INVESTIGATING MOBILE LEARNING APPLICATIONS FOR FRENCH AND GERMAN GRAMMAR LEARNING
Keywords:
Applications, French Language, German Language, Mobile Teaching and LearningAbstract
This research aims to explore features of mobile applications and basic grammar content for French and German learning. The framework of two-step learning application development was employed to analyse the quality of the four selected applications: Babbel, Busuu, Rosetta Stone and Duolingo. Babbel and Busuu are paid applications while Rosetta Stone and Duolingo are free ones. English is used as medium instruction in all applications. The grammar part, visual and auditory forms in these applications were the focus. Surprisingly, both free and paid applications offered similar quality of basic grammar content and features. The findings of this study suggest a possible guideline for improving a better French and German application to support autonomous learners.
Downloads
References
Al Said, N. (2020). Mobile Application Development for Technology Enhanced Learning: An Applied Study on the Students of the College of Mass Communication at Ajman University. International Journal of Emerging Technologies in Learning (iJET), 15(08), 57-70. https://doi.org/10.3991/ijet.v15i08.12551
Isal, R. Y. K., Santoso, H. B., and Novandi, E. R. (2021). Development and Evaluation of a Mobile-Learning Application Based on the Felder-Silverman Learning Styles Model. International Journal of Emerging Technologies in Learning (iJET), 16(15), 107-124. https://doi.org/10.3991/ijet.v16i15.24165
Sweeney, P., and Moore, C. (2012). Mobile Apps for Learning Vocabulary. International Journal of Computer-Assisted Language Learning and Teaching, 2(4), 1-16. https://doi.org/10.4018/ijcallt.2012100101
UNESCO. (2013). Policy guidelines for mobile learning. Retrieved from http://unesdoc.unesco.org/images/0021/002196/219641E.pdf
Chung, C.-J., Hwang, G.-J., and Lai, C.-L. (2019). A review of experimental mobile learning research in 2010–2016 based on the activity theory framework. Computers & Education, 129, 1-13. https://doi.org/10.1016/j.compedu.2018.10.010
Elaish, M. M., Ghani, N. A., Shuib, L., and Shennat, A. I. (2019). Game Framework to Improve English Language Learners’ Motivation and Performance. In K. Arai, R. Bhatia, & S. Kapoor (Eds.), Proceedings of the Future Technologies Conference (FTC) 2018 (pp. 1029-1040). Springer. https://doi.org/10.1007/978-3-030-02686-8_77
Alyaz, Y., Spaniel-Weise, D., and Gursoy, E. (2017). A Study on Using Serious Games in Teaching German as a Foreign Language. Journal of Education and Learning, 6(3), 250-264. https://doi.org/10.5539/jel.v6n3p250
Gao, B., Wan, Q., Chang, T., and Huang, R. (2019). A Framework of Learning Activity Design for Flow Experience in Smart Learning Environment. In M. Chang, E. Popescu, Kinshuk, N. Chen, M. Jemni, R. Huang, J. M. Spector, D. G. Sampson (Eds.), Foundations and Trends in Smart Learning. Lecture Notes in Educational Technology (pp. 5-14). Springer. https://doi.org/10.1007/978-981-13-6908-7_2
Reinders, H., and Benson, P. (2017). Research agenda: Language learning beyond the classroom. Language Teaching, 50(4), 561-578. https://doi.org/10.1017/s0261444817000192
Bower, M. (2017). Designing for Mobile Learning. In Design of Technology-Enhanced Learning: Integrating Research and Practice. Emerald Publishing Limited. https://doi.org/10.1108/978-1-78714-182-720171011
Kearney, M., Schuck, S., Burden, K., and Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20(1), 1-17. https://doi.org/10.3402/rlt.v20i0/14406
Laurillard, D. (2007). Pedagogical forms of mobile learning: Framing research questions. In N. Pachler (Ed.), Mobile learning: Towards a research agenda (pp. 153-175). WLE Centre, IoE.
Deci, E. L., and Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development and health. Canadian Psychology, 49(3), 182-185.
Thedpitak, A., and Somphong, M. (2021). Exploring Thai EFL Learners’Attitudes Toward the Use of Mobile Applications for Language Learning. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 370-398.
Judge, S., Floyd, K., and Jeffs, T. (2015). Using mobile media devices and apps to promote young children’s learning. In K. L. Heider & M. R. Jalongo (Eds.), Young children and families in the information age (pp. 117-131). Springer.
Looi, C.-K., Wong, L.-H., So, H.-J., Seow, P., Toh, Y., Chen, W., Zhang, B., Norris, C., and Soloway, E. (2009). Anatomy of a mobilized lesson: Learning my way. Computers & Education, 53(4), 1120-1132.
Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., and Ryu, H. (2016). Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game. Computer & Education, 97, 97-115.
Kearney, M., and Maher, D. (2013). Mobile learning in maths teacher education: Using iPads to support pre-service teachers’ professional development. Australian Educational Computing, 27(3), 76-84.
Shahrasbi, N., Jin, L., and Zheng, W.-J. (2021). Teaching Tip Design Thinking and Mobile App Development: A Teaching Protocol. Journal of Information Systems Education, 32(2), 92-105.
Rice, M. F. (2018). Accessibility that Supports Literacy: Virtual School Course Design Teams’ Instructional Planning for Students with Disabilities. Online Learning, 22(4), 161-197. https://doi.org/10.24059/olj.v22i4.1508
Rapanta, C., and Cantoni, L. (2013). Being in the users’shoes: Anticipating experience while designing online courses. British Journal of Educational Technology, 45(5), 1-13.
Novak, T. P., Hoffman, D. L., and Yung, Y.-F. (2000). Measuring the Customer Experience in Online Environments: A Structural Modeling Approach. Marketing Science, 19(1), 22-42. https://doi.org/10.1287/mksc.19.1.22.15184
Hsu, Y., and Ching, Y. H. (2015). A review of models and frameworks for designing mobile learning experiences and environments. Canadian Journal of Learning and Technology, 41, 1-22.
Wiggins, G., and McTighe, J. (2005). Understanding by design (2nd ed.). Association for supervision and Curriculum Development.
Astin, A. W., and Antonio, A. L. (2012). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education (2nd ed.). Rowman & Littlefield Publishers.
Slavuj, V., Meštrović, A., and Kovačić, B. (2017). Adaptivity in educational systems for language learning: A reivew. Computer Assisted Language Learning, 30(1-2), 64-90.
Qian, C. H. (2011). Analysis of the effect of experiential translation teaching on translation ability based on the theory of heart-flow. Foreign language Community, 3, 23-30.
Sharp, H., Preece, J., and Rogers, Y. (2019). Interaction design: Beyond human-computer interaction (5th ed.). John Wiley & Sons.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Srinakharinwirot Research and Development (Journal of Humanities and Social Sciences)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Srinakharinwirot Research and Development Journal of Humanities and Social Sciences is licensed Under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International (CC-BY-NC-ND 4.0) License, Unless Otherwise Stated. Please Read Journal Policies Page for More Information on Open Access, Copyright and Permissions.
