Language Learning Applications Research Articles

Unlocking English Proficiency: Assessing the Influence of AI-Powered Language Learning Apps on Young Learners' Language Acquisition

In today's technologically advanced setting, the integration of AI-powered language learning applications has significantly impacted how young learners acquire language proficiency, particularly in English. This study seeks to examine the influence of these innovative tools on the language acquisition process of young students. Through a comprehensive analysis of existing literature, empirical research, and case studies, this research aims to elucidate the multifaceted impact of AI-powered language learning apps on language proficiency among young learners. The investigation begins by exploring the theoretical frameworks underpinning language acquisition and the role of technology, specifically AI, in facilitating language learning. By assessing the effectiveness of these applications in diverse learning environments, the study evaluates their ability to enhance linguistic skills, cultural understanding, and overall proficiency in the English language among young students. Furthermore, it investigates the potential challenges and limitations associated with the utilization of AI-powered language learning apps, considering factors such as individual learning styles, technological access, and educational settings. Through meticulous analysis and synthesis of data, this research endeavors to provide valuable insights into optimizing the integration of AI-powered language learning applications within educational curricula. Understanding the nuances of these tools' impact on young learners' language acquisition processes can aid educators, policymakers, and developers in harnessing their potential effectively.

Evaluating Language Learning Applications from EFL Learners’ Perspectives: The Case of Mondly

Evaluating Language Learning Applications from EFL Learners’ Perspectives: The Case of Mondly

A Review of Language Learning Applications

Abstract: Language learning applications have the potential to transform the way languages are learned. This study examined the most popular commercially available language learning applications and evaluated them according to a wide range of criteria. The study found out that no application exists in the market that can teach the Indians or anyone in the world the desired Indian Regional Languages. Three major trends were found in the applications that teach languages to the users: first, apps tend to teach vocabulary in isolated units rather than in relevant contexts; second, apps minimally adapt to suit the skill sets of individual learners; and third, apps rarely offer explanatory corrective feedback to learners. Despite a pedagogical shift toward more communicative approaches to language learning, these apps are behaviorist in nature. Also we aim to create an application that will specifically teach Indian languages to the users in a more effective way replacing the old traditional way of learning

Duolingo Mobile Application for English Listening Skill Improvement of Vocational School Students

Duolingo application in mobile assisted language learning can help students flexibly to learn English listening skills by its game-based features. Meanwhile, listening skill as one of significant language aspects for oral communication purpose is highly required for professional need by vocational senior high school. Therefore, this research was intended to find out the progress of students’ English listening skill in SMK Analis Kesehatan Nasional Surakarta using Duolingo and students’ perceptions toward the mobile application. This study used quantitative research with pre-experimental design and its data collection used pre-test, post-test, and close-end questionnaire. The findings show that scores of students’ pre-test and post-test presented significant improvement of students’ English listening skill. The average students’ pre-test score was 73.25 while the average students’ post-test score was 83.3. It was supported by students’ perception that 90% students gave positive perception to the usage of Duolingo mobile application in their English learning process.

THE FUNCTIONS OF CODE-SWITCHING USED DURING THE STUDENT-TEACHER INTERACTIONS IN THE CLASSROOMS: OBSERVATIONS AND IMPACTS

The alternation among a number of languages within a stretch of language, recognized as "code-switching" (CS), is considered a valuable strategy for bilinguals in trying to make linguistic choices for purposes of communication. According to different points of view, code-switching can be viewed as a strategy to communicate meanings at the macro scale (such as identity, solidarity, etc.) or as an attempt to convey intended meaning to the hearer within the limits of conversational interaction at the micro-scale. Even though code-switching is widely accepted as a strategy for bilingual speakers, its application in foreign language learning remains controversial. However, recent researchers have emphasized its potential. This small-scale research looks at code-switching by students and teachers in an English as a foreign language lesson at Jordan University. Dialogue analysis was employed to analyze sample extracts and transcripts' code-switching occurrences. The results indicate that code-switching is being used by students and teachers to obtain access to language or as a classroom management method. This study also shows that code-switching can be utilized by learners to avoid L2 when the lesson content is irrelevant to them. In such cases, code-switching does not achieve its potential as a discourse strategy, and learning languages is unlikely to be facilitated.

English Language Learning Using Literary Texts in the Virtual 3D Space of the MaxWhere Seminar System

Through this paper, we will provide a brief overview of the 3D virtual library project and a more detailed review of its current application for English language learning. The implementation of the library project makes use of the innovative 3D presentation features of the MaxWhere Seminar System. As an innovative application of the project, we compiled a bilingual learning material for Hungarian students to improve their language skills and competence in English at an advanced level. The complex structure and organization of the learning material is based partially on the hypertextual relationships between entries of selected keywords containing various contexts from different works of world literature. We developed the learning material taking into careful consideration the appropriate characteristics of the hyperlink structure. Our basic hypothesis was that if the bilingual learning material is organized as a more or less scale-free network of interconnected nodes, this might or would result in an optimized and efficient knowledge transfer in the learning process. After the first version of the material had been completed, we wanted to evaluate the overall difficulty of the material. As such, we were using the Google Translate (GT) service to check the proper understanding of a set of selected English language phrases and sentences through their Hungarian translations provided by GT. As a result, we created a more or less scale-free learning material whose linguistic content has been properly checked.

The Effects of Visual Input and Text Types on the Listening Comprehension of EFL Students in China

In recent years, there has been an interest in using visual input in multimodal applications for language learning. However, the effects of visual input in listening materials remain to be discussed. Past literature has shown no unified answer to the effects of video input in improving listening comprehension scores. Since there are many proposals for the diversified reform of English teaching methods, it is worth examining whether using traditional audio listening only or using different video inputs can bring more significant benefits to students. The subjects of this study are 30 non-English majors in Chinese universities. This paper applied the quantitative research method, testing students’ performance using different listening visual inputs (content, context, and audio only) and different listening text types (monologue and dialogue). Data were analysed using the two-way repeated measures within groups ANOVA. The interaction effects and the main effect of variables on listening performance were examined to explore the impact of visual input and text types on English listening comprehension. The following conclusions are drawn from the data analysis: (1) The interaction effect shows that video and text types significantly affect students’ listening scores. Videos that contain authentic listening scenes and content elements are beneficial to promote listening comprehension as they support students’ interpretation and understanding of what they hear, and (2) It was noted that grouping students by listening proficiency and examining their cultural background would expand the study in the future.

Mobile-Assisted Language Learning using Task-Based Approach and Gamification for Enhancing Writing Skills in EFL Students

The purposes of this research were 1) to study the user experience and needs of EFL students and teachers in learning English writing skills; 2) t to design and develop a mobile-assisted language learning (MALL) application, teaching writing procedure, and writing activities; and 3) to implement a MALL application and, teaching writing procedure to students. The samples were 665 EFL lower secondary students in Thailand as the online survey respondents and five high school teachers as the interviewees. The experiment samples were 35 EFL lower secondary students. The research instruments consist of the MALL application, the learning process, English writing tasks, English writing tests, scoring writing rubrics, and a questionnaire on student satisfaction. The experimental period lasted for 8 weeks. The data were analysed by using frequency, mean, standard deviation, priority needs index, dependent t-test, and one-way ANOVA with repeated measure analysis. The research result indicated that 1) lower secondary students were able to use the internet on a regular basis. Students wanted to learn writing skills relevant to the student's experience through the study of writing errors, writing samples, writing styles, peer assessment, and constructive feedback from teachers. 2) The learning process of mobile-assisted language learning application using a task-based approach and gamification to enhance lower secondary students’ English writing skills consisted of 3 components: pre-task, task process, and language focus. The 7 steps are as follows: selecting themes, exploring topics, drafting ideas, editing tasks, giving feedback, reviewing submissions, and concluding findings. 3) The experiment results indicated that the samples’ English writing skills in the post-test were higher than in the pre-test at the .05 level of significance. 4) The difference in mean scores in the English writing tasks showed that there was a difference between English writing scores at the .05 level of significance (F=1579.266, sig=.000). 5) The result of satisfaction showed that the respondents were very satisfied with the learning process and MALL application.

How to encourage students continue learning English on podcast? The perspectives of stimulus-organism-response and interest driven creator theory

PurposePodcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]).Design/methodology/approachUsing 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model.FindingsThe results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI.Practical implicationsThe findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI.Originality/valueThis paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.

Language Learning through Digital Media: Investigating the Strategies among Selected International Students in the Philippines

This study attempts to investigate the language learning strategies used by international students in Manila, Philippines, in five areas: planning and organizing, remembering, thinking and understanding, compensating, and interacting. Using the snowball sampling technique, the researcher identified and interviewed ten (10) international students from different colleges and universities for this descriptive research. The findings revealed that the use of digital media has become common for participants in various areas of language learning strategies. For instance, the usefulness of Google Translate, Dictionary+, YouTube, Netflix, mobile language translators, and other language learning applications such as Mango, Drops, Rosetta Stone, Babbel and Mondly were recognized, alongside writing new words, interacting with people, and conversing using a second language (L2). Given the significance of digital media in L2 learning, the researcher developed the digital media-assisted language learning (DMALL) paradigm to contribute to language learning research. This study will cater to a specific context to address the needs of international students in the Philippines. Hence, determining the difficulties and the strategies will form an integral part of the academic curriculum plan or design that will substantially assist the L2 needs of the growing number of international students in the country.

Students’ Perception on The Use of Zoom Application in English Language Learning at SMA Muhammadiyah 3 Palembang

This study entitled Students’ Perceptions on the Use of Zoom Application in English Language Learning at SMA Muhammadiyah 3 Palembang. The main problem of this study was students’ Perception on the Use of Zoom Application in English Language Learning at SMA Muhammadiyah 3 Palembang. The objective of this study was to find out the students’ Perception on the Use of Zoom Application in English Language Learning. The subject of this study were thirty-three students of SMA Muhammadiyah 3 Palembang. This study used aqualitativemethod. The instruments in collecting the data was questionnaire.Based on the students answer from questionnaire, theresearchers concluded that most of students had negative perception about using Zoomapplication in learning English. The students also hasa perceptionthat zoom application was not to effective media to help the students in learning English.
 Keywords: Students’ Perception, Zoom Application, English Learning.

Developing mobile language learning applications: a systematic literature review

Developing mobile language learning applications: a systematic literature review

Language Learning With Neurolinguistic Programming: An Integrative Review

The neurolinguistic programming (NLP) approach is being widely applied in learning. However, there are no review articles related to the application of NLP in language learning. This review aims to present a synthesis of literature on the effectiveness of NLP application in language learning in terms of methods, learning aspects, changes in language skills, and student learning psychology. An integrative review was conducted using five databases, namely, EBSCO, Wiley, ProQuest, ScienceDirect, and JSTOR. Keywords were used to search for and collect data in English related to language learning using the NLP approach published from 2011 to 2021. Based on the 15 articles reviewed, the visual, auditory, and kinesthetic (VAK) learning method is most often applied in language learning. Most teachers use NLP in language learning in speaking and writing skills. Applying the NLP method in language learning can improve students’ language skills and change students’ psychological learning in a positive direction

Exploring Students’ Perception toward Reading Class in Online Zoom Application

Prior studies show gaps in using the Zoom application for language learning with various perceptions of language learning. This study attempts to reveal students' perceptions of using the Zoom Cloud Meeting Application in teaching and learning reading classes at one of the universities in Malang. Therefore, the descriptive qualitative approach was adopted for this study. The researcher collected data using a questionnaire adapted prior study (Suadi, 2021). The findings of this study suggest that the virtual reading lesson offered via the Zoom application to students majoring in communication science at one of the universities in Malang was highly welcomed by students. Aside from that, pupils thought the Zoom application might help them improve their reading skills and overcome their shyness in virtual classroom interactions. This finding further illuminates the discrepancies in students' perceptions, which may serve as consideration for using the Zoom application in teaching and learning reading.

The Digital Conservation and Revitalization of Regional Languages in Nusantara

The purpose of this research is the digitization of regional languages. The form of technology that will be developed is a digital conservation and revitalization program. There are 2 stages in this program: 1) the development stage, namely the development of language learning applications. Inspired by the Duolingo application, the application for learning international languages, the application is the local version by prioritizing the values ​​of local wisdom of the local language being studied. The basic concept of this application is to document regional languages ​​by teaching them. This application is designed to be accessible to anyone who wants to know or learn a certain regional language through a smartphone. The features in this application product will focus on four language skills with tiered levels, each of which is presented in different themes. There will be several choices of regional languages ​​that can be learned, the final target of developing this application is to document all regional languages ​​​​of the archipelago. As an initial project, this program will digitize two regional languages ​​in East Java, namely Javanese and Madurese. 2) socialization, education, and promotion that will be carried out in several forms of activities targeting all communities at all levels. On campus, the target is to form a community that cares about the preservation of regional languages ​​among academics; Among students to grow the importance of preserving regional languages ​​and make applications that will be developed as a reference to support the teaching of regional languages ​​in schools; and society.

Mobile Learning in Education: Inevitable Substitute during COVID-19 Era

The incorporation of mobile phones is persistent in the development of language learning, particularly in the EFL context. The present investigation aims to determine the impact of mobile-assisted language learning (MALL) applications on developing “learners” grammar proficiency. The current study employed a quantitative research method to explore MALL-assisted feedback in a WhatsApp group during the group chat. 60 Saudi male EFL learners, randomly assigned to the control and experimental group. Participants in the Experimental group practiced grammar in WhatsApp chat, whereas the same material was sent to the control group on Blackboard. The data was gathered by administering pre and post-test of grammar proficiency. Descriptive statistics and ANCOVA were used to analyze the data. The study’s findings exhibited that WhatsApp group practice and feedback positively impacted learners’ performance.

Evaluation of mobile applications in foreign language learning at early age

In the technology era that we are in, teaching with traditional method is not sufficient alone in increasing efficiency. Varied content, whether technological or not, has an important place to increase the effectiveness of teaching. The methods and models used in the selection and usage of these contents are also considered important in terms of achieving the targeted success. In this study, the effects of mobile applications used in foreign language learning were examined on students' academic achievement. A total of 87 students from the Experiment-1 (E1), Experiment-2 (E2) and Control (C) groups consist of the sampling of this study. The English Achievement Test (EAT) was applied to all three groups as pretest and posttest. C group has attended to the regular face-to-face classroom teaching while students in E1 and E2 groups additionally used Duolingo and Memrise, respectively. In addition, volunteer parents and students’ opinions about mobile applications were received after the implementation. In line with the results obtained by comparing the groups with respect to each other, it was concluded that the E2 group obtained higher scores from EAT than the E1 and C group. Particularly, there is a higher increase in the average score in the "Reading and Writing" section of the E2 group. According to the opinions of students and parents, both applications can be said to improve academic success positively.

Autonomous Learning Through Chatbot-based Application Utilization to Enhance Basic Japanese Competence of Vocational High School Students

This study sought to examine vocational students’ evaluation and feedback regarding the chatbot-based application as an assistive technology in learning basic Japanese in vocational high school and investigate students’ recommendations on the possible future advancement of the chatbot-based application to help students learn the Japanese language better. This study employed a questionnaire and follow-up interview to collect the data, which questionnaire was administered to 100 vocational students enrolled in 8 state vocational high schools located in different regions in Indonesia. The data collected were analysed using SPSS 24, and also tested for reliability and validity. The findings of this study denote the use of the chatbot-based application, namely Gengobot, useful in enhancing students’ basic Japanese grammar learning, improving vocabulary mastery related to vocational terminologies, providing practices for basic Japanese language level exercise, having attractive and interactive features, and fostering learners’ autonomy and independence learning due to its practicality, portability, accessibility, and flexibility. The results also conveyed the practicality problems and confusion in using the application as an application integrated into social media. Hence, further development of the chatbot-based application Gengobot as assistive technology in learning Japanese is recommended. All in all, the chatbot-based application Gengobot as an assistive Japanese language learning application can be concluded as compelling, and is recommended to be used for vocational students to enhance autonomous learning as well as to support distance learning.

Using mobile applications with augmented reality elements in the self-study process of prospective translators

The paper deals with the use of mobile applications for language learning in the self-study process of prospective translators. A comparative analysis was made of some mobile language learning applications. The capabilities of mobile language learning applications are summarised, which include learning vocabulary grammar, pronunciation training, and practice listening and speaking. Particular attention is paid to interactive tasks and gamification of learning. An experiment was conducted with students using the Duolingo mobile app. The advantages of using mobile applications with augmented reality elements in the self-study process of future translators are identified. The main ones are interactivity, accessibility, individual schedules, and the ability to learn anytime, anywhere. There has been a significant increase in motivation to learn a foreign language independently thanks to mobile apps. It is proposed that mobile applications should only be seen as additional opportunities for independent and autonomous learning.

A Meta-Analysis on Mobile-Assisted Language Learning Applications: Benefits and Risks.

Mobile language learning applications are a pervasive facet of modern life, however evidence on their effectiveness on L2 learning outcomes is lacking. In the current work, we sought to determine the effect of mobile language learning applications on L2 proficiency between groups who used mobile language learning applications and control groups who learned with traditional methods on L2 achievement. We systematically searched journal articles and grey literature between 2007–2019 and performed a quantitative meta-analysis based on 23 synthesized effect sizes. We also performed risk of bias and quality of evidence assessments on our included papers. We found a moderate-to-strong overall effect (g = 0.88) of learning achievement using mobile language applications compared to control groups who learned with traditional approaches. At the same time, we found high risk of bias and low quality of evidence across all included studies. Our results provide evidence for mobile applications as a beneficial tool for second language learning. However, findings should be treated with caution due to risks of high bias and low quality of evidence. Improvements for future studies are discussed.