Abstract
This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users’ communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.
Highlights
Since the advent of the internet in the late 1990’s, technology has changed the way in which humans communicate and interact with one another
For the sake of this paper, a new acronym will be introduced as dedicated language learning apps which will be defined as: standalone apps with pre-packed pedagogical approach built into it and it can be used without the presence of an educator
Twitter can be used as a language learning activity This paper is primarily concerned with apps that are designed for language learning, hereafter referred to as Dedicated Language Learning Apps (DLLAs) standalone apps with pre-packed pedagogical approach built into it and it can be used without the presence of an educator
Summary
Since the advent of the internet in the late 1990’s, technology has changed the way in which humans communicate and interact with one another. There have been many attempts to innovate in language learning through technology, beginning with computer-assisted language learning (CALL). Little research has been conducted on the latter to find what these language learning apps offer from a second language acquisition perspective. There are several studies that examined language learning apps and MALL in general. Bruston (2014) & Kerr (2014) research papers included the technical aspect of the apps in addition to pedagogy in their review which seemed, according to the papers, not the main problem with language learning apps. Rather it is the pedagogy which is lacking and needs more research on.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
