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A review of mobile language learning applications: trends, challenges and opportunities

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

A review of mobile language learning applications: trends, challenges and opportunities. / Heil, Catherine Regina ; Wu, Jason S. ; Lee, Joey J. et al.
In: The Eurocall Review, Vol. 24, No. 2, 30.09.2016, p. 32-50.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Heil, CR, Wu, JS, Lee, JJ & Schmidt, T 2016, 'A review of mobile language learning applications: trends, challenges and opportunities', The Eurocall Review, vol. 24, no. 2, pp. 32-50. https://doi.org/10.4995/eurocall.2016.6402

APA

Heil, C. R., Wu, J. S., Lee, J. J., & Schmidt, T. (2016). A review of mobile language learning applications: trends, challenges and opportunities. The Eurocall Review, 24(2), 32-50. https://doi.org/10.4995/eurocall.2016.6402

Vancouver

Heil CR, Wu JS, Lee JJ, Schmidt T. A review of mobile language learning applications: trends, challenges and opportunities. The Eurocall Review. 2016 Sept 30;24(2):32-50. doi: 10.4995/eurocall.2016.6402

Bibtex

@article{0409328ebdbf4acf86202a552cc702c2,
title = "A review of mobile language learning applications: trends, challenges and opportunities",
abstract = "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.",
keywords = "Didactics of English as a foreign language",
author = "Heil, {Catherine Regina} and Wu, {Jason S.} and Lee, {Joey J.} and Torben Schmidt",
year = "2016",
month = sep,
day = "30",
doi = "10.4995/eurocall.2016.6402",
language = "English",
volume = "24",
pages = "32--50",
journal = "The Eurocall Review",
issn = "1695-2618",
publisher = "European Association for Computer-Assisted Language Learning",
number = "2",

}

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 -

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