Language Learning Apps Research Articles

Exploring Learner Perception, Experience and Motivation of Using a Mobile App in L2 Vocabulary Acquisition

In recent years, the widespread growth of mobile-assisted language learning using apps has made English vocabulary learning increasingly accessible. This study investigated students' perceptions of a vocabulary learning app developed by the researcher as a tool to help them to improve their L2 receptive vocabulary. The app, containing 20 levels, works with both iOS and Android. The participants were 14 undergraduate students at an English-medium university in Hong Kong. A qualitative methodology of semi-structured interviews captured a holistic overview and revealed students' perceptions of the app. The results suggested that Hong Kong university students have a strong motivation for acquiring an L2 vocabulary. Participants also indicated a preference for mobile applications using gamified features. The study highlights directions for future research into apps for English language learning.

Attitudes Towards English Language Learning Apps from Korean and Chinese EFL Students

The purpose of study was to investigate university students’ attitudes towards English language learning apps and examine whether there is any significant difference in their attitudes depending on their personal variables such as their gender, major, grade, nationality, and so on. This study also explored students’ perceptions of English language learning apps that they have used. Participants were college students living in Korea and China. Data were collected by means of a questionnaire and an interview. Results showed that both Korean and Chinese students generally held positive attitudes towards English language learning apps, although Chinese students showed more positive attitudes than Koreans. The main reasons that they liked to use English language learning apps were their convenience, ubiquity, and rich resources. On the other hands, it was revealed that the lack of communication and feedback was the main problem of using such apps. Both Korean and Chinese students stated that it was an effective way to use English language learning apps to practice pronunciation, vocabulary, listening, and reading skills. Findings of this research suggest that English language learning apps should be developed to inspire users/students’ learning interest and foster learner autonomy.

Educational smartphone apps for language learning in higher education: Students’ choices and perceptions

The popularity and use of smartphone apps for language learning have significantly grown in Iran over the past years. Despite this growth, empirical data on students’ choice of such apps, their perception towards them, and the impact of external factors on their attitude remains scant. In an attempt to contribute to this research base, a descriptive survey study was carried out to explore the type of language learning apps commonly used by 381 university students at Amirkabir University of Technology and their perception towards the effectiveness of these apps for developing learning language skills. Dictionary and lexical apps appeared to be the most popular application types amongst participants. While students were generally positive about the use of apps for language learning, they had different viewpoints regarding the potential of apps for developing different language skills. The results of ANOVA indicate that gender did not play a significant role in participants’ perception. On the contrary, the type of apps used significantly shaped students’ attitudes towards app-based language learning. The findings contribute to research on mobile assisted language learning and educational app design, by shedding more light on students’ choice of apps for learning different language skills.

Scaffolding Successful Mobile Experiences for Frontline ESL Workers: An Exploratory Study

<p class="0abstract">This 10-week exploratory study investigates the use of a mobile language learning app, Babbel, by 10 ESL front-line employees and 4 managers and native English-speaking employees at a Fortune 500 company. We focused on the participants’ motivations for using the language learning app and the challenges that they faced. Three key thematic findings were convenience of access, instrumental motivation, and state communicative self-confidence, while challenges included technological literacy and accountability. Recommendations emphasize the importance of onboarding procedures for those with low technological literacy, continual support from a community of practice, and management participation.</p>

CALL, Native-Speakerism/Culturism, and Neoliberalism

This paper discusses the emergence of a new student figure as a result of the Anglophone (We use the term ‘Anglophone’ here with no intention that native-speakerism and native-culturism are exclusively related to the English language, but only to describe the current situation in a context in which English is the dominant language) neoliberal order; that is, the neoliberalized student. Following the work of many who recognised the rise of homo oeconomicus (O’Boyle (2007) provides a brief genealogy of the term “homo economicus”) as opposed to homo politicus as reported by Brown (2015), we suggest that students are undergoing a similar change and turning into economised and overly visual (Greenfield 2009, p. 69) rather than thinking ones. We further suggest that when learning English this new student subject espouses attendant ideologies to neoliberalism such as native-speakerism and native-culturism, particularly when it uses technology [the latter of which has come to be called computer-assisted language learning (CALL)]. We explore the intersections between the three concepts of neoliberalism, native-speakerism/culturism, and CALL in students’ cognitions while using English language learning apps to determine the dominance of such a figure. To do that exploration, we conducted a study of two phases (the first focused on students’ cognitions and the second of which focused on students’ practices) to confirm and further study—when necessary and possible—such cognitions. Results revealed that for the majority of students, neoliberal, native-speakerist/culturist perceptions about CALL prevailed, especially in their practices, a situation that makes it imperative for teachers to more vigorously raise awareness among students and more actively interrogate the existence of such biases.

Mobile Flashcard Application for Vocabulary Learning: Effects on Development of Vocabulary Knowledge

Responding to the need of empirical research on the use of mobile phone applications (apps) for language learning in the current literature, the present study conducted a comparative study using a smartphone flashcard app and a traditional vocabulary learning tool, a paper-based flashcard, in order to determine if the new learning tool, flashcard app, presented effectiveness on learner development of vocabulary knowledge. Two college EFL classes in Korea were participated in this study. One EFL class of the experiment group (n=43) studied their target vocabulary using the smartphone flashcard app while the other EFL class of control group (n=40) studied the same vocabulary words on paper-based flashcards. The mixed research methods that combined both quantitative (e.g., a pre- and post-test, and a questionnaire) and qualitative approaches (e.g., a semi-structured interview) were employed. The results showed that the learners who used the flashcard app outperformed the learners who studied the paper-based flashcard in vocabulary growth. In addition, the learners showed an overall positive attitude and perception toward the use of the flashcard app for their learning. This study suggests that the flashcard app is useful to develop learners’ vocabulary knowledge and can be a new effective vocabulary learning tool in the classroom.

Anytime Autonomous English MALL App Engagement

Mobile assisted language learning (MALL) apps are often said to be 'Anytime' activities. But, when is 'Anytime' exactly? The objective of the paper is to provide evidence for the when of MALL activity around the world. The research method involved the collection and analysis of an EFL app’s time data from 44 countries. The findings were surprising in the actual consistency of usage, 24/7, across 43 of the 44 countries. The 44th country was interesting in that it differed significantly in terms of night time usage. The research also noted differences in Arab, East Asian and Post Communist country usage, to what might be construed to be a general worldwide app time usage norm. The results are of interest as the time data findings appear to inform the possibility of a potentially new innovative pedagogy based on an emerging computational awareness of context and opportunity, suggesting a possible future language learning niche within the Internet of Things (IoT), of prompted, powerful, short-burst, mobile learning.

Use of Language-Learning Apps as a Tool for Foreign Language Acquisition by Academic Libraries Employees

Language-learning apps are becoming prominent tools for self-learners. This article investigates whether librarians and employees of academic libraries have used them and whether the content of these language-learning apps supports foreign language knowledge needed to fulfill library-related tasks. The research is based on a survey sent to librarians and employees of the University Libraries of the University of Colorado Boulder (UCB), two professional library organizations, and randomly selected employees of 74 university libraries around the United States. The results reveal that librarians and employees of academic libraries have used language-learning apps. However, there is an unmet need for language-learning apps that cover broader content including reading comprehension and other foreign language skills suitable for academic library work.

The Use of Apps in Foreign Language Education: A Survey-Driven Study

The purpose of this study was to understand why advancements in technology were not being implemented in foreign language education and how those new technologies could improve foreign language education. This study surveyed 114 foreign language students in order to gain information on how they used technology to learn a foreign language. The questions on the survey related to the topics of attitudes toward technology in general, the students’ accessibility and academic/personal use of technology tools, and their awareness and usage of specific foreign language learning mobile apps. It was found that apps like Duolingo, Rosetta Stone, and Babbel are more often used than other language learning apps, they fulfill crucial elements of education, and students prioritize facility of use, accessibility, and price when deciding whether to keep an app or not.

Listening to Teachers’ Voices: Evaluating Language Learning Apps with a Task-based Language Teaching Framework

Listening to Teachers’ Voices: Evaluating Language Learning Apps with a Task-based Language Teaching Framework

Mobile language learning applications for Arabic speaking migrants – a usability perspective

Abstract Usability testing with mobile applications (apps) plays an important role in determining the ease of use of an app as well as in informing their design and development. The purpose of this research is to investigate the usability of three language learning apps with a sample of Arabic speaking migrants who have recently arrived to Sweden. In addition, We surveyed available apps for the target group on both Android and Apple market stores and used a framework for categorizing language learning apps to guide the design and development of our own app. The outcomes show that in order for users to engage in an app, there are a number of obstacles that need to be overcome to make an app motivating enough to use, such as lack of variation in functionality, instructions and feedback. Our app, Minclusion, was developed from the input obtained from the usability studies.

Vocabulary Learning Through Mobile Apps: A Phenomenological Inquiry of Student Acceptance and Desired Apps Features

Vocabulary plays a great role in language learning as learners would face difficulties in language learning if they have insufficient vocabulary knowledge. The advent of new technologies has encouraged the development of mobile assisted language learning (MALL) and the increase in mobile apps for vocabulary learning. Nonetheless, it would seem that there is a dearth in research on the use of mobile apps for vocabulary learning especially in our local contexts. Capitalising on the strength of phenomenological inquiry and a model for technology acceptance, this study investigated several existing mobile apps for language learning. In particular, it looked into students’ acceptance and the features of mobile apps conducive for vocabulary learning. This study employed in-depth interviews and surveys as instruments. Using purposive sampling technique, thirty-three students were selected as participants to experience using mobile apps to learn vocabulary on self-directed basis for a specified duration. At the end of the trial stage, all participants responded to the surveys, and three were interviewed. The accounts given by participants indicated positive acceptance and several desired features. Interestingly, this study also revealed several challenges in learning vocabulary through mobile apps which should be the concern of both apps developers and language teachers.

Mobile data-driven language learning: Affordances and learners’ perception

Data-driven learning (DDL) is a learner-focused approach which promotes language learners’ discovery of linguistic patterns of use and meaning by examining extensive samples of attested uses of language. Despite the emergence of mobile-assisted language learning (MALL) and its affordances, i.e. individualization and personalization, the potential of DDL in this context has not been widely explored. This study involved the creation of a mobile language learning app based on freely available natural language processing (NLP) tools, followed by a test of the app to gather the attitudes and perceptions of several groups of language learners across Europe. The results suggest a generally positive evaluation of DDL’s instant and personalized feedback and direct access to a variety of tools. Besides, suggestions for improvement were made concerning the design of the tasks, such as the addition of further built-in tools and adaptations to hardware constraints. Analyses also showed a need for specialized learner training, so as to grasp the potential of the feedback provided. This study may be construed as a first step towards creating more fleshed-out tools and further investigating the potential of combining DDL and MALL.

Lifelong Learning on the Go: English Language Mobile Learning in China

AbstractAs China is playing an active role in the World's politics, economy, and cultural circles, being able to communicate in English has become one of the basic life and work skills and a key for global access and integration. High mobile technology penetration, together with the proliferation of mobile learning applications, have made it possible for Chinese adult learners to learn English on the go. Mobile technology's core features including portability, instant power‐on, on‐demand, and the ability to accommodate multimodal learning styles and preferences are accounted for to describe mobile learning apps’ affordances for lifelong adult learners’ English learning. Four popular English language learning apps, are compared to illustrate how Chinese lifelong adult learners are learning English on the go.

The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation

This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students’ motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: Game books: Great Reader, Game to learn English - EnglishTracker, and Learn English Vocabulary Pop Quiz. A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students’ motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students’ motivation.

Apps for language learning: their use across different languages in a Korean context

ABSTRACT Korea is widely recognized to be among the world’s most advanced digital countries with nearly every university student owning the latest smartphone. Yet language education is largely still taught in traditional classroom methods. This study was designed to see how students in two major universities used smartphone apps to informally supplement their foreign language learning. We surveyed 82 students in two major universities who were studying German and three African languages and also asked them about how they used apps to continue to learn English – a language they’ve been learning since primary school. We asked about the number of apps they used for language learning, the types of apps (dictionaries, language learning, etc.), the apps’ usefulness and time spend on apps and looked at differences across the languages. The results have implications regarding the use of language learning apps in the foreign language classroom, in particular for Asian contexts. We will also discuss possible future directions for language app design.

Aprenentatge d'aplicacions per a l'aprenentatge de la llengua a través de l'esport: Tecnologia i esports en anglès i castellà com a aula L2/FL

Author/s
 Carla Mª Botella TejeraMª Mar Galindo MerinoUniversity of Alicante, Spain
 
 ABSTRACT
 This paper presents a selection of teaching apps for the teaching and learning of both English and Spanish through sports. In the frame of a funded research project on Applied Linguistics to the teaching of modern languages through sports (Galindo Merino, 2016a), one of our aims is to apply ICT to this teaching approach (Botella Tejera et al., 2016; Sellés et al., 2016). Thus, 17 apps related to the teaching of languages through sports are explored. Specifically, we have selected different kinds of apps: language-based apps, language learning apps, three specific English through sports apps, and sport journals and TV channels apps. After presenting and analyzing them, we provide a wide range of activities to include them in the language classroom, in line with recent developments in task-based language teaching with technology..

The influence of evaluative right/wrong feedback on phonological and semantic processes in word learning.

Feedback is typically incorporated in word learning paradigms, in both research studies and commercial language learning apps. While the common-sense view is that feedback is helpful during learning, relatively little empirical evidence exists about the role of feedback in spoken vocabulary learning. Some work has suggested that long-term word learning is not enhanced by the presence of feedback, and that words are best learned implicitly. It is also plausible that feedback might have differential effects when learners focus on learning semantic facts, or when they focus on learning a new phonological sequence of sounds. In this study, we assess how providing evaluative (right/wrong) feedback on a spoken response influences two different components of vocabulary learning, the learning of a new phonological form, and the learning of a semantic property of the phonological form. We find that receiving evaluative feedback improves retention of phonological forms, but not of semantic facts.

Autonomous language learning through a mobile application: a user evaluation of the busuu app

ABSTRACTStudies into the use of mobile applications (apps) for language learning have found positive results on language improvement and learner engagement, but they have mostly focused on small samples of learners using apps that were selected by a researcher/educator rather than on learners using apps of their own choice. This article presents the results of a large-scale survey (n = 4095) into the use of one of the most popular language learning apps in the market: the busuu mobile app (over 60 million registered users). Data were collected through an online questionnaire with 30 items. The survey was distributed both in English and in Spanish. The results provide a profile of busuu app users, show patterns of use, and what app features learners find most valuable for language learning. Most users are at beginner level and learn for personal interest. They find the app has helped them improve their knowledge of the language they are learning, with vocabulary as the main area of improvement. The high expectations from users and the fact that a third of respondents use busuu as their only language learning source suggest that a large proportion of users consider apps a reliable tool for language learning.

The Use of Language Learning Apps as a Didactic Tool for EFL Vocabulary Building

This study explores the use of language learning apps as a didactic tool for vocabulary building in an English as a Foreign Language (EFL) context. It was developed through a mixed-methods approach, with a concurrent design in order to collect, analyze and validate qualitative and quantitative data. Although there was controversy on the use of technology in the classroom in the rural context where this study was developed, it advocated for practices that could go beyond the classroom boundaries and that were part of students’ lives and social realities. The participants were 20 high school students and the intervention was during a six-month period. The data collection instruments included an initial diagnosis and a final development test, eight lessons and eight assessment sessions using language learning apps (Duolingo and Kahoot), eight entries to a research journal and a final survey. In the end, it was possible to provide evidence of the way technology and classroom practices can be allied to effectively foster vocabulary building.