Abstract
The objective of the current study is to evaluate the recently developed mobile apps for learning and improving English grammar. This study selected 10 grammar apps ranked 3 and above by online users with a large number of installations. The study adapted a framework proposed by Supyan Hussin (2013) with four criteria: System, Program, Curriculum, and Language & Culture. Furthermore, information provided in Google Play Store App assessment in terms of App users’ Reviews, Ratings, and Downloads also was used to assess the selected grammar apps. First, the findings show that the grammar apps tend to teach grammar out of context, second, apps minimally adapt to the user’s skill sets. Third, the grammar apps rarely offer explanatory corrective feedback to the users. Fourth, some grammar apps have accuracy issue in terms content and typo. Despite pedagogical paradigm shift to communicative approaches to language learning, the assessed grammar apps are more behaviorists in nature where features of cognitivism and constructivism, and particularly connectivism approaches are rare. To better align with MALL, contextualized language, explanatory feedback, and adaptive technology need to be incorporated into these apps.
Highlights
Information technology has virtually removed the border among countries and global village has been created
Mobile apps work based on three platforms, namely Android, Apple IOS and Microsoft windows 7 and have the potential to drastically change the field of language learning and teaching (RodríguezArancón, Arús, & Calle-Martínez, 2013) as well as reshaping language learning styles and preferences (Kim & Kwon, 2012)
Given the importance of grammar in the process of language learning, the current study focuses on the assessment of current openly available grammar apps
Summary
Information technology has virtually removed the border among countries and global village has been created It has affected all walks of human life including education. Smart phones as another technology have been around for more than two decades and their widespread usage coupled with their affordance and advancement in function has led to the development of numerous mobile apps for learning, teaching language and learning grammar (RodríguezArancón, Arús, & Calle-Martínez, 2013; Usagawa, 2018). Mobile apps support collaborative learning and self-pace learning (Kim & Kwon, 2012) They provide interesting language learning environment where immediate feedback for students are provided and they can enhance learning performance (Wu et al, 2012; Yunita, 2018). Mobile apps work based on three platforms, namely Android, Apple IOS and Microsoft windows 7 and have the potential to drastically change the field of language learning and teaching (RodríguezArancón, Arús, & Calle-Martínez, 2013) as well as reshaping language learning styles and preferences (Kim & Kwon, 2012)
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