A review of mobile language learning applications: trends, challenges and opportunities
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: The Eurocall Review, Jahrgang 24, Nr. 2, 30.09.2016, S. 32-50.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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RIS
TY - JOUR
T1 - A review of mobile language learning applications
T2 - trends, challenges and opportunities
AU - Heil, Catherine Regina
AU - Wu, Jason S.
AU - Lee, Joey J.
AU - Schmidt, Torben
PY - 2016/9/30
Y1 - 2016/9/30
N2 - Mobile language learning applications have the potential to transform the way languages are learned. This study examined the fifty most popular commercially-available language learning applications for mobile phones and evaluated them according to a wide range of criteria. Three major trends were found: 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. To better align with Second Language Acquisition (SLA) and L2 pedagogical research, we recommend the incorporation of more contextualized language, adaptive technology, and explanatory feedback in these applications.
AB - Mobile language learning applications have the potential to transform the way languages are learned. This study examined the fifty most popular commercially-available language learning applications for mobile phones and evaluated them according to a wide range of criteria. Three major trends were found: 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. To better align with Second Language Acquisition (SLA) and L2 pedagogical research, we recommend the incorporation of more contextualized language, adaptive technology, and explanatory feedback in these applications.
KW - Didactics of English as a foreign language
UR - https://www.mendeley.com/catalogue/93038a73-6bea-3fcb-9354-4e484e2cccb7/
U2 - 10.4995/eurocall.2016.6402
DO - 10.4995/eurocall.2016.6402
M3 - Journal articles
VL - 24
SP - 32
EP - 50
JO - The Eurocall Review
JF - The Eurocall Review
SN - 1695-2618
IS - 2
ER -