Language Learning Applications Research Articles

The Use of Mobile Applications in Digital Project-based Learning to Improve Students’ English Speaking Skill

Background: 
 For Indonesian teachers and students alike, learning to speak English is still a significant difficulty. The use of media, especially mobile applications in English language learning can help draw in learners, boost motivation, and encourage creativity.
 Methodology: 
 Convergent parallel mixed-methods was employed with 40 students as participants in this research. The data used was tests, documents, observation, and interview which analyzed quantitatively and qualitatively through statistical Wilcoxon signed ranks test, coding, and thematic analysis.
 Findings: 
 Mobile applications used in this research were YouTube, Tiktok, Instagram, Duolingo, Talk, Elsa, Seesaw, Cake, Pixton, Speech to Text, and Capcut. The implementation process was divided into 5 stages; planning stage, implementation stage, evaluation stage, reflection stage, and follow-up stage. The pre-test and post-test results showed that the value of the asymptotic sign (2-tailed) 0.000 < 0.05 indicated that the use of mobile applications could greatly enhance students' speaking skill. The students’ perception showed that mobile applications in the classroom made learning more convenient, students could use them to practice English skills, complete assignments, find out information, or even receive the materials their lecturers offer them.
 Conclusion: 
 The use of technology, such as mobile applications, can be a useful aid in the study of the English language, giving students more exposures, practices, and individualized instructions.
 Originality: 
 This research reveals the implementation, effectiveness, and students' perceptions of mobile applications used in digital project-based learning. It is possible to maximize the benefits and minimize the drawbacks.

Using social media platforms to prepare for examinations post Covid-19: The case of saudi university EFL learners

Mobile-Assisted Language Learning (MALL) applications have been increasingly used by learners and instructors after the government imposed social and educational restrictions in Saudi Arabia for almost two years due to the Covid-19 pandemic. This research investigates Saudi EFL university learners’ use of MALL applications, specifically Social Media Platform (SMP) applications, in their preparation for achievement exams post the Covid-19 pandemic social and educational restrictions. A questionnaire consisting of questions, as well as a range of open-ended question was designed and administered to 125 English major female learners who were enrolled at King Faisal University (KFU) in two different educational modes viz., regular (66) and distance (59) participation. Seven SMP applications – WhatsApp, YouTube, Telegram, Twitter, Instagram, Snapchat and Facebook – were used in this study. Data were analyzed quantitatively using the MANOVA test in SPSS, and qualitatively. The results have shown that both Regular Learners (RLs) and Distance Learners (DLs) used SMPs to prepare for their exams. The data analysis revealed that there were significant differences between RLs and DLs in their frequency of use of SMPs in preparation for exams. WhatsApp was the most frequently used SMP by RLs, whereas Telegram was the most frequently used SMP by DLs. Facebook was the SMP least frequently used by both groups. There were also statistically significant differences in favor of RLs over DLs in the frequency of use of SMPs in preparation for exams due to the Covid-19 pandemic Most participants reported that SMPs have a positive effect on their academic achievements. During the pandemic this was the main reason for continuing to use SMPs. Other reasons that emerged from the qualitative analysis of the open-ended responses included educational, technical and cognition reinforcement. The study results suggested implications for learners, instructors and educational policy makers.

Rosetta Stone Application on Students’ Pronunciation

Expressing an idea or explaining something was needed to pay attention to English pronunciation. There are many digital platforms for learning English, especially for practicing pronunciation. Rosetta Stone is a unique language-learning application that makes it easy for students to learn because it is flexible. The aim of this research is to find out whether there is a difference in the influence of the use of Rosetta Stone Application and PowerPoint media on students' pronunciation. This research was conducted at SMA Negeri 1 Parungkuda. The researcher used a Quasi Experimental design for this research. The researcher involved students of class XI IPA 1 as the experimental class and class XI IPA 2 as the control class. The research instrument was an oral test to measure the influence of students' pronunciation on vowels, especially diphthongs with a total of 20 oral questions were used as research instruments. Data was collected through pre-test and post-test and were analyzed using the t-test with SPSS 22. The results of the independent t-test calculation showed a t-test value of 2,100, while the t-table is 1,9954 at a significance level of 0.05 and the degrees of freedom (df) is 68. The t-count is higher than the t-table (2,100 1,9954). It means that there was a difference in the influence of the use of Rosetta Stone Application and PowerPoint media. The different that distinguishes the experimental and control groups is the result of the final scores of the two classes, in which the experimental group has higher scores than the control group. In conclusion, the results between the experimental group and the control group have a significant difference.

EMPOWERING GEN Z: ENHANCING ENGLISH SPEAKING SKILLS THROUGH TECHNOLOGY AND AUTHENTIC COMMUNICATION

This research article explores effective strategies to enhance English speaking skills among Generation Z (Gen Z) learners, known as the first truly digital-native generation. Despite their extensive exposure to English media, many Gen Z individuals face challenges in developing their English speaking proficiency. This mixed-methods study employs surveys and qualitative interviews to collect data on the perceived effectiveness of various strategies. The findings highlight the crucial role of technology in English speaking development, with digital language learning applications and online language exchange platforms being recognized as potent tools. Moreover, the study emphasizes the significance of authentic communication experiences, such as role-plays and debates, and the value of peer collaboration in improving English speaking skills. Common challenges identified include time constraints and the influence of informal language use. Consequently, the implications of this research underscore the integration of technology, the promotion of authentic communication, the facilitation of peer collaboration, and the implementation of strategies to address time constraints in English language instruction for Gen Z learners. By adopting these approaches, educators and policymakers can establish engaging learning environments that empower Gen Z learners to thrive in our interconnected society.

A certain degree of freedom: the challenge of learner autonomy in playful foreign language learning

Playful learning has been shown to create engaging learning activities for students, giving them agency, or the illusion of agency, in their learning experience. But how is this aim of giving students more autonomy understood and valued by the students themselves? In this study, I analyse interview data with students after one school year of using a gamified application for foreign language learning, and answer the question: How have the design aims for autonomy been interpreted by the students in the interview data? A reflexive thematic analysis of the interview data reveals a surprising contrast between the designers’ wish to give students the opportunity to develop their autonomy, and the students suggesting the playful learning experience should be closer to traditional schoolwork. The findings of this paper show the challenge of combining a playful frame with the potential for the emergence of learner autonomy in the school context. This challenge has interesting implications for the design of playful learning situations and for further research on the intersection of the playful learning and learner autonomy research fields.

Because “War is much too serious to be left to the military,” Corpus linguistics is a thing, and it is a very useful thing too

Corpus linguistics, although a relatively new field of research endeavour, has made great strides in language research and teaching. It has enhanced the reliability and productivity of the results of language research. Yet, it is relatively unknown in particularly African linguistic academies and as such its gains lost to the communities and language teaching-learning contexts where it has made its most significant impacts. This study has the primary objectives of raising the awareness of researchers on the corpus method of language research and proving its value beyond the conventional introspective methods of language investigation. Therefore, it introduces the field of corpus linguistics, describes the different types of corpora and illustrates their applications in language teaching and learning.

Engaging students through messaging applications in foreign language learning

Engaging students through messaging applications in foreign language learning

The Relevance and Application of Structuralist Linguistics in Arabic Language Learning

Structuralist theory is one of the important theories in language learning. This theory raises fundamental questions regarding its relevance to language, especially second language. This study aims to describe the view of structuralist theory and its application in Arabic language learning. This research is a conceptual study using descriptive-qualitative method. The results show that some learning models that can be applied based on structuralist views are; 1) repetitive practice of Arabic utterances that can have an impact on students' habituation in speaking Arabic, 2) changing the type of sentence between isim or fi'il, 3) Expansion of meaning exercises in sentences with different patterns, and 4) linking exercises.

User Experience Analysis of Duolingo Using User Experience Questionnaire

The internet is one of the vital means for everyone to get various information easily and exact like they’re looking for. The use of internet-based learning that is applied in modern times is very influential in the field of education compared to the past, because it can develop language skills in a country, besides that increasingly sophisticated technology can help students learn in a structured manner. One of the impacts we can see or feel is on the learning process. With the internet, it is so much easier either for the students or the teachers. One of the well-known applications in the world is Duolingo. Duolingo is one of many applications that give so much influence to language learning applications. More than 300 million people already use Duolingo for their learning. The purpose of this experiment is to analyze the User Experience of the Duolingo application. The experimental method was applied using surveys distributed via social media. There are 103 Duolingo users who were willing to take the surveys and answer all of the questions given. The result of the survey showed Novelty’s scale has the lowest mean, and Perspicuity’s scale has the highest. That means some of Duolingo’s users found that the application is less interesting. Hence, that could affect the effectiveness of the application.

The Use of E-Learning Tools for Teaching English in High School

The study was devoted to the analysis of impact of using e-learning tools for teaching English in high school. The special attention was paid towards the implementation of e-learning at the Ukrainian institutions of secondary education. The purpose was to explain the peculiarities of using e-learning tools for teaching English in high school and to evaluate their efficiency in different classroom conditions. The study had to solve the following tasks: (1) explain the usage of e-learning tools in Ukrainian high school and to evaluate their efficiency; (2) assess the level of foreign language competence among high school pupils; (3) describe learners’ perceptions towards using e-learning tools; (4) outline the key challenges when e-learning tools are integrated into the curriculum. Both quantitative and qualitative approaches were applied to answer the research questions. The purposive sample involved 78 high school pupils representing one institution of secondary education of universal profile where English is an obligatory subject and is taught 3 hours per week. The findings showed that a number of e-learning tools are used in the process of teaching English, particularly Learning Management Systems, virtual classrooms, interactive whiteboards, games and simulations, online libraries, communication tools, language learning application. It was found that Zoom, Moodle, Google classroom, SMART board, Kahoot!, and Quizlet are the most preferrable by pupils when they study English. According to the respondents, pupils appreciate the possibility to access course materials at any time, using interactive elements, improved assessment activities, better engagement, increased motivation, enhancement of learning experience. But the survey showed that Ukrainian high school pupils face technical issues, time management problems, home distractions, limited interaction, lack of motivation and unclear assessment procedures. The findings will be useful for learners, educators, parents, school administrators, curriculum developers, and technology providers to make the appropriate improvements within the educational process.

Effectiveness of Online Informal Language Learning Applications in English Language Teaching: A Behavioral Perspective

Effectiveness of Online Informal Language Learning Applications in English Language Teaching: A Behavioral Perspective

The Antecedents of Mobile-Assisted Language Learning Applications Continuance Intention

The purpose of the research is to analyze the factors that influence the continuance intention to use Mobile-Assisted Language Learning (MALL) applications in the context of language courses in Indonesia. The study aims to understand the key factors that contribute to users' intention to continue using MALL applications, particularly in the context of the COVID-19 pandemic and the shift towards online and remote language learning. The research used the expectation-confirmation model and self-determination theory. Moreover, the research utilized a mixed-methods approach to achieve its objectives. A quantitative approach was employed, involving a survey with 445 respondents who had experience using MALL applications. The survey data was then analyzed using covariance-based structural equation modeling. Additionally, qualitative research was conducted through interviews with 17 respondents to gain a deeper understanding of rejected hypotheses and gather qualitative insights. The most important results of the research include identifying the factors that influence the continuance intention to use MALL applications. The study found that users' perceived usefulness of the application, their satisfaction with its usage, and their self-regulation ability significantly influence their intention to continue using MALL. These findings highlight the importance of these factors in shaping users' decision to persist with MALL applications for language learning. By understanding the factors that influence users' intention to continue using MALL, educational institutions and application providers can improve their offerings and tailor them to meet the needs and expectations of learners. This research advances the e-learning area by shedding light on the factors that influence the continuance intention to use MALL applications. By uncovering the importance of perceived usefulness, satisfaction, and self-regulation ability, the study contributes to the understanding of user behavior and decision-making in the context of e-learning. The findings can inform the design and implementation of MALL applications, leading to more engaging and effective language learning experiences in online and remote settings. This research contributes to the advancement of e-learning practices by providing evidence-based insights into the factors that drive user intention and adoption of technology in language learning.

Artificial intelligence technologies and applications for language learning and teaching

Abstract Artificial intelligence (AI) is changing many aspects of education and is gradually being introduced to language education. This article reviews the literature to examine main trends and common findings in relation to AI technologies and applications for second and foreign language learning and teaching. With special reference to computer-assisted language learning (CALL), the article explores natural language processing (NLP), data-driven learning (DDL), automated writing evaluation (AWE), computerized dynamic assessment (CDA), intelligent tutoring systems (ITSs), automatic speech recognition (ASR), and chatbots. It contributes to discussions on understanding and using AI-supported language learning and teaching. It suggests that AI will be continuously integrated into language education and AI technologies and applications will have a profound impact on language learning and teaching. Language educators need to ensure that AI is effectively used to support language learning and teaching in AI-powered contexts. More rigorous research on AI-supported language learning and teaching is recommended to maximise second and foreign language learning and teaching with AI.

Mobile-Assisted Language Learning to Support English Language Communication among Higher Education Learners in Thailand

The ability to use English has become essential for functioning in the 21st century; not only the basic skills (reading, writing, listening, and speaking) but broader skills in communication and collaboration will be necessary for future success in global environments. Digital transformation in learning via mobile devices helps create authenticity in English language education. They can interest and engage learners, both in and out of the classrooms, while promoting uninterrupted learning, especially during the COVID-19 pandemic. Moreover, advances in mobile applications and virtual learning environments have become important components of developing English language skills, allowing for asynchronous learning in convenient, flexible, and interactive environments on any of a learner’s devices. This paper reports the results of using a mobile-assisted language learning interactive environment (MALLIE), a chatbot-based application, to support the development of English language communication skills. Quantitative data were acquired from 546 higher education learners in Thailand. The information was used for the exploratory factor analysis which shall serve as a baseline for innovation development. The study briefly examined the students’ experiences with any type of mobile learning before focusing on the students’ and a group of experts’ ratings of the intervention in this study. Preliminary studies were conducted with 10 students and experts to identify factors they believed were most relevant for measuring the effectiveness of the MALLIE for English language learning in a virtual learning environment. Exploratory factor analysis of 70 variables extracted four factors with loadings that exceeded .30: MALL, VLE (virtual learning environment), 4Cs for the four basic components of language learning, and ELCS for English language communication skills; the factor loadings ranged between 0.55 and 0.81. Additionally, in-depth interviews were conducted to collect qualitative data, and the results of preliminary studies were used to design and develop the MALLIE application and test its learning effectiveness. Next, an opinion survey was administered related to a group of 105 students and experts regarding their acceptance of the MALLIE and their intentions to use it or something similar in the future; the main topics of the survey related to the perceived usefulness of the MALLIE, its ease of use, respondents’ attitudes towards its use, peer influences on respondents’ use, and respondents’ use behaviour and intention to use. The aim of the study’s surveys and analyses was to assess the effectiveness and efficiency of learning the English language via mobile language learning applications available for use on any device.

Synthesis of Attitudes and Opinions of Enthusiasts on Self-Directed Language Learning with Online Language Resources

This study synthesized the attitudes and opinions of language enthusiasts engaged in self-directed language learning through online resources. Enthusiasts include those who have learned languages online or have a keen interest in the mode, whether formally or informally. The motivation for this study stems from the increasing trend of language learners turning to online platforms, driven by technological convenience and recent events like the COVID-19 pandemic. Notably, research primarily focuses on these resources in formal settings, leaving a gap in understanding their role in informal learning. The researchers employed a qualitative phenomenological approach, analyzing twenty opinionated articles from diverse online sources. A purposive sampling technique ensured a balanced representation of positive, negative, and neutral opinions. Data analysis involved extracting and thematising perspectives from authors, commentators, respondents and customer reviews, covering language learning applications like Duolingo, Rosetta Stone and Babbel. Enthusiasts predominantly view online platforms as effective when combined with traditional methods, emphasizing learner motivation as crucial to technology-enhanced language learning. The study calls for innovative approaches from resource designers and administrators to sustain user engagement. In summary, this study enhances the understanding of enthusiasts' attitudes and opinions regarding self-directed language learning through online resources, highlighting the interplay between technology, motivation and effective language acquisition.

IRANIAN UNIVERSITY LEARNERS’ ENGLISH VOCABULARY LEARNING USING SYNONYM AND L1 TRANSLATION

Vocabulary is part and parcel of learning of a second or a foreign language. This study examined the effect of vocabulary learning through translation of English words (Persian equivalents) and the use of English synonym on the retention and retrieval of vocabularies. Static-group comparison design was utilized to scrutinize sixty EFL learners split into two groups. The experimental group was instructed on the memorizing strategies and the control one left alone to memorize words presented in class in a week time span. The experimental group being taught on coding, interim device, and visual imagery strategies was assayed on spot by dint of written word recognition tests for their receptive knowledge of synonyms written on the board. The findings of the matching test tasks divulged that the learners’ recognitions of synonyms than the first language equivalents were significantly higher. The experimental group significantly scored higher in the recognition test of synonyms than that of translation equivalents. Results have practical implications and application for foreign language learning and teaching which are discussed.

Development and Testing of Mobile Assisted Language Learning Application to Improve Oral Clinical Case Presentation of Student Nurses

Background: Nurses’ oral case presentation is a core clinical communication skill with distinctivelinguistic qualities that require specific language training. The present paper is auser feedback analysis of a start-up Mobile Assisted Language Learning application (MALLapp) developed and implemented to provide English language training to improve OralCase Presentation (OCP) of student nurses pursuing baccalaureate degrees from a nursingcollege in South India. Objective: The aim was to develop and test an Android based OCPMALLapplication for user acceptability and effectiveness in improving OCP performanceand decreasing the perceived language difficulty. Methodology: Sixty-two student nursesfrom a reputed nursing college in Chennai, South India, using Android mobile phonesparticipated in the study. All the participants were given access and instructions on theuse of OCP-MALL app. A comparison of pre and post-test of perceived level of languagedifficulty and OCP pre and post score along with users’ acceptance were collected. Results:The users’ acceptability showed that all participants rated the clarity in reading the textwith highest mean score of 8.29 and std of 1.276, simplicity in navigation – moving to nextpage with next highest mean score of 8.19 and std of 1.526, clarity in text application layoutwith a mean score of 8.14 and std of 1.497 and user friendliness of the application witha mean score of 8.13 and std of 1.393. Conclusion: This startup OCP-MALL app user satisfactionfeedback proves that

Optimizing learning return on investment: Identifying learning strategies based on user behavior characteristic in language learning applications

Began with Computer-Assisted Language Learning (CALL) in the 1960s and extended to the widespread use of various Mobile-Assisted Language Learning (MALL) tools in education, language learning has embraced technology early on, achieved noticeable results, and found extensive practical use. However, due to the challenges in accessing user data from various language learning platforms, the measurement and assessment of language-related variables continue to rely on self-reporting and peer evaluations. This reliance hampers researchers to observe language learning from alternative perspectives, especially when it comes to analyzing raw behavioral data. To explore potential correlations between different learning modes, this study analyzed 2 million samples from Chinese students using an English language learning application. The study quantified the effectiveness of English vocabulary learning using the economic concept of return on investment (ROI) as an evaluation metric and identified four distinct learning strategies. It observed significant differences in learning ROI among learners who adopted different strategies. Based on this analysis, we recommend the following suggestions for improving language learning ROI: when memorizing new vocabulary, investing excessive amounts of time may be counterproductive; a more effective approach is to "eat less but more often," which means arranging review sessions at a reasonable pace and shortening the interval between each review.

The Use of ELSA Speak as a Mobile-Assisted Language Learning (MALL) towards EFL Students Pronunciation

This study analyses how students' pronunciation can be improved through the use of the ELSA Speak as a Mobile-Assisted Language Learning (MALL) tool. ELSA stands for English Language Speech Assistant. The speech recognition function of ELSA Speak is powered by artificial intelligence (AI), and it provides users with feedback to help them improve their pronunciation, which improves their ability to speak English. This study investigates the influence and potential of the ELSA Speak application on the acquisition of pronunciation by employing a qualitative research method and a strategy that relies on library research. The findings highlight the significance of having an excellent content design, an efficient pedagogical and instructional design, gamified learning elements, automatic voice recognition technology, a secure learning environment, and individualised digital feedback. The findings of the study indicate that there is considerably significant potential for the ELSA Speak application to help students improve their pronunciation skills. The consequences of this research emphasize the necessity of utilising cutting-edge mobile applications for language learning and highlight the possible benefits for students interested in improving their pronunciation proficiency.
 
 Keywords: Elsa Speak; Mobile-Assisted Language Learning; Students' Pronunciation; Pronunciation Improvement.

The Effects of Using MALL Applications to Teach Vocabulary to EFL Learners in UTAS, Oman

This study aims to evaluate the effectiveness of incorporating different types of smartphone applications i.e., game-based, flashcards and self-paced applications in vocabulary teaching and learning at a public university in Oman. Past research indicated that Mobile Assisted Language Learning (MALL) applications facilitated second language learning (Stockwell, 2010). As a result, many teachers have opted to use smartphone-based applications such as Kahoot, Quizlet, and Memrise to engage their learners in the classroom and motivate them to learn lexical items. This paper investigates how deep is the influence and effectiveness of teachers’ use of mobile applications on the students' learning of Academic vocabulary and how these applications should be utilized to be as effective as possible. The study uses semi-structured interviews with 8 interviewees who are lecturers at UTAS, Oman. The interviews focused on frequency of usage, efficiency, personal experiences and ideas for effective implementation of such applications in the future. Results indicate that smartphone applications used for vocabulary learning have a positive impact on vocabulary teaching and learning, enhancement of academic learning skills and advancement of academic vocabulary retention levels. The study also provides recommendations for effective use of mobile applications in vocabulary learning and teaching.