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Educational Use of Language Learning Applications
Educational Use of Language Learning Applications
Applications that can be accessed on mobile phones or on a digital device have increased in development in recent decades from robust research that has shown the benefits it provides (Chun et al., 2016). As the world continues to become more technologically interconnected, educators and teachers are under increasing pressures to incorporate technology into their lesson plans (Chun et al., 2016).
Through applications on tablets, mobile phones, computer and other digital devices and technologies, students are given the freedom to learn whenever it suits them to do so. This freedom enables students to engage in collaborative learning, specifically through the means of building their knowledge through a social process where they can complete tasks or solve problems whilst communicating with one another (Kukulska-Hulme & Viberg, 2018).
Furthermore, learning a second language is a time-consuming process that requires a variety of learning methods that may not be feasible to be provided solely in the classroom environment (Seppala, 2020). The educational use of language applications enables students to review the content of their learning in class in alternate environments, creating another level independent learning, and also allows students to carry out their learning at their own pace, with the applications providing feedback over their language learning journeys.
An example of an application that can be used as an educational tool for language learning is DuoLingo. DuoLingo is a science-based educational application that promotes the learning of language universally. Users of the application can create their own profiles, as shown below, choose a language they wish to learn, track their progress as they complete lessons, and compete with others around the world in reaching preset goals and achievements.
Exemplar of a DuoLingo profile.
DuoLingo content and sections that are part of the Spanish course.
Pedagogical Reflection
Pedagogical Reflection
The pedagogical perspective that primarily relates to educational applications that assist in language learning is through a social constructivist approach. As the applications provide a social and collaborative means of learning, it provides students with the opportunity for interpersonal interaction with their environment. Furthermore, depending on a student's progress, the course's pace can also adjust to fit the student's capabilities, ultimately ensuring that the content remains within the 'Zone of Proximal Development'. Based on these features, educational applications for language learning promote social constructivism where seamless learning can take place through game-based tasks (Kukulska-Hulme & Viberg, 2018).
Some pedagogical issues that may exist are in relation to the uncertainties surrounding the content that these applications provide. Although the social element is present, educators may face an obstacle in ensuring the lessons they are teaching in class are in line with the topics their students are learning on the applications. As well as this, with applications potentially being more engaging that classroom lessons, students may carry different attitudes between the two types of learning that they are experiencing (Awang, 2020)
Affordances
Affordances
It is critical to ensure the affordances and constraints of applications used to bolster language learning are explored to ensure the goals set by educators are compatible with the choice of educational tools that are used (Chun et al., 2016). The affordances relevant to language learning applications were largely to do with the flexibility and continuity of their uses, as well as the timely feedback that was provided. The applications also catered to a personalised structure of learning and gave students the ability to socialise and coach their peers. It also enabled students to engage in self-evaluation whilst actively participating in their learning (Kukulska-Hulme & Viberg, 2018).
It was interesting to note, however, that research has shown that students learning a second language still preferred a combination of both in-person courses as well as language learning applications (Finardi et al., 2016). In particular, the oral interaction element was not completely catered to through language applications. This suggests that although affordances are generally positive, there is an element of in-person teaching that cannot be overlooked nor replicated through digital applications.
Learning Effects
Learning Effects
A key learning effect prominent in various studies that explored language learning applications was the ability for students to improve their vocabulary independently. This could be done so through ease of access, at any place, and at anytime (Aminatun & Oktaviani, 2019). In addition, by linking mobile learning to the world, students experienced an increase in motivation, as well as greater engagement and enjoyment in their learning. there was also greater encouragement between students, showing how the shared experience built stronger connections amongst classmates, and it also led to reduced feelings of nervousness and embarrassment in their progression (Kukulska-Hulme & Viberg, 2018).
Some negative reports highlighted that language learning applications did lead to a higher risk of distraction. As well as this, as the applications are not monitored, safety concerns were an uncontrollable issue, and with the applications being digital, technical and accessibility issues were also prevalent (Kukulska-Hulme & Viberg, 2018).
CONCLUSION
Overall, it is critical for both teachers and learners to use technology intentionally and with purpose, whilst keeping their goals in mind, to promote an engaging learning environment. This level of critical thinking will ensure that communication and reflection continues to build on the selection of digital tools that are used in classrooms, and at home, based on their effectiveness, and to promote the learning of students, as well as the planning and teaching of critical topics, like language acquisition, by educators.
References
Aminatun, D., & Oktaviani, L. (2019). Memrise: Promoting students’ autonomous learning skill through language learning application. Journal of English Language Literature and Teaching 3, 214-223. https://doi.org/10.31002/metathesis.v3i2.1982
Awang, R. B. (2020). Pedagogical and social issues of technology in teaching and learning; a review. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1529/4/042058
Chun, D., Smith, B., & Kern, R. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal 100. https://doi.org/10.1111/modl.12302
Finardi, K. R., Leao, R. G., & Amorim, G. B. (2016). Mobile assisted language learning: affordances and limitations of Duolingo. Education and Linguistics Research 2.https://doi.org/10.5296/elr.v2i2.9842
Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology 49(2), 207-218. https://doi.org/10.1111/bjet.12580
Seppala, J. (2020). Use experience of learning: Improving student motivations in a mobile language learning application. Aalto University School of Science.
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