Mobile Language Learning Applications Research Articles

INVESTIGATION OF THE USABILITY AND USER EXPERIENCE OF MOBILE LANGUAGE LEARNING APPLICATIONS: BUSUU, DUOLINGO, AND MEMRISE

This study explores the effects of usability and user experience of mobile language learning applications on learning process by evaluating three popular applications Busuu, Duolingo, and Memrise. The data were collected by user interviews and the diary method. With the help of the think-aloud method, user interviews were actualized, and in addition to that the researcher kept a diary by trying all three applications for 10 days. Nielsen’s Heuristics and an adapted version of these heuristics were used within the framework of this study. The researcher's diaries were coded with the help of heuristics. Findings emphasize the strong connection between the user experience and mobile language learning applications’ efficiency. Results indicate that even the adapted version of heuristics has shortages, and it is needed to be developed for future researches. As a result, investigation of user experience is recommended to be evaluated separately for the different phases of application usage in further studies.

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

Improve speaking skills with Duolingo’s mobile game-based language learning

The purpose of this research is to evaluate the effectiveness of Duolingo's game-based methodology in improving speaking proficiency within mobile language learning, while also examining the specific attributes and strategies contributing to its success and exploring implications for language education and learner optimization. Given the growing prevalence of mobile language learning platforms, the research meticulously scrutinizes the specific attributes and strategies employed by Duolingo that contribute to the refinement of oral fluency. This study employs a mixed methods design, integrating phenomenological and experimental approaches through a pre, post and attainment speaking tests with a control group design supported with metaphorical perceptions. The findings underscore the pivotal role of assimilating technological advancements and gamified pedagogical approaches within language education to expedite effective intercultural communication across multifarious linguistic landscapes. Furthermore, the results emphasize the importance of continuously adapting language learning methodologies to leverage emerging technologies and gamification strategies in order to foster effective communication skills in diverse linguistic contexts. The implications for prospective inquiries advocate for longitudinal investigations delving into the enduring implications of mobile game-based language learning on comprehensive linguistic acquisition, necessitating comparative inquiries to ascertain the comparative efficacy of diverse mobile applications in fostering distinct language proficiencies. Additionally, probing the influence of individual learner attributes and predilections in optimizing the utilization of mobile language learning applications could yield valuable insights for tailoring language acquisition paradigms.

An Evaluative Review of Mondly: A Mobile Language Learning Application

Mobile-Assisted Language Learning is a thriving research area in the field of Second Language Acquisition. Hand-held devices such as smartphones are increasingly and widely being used for second language teaching and learning purposes nowadays. With the great variety of language learning applications entering a competitive market comes a need for studies to evaluate these applications critically so that teachers and learners can choose wisely. The present study aims to evaluate a language learning application called Mondly through a framework proposed by Reinders and Pegrum (2016). The evaluation was carried out by six experienced English language instructors. The results indicate that although the app suffers from a number of weak points, it can be particularly beneficial for beginner second language learners.

Gamification and m-learning: An innovative approach to sustainable language learning

This study delves into the role of AI-assisted gamification in enhancing user engagement within mobile language learning applications. The investigation begins with a critical examination of popular gamified applications, such as Duolingo, to identify key elements that drive user engagement. The research employs a mixed-method approach, integrating the analysis of user feedback gathered from surveys and interviews to understand the impact of these gamification elements on learner motivation and satisfaction. A significant focus of the study lies in exploring how artificial intelligence (AI) contributes to personalizing the learning experience. This is achieved by tailoring challenges and rewards to align with individual user progress and preferences, ultimately fostering a more engaging and enjoyable learning journey. The preliminary findings reveal the crucial role of gamification in creating an effective and motivating learning environment. Users reported a heightened appeal and engagement with this approach. These findings provide valuable insights for practitioners and developers, offering an empirical framework to design more engaging, effective, and sustainable language learning tools. The study not only emphasizes gamification’s role in enhancing the learning experience but also highlights its potential to contribute to sustainable learning practices. aligning with contemporary educational needs and learner preferences.

Exploring the Effectiveness of Gamification in Mobile Language Learning Applications: A Mixed-Methods Study

This paper presents a mixed-methods study that investigates the effectiveness of gamification in mobile language learning applications. The study explores how gamification elements influence language learning outcomes, motivation, and engagement. The specific game used in this study is “LanguageQuest,” a gamified language learning application that incorporates interactive activities, challenges, rewards, and progress tracking features. The study employs a combination of qualitative and quantitative methods to gather data from language learners who used the LanguageQuest app. The findings provide valuable insights into the impact of gamification on language learning and offer implications for language educators and app developers.

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

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

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.

Developing mobile language learning applications: a systematic literature review

Developing mobile language learning applications: a systematic literature review

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.

Learning English with the mobile language learning application 'Duolingo': the experiences of three working adults at different proficiency levels

Duolingo, one of the most popular mobile applications for English learning, has been studied extensively to assess the effectiveness of Duolingo-Assisted Language Learning (DALL). However, most studies have focused on learning outcomes, few have discussed the learning process, and even fewer have investigated working adults. Accordingly, the present study investigated the DALL experiences of three Chinese working adults who graduated from colleges and continued to learn English for various purposes. The three who were at the basic, intermediate and advanced levels had been learning English with Duolingo for a month. Throughout this month, they reported their learning experiences through think-aloud protocols and reflective learning logs, after which they were interviewed. The results indicated that the basic-level learner used more strategies than the intermediate- and advanced-level learners, which enriched the literature. All three participants showed generally positive perceptions of Duolingo. They moved up to higher course levels after one-month Duolingo learning, indicating that language learners may consider using Duolingo for self-access language learning.

Learning English with the mobile language learning application 'Duolingo': the experiences of three working adults at different proficiency levels

Learning English with the mobile language learning application 'Duolingo': the experiences of three working adults at different proficiency levels

Investigating the Use of Task Resumption Cues to Support Learning in Interruption-Prone Environments

The ubiquity of mobile devices in peoples’ everyday life makes them a feasible tool for language learning. Learning anytime and anywhere creates great flexibility but comes with the inherent risk of infrequent learning and learning in interruption-prone environments. No matter the length of the learning break, it can negatively affect knowledge consolidation and recall. This work presents the design and implementation of memory cues to support task resumption in mobile language learning applications and two evaluations to assess their impact on user experience. An initial laboratory experiment (N=15) revealed that while the presentation of the cues had no significant effect on objective performance measures (task completion time and error rate), the users still perceived the cues as helpful and would appreciate them in a mobile learning app. A follow-up study (N=16) investigated revised cue designs in a real-world field setting and found that users particularly appreciated our interactive test cue design. We discuss strengths and limitations of our concept and implications for the application of task resumption cues beyond the scope of mobile language learning.

Mobile Language Learning Applications from the Perspectives of Adult Language Learners in Turkey

Mobile language learning applications have changed how language is learned and have opened new windows for potential learners. At the convenience of our time, place, comfort and pace, we can learn or revise a language through our mobile gadgets. From the reviewed literature, it is evident that more data is needed to understand the users’ views about mobile applications. Instead of focusing on a single mobile application, the researcher attempted to elicit the general perceptions of Turkish adult learners about mobile language learning apps. In line with this thought, a selfadministered questionnaire was sent to potential mobile app users and 231 participants replied to the questionnaire. The aim of this study is to find out what perceptions adult learners in Turkey have and what their suggestions are to enhance future mobile language learning applications. For the close-ended questions, frequencies and percentages were taken, while for the open-ended question, content analysis was done. Easy access was considered as the greatest strength, while internet connection requirements and scarcity of interactivity were considered among the shortcomings. The participants offered some suggestions which can yield new paths for application developers, teachers and practitioners in the field of English language teaching and adult learning.

USE OF MOBILE DEVICE LANGUAGE LEARNING APPLICATIONS BY TURKISH SPEAKING ADULTS: A SURVEY STUDY

Foreign language education is going under constant change. Mobile technologies have gained significant momentum in foreign language education in recent years with their unique features and affordances. A large number of mobile apps have been specifically designed, created, and used for teaching foreign languages. Although these apps seem to be ubiquitous, much remains unknown with regard to their actual usage as self-directed materials. This paper reports and discusses the results of a survey study that aimed to investigate adult Turkish speaking mobile device owners’ experiences with and reasons for foreign language teaching app use/nonuse, perceived effectiveness, strengths and weaknesses of apps, and suggestions for improving language teaching apps. The survey included close-ended and open-ended questions and are analyzed using descriptive statistics and content analysis methods. Results showed that mobile language learning applications are perceived to have a strong potential to overcome the constraints in front of language learning such as time, space, linguistic input. Apps can personalize instruction by taking into account the needs of different students and increase the motivation of learning with features such as gamification. However, it was also observed that learners rarely used mobile technologies used to enable a more communication-based and collaborative language learning experience.

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.

Exploring mobile tool integration: Design activities carefully or students may not learn

This investigation explores the integration of a mobile language learning application into a high school English course. It uses detailed behavioral data, assessments of student vocabulary and language knowledge, student work, and teacher observations to identify how students use the mobile application; measure student learning; determine which aspects of learning activity design supported or failed to support application integration; and determine how application use related to changes in student vocabulary knowledge. Students’ application use and learning suggest certain aspects of the noticing hypothesis (i.e., logging) do not apply in formal mobile learning environments and microlearning is rarely realized in these contexts when there is evidence of learning. From a theoretical perspective, the data suggest mobile tools can be used to encourage spaced repetition and deep processing when the accompanying learning activities are appropriately designed. However, the desired depth of processing is unlikely to be observed when application usage patterns that are consistent with microlearning are seen.

Korišćenje mobilnih aplikacija u nastavnom procesu učenja stranih jezika na tercijarnom obrazovnom nivou

Modern devices with many diverse applications have significantly raised interest in the concept of mobile or m-learning. The standard features of mobile phones include access to the Internet and therefore an unlimited access to educational material at any place and at any time. This paper presents the research conducted to examine students' attitudes about the advantages and disadvantages of using mobile language learning applications. The paper offers a description of the research methodology, data processing, and the interpretation of the results. In order to obtain the data, an anonymous survey was conducted, which was compiled by the authors for the research purposes and distributed to students via email. Apart from the quantitative part, a qualitative research, in the form of a focus group, was conducted as well to provide a clearer picture of students' habits when using mobile applications for foreign language learning. The research showed that the greatest advantage of using mobile applications is their availability at any place and at any time, as well as the fact that such applications are mostly free of charge and their use does not require additional costs for students/their families. On the other hand, the biggest disadvantages relate to the offered grammar exercises, which, according to the respondents, are not good enough. This research unequivocally confirmed that mobile applications for foreign language learning are very popular among the student population, but also that students' interest in this type of learning is not exploited enough. One of the recommendations is that different applications, depending on students' abilities and lesson goals, should be integrated in the teaching process and should serve as an addition to the planned curriculum, actively contributing to the quality and diversity of teaching.

Investigating the use of mobile applications in everyday language learning

The development of mobile phone applications has created a multiplicity of additional affordances and new ways of learning. In particular, mobile language learning applications such as online dictionaries and Google Translate combined with the technical affordances of smartphones and tablets are creating a new relationship between mobile learners and smart devices. In this exploratory study, a mixed method research design was used to understand how youth in Malaysia use their smart devices for learning languages and to uncover the extent of these learning experiences in their daily lives. 337 participants took part in a survey of their language learning experiences using mobile learning applications. Additionally, phenomenological interviews were conducted with 12 participants over a period of four months to uncover the lived experiences of their language learning. This paper presents the preliminary findings of the study which suggest learning is serendipitous, fragmentary and purposive, dependent on function and purpose. The findings may yield new understanding that may prove useful in its implications for formal and informal learning.