The extensive use of smartphones has brought several mobile applications to language learners, but discussion about its serious acceptance has not been settled yet within the field. A study had been conducted of an in-depthreview of 87 ESL mobile apps (Kim & Kwon, 2012) found that ESL apps is effective as it provide a personal and learner-centred learning opportunity with ubiquitously accessible and flexible practices. The advantages of the mobile devices included personal, situated, authentic, spontaneous, informal, and continuous access (KukulskaHulme,2009).Even if the widely spread usage of mobile devices is a relatively new
wonders,therehas already been a lot of studies focusing on the combination of mobile phones
and language learning (Basoglu and Akdemir,2010; Stockwell, 2007; Thornton and Houser,2005).
Many of these reports show avery positive effect from
involving mobile devices in language learning.
Another Turkish study compared digital flashcards on a mobile phone with
traditional flashcards on paper and results showed that the ones who had used the mobile application had reached
better results than the ones who used traditional methods (Basoglu and Akdemir, 2010). Many studies and projects
have been conducted related to this area, from the use of mobile phones for quiz delivery and vocabulary practice to
the use of smartphones and language applications that incorporate flashcards and phrasebooks (Godwin-Jones, 2011;
Kim et al., 2008; Martinez et al., 2010). With the arrival of smartphone technologies, mobile devices have become
much more powerful and multipurpose computing environments.