language training: Developing and assessing a module for a blended curriculum for newcomers. Canadian Journal of Applied Linguistics / Revue Canadienne de Linguistique Appliquée, 24(2), 208-233.
Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems (IJDPS), 3(1), 309-319.
Morgana, V., & Shrestha, P. N. (2018). Investigating students’ and teachers’ perceptions of using the iPad in an Italian English as a foreign language classroom. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3), 29-49.
Mulyadi, D., Wijayatiningsih, T. D., Singh, C. K. S., & Prastikawati, E. F. (2021). Effects of technology-enhanced task-based language teaching on learners’ listening comprehension and speaking performance. International Journal of Instruction, 14(3), 717-736.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Osifo, A. (2019). Improving Collaboration in Blended Learning Environments through Differentiated Activities and Mobile-Assisted Language Learning Tools. International Association for Development of the Information Society.
Ozer, O., & Kılıç, F. (2018). The effect of mobile-assisted language learning environment on EFL students’ academic achievement, cognitive load, and acceptance of mobile learning tools. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2915-2928.
Pahlevan-Sharif, S., Mura, P., & Wijesinghe, S. N. R. (2019). A systematic review of systematic reviews in tourism. Journal of Hospitality and Tourism Management, 39, 158-165.
Palalas, A. (2011). Mobile-assisted language learning: Designing for your students. Second language teaching and learning with technology: views of emergent researchers, 71-94.
Park, M., & Slater, T. (2015). A typology of tasks for mobile-assisted language learning: Recommendations from a small-scale needs analysis. TESL Canada Journal, 31(8), 93.
Pellerin, M. (2014). Language tasks using touch screen and mobile technologies: Reconceptualizing task-based CALL for young language learners. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 40(1).
Pingmuang, P., & Koraneekij, P. (2022). Mobile-Assisted Language Learning using Task-Based Approach and Gamification for Enhancing Writing Skills in EFL Students. Electronic Journal of e-Learning, 20(5), 623-638.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Reynolds, B. L., & Anderson, T. A. F. (2015). Extra-dimensional in-class communications: Action research exploring text chat support of face-to-face writing. Computers and Composition,
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Palgrave Macmillan. 35, 52–64.
Terras, M. M., & Ramsay, J. (2012). The five central psychological challenges facing effective mobile learning. British Journal of Educational Technology, 43(5), 820-832.
Thati, R. P., Dhadwal, A. S., Kumar, P., & Sainaba, P. (2022). A novel multi-modal depression detection approach based on mobile crowdsensing and task-based mechanisms. Multimedia Tools and Applications, Online First.
Tong, P., An, I. S., & Zhou, Y. (2020). Holistic and dynamic: Teacher-researcher reflections on operating mobile-assisted learning tasks supported by WeChat for Chinese as a foreign language. Instructional Science, 48(6), 729-763.
Tragant, E., Pinyana, À., Mackay, J., & Andria, M. (2021). Extending language learning beyond the EFL classroom through WhatsApp. Computer Assisted Language Learning, Online First.
Udal, A., Jaanus, M., & Piho, G. (2021). Task-based mobile learning ISC-System: Built-in Coronavirus immunity confirmed. In M. E. Auer, & T. Rüütmann (Eds.), Educating engineers for future industrial revolutions (pp. 604- 616). Springer.
Van de Vyver, J. (2023). The role of mobile-assisted language learning in instructed second language acquisition: a mixed methods approach to the integration of MALL in language skills training in the Federation Wallonia-Brussels (Doctoral dissertation, UCL-Université Catholique de Louvain).
Viberg, O., Wasson, B., & Kukulska-Hulme, A. (2020). Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework. Australasian Journal of Educational Technology, 36(6), 34-52.
Wang, Y., Fang, W. C., Han, J., & Chen, N. S. (2016). Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange. Australasian Journal of Educational Technology, 32(4), 18–37.
Willis, J. (1996). A flexible framework for task-based learning. Challenge and change in language teaching, 52, 62.
Xiang, Y., Yang, X. Q., Yang, W. W., & Miao, W. H. (2020). Localization and mapping algorithm for the indoor mobile robot based on LIDAR. In IOP Conference Series: Materials Science and Engineering, 831(1), 012021.
Xiangli, C., & Tongtong, D. (2017). Wechat as a learning community in EFL teaching: An action research study. Journal of Asia TEFL, 14(3), 548.
Xue, S. (2022). A conceptual model for integrating affordances of mobile technologies into task-based language teaching. Interactive Learning Environments, 30(6), 1131-1144.
Xue, S., & Churchill, D. (2019). A review of empirical studies of affordances and development of a framework for educational adoption of mobile social media. Educational Technology Research and Development, 67(5), 1231- 1257.
Ahmad, J. (2016). Technology-assisted language learning is a silver bullet for enhancing language competence and performance: A case study. International Journal of Applied Linguistic and English Literature, 5(7), 118-131.
Ali, Z., & Payton, J. (2021). Task-based continuous authentication using wrist-worn devices. In 2021 IEEE International Conference on Pervasive Computing and Communications Workshops and other Affiliated Events (PerCom Workshops) (pp. 642-647). IEEE.
Aliasin, S. H., Saeedi, Z., & Pineh, A. J. (2019). The relationship between EFL teachers’ perception of task-based language teaching and their dominant teaching style. Cogent Education, 6(1), Article: 1589413.
An, I. S. (2013). Integrating technology-enhanced student self-regulated tasks into university Chinese language course. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 3(1), 1-15.
Azar, A. S., & Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of mobile assisted language learning (MALL) in L2 listening comprehension. Procedia-Social and Behavioral Sciences, 98, 1836-1843.
Chang, M. M., & Lan, S. W. (2021). Flipping an EFL classroom with the LINE application: students’ performance and perceptions. Journal of Computers in Education, 8, 267-287.
Chen, T. H., & Lin, C. C. (2018). Enhancing L2 English learning through mobile-assisted TBLT: EFL learners’ perspectives. The Journal of Asia TEFL, 15(2), 453-461.
Cho, K., Lee, S., Joo, M. H., & Becker, B. J. (2018). The effects of using mobile devices on student achievement in language learning: A meta-analysis. Education sciences, 8(3), 105.
Dai, Y., & Wu, Z. (2023). Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: A mixed-methods study. Computer Assisted Language Learning, 36(5-6), 861-884.
de la Fuente, M. J. (2014). Learners’ attention to input during focus on form listening tasks: The role of mobile technology in the second language classroom. Computer Assisted Language Learning, 27(3), 261-276.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley & Sons.
Fang, W. C., Yeh, H. C., Luo, B. R., & Chen, N. S. (2021). Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL, 33(1), 71-87.
García Botero, G., Questier, F., & Zhu, C. (2019). Self-directed language learning in a mobile-assisted, out-of-class context: do students walk the talk? Computer Assisted Language Learning, 32(1-2), 71-97.
Garzón, J., Lampropoulos, G., & Burgos, D. (2023). Effects of Mobile Learning in English Language Learning: A Meta-Analysis and Research Synthesis. Electronics, 12(7), 1595.
Gasparini, A. (2018). Building tasks with instant messaging apps. E-mentor, 5(77), 24-29.
Gliksman, S. (2011). One year later: Assessing the impact of iPads on education. Tablet Computers in Education.
González-Lloret, M., & Ortega, L. (Eds.). (2014). Technology-mediated TBLT: Researching technology and tasks (vol. 6). John Benjamins Publishing Company.
Habib, S., Haider, A., Suleman, S. S. M., Akmal, S., & Khan, M. A. (2022). Mobile assisted language learning: Evaluation of accessibility, adoption, and perceived outcome among students of higher education. Electronics, 11(7), 1113.
Hadi, M. S., & Emzir, E. (2016). Improving English speaking ability through mobile assisted language learning (mall) learning model. IJLECR (International Journal of Language Education and Cultural Review), 2(2), 71-74.
Hsu, K. C., & Liu, G. Z. (2021). A systematic review of mobile-assisted oral communication development from selected papers published between 2010 and 2019. Interactive Learning Environments, Online First.
Hsu, T. C. (2017). Learning English with augmented reality: Do learning styles matter? Computers & Education, 106, 137–149.
Hwang, G. J., & Fu, Q. K. (2019). Trends in the research design and application of mobile language learning: A review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567–581.
Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65–E70.
Jiang, W., & Li, W. (2018). Linking up learners of Chinese with native speakers through WeChat in an Australian tertiary CFL curriculum. Asian-Pacific Journal of Second and Foreign Language Education, 3(1), Article 14.
Kang, S., & Kim, Y. (2021). Examining the quality of mobile-assisted, video-making task outcomes: The role of proficiency, narrative ability, digital literacy, and motivation. Language Teaching Research, Online First.
Lai, C., & Li, G. (2011). Technology and task-based language teaching: A critical review. CALICO Journal, 28(2), 498–521.
Lai, Y., Saab, N., & Admiraal, W. (2022). University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction. Computers & Education, 179, 104413.
Lan, Y. J., & Lin, Y. T. (2016). Mobile seamless technology-enhanced CSL oral communication. Educational Technology & Society, 19(3), 335-350.
Lei, X., Fathi, J., Noorbakhsh, S., & Rahimi, M. (2022). The impact of mobile-assisted language learning on English as a foreign language learners' vocabulary learning attitudes and self-regulatory capacity. Frontiers in Psychology, 13, 872922.
Lim, C., & Lee, J. H. (2015). The effects of task modality and type on Korean EFL learners’ interactions. Journal of Asia TEFL, 12(2), 87–123.
Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Educational Technology & Society, 18(4), 486–497.
Lin, V., Liu, G. Z., Hwang, G. J., Chen, N. S., & Yin, C. (2022). Outcomes-based appropriation of context-aware ubiquitous technology across educational levels. Interactive Learning Environments, 30(18), 1515-1538.
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293-311.
McLellan, G., Kartchava, E., & Rodgers, M. (2021). Technology-mediated language training: Developing and assessing a module for a blended curriculum for newcomers. Canadian Journal of Applied Linguistics / Revue Canadienne de Linguistique Appliquée, 24(2), 208-233.
Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems (IJDPS), 3(1), 309-319.
Morgana, V., & Shrestha, P. N. (2018). Investigating students’ and teachers’ perceptions of using the iPad in an Italian English as a foreign language classroom. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3), 29-49.
Mulyadi, D., Wijayatiningsih, T. D., Singh, C. K. S., & Prastikawati, E. F. (2021). Effects of technology-enhanced task-based language teaching on learners’ listening comprehension and speaking performance. International Journal of Instruction, 14(3), 717-736.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Osifo, A. (2019). Improving Collaboration in Blended Learning Environments through Differentiated Activities and Mobile-Assisted Language Learning Tools. International Association for Development of the Information Society.
Ozer, O., & Kılıç, F. (2018). The effect of mobile-assisted language learning environment on EFL students’ academic achievement, cognitive load, and acceptance of mobile learning tools. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2915-2928.
Pahlevan-Sharif, S., Mura, P., & Wijesinghe, S. N. R. (2019). A systematic review of systematic reviews in tourism. Journal of Hospitality and Tourism Management, 39, 158-165.
Palalas, A. (2011). Mobile-assisted language learning: Designing for your students. Second language teaching and learning with technology: views of emergent researchers, 71-94.
Park, M., & Slater, T. (2015). A typology of tasks for mobile-assisted language learning: Recommendations from a small-scale needs analysis. TESL Canada Journal, 31(8), 93.
Pellerin, M. (2014). Language tasks using touch screen and mobile technologies: Reconceptualizing task-based CALL for young language learners. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 40(1).
Pingmuang, P., & Koraneekij, P. (2022). Mobile-Assisted Language Learning using Task-Based Approach and Gamification for Enhancing Writing Skills in EFL Students. Electronic Journal of e-Learning, 20(5), 623-638.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Reynolds, B. L., & Anderson, T. A. F. (2015). Extra-dimensional in-class communications: Action research exploring text chat support of face-to-face writing. Computers and Composition,
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Palgrave Macmillan. 35, 52–64.
Terras, M. M., & Ramsay, J. (2012). The five central psychological challenges facing effective mobile learning. British Journal of Educational Technology, 43(5), 820-832.
Thati, R. P., Dhadwal, A. S., Kumar, P., & Sainaba, P. (2022). A novel multi-modal depression detection approach based on mobile crowdsensing and task-based mechanisms. Multimedia Tools and Applications, Online First.
Tong, P., An, I. S., & Zhou, Y. (2020). Holistic and dynamic: Teacher-researcher reflections on operating mobile-assisted learning tasks supported by WeChat for Chinese as a foreign language. Instructional Science, 48(6), 729-763.
Tragant, E., Pinyana, À., Mackay, J., & Andria, M. (2021). Extending language learning beyond the EFL classroom through WhatsApp. Computer Assisted Language Learning, Online First.
Udal, A., Jaanus, M., & Piho, G. (2021). Task-based mobile learning ISC-System: Built-in Coronavirus immunity confirmed. In M. E. Auer, & T. Rüütmann (Eds.), Educating engineers for future industrial revolutions (pp. 604- 616). Springer.
Van de Vyver, J. (2023). The role of mobile-assisted language learning in instructed second language acquisition: a mixed methods approach to the integration of MALL in language skills training in the Federation Wallonia-Brussels (Doctoral dissertation, UCL-Université Catholique de Louvain).
Viberg, O., Wasson, B., & Kukulska-Hulme, A. (2020). Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework. Australasian Journal of Educational Technology, 36(6), 34-52.
Wang, Y., Fang, W. C., Han, J., & Chen, N. S. (2016). Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange. Australasian Journal of Educational Technology, 32(4), 18–37.
Willis, J. (1996). A flexible framework for task-based learning. Challenge and change in language teaching, 52, 62.
Xiang, Y., Yang, X. Q., Yang, W. W., & Miao, W. H. (2020). Localization and mapping algorithm for the indoor mobile robot based on LIDAR. In IOP Conference Series: Materials Science and Engineering, 831(1), 012021.
Xiangli, C., & Tongtong, D. (2017). Wechat as a learning community in EFL teaching: An action research study. Journal of Asia TEFL, 14(3), 548.
Xue, S. (2022). A conceptual model for integrating affordances of mobile technologies into task-based language teaching. Interactive Learning Environments, 30(6), 1131-1144.
Xue, S., & Churchill, D. (2019). A review of empirical studies of affordances and development of a framework for educational adoption of mobile social media. Educational Technology Research and Development, 67(5), 1231- 1257.