حمزه ئی، افسانه، باقری، محسن، و موسوی پور، سعید. (1396). تأثیر یادگیری سیار بر اساس الگوی طراحی آموزشی گانیه بر راهبردهای یادگیری خودتنظیمی دانشجویان، فنآوری اطلاعات و ارتباطات در علوم تربیتی، 7(4)، 131-148.
صحرائی، رضامراد. (1399). زبان فارسی را چگونه آموزش دهیم. تهران: نشر نویسه پارسی.
Aman, N. (2020). Teaching grammar: issues and challenges. Journal of English Language Teaching Innovations and Materials (JELTIM), 2(1), 1-13.
Castillo Alvarenga, M. B., Strahm Voulquin, E.W. y Canese, V. (2020). Mobile apps for teaching and learning English as a Foreign Language to a teenagers and adults. ÑEMITỸRÃ, 1(2), 97-115.
Chen, Z., Chen, W., Jia, J., & An, H. (2020). The Effects of using mobile devices on language learning: A Meta-analysis. Educational Technology Research and Development, 68, 1769–1789.
Chih-Chung Lin, Vivien Lin, Gi-Zen Liu, Xiaojing Kou, Alena Kulikova & Wenling Lin (2019): Mobile-assisted reading development: a review from the Activity Theory perspective, Computer Assisted Language Learning
Crystal, D. (2000) Rediscover Grammar. London: Longman.
Ghanizadeh, A., Jahedizadeh, S., & Movaghar, F. (2022). The Effect of Mobile Assisted Language Learning (MALL) on Iranian EFL Learners’ Idiom Learning and Perceptions of Classroom Activities. Iranian Journal of Applied Language Studies, 14(1), 87-108.
Hamzee, A., Bagheri, M., & Mousavipour, S. (2017). The impact of mobile learning based on Gagné’s instructional design model on students' self-regulated learning strategies. Information and Communication Technology in Educational Sciences, 7(4), 131–148. [In Persian]
Kacetl, J., and Klímová, B. (2019). Use of smartphone applications in english language learning: a challenge for foreign language education. Educ. Sci. 9, 1–9. doi: 10.3390/educsci9030179
Kashanizadeh, I., & Shahrokhi, M. (2021). The Use of Mobile to Boost Iranian EFL Learners’ GrammarKnowledge: The Case of Grammar Learning Application in Focus, Journal of Applied Linguistics and Language Research. 8(1), pp. 1-10
Khosrow-Pour, M. (2021). Handbook of Research on Modern Educational Technologies, Applications, and Management. IGI Global
Markova, I., & Azocar, C. (2022). Effects of Synchronous and Asynchronous Online Instructional Approaches on English-Learning Undergraduate College Students: An Exploratory Study. Journal of English Learner Education. (14)2.
Martín-Monje, E., Arús-Hita, J., Rodríguez-Arancón, P., & Calle-Martínez, C. (2014). REALL: Rubric for the evaluation of apps in language learning.
Nami, F. (2020). Educational smartphone apps for language learning in higher education: Students’ choices and perceptions. Australasian Journal of Educational Technology, 36(4), 82-95.
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147-3165
Reedy, D., & Bearne, E. (2013). Teaching Grammar Effectively in Primary Schools. London: UKLA.
Sahraei, R. (2020). How to teach the Persian language. Tehran: Naviseh Parsi Publishing. [In Persian]
Yusob, K. (2018). Challenges of teaching grammar at tertiary level: Learning from English lecturer's insights. e-Academia Journal, 7(1), 149-158.
Zain, D. S. M., and Bowles, F. A. (2021). Mobile-assisted language learning (Mall) for higher education instructional practices in EFL/ESL contexts: a recent review of literature. Comput. Assist. Lang.Learn. Electron. 22, 282–307.
Zhang, J. (2009). Necessity of Grammar Teaching. International Education Studies, 2, 184-187.
