Learning Foreign Languages Using Mobile Applications

Abstract

Aim/PurposeThis study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners' attitudes towards the process of learning, and more specifically in voluntary and mandatory environments. Background Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. MethodologyThe study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application and filled in before and after questionnaires. The other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. The second group answered another questionnaire tailored to more experienced users. The findings were analyzed using IBM SPSS version 22, and a model was examined with Partial Least Squares Structural Equation Modeling. Contribution This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. FindingsMost of the participants found the MALL Duolingo application enhanced the learning process. The gamification characteristics, ease of use, ubiquity and selfLearning Foreign Languages Using Mobile Applications 302 learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. However, some statistically significant differences were found between the groups, referring to the characteristics of the application, among them ubiquity, lack of human feedback and simplicity of use. Recommendations for PractitionersThe research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for ResearchersResearchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is an opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote an...

Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019

“…It made it easier for students to find and learn course-related content online, although a few of them expressed their rejection as they did not associate "childish" avatars with a formal university learning environment. Gafni et al (2017) also observed L2 students' positive attitudes towards using Duolingo as a parallel support of their language courses. Although the study was short, students expressed their satisfaction towards the app as a learning enhancer.…”

“…Practically all of them were conducted with the help of free applications that can be easily accessed or downloaded from the Internet and used whether on a computer or a mobile device. Most experiments incorporated a gamified resource especially created for the study (Berns, et al & Dodero, 2016;Cardoso, et al 2017;Liu, et al 2016;Palomo-Duarte et al, 2016;Perry, 2015), whereas Duolingo and Kahoot were the most popular commercial apps (Bustillo, et al 2017;Gafni, et al 2017;Hung, 2017;Iaremenko, 2017;Mateo-Gallego & Ruiz Yepes, 2018;Munday, 2016). English stands out among the second languages studied.…”

“…This is probably due to the fact that Gamification is often used exactly for that purpose: stimulating psycho-behavioural aspects like motivation and engagement. In fact, almost half of the studies (6) focussed only on psychobehavioural evidence such as motivation, engagement or attitudes towards the gamified experience (Barcena & Sanfilippo, 2015;Gafni et al, 2017;Iaremenko, 2017;Liu et al, 2016;Munday, 2016;Perry, 2015), five papers were focussed on a combination of psycho-behavioural and cognitive effects (Berns et al, 2016;Bustillo et al, 2017;Castañeda & Cho, 2016;Hung, 2017;Kétyi, 2016) and four were centred just on cognitive results (Cardoso et al, 2017;Mateo-Gallego & Ruiz Yepes, 2018;Palomo-Duarte et al, 2016;Purgina, Mozgovoy, & Blake, 2019).…”

Mobile-assisted and gamification-based language learning: a systematic literature review

“…Translation exercises of sentences and words are the delivery method of this application. Moreover, instructors can see logs and progress to keep an eye on the students ( Gafni, Achituv & Rahmani, 2017 ). A mobile-based gaming approach for English grammar and vocabulary learning ‘Save the princess with Teddy’ was developed and students’ learning achievement with gameplay at different levels was analyzed.…”

Electronic Educational Resources for Teaching Ukrainian as a Second Language

“…Learning a new language can be so. Therefore, playing with the words and competing versus others can be very encouraging, thus stimulating the learning process» (Ruti Gafni, 2017). The user has the opportunity to test the learned words by performing various exercises: word-combining, selecting the right word, spelling, etc.…”