Language Learning Applications Research Articles

Learner Experiences of Mobile Apps and Artificial Intelligence to Support Additional Language Learning in Education

This study examines learners’ experiences and the use of language learning applications (“apps”) as a primary source of second or additional language learning (“L2”) instruction and assessment in higher education. It purviews the integration of artificial intelligence (AI)-powered features that support technology-enhanced language learning experiences. Principles of pedagogy, heutagogy, and self-determination theory are used to inform the appropriate design and application of AI to support language learning. We examine the congruence between learner's goals with perceived outcomes following a 4-week language learning intervention using an app. A survey of n = 151 adult learners across two Canadian universities revealed: (a) apps are perceived as an engaging, convenient, and structured approach to early stages of L2 learning and (b) the integration of AI for conversation-based simulations or speech recognition would enable more adaptive, personalized L2 learning experiences. The authors discuss implications for future developments and AI uptake for language learning apps.

Unlocking Potential: Harnessing Language Learning Apps to Support Young Learners with ADHD

This article explores the potential of language learning applications in supporting young learners with Attention Deficit Hyperactivity Disorder (ADHD). It highlights the challenges faced by this demographic in language acquisition, such as difficulty sustaining attention, impulsivity, and hyperactivity. The article emphasizes the importance of early intervention and tailored support in fostering language development in young learners with ADHD. Language learning applications offer benefits such as customizable pacing, engaging multimedia content, instant feedback, and gamification elements. Real-life case studies demonstrate the transformative impact of these apps on the language acquisition journey. Design considerations for ADHD-friendly apps include a simplified user interface, clear instructions, visual aids, structured routines, multisensory elements, rewards, and positive reinforcement. Practical strategies for parents and educators include collaborative learning, realistic goal-setting, progress monitoring, and consistent usage routines. Success stories and testimonials highlight the real-world impact of language learning apps in supporting young learners with ADHD.

A Mixed Methods Investigation of Mobile-Based Language Learning on EFL Students’ Listening, Speaking, Foreign Language Enjoyment, and Anxiety

This mixed-methods study examined the effectiveness of Rosetta Stone, a mobile-based language learning application, on Chinese EFL students’ listening, speaking, foreign language enjoyment (FLE), and foreign language anxiety (FLA). Two groups of intermediate Chinese EFL students from a language institute, with 33 students in the control group and 36 in the experimental group, were recruited as the participants. The treatment lasted for 3 months, with the experimental group using Rosetta Stone in addition to in-class instruction whereas the control group received only the regular in-class instruction. Data collection involved administering IELTS module tests of speaking and listening, FLE and FLA scales, as well as semi-structured interviews. ANCOVA, paired samples test, and content analysis were used for the data analysis of the quantitative and qualitative data. The results indicate that the experimental group showed significant improvements in their listening, speaking, FLE, and reduced FLA more than the control group. The results of the qualitative data indicated that the students had positive attitudes toward mobile-based language learning. The qualitative findings provided further support to the quantitative results and highlighted the convenience, flexibility, and engaging nature of the application. The outcomes stressed the potential benefits of using mobile-based language learning tools like Rosetta Stone as an effective supplementary method for improving EFL learning outcomes and promoting positive affective variables.

A SMARTPHONE APPLICATION FOR LEARNING ARABIC VOCABULARY: A COMPREHENSIVE SYSTEMATIC REVIEW

The drastic technological advancement has paved the way for innovative approaches to language learning, with smartphone applications emerging as powerful tools in education. This systematic review explores the design and evaluation of a smartphone application that enhances Arabic vocabulary acquisition. Numerous language learning applications exist. Nevertheless, a gap exists in the literature regarding the specific design elements and evaluation criteria tailored for Arabic vocabulary acquisition. This review addresses the lack of a consolidated understanding of the challenges and opportunities in developing a smartphone application dedicated to learning Arabic vocabulary. This comprehensive systematic review explores the design and evaluation of smartphone applications dedicated to enhancing Arabic vocabulary acquisition, employing advanced search techniques on Scopus and Eric databases with keywords “smart phone,” “Arab,” and “vocabulary.” The flow of the study is based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The final primary data (n = 28) articles were identified, clustering around three main themes: (1) Language Skills and Comprehension in Bilingual Contexts, (2) Technology and Language Learning, and (3) Corpus and Text Analysis. This systematic review contributes to the academic discourse by highlighting the current landscape and paving the way for future research in the dynamic intersection of technology and Arabic language education. This systematic review sheds light on the current landscape of smartphone applications designed for learning Arabic vocabulary. The findings from this review are expected to inform educators, developers, and policymakers, ultimately contributing to improving Arabic language education through innovative technological solutions.

English Majors’ Perceptions of AI Tool Application in English Language Learning at Tertiary Level in Vietnam

As AI technology continues to advance, its influence on foreign language learning, especially English language learning, is becoming increasingly important. It is crucial to assess how English majors view the integration of AI tools into their English learning process. This research uses a quantitative research design and a structured survey questionnaire to collect data to evaluate English majors' experiences, perceptions, expectations, and concerns about the use of AI tools in their English language learning journey at the tertiary level in Vietnam, specifically across various universities in Ho Chi Minh City. The results indicate that the respondents have already used AI tools for English language learning purposes. Moreover, the participants have a positive attitude toward the application of AI tools in their English language learning. However, they also express concerns about the impact of AI tools on their critical thinking and problem-solving skills, as well as their future career prospects as English teachers and translators. This study suggests further consideration of the integration of AI tools in English Language Learning for English majors.

An Investigation into the Role of Pronunciation Apps in Speaking Improvement: A Comprehensive Analysis

This article examines the issue of the effectiveness of pronunciation applications for second language learning in terms of improvement in speaking proficiency. The issue of pronunciation is one of the cause of the most of the challenge to some language learners as a result of those linguistic and cultural factors. Because of the wide use of pronunciation apps in the contemporary digital world, their effectiveness in speech improvement needs to be examined. Data collection will be done through mixed-methods approach where quantitative analysis of apps usage data will be conducted along with qualitative interviews and assessments that will give a total picture of effect of pronunciation apps on the skill development. These apps can help to improve language learners' pronunciation more deeply, which then leads to increased confidence and a more fluent use of the target language. It is technology that makes this type of apps important tools during the process of second language acquisition. In conclusion, the research paper about the language education, the technology integration, and second language learning serves to improve the language learning for learners worldwide.

How to learn and teach a foreign language through computational thinking: Suggestions based on a systematic review

There has been an increasing interest in the integration of technology into language education. Meanwhile, computational thinking (CT) skills are fostered which influence communicative language teaching and learning. Despite CT's established importance in science education, its significance in language teaching remains scarce. This study contributes to knowledge synthesis and methodological development by reviewing 16 journal articles, analyzing CT applications in language learning across educational contexts, intervention tools, CT skills, language acquisition, and assessment methods. The results indicate that (a) more CT-involved activities are needed for primary, secondary, and tertiary education, (b) educational robots and Scratch stand out as the most trending intervention tools, (c) CT skills such as decomposition, abstraction, generalization and so on have a positive effect on students’ foreign language acquisition, especially in grammar and writing, (d) assessment of CT development can be surveyed through a validated and reliable instrument such as computer programming self-efficacy scale or an online platform: Dr. Scratch; Conversely, there is a diversity of evaluation tools in foreign language learning. This study is the first to review experimental research on integrating computational thinking into foreign language learning and offers significant implications for future research.

Improve speaking skills with Duolingo’s mobile game-based language learning

The purpose of this research is to evaluate the effectiveness of Duolingo's game-based methodology in improving speaking proficiency within mobile language learning, while also examining the specific attributes and strategies contributing to its success and exploring implications for language education and learner optimization. Given the growing prevalence of mobile language learning platforms, the research meticulously scrutinizes the specific attributes and strategies employed by Duolingo that contribute to the refinement of oral fluency. This study employs a mixed methods design, integrating phenomenological and experimental approaches through a pre, post and attainment speaking tests with a control group design supported with metaphorical perceptions. The findings underscore the pivotal role of assimilating technological advancements and gamified pedagogical approaches within language education to expedite effective intercultural communication across multifarious linguistic landscapes. Furthermore, the results emphasize the importance of continuously adapting language learning methodologies to leverage emerging technologies and gamification strategies in order to foster effective communication skills in diverse linguistic contexts. The implications for prospective inquiries advocate for longitudinal investigations delving into the enduring implications of mobile game-based language learning on comprehensive linguistic acquisition, necessitating comparative inquiries to ascertain the comparative efficacy of diverse mobile applications in fostering distinct language proficiencies. Additionally, probing the influence of individual learner attributes and predilections in optimizing the utilization of mobile language learning applications could yield valuable insights for tailoring language acquisition paradigms.

Augmented reality-based language and math learning applications for preschool children education

Augmented reality-based language and math learning applications for preschool children education

Optimizing affordances of high immersive virtual reality for language learning

Abstract Virtual reality (VR) technology has enjoyed a hype in the past years that made many realize the huge opportunity VR technology poses for language learning. Nevertheless, there has been a significant lack of research publications investigating the use of VR for language learning. In 2021 and 2022, however, we have seen a drastic change with a multitude of new research projects reported. In this article, we first present which common VR application features offer affordances for second language learning and then survey to what degree these features have been adopted in the reviewed studies. The main investigated affordances of VR that we identified to be beneficial to language learning are its presence, interactivity, embodiment, and emotional connection. Finally, we offer an outlook for researchers and developers to adopt and implement VR features for future language learning applications.

Understanding the Impact of Chatbot Technology in Learning: Analysis of Utilization at SMA Negeri 5 Binjai

This research aims to comprehend the impact of chatbot technology on learning, with a specific focus on analyzing its utilization at SMA Negeri 5 Binjai. Employing both qualitative and quantitative approaches, this study explores the implementation of chatbots in an educational context, including their applications in language learning, mental health support, and the teaching process. A comprehensive literature review was conducted to identify potential benefits and challenges associated with chatbot implementation in schools. The analysis results highlight the evolution of chatbot roles, ranging from basic functionalities to sophisticated capabilities in supporting the learning process. The research also encompasses a chatbot development model presented by Author and the findings from action research, providing practical insights into the use of chatbots in online learning media. Through surveys, interviews, and observations, research participants were engaged to provide a comprehensive perspective on the impact and acceptance of chatbot technology in the educational environment of SMA Negeri 5 Binjai. The outcomes of this research are anticipated to offer in-depth insights into how chatbots influence the learning process and lay the foundation for developing more effective strategies for chatbot utilization in educational institutions. The conclusions and recommendations from this study may assist policymakers, educators, and researchers in understanding the role of chatbots in enhancing the learning experience at SMA Negeri 5 Binjai and similar educational contexts.

Investigating the life cycle of language learning applications: Going beyond the Hype Cycle

As learning is more real and permanent when connected to learners’ private lives beyond the classroom (Godwin-Jones, 2011), mobile-assisted language learning (MALL) has emerged as a good way to support language learning especially in informal contexts. With thousands of language learning applications (apps) becoming available, more and more language learners have started to use them as a support for their language learning. The purpose of this research is to investigate the life cycle of language learning apps and the reasons why learners decide to start, stop and restart using apps to better understand the real situation of the use of the apps. The data collected from a survey of 186 participants with experience of using language learning apps were analyzed. The results showed that the language learning app has three different phases in its life cycle, which are “increasing period”, “decreasing period” and “reviving period” with three turning points. This life cycle is similar to the Hype Cycle, a model describing how a new technology develops. Furthermore, the reasons behind the three turning points were also discussed. Influence from teachers and friends was the most significant one among factors contributing to starting using apps; the reasons for abandoning apps can be divided into app-related ones such as dissatisfaction of apps and learner-related ones such as stop learning a language; restarting to learn a language is the major reason for participants who chose to use apps again. The results also revealed that language learners had a positive attitude towards language learning apps, while the high abandoned rate of using apps also indicated that both apps and learning patterns could be improved if teachers can provide more sufficient and appropriate guidance to support the selection and use of apps, and app-designers can include more meaningful and interactive activities rather than just providing drills.

A Literature Survey on SpeakSmart: AI – Enhanced language learning guide

This extensive review of the literature examines the pervasive impact of artificial intelligence (AI) on language learning and teaching, covering innovative uses like real-time language practice, personalized language learning, and automated testing methods in the teaching of English as a foreign language (EFL). The survey covers a wide range of topics, such as the use of Natural Language Processing (NLP) to extract Business Process Models in Business Process Management (BPM), the deployment of English-language chat-bots operating on the WeChat platform that are based on transfer learning, and the incorporation of NLP tools and virtual reality in the e-learning platform Exills. Additionally, it delves into cutting-edge technologies such as chat-bots for language learning, low-resource spoken language learning applications with AI support, and the broad application of AI in EFL teaching, tackling issues and offering encouraging results. The poll also addresses the use of AI in language learning tools, focusing on transparency and ethical issues while utilizing chat-bots, machine translation, speech recognition, and AI-generated content. The study highlights the importance of exposure to different cultures, community interaction, and multilingual voice recognition in creating a comprehensive language learning environment. It also highlights the limitations and enormous possibilities of integrating AI into language instruction.

Revolutionizing L2 speaking proficiency, willingness to communicate, and perceptions through artificial intelligence: a case of Speeko application

ABSTRACT The emergence of artificial intelligence (AI) and AI-based applications has become increasingly significant due to its transformative potential in various fields including language learning. These applications have the potential to enhance second language (L2) learners’ speaking proficiency, willingness to communicate (WTC), and perception, leading to improved learning outcomes by providing personalized and interactive language practice. Using the Speeko application, this study examines the influence of AI on L2 speaking proficiency, WTC, and perceptions. The study employed a mixed-method approach in which 66 participants were randomly assigned to experimental or control groups. A Speeko application was used in the experimental group, while traditional teaching methods were used in the control group. As part of the study, data were collected through a speaking test and WTC questionnaire administered at pre-test and post-test intervals, as well as a semi-structured interview. According to the results, the experimental group had significantly higher L2 speaking proficiency, WTC, and better perceptions than the control group. Based on the findings, the incorporation of AI-based applications in language learning has the potential to enhance language learning outcomes.

The Use of Technology in English Language Teaching: A Thematic Analysis to Investigate the Effectiveness of Integrating Technology in the English Language Classroom

This research paper explores the effectiveness of integrating technology, specifically computer-assisted language learning (CALL) and mobile applications, in the English language classroom. The study adopts a qualitative approach using thematic analysis to explore the experiences, perceptions, and attitudes of English language teachers and students towards the integration of technology. Data collection methods include interviews, observations, and document analysis. The findings of this study shed light on the benefits, challenges, and implications of incorporating technology in English language teaching, ultimately providing insights for educators and policymakers.

UTILIZING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) TO ALLEVIATE SPEAKING ANXIETY AMONG EFL STUDENTS

This study employs a sequential explanatory mixed-methods case study approach to examine the effectiveness of Mobile-Assisted Language Learning (MALL) applications in reducing speaking anxiety among English as a Foreign Language (EFL) learners. The research targeted 17 twelfth-grade science students, comprising ten males and seven females aged 17 to 19, using a combination of web-based surveys and semi-structured interviews for data collection. The findings underscore significant positive outcomes, highlighting the substantial role of MALL applications in enhancing students’ proficiency in English. Notably, an analysis of responses to survey item number 22 shows that 64.7% of students agree that MALL applications have been instrumental in alleviating their speaking anxiety. This study provides valuable contributions to the field of language education by presenting evidence-based practices that leverage MALL applications to lower speaking anxiety and boost EFL learners’ speaking skills, proposing innovative and effective approaches for language learning.

Analisis Hasil Penerapan Apk Quiziz Pada Pembelajaran Bahasa Inggris Sebagai Bahan Evaluasi siswa kelas XI MIPA 1 Di SMA 6 Maros

This study aims to analyze the results of the application of the Quiziz application in English language learning as evaluation material for grade XI Mipa 1 students at SMA 6 Maros. The research method used is descriptive research with a quantitative approach. The sample of this study was class XI Mipa 1 students consisting of 17 people. Research data was collected through the use of the Quiziz application which is used as an evaluation tool in English language learning. The collected data is analyzed using descriptive statistical methods to analyze the level of student understanding of the material taught. The results showed that the application of the Quiziz application in English language learning made a significant contribution in improving student understanding. Students show improvement in evaluation scores after using the Quiziz app as evaluation material. In addition, students also provide positive feedback regarding the use of this application in English language learning. This study provides recommendations for English teachers to consider using the Quiziz application as an evaluation tool in learning. In addition, this research can also be a reference for schools or other educational institutions in choosing and implementing the right application to improve English learning outcomes.
 

An Evaluative Review of Mondly: A Mobile Language Learning Application

Mobile-Assisted Language Learning is a thriving research area in the field of Second Language Acquisition. Hand-held devices such as smartphones are increasingly and widely being used for second language teaching and learning purposes nowadays. With the great variety of language learning applications entering a competitive market comes a need for studies to evaluate these applications critically so that teachers and learners can choose wisely. The present study aims to evaluate a language learning application called Mondly through a framework proposed by Reinders and Pegrum (2016). The evaluation was carried out by six experienced English language instructors. The results indicate that although the app suffers from a number of weak points, it can be particularly beneficial for beginner second language learners.

Impact of AI-Driven Language Learning Apps on Vocabulary Acquisition among English Learners

This research investigates how AI powered language learning apps impact acquisition, among learners in China. The main focus is on comparing the effectiveness of these apps to learning methods. The study uses an approach measuring growth over time in experimental and control groups that use different learning methods. It is hypothesized that AI driven apps, which personalize the learning experience and provide feedback can improve retention and recall abilities. Additionally the study explores the influence of gamification in these apps by analyzing its effects on learner motivation and engagement. To conduct this research two groups of learners will be involved in a controlled experiment; one group using methods and another group using AI driven apps. The goal of this study is to gather evidence on the effectiveness of AI powered tools for acquisition while providing valuable insights for educators, learners and developers of language learning applications. Ultimately it aims to contribute to an understanding of technologys role, in language education.

The Effectiveness of Tonglish Application in English Language Learning for Elementary School Students

English language learning in primary schools has an important role in forming the basis of foreign language skills for students, and early mastery of English is considered a worthwhile educational investment for the future. However, challenges in English learning at the primary school level are often related to low student motivation, conventional teaching methods, and limited teaching resources. This study aims to evaluate the effectiveness of Tonglish application in English language learning in elementary schools. The app is designed to improve students’ English skills through interactive features such as vocabulary quizzes and learning videos. This research uses quantitative experimental method with a True Experimental Design, namely Pretest-Post-test Control Group Design. Two groups of students from grade 5 of SD Muhammadiyah Ambarketawang 2 were randomly divided into an experimental group and a control group. The experimental group used the Tonglish app for two meetings, while the control group did not use the app. Data were collected through a pretest and post-test consisting of 30 multiple-choice questions on? The results showed that there was a significant difference between the English scores of students who studied using the Tonglish application compared to those who did not. The average score of students who used the Tonglish app was 84.40, while students who did not use the app were 51.40. What about the statistical result showing the significance of the implemented app?; Then there should be hypothesis testing? The use of the English app significantly improves elementary school students’ learning outcomes in English subject.