Since the advent of computer-based hand-held mobile devices, “anywhere, anytime” learning has been promoted as the pedagogical wave of the future. Within the specific context of mobile-assisted language learning (MALL), the earliest attempts to realize the potential of mobile learning 31 from 1994. In the intervening years, there have been over 345 studies describing MALL implementations based on a 32 of mobile devices that includes e-dictionaries, MP3 players, personal digital assistants, tablet PCs, and most especially mobile phones. 33 the attention it has received, MALL remains on the fringes of foreign language pedagogy. Even after nearly two decades, those who have undertaken MALL studies are mostly restricted to experimenters who have yet to influence the core of the language teaching profession. With few exceptions, published studies of MALL implementations have not progressed 34 pilot testing, that is, design proposals, proof of concepts, limited experiments, class trials. To the extent that any large-scale implementations have been attempted, these have remained 35 to the curriculum, restricted to the use of voluntary complementary materials, most notably vocabulary review. Above all, what is most striking about published MALL implementation studies is the virtual absence of follow-up reports of curricular integration.