Language Learning Apps Research Articles

METHODS OF ASSESSING STUDENTS' KNOWLEDGE IN ENGLISH LANGUAGE LESSONS

Assessing students' knowledge in English language lessons is a crucial aspect of language education, impacting both teaching effectiveness and student outcomes. This article explores a variety of methods used to evaluate English language proficiency, considering both traditional and modern assessment techniques. Traditional methods such as written and oral exams are examined alongside performance-based assessments like portfolios and project-based learning. Additionally, the article delves into formative assessments, including quizzes and classroom activities, and the growing role of technology-enhanced assessments through computer-based testing and language learning apps. By examining the effectiveness, advantages, and limitations of each method, the article provides valuable insights into how these diverse tools can be integrated into a comprehensive assessment strategy. The ultimate aim is to offer educators a detailed understanding of assessment practices to enhance language teaching and learning outcomes, ensuring that students are accurately and fairly evaluated in their English language proficiency.

Digital Language Trends: How Technology is Shaping Multilingualism

The rapid advancement of digital technology has fundamentally reshaped multilingualism, transforming language learning, communication, and cultural exchange. This study examines the influence of digital language tools, such as language learning apps, machine translation, and AI-driven chatbots, in making language acquisition more accessible and engaging. Social media platforms have become key arenas for multilingual interactions, facilitating global cultural exchange but also contributing to the dominance of widely spoken languages like English. Efforts to revitalize minority and endangered languages through digital initiatives are gaining momentum, although challenges such as resource scarcity and the digital divide remain significant. The article also explores the potential of emerging technologies, including VR and neural language models, in shaping the future of language use. While technology presents opportunities for promoting linguistic diversity, mindful and inclusive development is crucial to prevent further marginalization of less widely spoken languages.

Developing explicit and implicit L2 knowledge with Duolingo’s input-based features: Case studies of L2 Spanish learning

In this single-case study with a quasi-experimental design, we set out to examine the role of two input-based features of the language learning app Duolingo on learners’ development of implicit and explicit second language (L2) knowledge. We investigated the effect of Duolingo’s Stories feature and Podcast feature on two Spanish-L2 learners’ performance on a battery of implicit and explicit L2 knowledge tests. Once a week, over a four-week period using these input-based features, both participants repeatedly performed oral narrative tasks, timed and untimed grammaticality judgment tasks, and metalinguistic knowledge tests. The participant assigned to the Podcast condition showed meager gains in productive implicit knowledge (measured by oral narrative tasks) but decreased in receptive explicit knowledge (measured by untimed grammaticality judgment tasks). The participant assigned to the Stories condition showed a large increase in receptive implicit knowledge of Spanish (measured by timed grammaticality judgment tasks). Neither participant showed meaningful gains in the measure of productive explicit knowledge (measured by metalinguistic knowledge tasks). Although there was a slight increase in receptive explicit knowledge for the participant using Stories, the data from both participants discount the idea that app-based mobile-assisted language learning (MALL) prioritizes receptive explicit L2 knowledge, at least when considering these novel input-based features of Duolingo. These findings add nuance to previous research showing that the primary outcome of MALL app use is receptive explicit L2 knowledge.

Reimagining Cultural Identity through Technology in English Language Education in Omani Students

This study explores the impact of technology on English language learning and cultural identity among students in Oman. With 70% of students using technology frequently for English acquisition with the help of online language learning apps, digital platforms play a central role in their educational experiences. However, 55% of students and 60% of teachers expressed concerns that these tools may introduce values that conflict with Omani traditions, prompting a debate about cultural preservation. The findings reveal that while technology enhances language learning, it also influences students' perceptions of their cultural identity. Many students and teachers advocated for more localized content in digital tools to ensure that Omani cultural values are maintained alongside global communication skills. This study highlights the duality faced by students in balancing their cultural roots with globalized learning environments and emphasizes the need for culturally responsive teaching practices.

LingoClip-Mediated Listening Learning in the Classroom: Senior High School Students’ Experiences and Views

This study explores the experiences and perceptions of senior high school students using the LingoClip app as a tool for learning listening comprehension skills in the classroom. Despite the recognized importance of listening in language acquisition, many students struggle with traditional methods of listening practice, often finding them disengaging and difficult. The purpose of this research is to investigate how LingoClip, a gamified language learning app, impacts students' listening comprehension skills and how it compares to traditional teaching methods. A qualitative research methodology was employed, involving interviews and reflective journals from a sample of senior high school students. The findings reveal that students generally have positive experiences with LingoClip, appreciating its interactive and enjoyable nature, which helps sustain their motivation and engagement. Additionally, students perceive LingoClip as more useful than traditional methods, as it allows for personalized learning experiences and caters to different learning styles. However, some students noted challenges such as frequent ad interruptions, which can detract from the learning experience. The contribution of this study lies in its demonstration of the potential for digital tools like LingoClip to enhance the listening learning process in educational settings. The findings suggest that integrating such tools into the curriculum can provide a more engaging alternative to conventional listening exercises, potentially leading to better language learning outcomes.

Artificial Intelligence tools in Learning English language and Teaching. How can be AI used for Language Learning

This study attempts to get awareness on Artificial Intelligence in Language learning and teaching, it helps to know the tools what we use for learning English language how AI can be used to enhance pedagogical experiences. Artificial Intelligence (AI) has a great potential in the field of education.AI features rapid expansion of technology and digital application is influencing as a fourth industrial revolution almost in all spheres of our lives. The startup is released in 2013 by Langua Talk, Langua is possibly the most powerful intuitive AI tool for learning a foreign language. Fabulous options for conversation practice, you’ll see lots of good topics before you start chatting. AI is the best for learning English language, ChatGPI and Talk Pal AI Chat are an AI-powered language learning apps that helps to improve skills of speaking, listening, and writing. It uses language learning and conversational approach also allows learners to practice their English with native speakers and AI-powered chatbots. Hence this paper approaches the potential application AI in language learning through the tools and further, it explores the possibilities of implication of AI in classrooms adopting tools in new teaching and learning approaches and pedagogical modifications. The best AI tools for students in 2024 for comprehensive writing are Grammarly and prowriting Aid apart from these, Google scholar is also an excellent tool for research, while Duolingo caters to language learners. The choice of the best AI tool depends on the students’ specific needs. This paper helps to learn AI tools in language learning and teaching especially for English as second language learners. This paper suggests the study of AI tools using in English language learning and teaching and uses of AI tools.

Effect of Language Learning Apps on Vocabulary Acquisition in South Africa

Purpose: The aim of the study was to analyze the effect of language learning apps on vocabulary acquisition in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The effect of language learning apps on vocabulary acquisition in South Africa indicate that these digital tools significantly enhance learners' vocabulary skills. Research shows that students who regularly used language learning apps demonstrated a notable improvement in their vocabulary acquisition compared to those who relied on traditional methods. The interactive features of these apps, such as gamified learning and spaced repetition, contributed to increased engagement and retention of new words. Additionally, learners reported higher motivation levels and a greater sense of autonomy in their language studies. Unique Contribution to Theory, Practice and Policy: Constructivist learning theory, cognitive load theory & second language acquisition (SLA) theory may be used to anchor future studies on the effect of language learning apps on vocabulary acquisition in South Africa. Educational institutions should collaborate with app developers to ensure that language learning apps incorporate these theories. Policymakers should encourage the adoption of evidence-based design principles in the development of educational technology by providing funding and resources for research in this area.

РОЗРОБЛЕННЯ МОБІЛЬНОГО ДОДАТКУ ДЛЯ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ З ВИКОРИСТАННЯМ МАШИННОГО НАВЧАННЯ

Recently, Ukrainians, especially those who have suddenly found themselves abroad, have faced the need to learn different languages. Each language is associated with the culture of a country, so by learning it, a person not only gets a communication tool, but also immerses himself in the life and customs of the country. Knowledge of foreign languages opens up opportunities for both study and work outside of Ukraine. The growing popularity of mobile devices and the availability of high-speed Internet make mobile language learning apps increasingly popular and effective tools. The purpose of this work is to investigate the possibility of using machine learning algorithms to create a mobile application for learning a foreign language. The ML Kit SDK was used to create a mobile application with a wide range of functions. In the context of learning a foreign language, ML Kit SDK is used to recognize and process speech, translate text, and identify the most important words or phrases in a text, parts of speech, nouns, verbs, adjectives, etc. The mobile application allows you to create unique and personalized settings for each user based on their personal data and preferences. The application offers users a wide range of features in the form of interactive exercises, personalization, progress tracking, and offline support. The software product helps users memorize new vocabulary faster and easier when learning a foreign language. The app is available on mobile devices, making it convenient to use anywhere and anytime. The target audience is people learning a foreign language, students, professionals who need foreign language vocabulary for work, etc. The mobile application can also be useful for foreign language teachers looking for innovative and effective methods of teaching their students.

Exploring High School Students' Acceptance and Use of Mobile Applications for English Language Learning

This study explored the perceptions and attitudes of high school English learners towards mobile language learning applications in a southeastern province of Türkiye. It also examined how factors such as gender, age, school type, smartphone ownership, and regular internet access influence the use of these applications among high school EFL learners. The research involved 650 high school students aged 15 to 17 years old, across 9th, 10th, and 11th grades, and was conducted using a mixed-methods approach, predominantly quantitative. Questionnaires were distributed in four different public high schools, and semi-structured interviews were carried out with 30 volunteering students. Findings indicated that high school EFL learners generally held positive perceptions and attitudes towards mobile language learning apps, using them for various purposes, including practicing and developing English language skills. Keywords: Mobile-Assisted Language Learning, English as a Foreign Language, Learning English, Mobile Applications

Word learning in the wild: App-based evidence for valence and concreteness effects

Abstract Second language (L2) learners need to acquire large vocabularies to approach native-like proficiency. Many controlled experiments have investigated the factors facilitating and hindering word learning; however, few studies have validated these findings in real-world learning scenarios. We use data from the language learning app Lingvist to explore how L2 word learning is affected by valence (positivity/negativity) and concreteness of target words and their linguistic contexts. We found that valence, but not concreteness, affects learning. Users learned positive and negative words better than neutral ones. Moreover, positive words are learned best in positive contexts and negative words in more negative contexts. Word and context valence effects are strongest on the learner’s second encounter with the target word and diminish across subsequent encounters. These findings provide support for theories of embodied cognition and the lexical quality hypothesis and point to the linguistic factors that make learning words, and by extension languages, faster.

Innovative Approaches to Teaching English as a Second Language: Integrating Technology for Enhanced Learning Outcomes

This study explores innovative approaches to teaching English as a Second Language (ESL) by integrating technology to enhance learning outcomes. The rapid advancement of digital tools and platforms has revolutionized the educational landscape, offering new opportunities for language acquisition. This research examines the effectiveness of various technological tools, such as language learning apps, virtual classrooms, interactive multimedia, and artificial intelligence-based tutoring systems, in improving ESL instruction. Through a comprehensive literature review and analysis of case studies, the study identifies the benefits and challenges associated with the use of technology in ESL education. It highlights how technology can foster a more engaging, interactive, and personalized learning experience, thereby improving student motivation and retention rates. Moreover, the research discusses the role of technology in providing immediate feedback, facilitating collaboration, and enabling access to authentic language resources. However, the study also acknowledges potential drawbacks, such as digital literacy gaps, accessibility issues, and the risk of over-reliance on technology. The findings suggest that while technology can significantly enhance ESL learning outcomes, it is crucial to integrate it thoughtfully and complementarily with traditional teaching methods. This study provides valuable insights for educators, policymakers, and researchers aiming to leverage technology to optimize ESL instruction and foster more effective language learning environments.

The Role of Technology in Facilitating EFL Learning: A Case Study Approach

This research investigates how digital tools and resources are integrated into English as a Foreign Language (EFL) education to enhance learning outcomes. The study employs qualitative through interviews, questionnaires, and classroom observations. Interviews with 6 lecturers and 74 students as the samples provide in-depth insights into their experiences and perceptions. Classroom observations offer real-time evidence of how technology is used in practice, highlighting both its benefits and obstacles. Data is analyzed using thematic analysis for qualitative, allowing for a comprehensive understanding of the role of technology in EFL learning at the English Language Learning and Education Study Program of University of Pahlawan Tuanku Tambusai during February to June 2024. The results show that the use of technology has been positively perceived by both students and lecturers, who recognize the ability to make learning more accessible, interactive, and tailored to individual needs. The widespread use of tools such as language learning apps, online resources, and multimedia presentations has contributed to more effective and enjoyable learning experiences. Despite these benefits, the research also identified significant challenges, including technical issues, inconsistent access to devices, and varying levels of digital literacy among students. These challenges sometimes hinder the seamless integration of technology into EFL learning. The technology has greatly contributed to the success of EFL learning at Universitas Pahlawan Tuanku Tambusai, addressing the challenges identified will be crucial for maximizing its potential. By investing in better support systems, infrastructure, and training, the university can further enhance the effectiveness of technology in fostering English language proficiency among its students.

Chinese parents’ involvement in their young children’s app-based language learning

Abstract Parents and other primary caregivers play a critical role in shaping the environment in which their children develop language and literacy skills. Relatively little, however, is known about caregiver involvement in their children’s foreign language learning, especially when using a self-guided language learning app. This study focuses on whether and how Chinese parents and caregivers contribute to their young children’s English language learning as children use a digital game-based learning app to develop their English skills. Data collected from a larger efficacy study through interviews, focus groups, and surveys were examined to uncover information about how the app was effective and how parents and caregivers shaped their children’s language learning experiences. Results indicated that parents can be and often are involved in their children’s app-based language learning experiences, and that parental involvement can mediate learning. Results also suggest that time spent on digital media can be effectively leveraged by parents for educational purposes and parents who allow their children greater independence may more readily foster their children’s ability to achieve higher English language skills.

Using the Duolingo Application as a Vocabulary Learning Tool in Higher Education

The use of technology in education has grown rapidly in recent years. One of the increasingly popular language learning apps is Duolingo. This app provides an easy-to-use, interactive and free way to learn many languages, including foreign languages. This study aims to determine the use of the Duolingo application as a means of learning vocabulary in tertiary institutions. This study uses quantitative methods by collecting population and samples. The data obtained through the distribution of questionnaires. The questionnaire was created by using the Google form. The number of questions is 15 with the categories strongly agree, agree, disagree and strongly disagree. The study was conducted through surveys and interviews with a number of students who used Duolingo as a vocabulary learning tool. In addition, research also observes the effect of using this application by assessing students' learning progress after using Duolingo. The results of the study show that the Duolingo application makes a positive contribution to learning vocabulary in universities. Students say the app provides a fun learning experience and inspires them to keep practicing. The app's interactive features, such as play-based exercises, also help increase learning engagement and enhance student engagement. In addition, this research also shows that students' learning progress after using Duolingo increases significantly. Using this application provides flexible learning access and allows students to study anytime, anywhere according to their interests and schedule. In short, the use of the Duolingo application as a tool for learning vocabulary in tertiary institutions can be considered effective and useful. This application can be an interesting and effective alternative to improve students' understanding and fluency of vocabulary. However, it is important to continue researching and developing the use of this learning technology so that it can be optimized and adapted to the needs and characteristics of each educational institution

Perceived usefulness of English (L2) learning apps and language mindset mediated by flow and motivation intensity: a serial mediation model and a network analysis

ABSTRACT Existing research has explored the connection between perceived usefulness and growth mindset, but there are still gaps in our understanding of how the perceived usefulness of second language learning apps (PU-L2LA) relates to L2 learner’s language mindset (LM). Our study seeks to investigate the serial mediating role of flow and motivation intensity in the association between PU-L2LA and LM, as well as the network-level interaction between flow and motivation intensity (MI). This is a cross-sectional study conducted with a convenience sample of 524 Chinese university students, aiming to assess PU-L2LA, flow, MI, and LM. The results of the mediation analyses reveal that flow and MI play sequential mediating roles in linking PU-L2LA to LM. Furthermore, through network analysis techniques, two key bridge indicators (“The experience is extremely rewarding.” and “After I graduate from college, I will continue to study English and try to improve.”) were identified as important links between flow and MI. These findings contribute to a deeper understanding of how PU-L2LA influences LM and the underlying mechanisms involved. They highlight the importance of considering flow experiences and MI in promoting a positive language mindset among learners. Educators, app developers, and researchers can utilize these insights to design effective interventions, enhance engagement, and optimize language learning outcomes.

An Evaluation of Khanmigo, a Generative AI Tool, as a Computer-Assisted Language Learning App

The recent advancement in technology has attracted learners’ attention worldwide to Generative Artificial Intelligence (GenAI) for educational purposes. While GenAI has shown promising results for general language purposes (Godwin-Jones, 2023; Xiao & Zhi, 2023), the potential of GenAI for language learning has not been fully explored. This paper, therefore, endeavors to decipher the potential of a GenAI app, Khanmigo, as a language learning tool, specifically for learning French. The app was analyzed by the researcher through her interactions of about 17.5 hours using Chapelle’s (2001) Evaluation Framework for discerning the task appropriateness of a given Computer-Assisted Language Learning (CALL) tool. While the app does not show robust performance in all the six criteria suggested for evaluation, it still holds some promise.

The Use of Mondly Applications as a Media to Increase Vocabulary and Grammar of The Seventh Grade Student at Semarang

Mondly app is the best language learning app that can help students build vocabulary and develop proper grammar. Results from seventh-grade students of SMP N 17 Semarang the average vocabulary pre-test score was 65.03, and the average grammar pre-test score was 65.57. The average score on the vocabulary post-test was 83.45, and the average score on the grammar post-test was 83.27. Data from SPSS 26, where the correlation coefficient calculated and analyzed by the researcher obtained a result of 0.000, was observed from the results during the pre-test to post-test period. The correlation between the pre-test and post-test results is accepted because it is less than 0.05. There is a significant difference in students'' mastery of English vocabulary and grammar before and after using the Mondly application. At the time of the research, the class atmosphere became happier and livelier.

BUILDING ORAL COMMUNICATION SKILLS FOR FUTURE ENGINEERS: AN EXAMPLE OF LEARNING TRANSPORT TERMINOLOGY IN ENGLISH CLASSES

This article explores the strategies and methodologies employed in English language education to nurture oral speech competence among engineering students. Drawing upon communicative language teaching principles, instructors implement interactive activities, collaborative projects, and authentic communication scenarios to engage students in meaningful oral exchanges. Central to this process is the integration of domain-specific terminology, tailored to the specialized needs of engineering disciplines. Through exposure to authentic materials and immersive experiences, students develop the linguistic proficiency and confidence needed to articulate complex technical concepts fluently and coherently. Furthermore, the integration of technology, including language learning apps and virtual reality simulations, enhances the learning experience and provides students with additional opportunities to practice and refine their oral communication skills.

THE SERBIAN LANGUAGE IN THE EYES OF FOREIGNERS: ANALYSIS OF THE MOST COMMON DOUBTS OF LEARNERS ON THE SOCIAL PLATFORM REDDIT

The subject of this paper is the analysis of posts on Reddit about foreigners’ confusions related to learning Serbian as a foreign language. The aim of the research is to clarify the most common questions of foreigners who are interested in learning the Serbian language. A descriptive method and a method of theoretical analysis with the technique of content analysis have been used in the paper. The analysis of research results has shown that there has been a lot of interest among foreigners for learning Serbian as a foreign language. The most common questions related to mastering the Serbian language include: 1. issues of integration into the social community (solving administrative problems, studying and working, finding friends, finding information about the character and mentality of the Serbian people, getting to know the culture and history of the Serbian people, life in Serbia without knowing the Serbian language, etc.), 2. issues of finding language learning modalities (accredited study centers, private schools, online platforms, private lessons), 3. issues of learning Serbian as a foreign language (difficulty in learning, time needed to master the language, differences between the eastern and western variants of the language), 4. issues of finding and using appropriate teaching tools (textbooks, language learning apps, podcasts, adapted folk and art texts, music, films and TV shows with foreign language translation, flash cards, illustrations and tables) and 5. the issue of mastering certain grammatical and lexical contents (Cyrillic, cases, difference between perfective and imperfective verbs, getting to know colloquial expressions).

Interactive Language Learning Apps: Enhancing student motivation and participation in EFL activities at the University

Abstract This article investigates if there are any changes in student motivation and participation in class when using interactive language learning apps to teach English as a foreign language (EFL) at the university level in Tirana, Albania. These applications which provide dynamic and engaging platforms, have become widespread due to the integration of technology in educational settings. The study collected data through a questionnaire that was distributed to 30 university professors who teach English as a foreign language. The questionnaire consisted of 14 questions, with the last one being an open-ended question designed to gather more detailed answers regarding the professors’ experience with language apps. The findings indicate that interactive language learning apps help with students’ motivation and encourage active participation, leading to better educational outcomes. Students who work with these apps demonstrate more willingness to participate in classroom activities. The article concludes by offering recommendations for further research in this area.