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Listening Comprehension. Listening dialogues and 
conversations may be considered the first stage in learning a 
second language. With the advent of modern mobile phones, 
it is now possible to design a mobile multimedia system for 
learning listening skills through listening different tasks.
So, using physical functions of modern mobile phones 
Huang and Sun designed a system composing of two sub-
systems. A multimedia materials website that uploaded and 
maintained video materials, and a set of multimedia English 
listening exercise on the mobile phone for the learners to re-
peat exercises in English listening in a ubiquitous learning 
environment. They attempted to implement the mobile mul-
timedia English listening practice system based on capabil-
ities of the mobile technology providing learners download 
multimedia sound contents from mobile devices, register 
the learning website, order mobile learning courses and 
activate reception of learning courses. According to au-
thors’ opinion, mobile multimedia English listening exer-
cise system can enhance learner’s English listening abilities 
to a high degree [5]. It is also possible to design a platform 
in which learners listen to a text by vocal service on their 
mobile phones, followed by a listening comprehension quiz 
based on the text.
Learning Grammar. Grammar rules can be learnt 
through a specifically designed program installed on mo-
bile phone, in which grammatical rules are taught, followed 
by multiple-choice activities where learners select the cor-
rect answer from the given alternatives. So, most popular 
grammatical exercises are in the form of ‘true-false’ or ‘fill-in 
the blanks’ tasks, which are to be responded by the learners. 
Grammatical explanations may also be presented to learners 
via vocal service or short message service.
Pronunciation. In so far as modern mobile devices en-
able their users to access multimedia functions including lis-
tening and speaking, a good m-learning service should con-
sist of speech facilities for transmitting voice. Having such 
facilities, learners may download dictionaries on the PDA 
with sound functions, so that they can learn the correct pro-
nunciation of unfamiliar or new words to be able to fulfill 
their learning needs. Mobile devices with multimedia func-
tion give learners the opportunity to record their own voice. 
Further, teachers can analyze students’ weaknesses in pro-
nunciation. This way, by enhancing various functions of the 
system like providing a dictionary for looking up unfamiliar 
words and their correct phonetic form, the pronunciation as 
well as speaking skills of the learners can be well improved.
One of the brightest examples is Praxis learning pod-
cast line — a platform providing a context-driven, social-
based, and software-enhanced website for learning foreign 
languages.
The speech aspect of mobile learning is as significant as 
textual aspect of it, since it enables learners to comfortably 
speak with a system recording their voice and allowing them 
to listen back to themselves. Then, they can compare their 
voice with an ideal pronunciation and make an improvement 
in this skill.


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