Language Learning Applications Research Articles

Use of Mobile Applications for Foreign Language Learning Among University Students: Needs and Functions

Currently, mobile learning is an inseparable part of education since students use their mobile devices ubiquitously on a daily basis. This is also true for foreign language learning where smartphones and their applications are used for practicing all four language skills and language structures. The purpose of this article is to survey the needs of university students as far as the functions and content of a mobile app for foreign language learning are concerned. The methodology was based on an online questionnaire survey, which was conducted among 103 students of the University of Hradec Kralove, Czech Republic, in the period between 30 October 2020 and 24 January 2021. The findings reveal that the potential mobile applications for foreign language learning should be tailored to the language needs of students at the University of Hradec Králové; be targeted at their foreign language level between B1 and B2 of the Common European Reference Framework for Languages; be used at smartphones with Android operating system in particular; offer the possibility of repeating exercises and the combination of different teaching approaches; be free of charge and provide the possibility to choose a corresponding language level; be aimed at practicing specific language skills and knowledge; provide gamification features, offline version, online interaction, notifications; and serve as support to the face-to-face classes

Learning English vocabulary through playing games: the gamification design of vocabulary learning applications and learner evaluations

ABSTRACT Mobile-assisted language learning is a growing feature of contemporary language learning, and their distinct gamification design produces new and increasingly popular contexts for language learning. This paper explores the gamification features of the two most popular EFL vocabulary learning applications widely used by Asian learners – BaiCiZhan and Perfect Lingo. Their gamified designs are analysed based on the ‘mechanics, dynamics and aesthetics’ (MDA) model developed by Hunicke, LeBlanc, and Zubek [2004. MDA: A formal approach to game design and game research. Proceedings of the Game Developers Conference, San Jose, CA, USA, 23 November 2004. https://users.cs.northwestern.edu/∼hunicke/MDA.pdf] and Ruhi’s [2015. Level up your strategy: towards a descriptive framework for meaningful enterprise gamification. Technology Innovation Management Review 5, no. 8: 5–16. do:10.22215/timreview/918] descriptive framework for gamification applications. It further explores learners’ attitudes towards features of the gamified designs via observations and interviews. The research concludes that such mobile vocabulary learning applications are found more helpful when they present words in a multimodal way, contain more meaningful practice, adopt social interaction and reward learners with in-kind incentives. It is hoped that the study will contribute to the improvement of educational gamified applications for EFL vocabulary learning and language learning in general.

A Sign Language Learning Application for Children with Hearing Difficulties

The purpose of this paper is to develop a mobile application to support both sign language and literacy skills among children with hearing difficulties as part of rehabilitation engineering and to implement its basic functionality. This study will make it possible to support children with hearing difficulties in learning written language in combination with sign language, thereby emphasizing the importance of the latter, and in learning and communicating with their parents who use spoken language. This application has the following functions: (1) to register sign language clips acquired from a mobile device's camera by attaching tags to them, (2) to save multiple sign language clips using sets and tags, and (3) to reproduce and play back sequences of the saved sign language clips. Because of a preliminary evaluation experiment, the application was highly evaluated by the collaborators, and most of the negative comments were attributed to the small amount of registered data and its inability to support use in complex situations. Based on this, we consider that the basic concept of this application has been successfully realized.

Enhancing Creative Arabic Language Learning Through Pinterest Application

Purpose - The main objective of this research is to explore the basic concept of creative learning with the support of the Pinterest application in creating interesting and meaningful learning experiences in the context of Arabic language learning.
 Design/methodology/approach - This research uses a literature review method with a qualitative descriptive approach. The research subjects are various literature sources that are relevant to the research subject, including articles, books, and journals. Data analysis was performed using content analysis techniques to describe the information content objectively and systematically.
 Findings/results – The creative learning model through the Pinterest application provides opportunities for students to explore learning material through interesting visual content, such as images, videos, and articles.
 Originality/value - This research implies that the use of the Pinterest application in Arabic language learning can improve the quality and effectiveness of learning, as well as encourage the development of student creativity.
 Paper type – Conceptual paper

Mobile-assisted language learning with Babbel and Duolingo: comparing L2 learning gains and user experience

Despite the influx of research examining various aspects of mobile-assisted language learning (MALL) applications (apps) over the past two decades, there have been no head-to-head studies that have investigated the comparative effectiveness of different mobile apps. The current study addresses this gap by directly comparing two of the most well-researched and popular MALL apps: Babbel and Duolingo. In this mixed methods study, adult learners (N = 59) engaged in studying Turkish as a foreign language using either Babbel (n = 27) or Duolingo (n = 32) for eight weeks. Participants then completed two exit assessments, including (1) a posttest gauging their development of various language skills (i.e. reading, writing, speaking, listening, vocabulary, and grammatical competence), and (2) a survey assessing their user experience (e.g. enjoyment, motivation, beliefs about effectiveness). The results of this study showed that although both the Babbel and Duolingo groups made progress, there were no statistically significant differences between their L2 learning gains. However, for the Babbel group, there was a stronger correlation between participants’ study time and their posttest scores. Finally, Babbel users also felt the app was more effective for learning grammar, speaking/pronunciation skills, and for learning about the target language culture. This study discusses the implications of these findings for researchers and MALL users more broadly.

Do Language Learning Apps Really Work?

With the rapid development of the mobile application market and the growing size of the foreign language learning population, learning a new language with an app can be said to be one of the most popular language-learning trends of the 21st century. At the same time, contemporary language learning applications sell themselves as innovations, in many ways that are just a return to Skinner's teaching machines as introduced in the 1950s. Technology is the 21st century, but the theories of learning are firmly 20th century. App designers must catch up to 21st-century theories of learning if they genuinely want to introduce ground-breaking tools. This work mainly analyzes why we will not make as much progress as we expected if we continue to pair 21st-century technologies with outmoded perspectives on learning and what are the up-to-date theories that will help make fundamental transformations in language learning applications.

Exploring learners’ continuous usage decisions regarding mobile-assisted language learning applications: A social support theory perspective

Exploring learners’ continuous usage decisions regarding mobile-assisted language learning applications: A social support theory perspective

A Comprehensive Dataset of Spelling Errors and Users’ Corrections in Croatian Language

This paper presents a unique and extensive dataset containing over 33 million entries with pairs in the form “spelling error → correction” from ispravi.me, the most popular Croatian online spellchecking service, collected since 2008. The dataset, compiled from the contribution of nearly 900,000 users, is a valuable resource for researchers and developers in the field of natural language processing (NLP), improving spellcheck accuracy, and language learning applications. The dataset may be used to accomplish several goals: (1) improving spellchecking accuracy by incorporating common user corrections and reducing false positives and negatives; (2) helping language learners identify common errors and learn correct spelling through targeted feedback; (3) analyzing data trends and patterns to uncover the most common spelling errors and their underlying causes; (4) identifying and evaluating factors that influence typing input; (5) improving NLP applications such as text recognition and machine translation. Tasks specific to the Croatian language include the creation of a letter-level confusion matrix and the refinement of word suggestions based on historical usage of the service. This comprehensive dataset provides researchers and practitioners with a wealth of information, opening the path for advancements in spellchecking, language learning, and NLP applications in the Croatian language.

Exploring English Learners’ Experiences of Using Mobile Language Learning Applications

Mobile language learning applications provide the potential to transform the way language is learned and it has been used for various purposes including language learning improvement. This investigation will contribute to which applications can support and be appropriate for students in learning English and explore more students’ experiences in using them. This research aimed to explore English learners’ experience of using Mobile Language Learning Applications in an informal learning context. This research employed a descriptive qualitative design with 25 college students. They share their experiences of using Mobile Language Learning Applications to learn English outside the classroom. The instrument used was an interview. The finding of this research showed all the participants confirm that they use mobile language learning to support their learning in English outside the classroom well which involves easy access to the materials, flexible place and time, and sophisticated features of the applications make students explore more and more learning English on the applications and they feel enjoy and fun regulate their learning pattern whenever and where ever, they find progress in learning English after they explore the apps, and students feel free to self-learning with their mobile device. It can be concluded that using Mobile Language Learning Applications outside the classroom allows learners to practice all the areas of English and these applications really supported learners’ experience to learn English based on their needs and self-learning.

A theatre experiment: A research paradigm with applications for second language learning?

A theatre experiment: A research paradigm with applications for second language learning?

Exploring Qualities that Prevent EFL Teachers from Redundancy

The practice of English language teaching has dramatically changed with the existence of Internet-based learning platforms. The educational technology provides EFL students with a variety of language learning materials that can be accessed at any time and anywhere. These phenomena might threaten the teacher's existence. Thus, this study aims to figure out whether or not EFL teachers’ roles can be replaced by technology and to explore what qualities they should possess and maintain to prevent them from redundancy due to the domination of mobile-based language learning applications. A mix-method design was utilized to obtain the quantitative data through an online survey and qualitative data through an open-ended question. 199 EFL learners participated in the online survey, which consisted of a yes/no question on whether teachers could be replaced by mobile apps and an open-ended question to record the reasons. The findings showed that 132 students (66.3%) thought that teachers could not be replaced by mobile technology; meanwhile, around one-third of the respondents, 67 students (33.7%) had the opposing thought. The students still require human interaction, a sense of emotion, and delivery over the mobile tech features that could provide availability, flexibility, and practicality. It is highly recommended that English teachers maintain their humane qualities while keep adapting to technology to save themselves from redundancy.

Technology as a Motivational Factor in Foreign Language Learning

Abstract It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students’ personal, cognitive, emotional and behavioral resources and, consequently to better learning results. As digital technology has become more sophisticated, its tools and applications can be used in and outside the classroom, in both formal and informal settings, in order to increase students’ motivation. Amongst the various factors -tools, methods or strategies- that can lead to increased motivation, this paper examines the role of technology as a motivational factor in foreign language learning. The relationship between the use of technological means such as web tools and services, digital games, mobile apps or communication tools and motivation in language learning context, has been studied extensively, with a wide variety of approaches, and within the framework of several language learning applications. In order to determine the real impact of technology on learners’ motivation, an extensive literature review focusing on studies that have examined the impact of technology use in language learning and teaching on motivation to learn, has been carried out. Furthermore, this paper discusses the concept of motivation in learning context and the relationship between technology and language learning, summarizes some of the numerous studies and researches on this subject, presents a synthesis of the studies examined, and formulates conclusions and perspectives for effective integration of technology as a motivational tool / factor in language learning context.

Non-game like training benefits spoken foreign-language processing in children with dyslexia.

Children with dyslexia often face difficulties in learning foreign languages, which is reflected as weaker neural activation. However, digital language-learning applications could support learning-induced plastic changes in the brain. Here we aimed to investigate whether plastic changes occur in children with dyslexia more readily after targeted training with a digital language-learning game or similar training without game-like elements. We used auditory event-related potentials (ERPs), specifically, the mismatch negativity (MMN), to study learning-induced changes in the brain responses. Participants were 24 school-aged Finnish-speaking children with dyslexia and 24 age-matched typically reading control children. They trained English speech sounds and words with "Say it again, kid!" (SIAK) language-learning game for 5 weeks between ERP measurements. During the game, the players explored game boards and produced English words aloud to score stars as feedback from an automatic speech recognizer. To compare the effectiveness of the training type (game vs. non-game), we embedded in the game some non-game levels stripped of all game-like elements. In the dyslexia group, the non-game training increased the MMN amplitude more than the game training, whereas in the control group the game training increased the MMN response more than the non-game training. In the dyslexia group, the MMN increase with the non-game training correlated with phonological awareness: the children with poorer phonological awareness showed a larger increase in the MMN response. Improved neural processing of foreign speech sounds as indicated by the MMN increase suggests that targeted training with a simple application could alleviate some spoken foreign-language learning difficulties that are related to phonological processing in children with dyslexia.

The design and evaluation of a digital learning-based English chatbot as an online self-learning method

A majority of government and international organisations have chosen English as their official language since it is the only language in the world with the status of a global language and a world language. One of the key components of learning a language is oral communication; however, students frequently overlook the value of oral communication, which reduces the effectiveness of language acquisition. To enhance the motivation and effectiveness of non-native English speakers to learn and practise English, this study aims to develop an interactive self-learning and self-improvement approach. A well-designed and chatbot-assisted learning environment is designed, using a variety of concepts such as informal learning, language learning, mobile learning, and educational mobile application, and evaluated.

Learners’ Perceptions Towards Dual-Coding in Adaptive Hypermedia Environments: Listening Texts, Keywords and Visuals

In this study, 56 participants’ (N= 56) perceptions towards dual coding in design of audio-only listening texts (i.e. re-provision of the same audio-only listening texts in the form of audio-only listening texts + keywords or supplementary contextual visuals + keywords at non-initial phases of the while listening stage) in a hypermedia listening application for foreign language learning (FLL) were investigated. The study also investigated whether there were any differences between the participants’ perceptions in terms of gender, age, job and FLL period. The study was both quantitative and qualitative in nature. The results of the study were analysed with SPSS (i.e. Mean, Std. Deviation, Independent Samples t Test, ANOVA, Pearson Correlation test, Chi-square). The results revealed that the language learners (LLs) were overwhelmingly in favour of the use of the dual coding in design of audio-only listening texts (i.e. re-provision of the same audio-only listening texts in the form of audio-only listening texts + keywords or supplementary contextual visuals + keywords at non-initial phases of while listening stage) in a hypermedia listening application for FLL. The majority of the LLs believed that not only did such a design benefit them in different ways, but it also contributed to the enhancement of their learning. The participants also felt that such a design could and should have been further improved. Moreover, the results revealed that there were significant differences between the participants’ perceptions towards the re-provision of the same audio-only listening texts with keywords, and (supplementary contextual) visuals + keywords.

Enhancing EFL learners’ intercultural communicative effectiveness through telecollaboration with native and non-native speakers of English

Intercultural communicative competence (ICC) has recently attracted the researchers’ attention in the English as a foreign language (EFL) context; however, insufficient studies seem to have examined the role of online programmes in enhancing EFL learners’ ICC. The current study, therefore, employed a mixed-methods approach to explore EFL learners’ intercultural communicative effectiveness (ICE), a subcomponent of ICC, through telecollaborative language learning. Two intact classes, studying at a language institute, were selected as the participants of the study and were randomly assigned to an experimental group (henceforth referred to as the telecollaborative group) with 22 learners and a control group (henceforth referred to as the face-to-face group) with 20 learners. The learners in the telecollaborative group communicated with both native and non-native speakers of English by the means of online a/synchronous communication via Tandem, a language learning application, whilst the learners in the face-to-face group were taught intercultural issues during class time. The required quantitative and qualitative data were collected through an intercultural communication effectiveness scale and an individual semi-structured interview. One-way ANCOVA, applied to analyse the quantitative data, demonstrated that the EFL learners’ ICE and its six subscales of behavioural flexibility, interaction relaxation, interactant respect, message skills, identity maintenance, and interaction management were developed in both groups after sharing intercultural background with foreign speakers of English worldwide and with their classmates during class time. Thematic analysis, utilised to analyse the qualitative data, uncovered some themes and categories indicating the learners’ positive attitudes and perceptions towards the telecollaborative language learning activities. Practical implications are discussed next.

Guiding principles for the appraisal of English-teaching software

This qualitative study was motivated by the lack of appropriate guidelines and criteria for the assessment and selection of suitable Computer Assisted Language Learning (CALL) applications focusing on English First Additional Language (EFAL) for Senior Phase (Grades 7-9) learners in Gauteng. Therefore, the study set out to formulate guiding principles that evaluators could reference in assessing and selecting EFAL CALL applications. A developmental research design was adopted to facilitate the inductive development of guiding principles suitable for the appraisal of EFAL CALL applications. A purposively selected sample consisting of Grade 7-9 learners, Grade 7-9 EFAL teachers and education officials was used to collect qualitative data. Development sessions were repeated until nothing new emerged. After a process of analysis and constant refinement of codes emanating from the data, eight guiding principles were determined. The findings of the study provide essential perspectives on the use of English-teaching software through the lens of learners, teachers and education officials. These perspectives are crucial in shaping the discourse on the use of technology as a lever for the enhancement of the quality of teaching and learning in the classroom. They provide voices that are often lacking in high-level policy discussions undertaken by Umalusi, the Council for Quality Assurance in General and Further Education and Training in South Africa.

IMPACT AND EFFECTIVENESS OF MOBILE APPLICATIONS IN TEACHING

The article discusses the prospects of using mobile applications in foreign language learning. The relevance of the research topic lies in the need to make corrections in the content and technical support of the process of development of preparation skills of language learners in the modern digital paradigm of education. The research methodology consists of analysis of modern works of researchers in the field of digitization and application of mobile applications in foreign language learning. The article presents examples of the use of some mobile applications in teaching pronunciation during the English lessons. The developed algorithm for the use of mobile technologies in teaching a foreign language was tested during experimental training in practical English classes, and confirmed by the analysis of the results of the conducted research. This article contains the conclusions derived from findings of research conducted with English learners, which showed positive dynamics. Mobile applications "Spell and pronounce" and "EWA" were effective in the development and assessment of pronunciation skills in English. We hope that in the future, modern educators of our digitally developed state will find mobile platforms effective and they will help them in teaching English pronunciation skills.

Mobile application for foreign language learning by cognitively unimpaired seniors

The goal of this paper is to analyze what features and content a mobile application (app) for foreign language learning, in this case, English, by cognitively unimpaired seniors should possess. The methodology was based on an online questionnaire survey, which was conducted among 113 cognitively healthy Czech seniors, who ranged in age, gender, and place of residence. The survey was conducted between 29 January 2021 and 31 March 2021 using Google forms. The findings reveal that the potential users of such a mobile app are seniors belonging to the age group between 50 and 69 years. They also indicate that a substantial majority of the elderly own a smartphone with the Android operating system. In addition, although some of them (39%) have already used mobile apps for learning English as a second language, there are those (27%) who have never exploited them. The positive features that seniors appreciate, in the tried educational language learning apps most often include clarity, ease of use, intuitiveness, the appearance of the user interface, and gamification features. On the contrary, they dislike a lack of clarity, lack of content, poor usability, and small fonts. Seniors generally use these apps once a week, and mostly at home. They usually use a mobile app for translating individual words, vocabulary learning, and practicing grammar. The findings of this survey study can be of interest to all stakeholders involved in the development of such mobile apps. In the future, there should be more research targeted at the examination and evaluation of mobile apps for elderly, taking in consideration their individual needs to improve quality of their life.

Using mobile applications for language learning as part of language classes

Over the last decade, language learning with digital technology in general, and mobile technology in particular, has received significant attention in both research and practice. This is mostly attributed to the learning-enabling aspects of mobile-assisted language learning (MALL) on the one hand, and the rapid development of hardware (mobile devices) and software (mobile applications) on the other. MALL offers the opportunity to use mobile devices for learning not only within the confines of the language classroom, but also outside it, making it particularly relevant for the implementation of distance learning. This paper examines latest practices concerning the implementation of MALL into the teaching and learning process by reviewing relevant literature from the field, with particular focus on designated mobile applications for language learning. The literature review, which identified 17 relevant publications over the period of roughly two and a half years (between January 2020 and April 2022), codes educational interventions described therein in terms of the context of language learning and the effects of introducing mobile technology into language classes. The results of the review reveal significant diversity in mobile applications employed for language learning, pedagogical approaches that underlie educational interventions, teacher roles, and positive effects for language learners, which may prove useful to language practitioners when organising language classes that include mobile technology.