1. Introduction With the rapid development of science and technology, the popularity of mobile devices not only facilitates people#8217;s lives, but also creates better carriers for mobile learning. It is generally believed that mobile learning can occur at anytime and anywhere. Mobile devices used in mobile learning must be able to effectively present learning content and provide two-way communication between teachers and learners (Aleksander, 2006). With the popularization of smart phones, a variety of mobile learning softwares emerge in endlessly, which provide many conveniences for learners. 1.1 Need for the study According to A Research into Evaluation Indicator System of English Listening and Speaking Software (2009), English learning softwares can be divided into different categories, such as APPs of vocabulary skills training, APPs of listening and speaking skills training, APPs of reading skills training and APPs of writing and translation skills training. They can help us learn English from all aspects, especially listening and speaking learning software, which is very helpful for English learners. In the four basic skills, listening and speaking are the weak links of students nowadays. This kind of learning software integrates all kinds of practical oral situations, such as business talks, English interviews, oral workplace communication, office English, travel English, etc. You can learn by using it anytime, anywhere. Learners are accessible to the class during the opening period of the courses, without having to accommodate the fixed class or missing any class. Multimedia interactive exercises can be carried out anytime and anywhere to bring the classroom around and master the learning progress all the time. The new generation of smart phones has become the mainstream for learning and social interaction. The trend of online education has gradually shifted to mobile learning. Listening and speaking assistive learning APP is the most popular among all kinds of English learning APPs. LiuLiShuo has a total of 110.3 million registered users by the date of December 31, 2018. 1.2 Research purpose The present study intends to investigate students#8217; use of the most popular listening and speaking learning APP ”LiuLiShuo”. Specifically speaking, the purpose of this study is two-folded: firstly, to find out whether it can LiuLiShuo effectively improve students#8217; oral proficiency; secondly, to find out how it can improve students#8217; English proficiency, including listening and speaking. 2. Literature Review 2.1 Theoretical foundation The originator of constructivism can be traced back to Piaget in Switzerland. Constructivist teaching view advocates that the world exists objectively, but the understanding of the world is determined by everyone (Li Qiang, 2015). Different people have different understandings of the same thing because of their original experience. Learning is to guide students to construct new experience from the original experience. Piaget (1972) emphasizes students#8217; subjectivity, autonomy and initiative in teaching activities, and holds that teachers should be the promoters, collaborators and guides of students#8217; active construction of meaning. Situations, collaboration, conversation and meaning construction are considered as the four elements of learning environment. Teachers should be helpers and promoters for students to construct meanings on their own initiative, rather than masters and inculcators in the classroom. It also requires students to study spontaneously and subjectively, learn independently and control the content and process of learning. Constructivism learning concept puts forward new requirements for oral language teaching. The development of wireless network and the update of smart phones provide a platform to practice constructivism teaching theory. LiuLiShuo has independently developed an artificial intelligence English teacher based on learning technology, which can provide personalized and adaptive learning courses for every user. 2.2 Related empirical studies on oral English learning software Some researchers make a comparison between different kinds of English learning APPs. For instance, Zhang Yuqing（2018）analyzes and compared the advantages and disadvantages of three kinds of English learning APPs in terms of function, content and mode. In A Survey of English Learning Applications on Smart Phone Vivo X7（2017）, the number of apps for training English listening and speaking ability ranks first, followed by the comprehensive training of listening, speaking, reading and writing among those English learning apps with over 100,000 downloads on Vivo X7. Some researchers carry out experiments to see if oral training APPs can effectively improve students#8217; oral English level. Lv Shuang (2015) analyses the problems existing in oral English of English majors in China, and finds out that oral English learning APP has indeed improved the enthusiasm of students in learning spoken English and the accuracy of pronunciation, which is a method worthy of promotion. He Jie (2018) discusses the feasibility of the application of software in primary school English teaching, and makes a conclusion that English learning software can help to improve students#8217; pronunciation and intonation, enhance their English listening and speaking ability, increase their English vocabulary and reading accumulation, and expand culture input. 2.3 Problems in the previous studies In the past few decades, researchers have studied some English learning softwares. However, there are still some problems in the previous studies. Some researches are analysis and comparison of several oral English learning APPs from different perspectives. Then suggestions are put forward to improve the learning APPs. More studies focus on the role of learning software in classroom and whether these softwares can promote classroom teaching. This research, taking LiuLiShuo as an example, will conduct a case study. Participants use LiuLiShuo to learn autonomously, including proper assessment, good plans, timely monitoring and effective evaluation when necessary. References Aleksander, D. (2006). Designing for mobile devices #8211; on the traditional web page. Retrieved April8, 2019, from http://www.dye.no/articles/mlearning/designing_for_mobile_device.pdf. Gajek, E. (2018). Use of technology in teaching speaking skills. British Journal of Educational Technology, 28,145-153. Hamidi, H., Fazely, K. (2018). Analysis of the essential factors for challenges of mobile learning adoption in education. Computer Applications in Engineering Educations, 27, 67-73. Hemmi, A. et al. (2013). Co‐evolution of mobile language learning: Going global with games consoles in higher education. British Journal of Educational Technology, 19, 47-56. Huang, R. T., Jang, S. J., Machtmes, K. (2011). Investigating the roles of perceived playfulness, resistance to change and self‐management of learning in mobile English learning outcome. British Journal of Educational Technology, 35, 132-135. Lee, S. M., Ahn, T. Y. (2015). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 31, 189-200. Liu, G. Z., Chen, J. Z., Hwang, G. J. (2017). Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application. British Journal of Educational Technology，11,68-71. Liu, T. C. et al. (2018). The modality effect in a mobile learning environment: Learning from spoken text and real objects. British Journal of Educational Technology, 17, 23-31. Piaget,#8194;J.#8194;(1970).#8194;The#8194;principles#8194;of#8194;genetic#8194;epistemology.#8194;Trans-lated#8194;(1972).#8194;New#8194;York:#8194;Basic#8194;Books Shadiev, R., Hwang, W. Y., Liu, T. Y. (2017). Facilitating application of language skills in authentic environments with a mobile learning system. British Journal of Educational Technology, 23, 158-163. 付丽云 (2009), 英语听说软件评价体系研究, 硕士学位论文，上海师范大学。

何洁（2018），英语趣配音对小学中年级学生听说能力的影响浅析, 才智（04）：71。

李强]（2015），英语专业学生利用移动终端设备学习的现状调查#8212;#8212;以内蒙古师范大学英语专业学生为例.硕士专业学位论文，内蒙古师范大学。

吕双（2015），”英语流利说”手机APP辅助高校艺体生口语教学初探, 牡丹江教育学院学报 (10) ：75-76。

宋莉娜（2015）, 英语口语APP软件评估实践#8212;兼评三款主流软件, 成都纺织高等专科学校报 32（3）：170-174。

王建华（2009），移动学习理论与实践, 科学出版社。

袁艺（2016），大学英语移动学习现状调查研究.硕士学位论文，哈尔滨师范大学。

杨怡人 (2017)，移动终端语言学习软件使用调查分析, 教育教学研究 2（12）：45-46。

朱晶（2015）, 基于TAM的研究生移动学习影响因素研究, 硕士学位论文，山东师范大学。

张玉钦（2018），英语学习类APP资源分析及应用研究, 硕士学位论文，上海师范大学。