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
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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)