DEVELOPING ENGLISH SKILLS BY MEANS OF MOBILE APPLICATIONS

Cover Image
Michaela Fučeková, Rastislav Metruk

Abstract

Modern technologies appear to be gaining in popularity, and affect every sphere of human activity, including education. Thus, ICT (Information communication technologies) have become an inseparable part of the learning process. This article examines the possibilities of learning English by means of mobile applications. Three mobile devices have been selected for the purposes of this research, namely the smartphone, tablet, and smartwatch. Altogether 38 Slovak participants completed a questionnaire, which contained questions concerning the types of mobile devices as well as places and frequency of the devices used. Furthermore, identifying which skills (listening, reading, speaking, writing), and what type of mobile applications are used were also the focus of this research. The research findings indicate that it is the smartphone which is used the most. The most probable place of using the mobile applications is the learners’ home, and when it comes to the frequency, the acquired data illustrate a diverse range in relation to how often the mobile applications are used for the purposes of learning English. As far as the language skills are concerned, it can be concluded that the learners predominantly focus on listening, followed by reading, writing, and speaking. Exploring the preference for language systems, the research results reveal that the participants concentrate on vocabulary, grammar, and pronunciation respectively. Finally, it was found out that it is the dictionary applications which are used the most. It can be concluded that mobile applications represent a powerful and popular educational tool whichis worth attention of teachers, researchers, and academics worldwide, and further investigation into this matter is necessary, and it will certainly prove useful to both language teachers and students.

Keywords

Mobile applications; MALL, EFL learner, Language skills, Language systems

Full Text:

PDF


References

Marcial, D. (2017). ICT Social and Ethical Competency among Teacher Educators in the Philippines. Information Technologies and Learning Tools, 57(1), 96-103. Retrieved from https://journal.iitta.gov.ua/index.php/itlt/article/view/1533/1137

Vaskivska, H., Kosianchuk, S., &Skyba, H. (2017). Didactic Possibilities of Information and Communication Technologies in the Process of Development of Educational Environment in Upper Secondary School. Information Technologies and Learning Tools, 60(4), 17-27. Retrieved from https://journal.iitta.gov.ua/index.php/itlt/article/view/1790/1228

Bugaychuk, K. (2012). Mobile Learning: Essence and Models of Introduction in Educational Process of Higher Educational Establishments Mia of Ukraine. Information Technologies and Learning Tools, 27(1). Retrieved from https://journal.iitta.gov.ua/index.php/itlt/article/view/619

Shyshkanova, G., Zaytseva, T., &Frydman, O. (2017). Mobile Technologies Make Education a part of Everyday Life. Information and Learning Science, 118, 570-582. https://doi.org/10.1108/ILS-03-2017-0019

Kim, S. (2014). A Study on Adoption Factors of Korean Smartphone Users: A Focus on TAM (Technology Acceptance Model) and UTAUT (Unified Theory of Acceptance and Use of Technology). Advance Science and Technology Letters, 57, 27-30. http://dx.doi.org/10.14257/astl.2014.57.07

Godwin-Jones, R. (2017). Smartphones and Language Learning. Language Learning & Technology, 21(2), 3–17. Retrieved from: http://www.lltjournal.org/item/2995

Vavoula, G., &Sharples, M. (2002). KLeOS: A Personal, Nobile, Knowledge and Learning Organisation System. In Milrad, M., Hoppe, U and Kinshuk (Eds.) Proceedings of the IEEE International Workshop on Mobile and Wireless Technologies in Education, Sweden, pp. 152-156.

Kukulska-Hulme, A. (2009). Will Mobile learning change language learning? The Journal of the European Association for Computer Assisted Language Learning, ReCALL, 21(2), 157-165. https://doi.org/10.1017/S0958344009000202

Kukulska-Hulme, A. (2013). Mobile-assisted Language Learning. In C. Chapelle (Ed.) The encyclopaedia of Applied Linguistics, pp. 3701-3709. New York: Wiley.

O'malley, C. et al. (2003). Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. Public deliverable from the MOBILearn project (D.4.1).

Khubyari, L. &Narafshan, M. (2016). A study on the Impact of MALL (Mobile Assisted Language Learning) on EFL Learners’ Reading Comprehension. International Journal of English Language Teaching, 4(2), 58-69. Retrieved from http://www.eajournals.org/wp-content/uploads/A-Study-on-the-Impact-of-MALL-Mobile-Assisted-Language-Learning-on-EFL-learners----Reading-comprehension.pdf

Pegrum, M. (2009). From Blogs to Bombs. Crawley: UWA Publishing.

Heift, T. &Chapelle, C.A. (2012). Language Learning through Technology. In S. Gass, and A. Mackey (Eds.) The Routledge Handbook of Second Language Acquisition, pp. 555-569. New York: Routledge.

Alduwairej, M. (2014). Attitudes Towards the Use of Technology Among the College Students Who Study English as a Second Language (ESL). ETD Archive: Cleveland State University. Paper 824. 89 p.

Kim, H., & Kwon, Y. (2012). Exploring Smartphone Applications for Effective Bobile-Assisted Language Learning. Multimedia-Assisted Language Learning, 15(1), 31-57.

Jewell, M. (2006). Real-World Contexts, Skills and Service Learning for Secondary School Language Learners. In E. Hanson-Smith and S. Rilling (Eds). Learning languages through technology. Alexandria, VA: TESOL

O’loughlin, A., Barton, S., & Ngo, L. (2013). Using Mobile Technology to Enhance Teaching. In Z. Berge and L. Muilenburg (Eds.) Handbook of Mobile Learning, pp. 293-306. New York: Routledge.

Carenzio, A., Triacca, S., &Rivoltella, P. (2014). Education Technologies and Teacher’s Professional Development. The Project Motus (Monitorins Tablet utilization in School) Run by Cremit. REM – Research on Education and Media, 6(1), 25-38. Retrieved from http://ojs.pensamultimedia.it/index.php/rem_en/article/view/1075/1045

Palloff, R. & Pratt, K. (2013). Lessons from the Virtual Classroom: the Realities of Online Teaching. Oxford: John Wiley & Sons.

Qing, X. (2016). A Brief Study on English Autonomous Learning Ability Based on Mobile Learning in EFL Curriculum. Canadian Social Science, 12(11), 114-118.

Markiewicz, J. & Petersen, S. (2009). PALLAS: Personalised Language Learning on Mobile Devices.Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education, pp. 52-59. ISSN 0-7695-3108-3/08





Copyright (c) 2018 Michaela Fučeková, Rastislav Metruk


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.