Developing English Skills by Means of Mobile Applications

Fučeková, Michaela; Metruk, Rastislav

doi:10.33407/itlt.v66i4.2376

Cited by 10 publications

(8 citation statements)

References 7 publications

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“…For mobile learning applications, one of its main benefits is its mobility and portability [16], [18]- [20]. As shown, most students who owned mobile devices used their mobile application for language learning at the comfort of their home [22]. Furthermore, in 2019, Kacetl and Klímová reviewed original papers focused on mobile learning applications intended for English language.…”

Section: Literature Reviewmentioning

confidence: 99%

Development of INSVAGRAM: An English Subject-Verb Agreement Mobile Learning Application

Miranda

Dianelo

Yabut

et al. 2021

Int. J. Emerg. Technol. Learn.

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English language proficiency of students in the Philippines is a point of concern by many institutions particularly as it was highlighted when the results of the first participation of the country in the Program for International Student Assessment (PISA) was released. The use of technology-aided educational applications dedicated to language learning, particularly those that can be accessed through mobile devices, is heavily studied internationally. However, in the Philippines, there is a limited number of developed mobile-supported applications that assist acquisition and learning of language, specifically English. Thus, the study aims were to develop a mobile learning application intended to assist students in learning a least mastered topic in English. The study utilized mixed-method descriptive research design. For the quantitative part, it employed a content-validated questionnaire to survey 132 fifth grade students, while for the qualitative part; it interviewed five English language teachers in the Philippines. A mobile learning application intended for smartphones in an Android OS was developed with focus on subject-verb agreement (SVA) as identified topic which was divided into 10 sub-topics. The application comprises two main parts: The Learn and Play Mode. Additionally, the application was also able to integrate an animated character named Alvin to simulate interaction. Alvin interacts with the user by narrating lessons, giving remarks, providing basic corrective feedback in the form of text, and expressing feelings based on the user’s inputs when doing exercises. The survey from students aged 10 to 12 years old showed that they have very often access to technological devices (i.e., desktop, laptops, tablet, smartphone) (M = 4.33) and that their technology aptitude in using them is high (M = 3.45). Furthermore, results also showed that students mostly prefer smartphones for their learning as it is their most available device at home. It is recommended to subject the developed mobile application to a user acceptance and usability testing in different educational contexts. Additionally, it is suggested to explore newer technologies like artificial intelligence to make the application intelligent and more responsive to students’ needs and inputs. Future studies may also include addition of new topics as well as developing similar applications that are localized and culturally-aware.

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Section: Literature Reviewmentioning

confidence: 99%

Development of INSVAGRAM: An English Subject-Verb Agreement Mobile Learning Application

Miranda

Dianelo

Yabut

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…The conference papers, e.g., [4,44], review studies, e.g., [5,45], and original papers not focusing on the topic, e.g., [25,46,47], or survey studies, e.g., [3], were excluded.…”

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confidence: 99%

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

Klímová

Zamborová

2020

Education Sciences

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Reading is a fundamental skill for academic success because university students need to comprehend an extensive amount of information in a short time to achieve their academic goals. However, the influx of new technologies into education has challenged the teaching of reading skills in a foreign language. The purpose of this study was to explore the effect of emerging technologies, especially mobile applications, on second language reading comprehension in the period between 1 January and 30 September 2020. Therefore, the authors of this article conducted a search of available studies on the topic, i.e., the use of mobile applications in developing reading comprehension in second language acquisition, in two databases: Web of Science and Scopus. Despite the methodological differences, the findings of all of the identified studies showed that there was an improvement in reading comprehension after the treatment with mobile applications. In addition, a positive attitude and enhanced learner motivation when using mobile apps was found in several studies. Overall, there is potential for developing research on MALL and reading comprehension for randomized control studies with larger populations and longer intervention periods.

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“…He found that they welcomed the idea of reading an article, submitting their assignment, and setting an assignment reminder using a mobile device. Others are interested in finding out learners' expectations on usage intent, ease of use, and perceptions of the types of mobile devices and applications, as well as the language skills they aim to improve (Fucekova & Metruk, 2018;Hyman et al, 2014). Understanding students' attitudes towards the use of hand-held devices as educational tools is important for informing researchers of their behaviour when engaging in this type of learning.…”

Section: Mobile Learning In Higher Educationmentioning

confidence: 99%