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

Abstract

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.

The Use of Mobile Applications in Digital Project-based Learning to Improve Students’ English Speaking Skill

“…Ameri (2020) asserts that English language instructors can use mobile devices to boost their students' enthusiasm. According to Ekoç (2021), mobile language learning programs have altered the way languages are learnt and have given prospective students new avenues to explore. Kacetl and Klímová (2019) show that mobile applications used for English language learning are efficient at enhancing language abilities, particularly in terms of remembering new vocabulary.…”

“…Mobile applications can increase students' enthusiasm in learning English. Even outside of the classroom, the use of mobile devices can promote student engagement, contextualized learning, community building, effective interaction, and communication (Ameri, 2020;Ekoç, 2021;Raj & Baisel, 2022). The use of mobile apps can improve students' capacity for critical thought.…”

A Survey on Mobile Learning for Adult Learners: State-of-the-Art, Taxonomy, and Challenges

“…Teaching and learning strategies have also presented opportunities to adult learners seeking information in various ways regarding their preferences and learning styles. These can be used efficiently for some activities such as question and answer sessions, cooperation, game-based learning, decisionmaking, and problem-solving in specific learning situations [1], [23], [91].…”

Scenario-based mobile application design for young dual-language learners: evidence from factor analysis

“…Mobile applications (henceforth, apps) have the potential to provide learners with practical and systematic steps to learn languages (Gafni et al, 2017;Klimova and Zamborova, 2020;Loewen et al, 2019;Nushi and Eqbali, 2017) or ample exposure to new vocabulary words, sentences, and basic grammar through the use of their own portable devices, thereby facilitating bilingual development (Fatimah et al, 2021;Ghorbani and Ebadi, 2020;Gonulal, 2019;Kohnke, 2020). On the one hand, numerous studies suggest how to develop mobile language learning applications for adolescent/adult learning (Ekoç, 2021;Lee et al, 2021;Ng et al, 2021;Rosell-Aguilar and Qian, 2015;Tu et al, 2020;Zhang and Zou, 2020). On the other hand, there has not been enough research done on creating mobile educational apps for young DLLs.…”