Mobile-assisted language learning (MALL) is a fast-developing field that is constantly growing and evolving in education. There is a lack of publications focusing on implementation studies of MALL as a means to enhance second language/foreign language (L2) reading comprehension. Building on Burston's (2013). Mobile-Assisted Language Learning: a Selected Annotated Bibliography of Implementation Studies 1994–2012. Language Learning & Technology, 17(173), 157–225. https://doi.org/10.1080/0022027032000276961] comprehensive historical background of MALL applications from 1994 to 2012, the current article aims to provide a thorough review of a selection of implementation studies between 2012 and 2017, which focus on L2 reading comprehension through the use of mobile devices. Thus, the current article will provide an overview of the main journal articles, book chapters and conference proceedings which investigate the use of mobile devices and tablets to improve L2 reading comprehension published in the last six years.

As technology rapidly transforms educational landscapes, the imperative for teachers to possess digital competence becomes increasingly vital. This paper explores the effectiveness of different approaches employed by teacher education programs in equipping preservice teachers with digital competence. The study categorizes these approaches into three main groups: direct, integrated, and modeling. Through an analysis based on the DigCompEdu framework, the study aims to explore the relationship between teacher training approaches and the development of preservice teachers' digital competences. A mixed-methods approach, including surveys and document analyses, was utilized, involving 399 preservice teachers and 84 teacher educators from various Lebanese teacher training programs. The results indicate that teacher educators' modeling plays a pivotal role in influencing preservice teachers' overall digital competence, surpassing the impact of both direct and integrated approaches. Recommendations include prioritizing digital professional development for teacher educators, revising curricula, addressing course design effectiveness, and enhancing both direct and integrated approaches. These insights aim to inform the design and improvement of teacher training programs to meet the evolving demands of digital education.

Using the concept of a journey through time, this article examines the theoretical foundation underpinning the use of digital storytelling as a pedagogical tool in the language classroom. It describes the arguments developed by Dewey, Piaget and Vygotsky, which form the basis of social constructivist theory and the work of Kolb from which experiential learning theory was developed. It goes on to describe how these theories are reflected in pedagogical approaches to language learning, from Asher’s total physical response approach, to Blaine Ray’s TPR storytelling and finally to the development of digital storytelling by Lambert and Atchley. Along this journey, the reader is able to pause and consider progressive theories of education and to take account of cognitive development and sociocultural theory. The significance of experience in the learning process and the value of a physical response becomes evident and the benefits of telling stories, whether these are told in the traditional way or through the use of digital technology is apparent.

This study investigates the digital competence levels of Lebanese preservice and in-service teachers using the European Framework for the Digital Competence of Educators (DigCompEdu). The research aims to explore the existing gap in digital competence between these two groups through a cross-sectional descriptive survey, involving 170 in-service teachers and 194 preservice teachers from various undergraduate teacher training programs in Lebanon. The findings reveal significant differences between in-service and preservice teachers in all six competence areas and no significant difference per subject areas, with in-service teachers demonstrating higher overall digital competence compared to preservice teachers. The study draws attention to the need for improved practical training and targeted interventions in teacher education programs to better prepare preservice teachers for the digital demands of modern classrooms. The findings have implications for policy and practice, particularly in enhancing teacher training programs to meet the evolving digital needs of education.

This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate that in-service teachers consistently outperform student teachers in all six areas of digital competence, with the most substantial gap in Digital Resources. However, significant improvements in digital competence were observed among student teachers from the first to the third academic year. The study highlights the necessity for enhanced digital competence training in teacher education programs and continuous professional development for in-service teachers. Recommendations include embedding digital tools into curricula, providing hands-on training, fostering collaborative cultures, and regularly monitoring competence development. These findings emphasize the importance of preparing teachers to meet the digital demands of modern classrooms.