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A Review of Mobile Language Learning Applications: Trends, Challenges, and Opportunities
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Abstract:
[EN] Mobile language learning applications have the potential to transform the way languages are learned. This study examined the fifty most popular commercially-available language learning applications for mobile phones and evaluated them according to a wide range of criteria. Three major trends were found: first, apps tend to teach vocabulary in isolated units rather than in relevant contexts; second, apps minimally adapt to suit the skill sets of individual learners; and third, apps rarely offer explanatory corrective feedback to learners. Despite a pedagogical shift toward more communicative approaches to language learning, these apps are behaviorist in nature. To better align with Second Language Acquisition (SLA) and L2 pedagogical research, we recommend the incorporation of more contextualized language, adaptive technology, and explanatory feedback in these applications. ; Heil, CR.; Wu, JS.; Lee, JJ.; Schmidt, T. (2016). A Review of Mobile Language Learning Applications: Trends, Challenges, and Opportunities. The EuroCALL Review. 24(2):32-50. doi:10.4995/eurocall.2016.6402. ; SWORD ; 32 ; 50 ; 24 ; 2 ; Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford, UK: Oxford University Press. ; BLYTH, C. (1997). A Constructivist Approach to Grammar: Teaching Teachers to Teach Aspect. The Modern Language Journal, 81(1), 50-66. doi:10.1111/j.1540-4781.1997.tb01626.x ; Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Education. ; Burston, J. (2014). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20. doi:10.1017/s0958344014000159 ; CANALE, M. (1980). THEORETICAL BASES OF COMMUNICATIVE APPROACHES TO SECOND LANGUAGE TEACHING AND TESTING. Applied Linguistics, 1(1), 1-47. doi:10.1093/applin/1.1.1 ; Carroll, S., & Swain, M. 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Tomlinson (Ed.), Research and Materials Development for Language Learning (pp. 219-232). New York, NY: Routledge. ; Sauvignon, S. J. (2002). Interpreting communicative language teaching: Contexts and concerns in teacher education. New Haven: Yale University. ; Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270. doi:10.1017/s0958344008000232 ; Sweeney, P., & Moore, C. (2012). Mobile Apps for Learning Vocabulary. International Journal of Computer-Assisted Language Learning and Teaching, 2(4), 1-16. doi:10.4018/ijcallt.2012100101 ; Ur, P. (2013). The communicative approach revisited. Cambridge: Cambridge University Press. Retrieved from http://www.cambridge.com.mx/pennyur/Penny-TCAR.pdf ; Warschauer, M. (1996b). Computer-assisted language learning: an introduction. In S. Fotos (Ed.), Multimedia language teaching, 3–20. Tokyo: Logos. ; Warschauer, M., & Healey, D. (1998). Computers and language learning: an overview. Language Teaching, 31(2), 57-71. doi:10.1017/s0261444800012970 ; Wu, T. Sung, W. and Burston, J (2011) Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journal on Educational Technology, 10(3), 203-214.
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Keyword:
Adaptive learning; Assessment; Communicative Language Teaching (CLT); Corrective feedback; Grammar instruction; Mobile-Assisted Language Learning (MALL); Vocabulary instruction
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URL: https://doi.org/10.4995/eurocall.2016.6402 http://hdl.handle.net/10251/80112
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Unified Discourse Analysis: Language, Reality, Virtual Worlds, and Video Games
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Unified Discourse Analysis: Language, Reality, Virtual Worlds, and Video Games ...
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