Evaluating Language-learning Mobile Apps for Second-language Learners

Journal of Educational Technology Development and Exchange (JETDE), Dec 2016

As mobile technologies become more affordable and more advanced in function, researchers suggest that using mobile apps to assist English language learning are appropriate. This three-step evaluation study (designing a theory-driven rubric, selecting apps, and evaluating the apps) aims to investigate and evaluate the affordances of English language learning mobile apps for adult learners. The results of this evaluation study contribute to the literature of mobile learning targeting adult learners, and also broaden the knowledge body of integrating mobile learning into English Language Learning (ELL) classes.

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Evaluating Language-learning Mobile Apps for Second-language Learners

" Journal of Educational Technology Development and Exchange (JETDE): Vol. 9 : Iss. 2 Evaluating Language-learning Mobile Apps for Second-language Learners Xiaojun Chen 0 0 Part of the Instructional Media Design Commons , Online and Distance Education Commons Follow this and additional works at: http://aquila.usm.edu/jetde and the Other Education Commons Recommended Citation 1. Introduction The demand for non-English speaking population to acquire English language skills has grown with globalization. The number of English learners has increased rapidly worldwide, including those in the United States. The United States has a large number of new immigrants, as it is an immigrant country. Broken down by immigration status, the 2014 survey conducted by the Center for American Progress showed that the foreignborn population was composed of 18.6 million naturalized U.S. citizens and 22.1 and debates have inevitably been raised: (a) whether or not immigrants, especially the first generation, should learn English, (b) ways to teach immigrants with little English fluency, and (c) possibilities to incorporate technology into English teaching for those who are skeptical of or have no experience using it. O n t h e o t h e r h a n d , t e c h n o l o g y h a s changed every aspect of human life and language learning is no exception. Technology has ushered a new era of teaching and learning. It makes learning engaging, flexible, and heuristic, and technology also boosts productivity and efficiency (Halverson & Smith, 2009) . Researchers have investigated new approaches of integrating computerassisted programs in language-learning (Chapelle, 2009) . Abraham (2008) conducted a meta-analysis study to investigate the effects of computer-mediated glosses in second language learning. Golonka, Bowles, Frank, Richardson, and Freynik (2014) reviewed different types of technologies and their effectiveness in foreign language learning. In this review, they found that computerassisted pronunciation training proves to be effective in improving pronunciation, as well as providing effective feedback. Specifically, in the area of vocabulary learning, Ma and Kelly (2006) designed a computer-supported language learning software to help Chinese university learners of English. Cavus and Ibrahim (2009) designed a study to examine the mobile technology and texting effect in language learning, and they found that “students enjoyed and learned new words with the help of their mobile phone” (p.78). Hwang and Wang (2016) implemented a situated computer game in six graders’ English classes in order to test the effectiveness of different guiding strategies in helping students acquire English vocabulary. For reading comprehension, researchers like Liu, Hwang, Kuo, and Li (2014) designed content aware learning environments on mobile platforms for language-learners to advance learners’ reading comprehension skills. In the area of improving listening skills, Hsu, Hwang, and Chang (2013) conducted experiments examining the effects of an automatic caption filtering and partial hiding approach to improve college students’ listening comprehension. The results of the study showed college students’ preferred the proposed approach compared to the conventional approach with full captions. As mobile technologies have become more a d v a n c e d i n f u n c t i o n s a n d a ff o r d a b l e , researchers suggest that using mobile apps to assist English learning appears to be appropriate (Hargis, Cavanaugh, Kamali, & Soto, 2014; Hwang & Wu, 2014; Lin, 2014; Liu, Navarrete, Maradiegue, & Wivagg, 2014) . Many studies about integrating technology and mobile learning in language learning has focused on K-12 students (Cheung & Hew, 2009; Hwang & Wang, 2016; Liu, Navarrete & Wivagg, 2014; Sandberg, Maris & de Geus, 2011) or college students (Cavus and Ibrahim, 2009; Ma & Kelly, 2006). However, there is a gap in the literature in applying mobile learning to adult language learning. This paper aims to contribute information in bridging this gap. Immigrants from older generations are facing more challenges learning English, and it will be valuable to help them find and use mobile apps that can address their specific learning needs, linguistically and culturally. This also applies to English learners in nonEnglish speaking countries who would like to improve their English language abilities. Thus, the purpose of this study is to evaluate English-learning mobile apps (application software) and their affordances in second language learning, especially on helping adult learners with limited English proficiency acquire English skills. 2. Theoretical framework This section describes the evaluation framework for this study: (1) evaluating the apps according to theories of language acquisition, and (2) evaluating the apps’ pedagogical coherence with focus on content quality and application usability. Two theories of language acquisition, social interacti (...truncated)


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Xiaojun Chen. Evaluating Language-learning Mobile Apps for Second-language Learners, Journal of Educational Technology Development and Exchange (JETDE), 2016, Volume 9, Issue 2,