Revolutionising dual language learning for young learners with the RILCA app: a mobile-assisted approach

Abstract

The rising popularity of mobile technologies has led to an increase in mobile-assisted language learning, in which students can independently learn any language at any time they choose. However, research into the efficacy of such studies for dual-language learning has been restricted, notably in regard to a researcher-created mobile learning application (app). This paper reports on a study that examined the dual-language development of 146 young Thai pupils from three different primary schools who participated in a fifteen-week language instruction experiment through the use of the RILCA app. They were assigned to either an experimental group (mobile-supported class) with RILCA-based activity or a control group (conventional class) that performed traditional activity. At the conclusion of the experiment, a dual-language vocabulary, sentence, and grammatical achievement test was conducted to see whether this mobile app increased the course's learning outcomes. The findings of the vocabulary, sentence, and grammatical comprehension tests reveal that the experimental group outperformed the control group. Implications for deploying the RILCA app to boost dual language learning in elementary schools are also discussed.