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A total of 45 participants in the study used the application for a period of one week. Data collected from the application, a questionnaire, and follow-up interviews showed that participants usage of the application correlated with their average scores on the quizzes in the application and that usage of the application can be predicted by a variety of factors, such as language proficiency, users’average daily usage of their mobile devices, and motivation and learning goals . Findings also underscored the importance of providing language learners with resources to help them learn idiomatic expressions and collocation . Furthermore, results showed that participants have strong positive attitudes toward the use of mobile technology in language learning.  \nKEYWORDS  \nMobile Learning, Idioms, Collocations, Language Learning Apps  \nINTRODUCTION  \nA number of studies in the field of mobile assisted language learning within the last decade has examined the effect of mobile devices on language learning, and how mobile devices are used in and outside of the classroom to promote learning (Kukulska-Hulme & Shield, 2007; Levy & Kennedy, 2005; Stockwell, 2013; Thornton & Houser, 2001 , 2005 ; Wong & Looi, 2010) . However, little is known about the ways in which learners interact with apps for language learning and how learners view these apps in the context of their language learning. Research has not yet identified the profiles of language learners and the contexts of learning that best suit them . There are many questions that are yet to be answered as to how an app might deliver successful language learning experiences . For instance, will users prefer learning experiences embedded in games? Would learners’ language proficiency influence how the app is used? Is there an expiry date for an app? This paper describes how four different groups of language learners use a mobile application to learn idiomatic expressions and collocations . Specifically, this study investigates the ways in which four different groups of English language learners use a mobile app to learn idiomatic expressions and collocations, the extent to which language proficiency influences the use of such an application, and the extent to which usage of mobile phones predicts how learners use their mobile devices for language learning. The research questions were as follows:  \n1. In what ways do four groups of English language learners use a mobile app to learn idiomatic expressions and collocations?  \n2. To what extent can learners’usage of mobile devices and their language proficiency predict use of the app?  \nBACKGROUND LITERATURE  \nIn their study of the acquisition of Italian vocabulary via SMS, Levy and Kennedy (2005) found that students who received text messages featuring definition of vocabulary words in  \nCALICO Journal, 31(3), p-p 285-302. doi: 10.11139/cj.31.3.285-302 © 2014 CALICO Journal  \nItalian during regular intervals learned more vocabulary items and had improved their learning compared to those who did not. Thornton and Houser’s (2001) study which investigated the potential for mobile phones to assist Japanese language learners with English vocabulary found that students receiving emails regularly learned more than those students who were only urged to learn vocabulary. However, while there seems to be an advantage for learning via mobile devices, researchers have also found that students still value the PC as resource for more “serious” language learning (Stockwell, 2008, 2013; Thornton & Houser, 2001) . In a more recent substantial investigation of how learners interact with mobile apps, Stockwell (2013) tracked 50 leaners of English as they learned vocabulary th","cbCaigSTwPhaiA7W","https://ap.wps.com/l/cbCaigSTwPhaiA7W","pdf",837340,18,"English","# Abstract\n# Keywords\n# Introduction\n# Background Literature\n## Importance of Idiomatic Expressions and Collocations\n## (Continuation of literature and study context)","[{\"question\":\"How long did participants use the mobile learning application in the study?\",\"answer\":\"Participants used the application for a period of one week.\"},{\"question\":\"What data sources were used to evaluate app usage?\",\"answer\":\"The study used application data, a questionnaire, and follow-up interviews.\"},{\"question\":\"Which factors were found to predict how learners used the app?\",\"answer\":\"App usage could be predicted by factors such as language proficiency, average daily mobile-device usage, and motivation and learning goals.\"}]","Language Learners’ Usage of a Mobile Learning Application for Learning Idioms and Collocations | PDF",1792081330,45]