Between traditional and mobile language learning

Čebron, Neva; Sorgo, Lara; CUNJA, Emma Beatriz ILLEGAS

doi:10.31926/but.pcs.2021.63.14.2.2

Cited by 6 publications

(7 citation statements)

References 6 publications

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“…The preliminary testing of the LanGuide App among a batch of over a hundred users seems to suggest that these collections of exercises can generate initial motivation and interest in learning new languages (see also Čebron et al, 2021;Lozano et al in Chapter 4 and Načinović Prskalo et al in Chapter 2 of this monograph), but cannot predict levels of attrition among learners at some further stage. Such an assessment will only be possible once the resources are tested for a longer period.…”

Section: The L Sp Modulesmentioning

confidence: 99%

LanGuide Project: Research and Professional Insights

2022

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The primary goal of the LanGuide project was to set up the LanGuide Mobile App, which offers the stakeholders an opportunity to enhance their language knowledge of English, Croatian, Italian, Romanian, Slovenian and Spanish by just tapping on the mobile phone, without any charges, at any time and everywhere. Students, academic and administrative staff, the main target audience of the endeavour, are now able to choose among a range of specialist language domains (academic, secretarial, mobility and i t language) at various proficiency levels (basic, intermediate and advanced), in order to practice their language skills in a self-study mode.The main objectives of LanGuide Mobile App are:-to offer stakeholders within the academia and to a larger public a language learning tool at their fingertips, -to provide a set of exercises in a chosen foreign language that can enhance their communicative skills by focusing on common communicative situations within the academic settings, -to enable stakeholders easy access to language practice wherever they are and whenever they may wish to spend a little time to improve their language skills.

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Section: The L Sp Modulesmentioning

confidence: 99%

LanGuide Project: Research and Professional Insights

2022

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“…The current research has been informed also by research from Iran (Nushi & Eqbali 2017), Israel (Gafni et al 2017), from the Arabic linguistic context (Ahmed 2016), from Borneo (Ajisoko 2020), as well as from the Americas, including Columbia (Abaunza et al 2019) and, of course, the U.S. (Short et al 2021;Jiang et al 2021). Some of the studies involve international samples, like Tafazoli et al (2018) or Cebron et al (2021). There is an abundant body of research on Duolingo-enhanced learning of English (see Short et al 2021, for more detailed information; de Castro et al 2016;Tafazoli et al 2018) and other popular languages like Spanish or French (Jiang et al 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In terms of methodology, the scholars often relied on mixed design (Ahmed 2016;Charlene Tsai 2016;Tafazoli 2018;Karasimos 2022). The data could be collected in the form of questionnaires (de Castro et al 2016;Cebron et al 2021, Gafni et al 2017, tests (Ajisoko 2020), or interviews (Ahmed 2016, Aleksandrowska & Stanulewicz 2020. Some projects included single participants, like Geben's case study of a Lithuanian female studying Polish (Geben 2020), where Duolingo was mentioned, or Ahmed's intervention involving a child.…”

Section: Previous Research Designmentioning

confidence: 99%

“…Larger samples can be found in Gafni et al (2017), whose comparative study relied on 89 informants in two different populations, as well as in Jiang et al (2021) who researched 135 Spanish learners along with 90 people learning French. Tafazoli's (2018) project involved 415 persons, while Cebron et al (2021) worked with 1028 respondents in six European countries. Ages varied as well, including children (Ahmed 2016), teenagers (Gafni et al 2017), college students (Charlene Tsai 2016), adults (Karasimos 2022;Jiang et al 2021), or mixed samples (Aleksandrowska & Stanulewicz 2020).…”

Section: Previous Research Designmentioning

confidence: 99%

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Learning Polish with Duolingo: A case study in Taiwanese academic setting

Tsai

2022

KPC

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Duolingo is one of the most popular applications used for learning foreign languages and, as such, has attracted attention of numerous scholars around the world. Majority of them, however, have focused on how the app supports English instruction. Not enough has been found about using it for mastering Polish by non-native speakers. What is more, a great deal of existing research is quantitative in character, which is why there is a growing demand for projects offering a deeper insight into the issue. The goal of this case study is to fill in this gap by providing a more detailed explanation of how Duolingo can be used for learning Polish in Taiwanese academic setting, as perceived by a female student majoring in Slavic languages whose mother tongue is Mandarin. The data obtained in a series of in-depth interviews enables a better understanding of how this highly motivated learner saw the product and its main features, with gamification, forum, and English-mediated instruction among them. Put briefly, Duolingo turned out to be useful as an addition to the regular course at school and the student demonstrated high engagement by using it almost every day. But still, more research is needed to better understand how to incorporate the app into an in-class instruction and to see what strategies of learning are efficient, so that the users can benefit even more.

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“…Actually, they have made information more accessible and promoted quality and effective learning, as well as disseminated knowledge more easily [5][6][7][8]. Thus, learning through digital media enables students to seamlessly utilize various kinds of functional objects anytime and anywhere through a network of connections which personalize, accelerate, and empower students to take control of their learning [9]. Due to these emerging pedagogical applications, universities have recently started utilizing mobile learning in education [6,10].…”

Section: Introductionmentioning

confidence: 99%

University Students’ Engagement in Mobile Learning

Salhab

Daher

2023

EJIHPE

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The implementation of mobile learning seems to be an emerging topic in many educational institutions. As recently noticed, mobile technology has employed wireless technologies to communicate, think, learn, and share in order to spread and exchange information. Therefore, using mobile technologies in learning and teaching can create a positive environment in higher education. Hence, the purpose of this study is to evaluate mobile learning engagement among educational technology students. Data from three focus group discussions and 15 semi-structured interviews with students who experienced mobile learning were gathered using a qualitative approach design. A total of seventeen basic themes and four organizing themes were extracted, where the researchers categories of engagement, i.e., social engagement, cognitive engagement, emotional engagement, and behavioral engagement. In the present research, the findings indicate that social engagement themes included social–mobile interaction, building community, developing relationships, and competition. The cognitive engagement themes included attention, cognitive and meta-cognitive strategies, immersion, and cognitive curiosity. Emotional engagement themes included excitement and enjoyment, instructor comforting students, motivation, and emotional safety. Behavioral engagement themes included effort and time on task, attendance, participation, and positive conduct.

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Between traditional and mobile language learning

Cited by 6 publications

References 6 publications

LanGuide Project: Research and Professional Insights

LanGuide Project: Research and Professional Insights

Learning Polish with Duolingo: A case study in Taiwanese academic setting

University Students’ Engagement in Mobile Learning

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