The perspectives for mobile application use in media education

Kyrylova, Oksana; Blynova, N.; Pavlenko, Viktoriia

doi:10.1080/10494820.2023.2186897

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…The project of the Faculty of Systems and Means of Mass Communication of Oles Honchar Dnipro National University called SUJet, aimed at the members of the Group of Young Journalists of Dnipropetrovsk Regional Centre for Scientific and Technical Creativity and Information Technologies of Schoolchildren (Dnipro, Ukraine), the non-profit communal extracurricular educational institution, should have been performing this function. The application, which was developed as a qualifying media project, was aimed to create a local social network that would be not only a training ground, but also a comfortable educational environment (Moskalenko & Kyrylova, 2020;Kyrylova et al, 2023). Unfortunately, the pandemic and then the full-scale war in Ukraine prevented this project from being implemented, leaving it at the prototype level.…”

Section: Discussionmentioning

confidence: 99%

M-learning in the process of media education and foreign language learning

Kyrylova,

Medynska,

Blynova

et al. 2023

Komun. komun. tehnol.

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The purpose of this article is to study the possibilities of English-language mobile applications for media education which are available on the Google Play platform. The main emphasis is on their didactic potential, in particular on their ability to build media literacy skills and improve English language proficiency. The application called Journalism & Mass Communication by Edutainment Ventures — Making Games People Play was chosen as the object of study. This choice is grounded in the attractiveness and successful experience of its use. Other projects focusing on working with English-language texts and expanding vocabulary have also been researched. These ones include Journalism by SQSTECH, Journalism Textbook by Courses Books, Journalism Course by APLUS, Media and Information Literacy by PERCDC Learnhub, Journalism Dictionary Offline by EasyGoing and Journalism Dictionary by Pocket Dictionary. A focus group of students of Oles Honchar Dnipro National University who are majoring in 061 Journalism at various levels of higher education was involved to evaluate the functionality of the applications. In total, there were 17 people in the group, including 12 Bachelor's students, 4 Master's students, and 1 PhD student. The effectiveness or ineffectiveness of the application options was determined by analysing the results of a survey conducted among focus group participants. A general analysis of applications for media literacy and media education shows that mobile learning is a relevant and effective tool in the educational process. However, it cannot completely replace traditional education. The diversity of functionality, approaches to content, and audience engagement underscores the importance of creating mobile applications that cater for specific educational programs. Mobile learning has great potential to improve the effectiveness of extracurricular education. The use of mobile applications in media education and learning English has significant didactic potential. The results of the study confirm the feasibility of an integrated approach to learning, which combines the study of a subject with learning a foreign language. Since the study of the English language is gaining relevance in Ukraine, the combination of these two directions is considered to be well grounded.

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Section: Discussionmentioning

confidence: 99%

M-learning in the process of media education and foreign language learning

Kyrylova,

Medynska,

Blynova

et al. 2023

Komun. komun. tehnol.

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Didactic Potential of Mobile Applications for Learning English as a Foreign Language

Neliia,

Oksana,

Maryna

2023

BANUSPAP

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The article is devoted to the didactic potential of mobile applications for learning English as a foreign language by students of non-philology specialities. Since mobile learning acquires complex and systemic features, it is extremely important to investigate specific means that contribute to the implementation of educational tasks and the acquisition of necessary competencies by students getting higher education. The purpose of the article is to review existing mobile applications designed for learning English as a foreign language by Ukrainian students in order to determine their didactic potential. Research methods: the analysis of sources on the topic of research made it possible to understand the state of development of the topic, the main directions of domestic and foreign research on mobile learning; descriptive provided an opportunity to generalize the experience gained during reconnaissance; synthesis of the obtained data contributed to the conclusion of the research concept and its implementation. The didactic potential of mobile applications in learning English as a foreign language is considered. A number of mobile applications offered by Google Play were analyzed, and it was determined that they can be typologically classified according to various characteristics (age of the target audience, level of foreign language proficiency, developer expertise, amount of processed material, number of downloads and the score with which users rated a certain application). The applications that can be logically and naturally introduced into the educational process of students of the 1st year of the elementary and pre-intermediate levels were analyzed. 8 applications were considered. As a result of the research, it was found out that despite the considerable diversity of the analyzed applications, their common feature is the implementation of the “edutainment” concept, in which educational goals are achieved by combining the game form and the educational component of the material under consideration. Application developers pay the most attention to grammatical material and thematic vocabulary. Learned topics can be consolidated with the help of tests, often presented in a game form. An indisputable positive point is that the studied lexemes, grammatical constructions and whole sentences are voiced by native English speakers. Based on the concept of interval repetition, the developers include tools in the applications that allow students to memorize the material as easily and naturally as possible. These can be, for example: a repetition calendar, a reminder system, associative pictures, quizzes, the ability to create word cards by your own, transcription of words in English, examples of the use of polysemantic lexemes in different meanings, accompanied by translation and voiceover in a male or female voice. Both individual and group work is provided in the applications. The function of group English learning can be easily used during classroom classes. Mobile applications are a powerful resource that a teacher can refer to when dealing with specific topics. It is convenient for the student to use mobile applications outside of class time, consolidating information learned from textbooks and expanding it with the help of material provided in the course. However, mobile applications in no way replace the main textbook, being only one of the varieties of didactic material which is modern, relevant and understandable for a modern student of higher education.

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The perspectives for mobile application use in media education

Cited by 2 publications

References 9 publications

M-learning in the process of media education and foreign language learning

M-learning in the process of media education and foreign language learning

Didactic Potential of Mobile Applications for Learning English as a Foreign Language

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