Mobile Language Learning

Nos últimos anos, muitos estudos científicos dedicaram-se a investigar as possíveis contribuições e potencialidades das Tecnologias Digitais de Informação e Comunicação (TDIC) nos processos de ensino/aprendizagem de língua estrangeira (LE). Diante desse contexto, o presente trabalho teve como objeto de estudo o aplicativo Duolingo, disponível para Windows, IOS e Android, que oferta a aprendizagem de várias línguas. Nosso recorte recaiu nas unidades primárias do ensino de língua espanhola para falantes de língua portuguesa. O trabalho objetivou analisar, a partir da experiência da pesquisadora-narradora, o aplicativo Duolingo em sua versão para smartphone. Como objetivos específicos pretendeu compreender a(s) abordagem-metodológica(s) de ensino de línguas que subjaz(em) no aplicativo Duolingo e caracterizar os elementos da gamificação presentes no aplicativo. Para tanto, a investigação fundamentou-se teoricamente em pesquisas acerca da aprendizagem móvel (ELSAFI, 2018; PALALAS, 2018; ZHANG, 2015), das abordagens-metodológicas de ensino de LE (BROWN, 2000; LEFFA, 1988, 2012) e da gamificação (KAPP, 2017; GEE, 2003, 2005). Com base no procedimento metodológico da pesquisa qualitativa narrativa (CLANDININ; CONNELLY, 2011; SOUZA, 2006), adotamos a análise das percepções da própria pesquisadora, e não de participantes. Buscamos articular as perspectivas como usuária do Duolingo, professora e pesquisadora, narrando e estabelecendo significações entre os três momentos que compreenderam a pesquisa, a saber, antes, durante e depois da experiência no aplicativo, utilizando-nos dos instrumentos de pesquisa relato autobiográfico e diário de campo. O estudo demonstrou que o Duolingo, na versão Android, passou por uma adaptação para se inserir na rotina da narradora, no sentido de Bax (2011; 2003). Concluímos que a prática pedagógica do software pode ser considerada como de aprendizagem móvel, uma vez que proporciona um estudo em qualquer tempo e lugar e sistematiza em si o ensino. No que tange à abordagem-metodológica de ensino de línguas, predomina, no aplicativo, preceitos da gramática-tradução e do audiolingualismo. Contudo, consideramos que não vigora uma mera aplicação de antigas perspectivas educacionais em novas possibilidades de aprendizagem, pois a compreensão sobre o Duolingo abrange aspectos sociais, culturais, psicocognitivos e educacionais contemporâneos, da sociedade da informação e comunicação. Esses aspectos são notáveis com a possibilidade da aprendizagem móvel, informal e sem a figura de um professor ou instituição educacional. Por fim, as análises interpretativas-narrativas, a partir dos dados, apontaram que muitos elementos de games, baseando-nos em Kapp (2017), estão presentes no Duolingo, a saber: a) metas e objetivos; b) levels; c) tempo; d) estrutura de premiação; e) regras; f) feedback; g) competição; h) curva de interesse; i) estética. O único princípio gamificado ausente é a narrativa, pois não há um enredo, com tensão e resolução, e apenas existe um personagem, o Duo.

In this project, 10 female Japanese students in the Advanced Interpersonal Communication course at a Japanese university used smartphone technology and a downloaded application to search for containers (called caches or geocaches) that had been hidden near the university campus by their instructor. The instructor placed different assignments in each of the five hidden caches. These assignments asked students to make two videos: one about their experiences while hunting for the caches and the other made by group decision based upon the assignments discovered in the various boxes. Via their comments, students indicated that they had become intrinsically motivated by their experiences throughout the project. They felt connected to others around the world, enjoyed the processes involved while searching for their assignments and had a rewarding experience making and presenting their videos. Although this project took place in an English as a foreign language setting in Japan, this project is highly recommended for English as a second language teachers in settings where English is spoken extensively outside of the classroom.

The development of digital technology and the increased pace of life encourage language learners to rely on the usage of mobile devices and applications. The flexibility that mobile devices give makes teachers use mobile resources more actively. This paper looks into ways how mobile technology can enhance the language learning process for adults, primarily university students. It considers how mobile learning applications may be used in self-study mode and how they can be used in conjunction with face-to-face classes. This research aims to determine the advantages of mobile learning and the way mobile learning can complement face-to-face classes. It loo at the advantages of on-the-go learning tools, mainly podcasts or mobile applications, and analyses the factors that contribute to the overall efficiency of using mobile learning, such as student engagement and motivation, possibility of adopting the learner-centered approach, technological advancements and innovations in language learning. The paper also dwells on the limitations of using mobile learning in language learning and teaching. The paper concludes by considering options for using smartphone capabilities for enhancement of language competencies by adults and university students in particular. It also focuses on the possible developments in the field of mobile language learning and outlines the perspectives in this domain.

THE EFFECTS OF USING MOBILE AUGMENTED REALITY INTEGRATED MATERIALS ON STUDENTS’ MOTIVATION AND ATTITUDE LEVEL IN EFL ACADEMIC WRITING CLASSES

ABSTRACT

The main purpose of the present study is to determine the impact of Mobile Augmented Reality enhanced materials on students’ motivation, attitude level and reflections in EFL academic writing classes. 70 A1 level English Preparatory School students of Istanbul Aydın University participated in this study. The participants of the study were divided into control and experimental groups. Students’ previous track scores were taken into consideration and the chosen groups had similar Midterm, ELAT and writing scores. The instruction process was repeated both in 2017-2018 and 2018-2019 academic years. In both academic years, the experimental group was instructed by the same teacher and the instruction process lasted for eight weeks. The experimental group benefited from MAR enriched materials during academic writing classes, whereas the control group used traditional writing materials. In order to understand to what extent MAR adopted writing materials have an impact on learners’ motivation and attitudes in EFL writing class, a mixed- methods research design was adopted. The data were provided via Academic Writing Motivation Questionnaire (Payne, 2012), Instructional Materials Motivation Survey by Keller, (2010) and semi-structured interview questions which were adopted from Küçük (2015). The study followed a four-step procedure including (1) application of IMMS and AWMQ pre-tests, (2) implementation of the MAR materials, (3) application of IMMS and AWMQ post-test, and finally (4) interviews with the students. The results of the study indicate that MAR enhanced EFL writing course materials increase students’ intrinsic motivation, level of appreciation of the activities, and eagerness to engage in writing activities. Secondly, MAR integrated materials increase students’ extrinsic motivation, affect their viewpoints regarding the cruciality of writing, contribute to students’ personal recognition. Thirdly, these materials are positively correlated with learners’ motivational attitudes as they have a positive impact on their attention, confidence and satisfaction level. Finally, students indicated that MAR integrated materials are more appealing, captivating, satisfying, enjoyable, attention gathering and engaging compared to traditional writing class materials.
Keywords: Mobile Augmented Reality, EFL Writing, Motivation, Attitude

The intent of this paper is to research the factors that determine students' acceptance of mobile assisted language learning (MALL) in Morocco. This study emphasizes the inclusive character of the Unified Theory of Acceptance and Use of Technology (UTAUT). After careful assessment of the multiple relationships within UTAUT, a modified version of the theory was hypothesized then researched for the impact it has on the English as Foreign Language (EFL) context in Morocco. The technology acceptance model in this paper emphasized four directions connecting performance expectancy, effort expectancy, teacher feedback and compatibility to behavioral intention, also referred to as the determinants of behavioral intention to use MALL. For the purpose of this study, a technology enhanced environment was created. A total number of 156 EFL common core students were brought to interact on a WhatsApp-based platform by means of text-messaging. The WhatsApp treatment was optimized to synchronize with the institutionalized character of the teaching of English in Moroccan public schools. The questionnaire method was used for data collection. The data were screened for missingness, normality and outliers. Then, multiple reliability and validity tests were performed to substantiate the legitimacy of the dataset. Structural equation modelling (SEM) was used in the assessment of the measurement model and the structural model. The outputs of structural modelling corroborated the hypothesized directions connecting teacher feedback and compatibility to behavioral intention to use MALL while there was lack of support for the relationships linking performance expectancy and effort expectancy to behavioral intention to use MALL.

Technological advancements and especially mobile devices have filled the hands of students and teachers with new authentic material. In classrooms, technology has been integrated to promote active learning, providing flexibility in teaching. After the COVID-19 risk situation, education was forced to go online, and the use of online teaching materials was considered of high necessity. Despite that, when teachers return to normality, they also go back to using paper-based materials, embracing their old habits of teaching in classroom with minimal use of technologies. Many researchers (Vukićević-Đorđević [1], Corbeil [10], Dennis [12]) already claim that textbooks and notebooks will soon be conceived by the digital native learners as old-fashioned and unable to help them. In this light, the current paper aims to investigate the impact of interactive teaching and mobile learning in improving students' participation, comprehension and focus during the learning process in EFL classrooms to suggest if the students are in need of electronic and online materials rather than paper-based books. For this purpose, a series of 12 45-minute lessons was implemented in a classroom environment with the explicit use of technological means by both the teacher and the students. The participants were 23 students of mixed learning abilities, aged from 12 to 14 years old, who were taught English as a Foreign Language and had an A2+ level in English according to the CEFR. During the implementation, a public-school classroom, equipped only with a projector and internet, was turned into a BYOD classroom to facilitate the explicit use of technology for both teaching and learning without any use of paper-based material. In this effort, the students used their own mobile devices (BYOD) in the classroom and the teaching process was based solely on presentations, videos, interactive whiteboard software, online activities, educational online/computer-based games and collaborative boards. For data collection, a mixed method approach was followed to quantify the success factors of a no-textbook instruction and gain a deeper understanding on how students perceive the use of electronic/online material and mobile devices regarding their participation, comprehension and focus during the learning process in the classroom. The results of the study were encouraging suggesting that electronic and online teaching material can multiply books' advantages, impacting students' focus, concentration and motivation to participate in the learning process. In a BYOD classroom, boredom seems to be excluded, and the use of various technological means for teaching and learning helps students focus on the fun side of learning without paying attention on how much they learn. The research concludes with suggestions for further investigation.

In recent years scholars have explored the use of mobile devices as potential sources for language learning and teaching. Mobile phones and tablets, especially, have been researched with a focus on effectively building vocabulary primarily among university-level students. Comparable research in other age groups has not been as widespread. This study examines the nature of preschool-aged children's use of iPads for independent language learning. In addition, the study identifies the characteristics of the participants' (n = 7) preferred apps and aims to determine if the participants were able to make gains in vocabulary recall and listening comprehension after a six-month period of independent language learning. The results of this study indicate that the children and their parents established rituals and clear guidelines for playing on the iPad as a means to provide language-learning opportunities. Additionally , they were able to demonstrate moderate gains in vocabulary recall and listening comprehension.

Video of an Ohio TESOL 2018 presentation beginning with an overview of high-frequency vocabulary, then introducing the V-Check lexical diagnostic assessment and the gamified WordEngine vocabulary learning system. Program concludes with an invitation to set up a trial program.

The development of digital technology and the increased pace of life encourage language learners to rely on the usage of mobile devices and applications. The flexibility that mobile devices give makes teachers use mobile resources more actively. This paper looks into ways how mobile technology can enhance the language learning process for adults, primarily university students. It considers how mobile learning applications may be used in self-study mode and how they can be used in conjunction with face-to-face classes. This research aims to determine the advantages of mobile learning and the way mobile learning can complement face-to-face classes. It loo at the advantages of on-the-go learning tools, mainly podcasts or mobile applications, and analyses the factors that contribute to the overall efficiency of using mobile learning, such as student engagement and motivation, possibility of adopting the learner-centered approach, technological advancements and innovations in language learning. The paper also dwells on the limitations of using mobile learning in language learning and teaching. The paper concludes by considering options for using smartphone capabilities for enhancement of language competencies by adults and university students in particular. It also focuses on the possible developments in the field of mobile language learning and outlines the perspectives in this domain.

The main aim of this paper is to share our experiences and lessons learned from a MALL project, the EU LLP Project SIMOLA. The SIMOLA project focused on user generated or crowd-sourced language content to support mobile, situated and collaborative learning [Petersen et al., 14] via an Android-based app called LingoBee. This paper will analyse key elements for successful mobile language learning by considering two different but complementary fields of investigation: the neuroscience of learning and mobile language learning. Furthermore it will propose an integrated framework to evaluate mobile language learning tools, which could potentially be used by learning designers and teachers. To demonstrate the evaluation framework, it will be applied to the SIMOLA app, LingoBee, to see if and how it meets the identified criteria.

Literacy adult courses are traditionally delivered as synchronous face-to-face courses. Mobile technology introduced into literacy education enables a blended approach to learning by allowing for time and place flexibility. Literacy Uplift is a research project that aims to define design guidelines and principles for a mobile adult literacy learning system. Tabuenca, Kalz, Drachsler, and Specht (2015) explore the importance of tracking and monitoring time devoted to learning with mobile tools and their effect on self-regulated learning. Their work shows that there is a positive correlation between self-regulated learning and monitoring study-time, as well as between self-regulated learning and study-time planning. These authors also noticed that complexity of the tool has a negative impact on a learner's ability to use and integrate the tool into their schedule, hence forfeiting the benefits of the monitoring. With tools such as Experience API (xAPI) integrated into the system, time monitoring and logging can be done automatically without additional actions from the learner beyond giving one-time permission. Time spent on learning as well as other learner analytics can be visualized using various tools. These tools can not only show individual progress, but can also present the learner's situation within the context of a group when possible. Such information, combined with positive reinforcement through notifications and reminders, can be very motivating. As reported by Tabuenca et al. (2015), notifications and reminders have a positive impact on learner results. These authors suggest that notifications containing learning analytics and generic tips on self-regulation may positively influence time management skills and, as a result, improve the learner's ability to incorporate learning episodes into everyday life. Such reminders create occasional "stop and think" moments that, if containing adequately contextualized messages, can support learners in the capacity of learning to learn, especially when these notifications are combined with suitable visualizations. Tang and Kay (2014) claim that rewards and reward schedules are powerful techniques that can engage users in self-monitoring and reflection. Providing possibilities for the learner to see how they do in comparison to other learners in their course can encourage the learner to self-monitor more closely, and develop the habit to maintain this behaviour over time (Zichermann & Cunningham, 2011). In this presentation, we analyze the design guidelines for a mobile adult literacy learning solution, focusing on the self-regulation and self-motivation elements required for successful learning using a blended learning approach. The analysis also points to potential technological solutions that can support implementation of these guidelines. Time tracking and reminders, visualization tools, and gamification elements as motivation and guidance tools in self-regulated learning are also discussed.

In questo articolo si analizza l’idea di mobilità e creatività dell’apprendimento di lingue seconde attraverso l’uso di un’applicazione chiamata LingoBee, sviluppata e testata nell’ambito del progetto Europeo LLP KA3 SIMOLA (Situated Mobile Language Learning), guidato dal Dipartimento di Computer Science dell’Università di Brighton.

LingoBee è concepita come un’applicazione per dispositivi mobili Android e funziona in base ai principi del crowd-sourcing[1] e del social networking per offrire un supporto all’apprendimento informale delle lingue. Gli apprendenti possono creare contenuti propri e condividerli con gli altri apprendenti attraverso un ‘deposito’ condiviso (repository).

La sperimentazione del progetto ha consentito di analizzare i contenuti creati dagli apprendenti di diverse lingue europee (Inglese, Norvegese, Italiano, Ungherese, Lituano) per identificare, tra le altre cose, se e in che modo l’apprendimento passasse attraverso un processo creativo.

Sono state rintracciate tre forme diverse di creatività: a) la creatività che scaturisce da specifiche situazioni contestuali – quelli che i ricercatori hanno chiamato ‘momenti LingoBee’; b) la costruzione collaborativa e creativa di contenuti e c) l’uso creativo del linguaggio. In questo articolo vengono presentati e discussi esempi di ciascuna delle tre forme di creatività.

This paper analyses the idea of mobility and creativity in the language learning process via an app called LingoBee, developed and tested within the European LLP KA3 SIMOLA (Situated Mobile Language Learning) project, led by the Computer Science Department of the University of Brighton, UK.

LingoBee is conceived as an Android based app to support informal language learning following the principles of crowd-sourcing and social networking. Learners can create their own contents and share them with others via a shared repository.

The project trial phase allowed to analyse the entries created by learners of several European languages (English, Norwegian, Italian, Hungarian, Lithuanian) to identify if and how the learning process was creative. Three main different forms of creativity were singled out: a) creativity coming from specific contextual situations – that researchers called ‘LingoBee moments’; b) collaborative and creative construction of contents and c) creative use of language. Examples of each of these three forms of creativity are presented and discussed.

Mobile learning (m-learning) is gradually being introduced in language classrooms. All forms of mobile technology represent portability with smarter features. Studies have proven the concomitant role of technology beneficial for language learning. Various features in the technology have been exploited and researched for acquiring and learning languages. This paper presents a review of empirical studies on the integration of mobile phones in language learning contexts published from 2004 to 2013, a total of ten years. Studies on m-learning for languages were located and retrieved using Google Scholar and library databases. Thirty-three (33) studies were analysed using Nvivo software. The main findings include: (a) Japan as the country which contributed the most studies employing mobile phones; (b) tertiary learners are the most prolific participants of studies; (c) vocabulary is the most popular language area learnt on mobile phones; and (d) quantitative is the most popular research design chosen. The list of the studies is not exhaustive and comprehensive; but it supports the potential of integrating mobile phones as a learning tool to enhance language learning.

Thailand is beginning to emphasize the teaching of elementary, junior and senior high students to speak English. One of the key problems has been the availability of an effective English learning program. This research study evaluated the effects of a mobile English speaking software app (Qooco Kids English) for two schools using mobile devices in which 95% of the phones were Android, The research questions' focus was on English speaking ability. Qooco Kids English is an online program delivered via a mobile device. The Qooco Kids English App was used to teach children to speak English fluently by providing English audio models and frequent speaking practice with immediate actionable feedback on the English speaking of the students. Qooco Kids English has twelve instant feedback lesson modules with gamified, progressive lessons which result in faster and more engaging learning lessons. Through a pre-post experimental design, the researchers studied the speaking ability of 192 gr...

In this paper, the authors explore the ideas of mobility and creativity through the use of LingoBee, a mobile app for situated language learning. LingoBee is based on ideas from crowd-sourcing and social networking to support language learners. Learners are able to create their own content and share it with other learners through a repository. The authors have analysed the language content created by second language learners in several European countries to identify creativity in mobile language learning. Three perspectives of creativity could be found: creativity spurred by the situated context or what the authors call “LingoBee moments”, collaborative creative construction of content and creative use of language. Examples of each are presented and discussed. This work has been conducted within the EU LLP project SIMOLA, Situated Mobile Language Learning.

In this study, we designed and assessed a location-based game called " ItoScramble " to support English vocabulary learning in university based on Krashen's input hypothesis. In recent years, the effectiveness of location-based learning environments and game-based learning in improving students' motivation and performance have been proved through empirical research. When locations are connected with reality, a more authentic learning environment can be offered to improve learner motivation. On the other hand, Krashen's input hypothesis can help improve learners' vocabulary learning by offering words that are slightly more advanced than their current level. In this paper, we assessed the effectiveness of the game by conducting a t-test. The results of the research demonstrated that a location-based game based on Krashen's input hypothesis could enhance learners' motivation, and there seems to be a growing trend in learners' performance in vocabulary learning.

Needs-Analysis: The First Step in Content  Development for Mobile Learning

Yasemin Bayyurt and Nur Başak Karataş

Abstract
Learner-oriented diagnosis of language learning needs has been in the limelight for at least three decades in curriculum design or language programme development schemes (Munby, 1978; Brown, 2009). Following a similar route, in the present study 81 tourism vocational high school students’ perceptions of English language learning needs are scrutinized. These students’ ‘real’ wants and lacks are also given consideration under the theoretical foundations laid by Dudley-Evans and St. John (1998). Through a multi-layered needs analysis, an appropriate and stimulating mobile language learning platform is aimed to be constructed whereby learners’ positive attitudes, language proficiency and technological literacy will be boosted in lieu of the traditional time-and place-constrained learning practices. To this end, students’ internal subjective needs were determined through questionnaires while hotel managers/academics/teachers’ views on students’ objective needs were explored through semi-structured interviews. The findings have revealed that the students’ vocational language needs remarkably outweigh the other types of needs per se. Under these circumstances, the results underline the inevitability of ‘needs-analysis’ in the construction of mobile language learning modules and platforms.

Keywords: Needs-analysis, Mobile learning, Vocational language learning needs.