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USE OF MOBILE DEVICE LANGUAGE LEARNING APPLICATIONS BY TURKISH SPEAKING ADULTS: A SURVEY STUDY

Yıl 2020, , 1442 - 1458, 15.09.2020
https://doi.org/10.17240/aibuefd.2020..-660171

Öz

Foreign language education is going under constant change. Mobile technologies have gained significant momentum in foreign language education in recent years with their unique features and affordances. A large number of mobile apps have been specifically designed, created, and used for teaching foreign languages. Although these apps seem to be ubiquitous, much remains unknown with regard to their actual usage as self-directed materials. This paper reports and discusses the results of a survey study that aimed to investigate adult Turkish speaking mobile device owners’ experiences with and reasons for foreign language teaching app use/nonuse, perceived effectiveness, strengths and weaknesses of apps, and suggestions for improving language teaching apps. The survey included close-ended and open-ended questions and are analyzed using descriptive statistics and content analysis methods. Results showed that mobile language learning applications are perceived to have a strong potential to overcome the constraints in front of language learning such as time, space, linguistic input. Apps can personalize instruction by taking into account the needs of different students and increase the motivation of learning with features such as gamification. However, it was also observed that learners rarely used mobile technologies used to enable a more communication-based and collaborative language learning experience.

Kaynakça

  • Atkinson, D. (2002) Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525-545. https://doi.org/10.1111/1540-4781.00159
  • Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40. https://doi.org/10.1017/S0261444806003958
  • Blake, R. J. (2008). Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.
  • Burston, J. (2014a) The reality of MALL: Still on the fringes. CALICO Journal, 31(1), 103–125. https://doi.org/10.11139/cj.31.1.103-125
  • Burston, J. (2014b). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344-357. https://doi.org/10.1080/09588221.2014.914539
  • Busvine, D. (2018, February 20). Language app Babbel translates European success to U.S. Reuters. https://www.om/article/us-tech-babbel/language-app-babbel-translates-european-success-to-u-s-market-idUSKCN1G40YR
  • Chen, X. B. (2013). Tablets for informal language learning: Student usage and attitudes. Language Learning & Technology, 17(1), 20-36. https://doi.org/10125/24503
  • Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating qualitative & quantitative research. Pearson Merrill Prentice Hall.
  • Demouy, V., & Kukulska-Hulme, A. (2010). On the spot: Using mobile devices for listening and speaking practice on a French language programme. Open Learning, 25(3), 217–232. https://doi.org/10.1080/02680513.2010.511955
  • Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117­135. https://doi.org/10.1017/S026144480001315X
  • Egbert, J., & Hanson-Smith, E. (1999). CALL environments: Research, practice and critical issues. Alexandria, VA: TESOL, Inc
  • Gangaiamaran, R., & Pasupathi, M. (2017). Review on use of mobile apps for language learning. International Journal of Applied Engineering Research, 12(21), 11242-11251.
  • Gass, S. M., & Selinker, L. (2001). Second language acquisition, an introductory course. Lawrence Erlbaum Associates.
  • Jolin, L. (2017, March 7). From busuu to Babbel, language-learning startups adapt to thrive. The Guardian. https://www.theguardian.com/small-business-network/2017/mar/07/busuu-babble-language-learning-startups-adapt-thrive
  • Guo, H. (2013). Analyzing and evaluating current mobile applications for learning English speaking (Master’s thesis, University of London). https://www.teachingenglish.org.uk/sites/teacheng/files/analysing_and_evaluating_current_mobile_applications_v2.pdf
  • Heil, C. G., Wu, J. S., Lee, J. J., & Schmidt, T. (2016). A review of mobile language learning applications: Trends, challenges and opportunities. The EUROCALL Review, 24(2), 32-51. https://doi.org/10.4995/eurocall.2016.6402
  • Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: A cross national study. Computer Assisted Language Learning, 26(3), 197-213. https://doi.org/10.1080/09588221.2011.649485
  • Ketyi, A. (2015). Practical evaluation of a mobile language learning tool in higher education. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL conference, Padova. 11-14 September 2013. (pp. 306-311). Research-publishing.net.
  • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie, & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–68). Academic Press.
  • Malerba, M. L. (2015, June 9-12). Learners’ behaviours and autonomy in LiveMocha and busuu online communities [Paper presentation]. EDEN 2015 Annual Conference, Barcelona, Spain.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Sage.
  • Niño, A. (2015). Language learners perceptions and experiences on the use of mobile applications for independent language learning in higher education. IAFOR Journal of Education, 3(Special Edition), 73-84. https://doi.org/10.22492/ije.3.se.05
  • Ogata, H., & Yano, Y. (2005). Knowledge awareness for computer-assisted language learning using handhelds. International Journal of Learning Technology, 5(1), 435–449. https://doi.org/10.1504/IJCEELL.2004.005731
  • Pegrum, M. (2014). Mobile learning: Languages, literacies, and cultures. Palgrave Macmillan.
  • Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.
  • Rosell-Aguilar, F., & Qian, K. (2015). Design and user evaluation of a mobile app to teach Chinese characters. JaltCALL Journal, 11(1), 19–40. https://doi.org/10.29140/jaltcall.v11n1.182
  • Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: A user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854-881. https://doi.org/ 10.1080/09588221.2018.1456465
  • Russell, C., & Cieslik, N. (2012). Mobile phone access reaches three quarters of planet's population. The World Bank, Washington.
  • Smith, C. (2020, July 1). 17 amazing Duolingo facts and statistics. DMR. https://expandedramblings.com/index.php/duolingo-facts-statistics/
  • Statista (2019a). Number of mobile app downloads worldwide from 2016 to 2018 (September 2019). Retrieved from https://www.statista.com/statistics/271644/worldwide-free-and-paid-mobile-app-store-downloads/
  • Statista (2019b). Most popular Apple App Store categories in May 2019, by share of available apps (May, 2019). Retrieved from https://www.statista.com/statistics/270291/popular-categories-in-the-app-store/
  • Statista (2019c). Global mobile education market volume from 2011 to 2020 (in billion U.S. dollars) (January 2019). Retrieved from https://www.statista.com/statistics/273960/global-mobile-education-market-volume/
  • Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52, 119–158. https://doi.org/10.1111/1467-9922.00179
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass, & C. Madden (Eds.), Input in second language acquisition (pp. 235-256). Newbury House.
  • Vavoula G., & Karagiannidis C. (2005) Designing mobile learning experiences. In P. Bozanis, & E. N. Houstis (Eds), Advances in informatics (pp. 534-544). PCI 2005. Lecture Notes in Computer Science, vol 3746. Springer.

TÜRKÇE KONUŞAN YETİŞKİNLERİN MOBİL CİHAZ DİL ÖĞRENME UYGULAMALARI KULLANIMI: ANKET ÇALIŞMASI

Yıl 2020, , 1442 - 1458, 15.09.2020
https://doi.org/10.17240/aibuefd.2020..-660171

Öz

Yabancı dil eğitimi sürekli değişiyor ve kendini yeniliyor. Mobil teknolojiler benzersiz özellikleri ve sağlarlıkları ile yabancı dil eğitiminde son yıllarda önemli bir ivme kazanmıştır. Yabancı dilleri öğretmek için çok sayıda mobil uygulama özel olarak tasarlanmış, yaratılmış ve kullanılmıştır. Her ne kadar bu uygulamalar her yerde görülse de, öz-yönelimli bir öğrenme materyali olarak fiili kullanımları konusunda pek az bilgi vardır. Bu makale, yetişkin Türkçe konuşan mobil cihaz sahiplerinin yabancı dil öğretimi uygulamalarını kullanımı, uygulamaların algılanan etkinliği, güçlü ve zayıf yönleri ile dil öğretiminin iyileştirilmesi konusundaki deneyimlerini ve nedenlerini araştırmayı amaçlayan bir anket çalışmasının sonuçlarını raporlar ve tartışır. Anket, kapalı uçlu ve açık uçlu sorular içermekte olup, tanımlayıcı istatistikler ve içerik analizi yöntemleri kullanılarak analiz edilmiştir. Sonuçlar, mobil dil öğrenme uygulamalarının zaman, mekân, dilbilimsel girdi gibi dil öğrenimi önündeki kısıtlamaları aşma konusunda güçlü bir potansiyele sahip olduğunu göstermektedir. Uygulamalar öğrencilerin farklı ihtiyaçlarını dikkate alarak öğretimi kişiselleştirebilir ve oyunlaştırma gibi özelliklerle öğrenme motivasyonlarını artırabilmektedir. Bununla birlikte, öğrencilerin daha iletişim tabanlı ve işbirlikçi bir dil öğrenme deneyimi sağlamak için sağlanan mobil teknolojileri nadiren kullandıkları da gözlemlenmiştir.

Kaynakça

  • Atkinson, D. (2002) Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525-545. https://doi.org/10.1111/1540-4781.00159
  • Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40. https://doi.org/10.1017/S0261444806003958
  • Blake, R. J. (2008). Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.
  • Burston, J. (2014a) The reality of MALL: Still on the fringes. CALICO Journal, 31(1), 103–125. https://doi.org/10.11139/cj.31.1.103-125
  • Burston, J. (2014b). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344-357. https://doi.org/10.1080/09588221.2014.914539
  • Busvine, D. (2018, February 20). Language app Babbel translates European success to U.S. Reuters. https://www.om/article/us-tech-babbel/language-app-babbel-translates-european-success-to-u-s-market-idUSKCN1G40YR
  • Chen, X. B. (2013). Tablets for informal language learning: Student usage and attitudes. Language Learning & Technology, 17(1), 20-36. https://doi.org/10125/24503
  • Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating qualitative & quantitative research. Pearson Merrill Prentice Hall.
  • Demouy, V., & Kukulska-Hulme, A. (2010). On the spot: Using mobile devices for listening and speaking practice on a French language programme. Open Learning, 25(3), 217–232. https://doi.org/10.1080/02680513.2010.511955
  • Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117­135. https://doi.org/10.1017/S026144480001315X
  • Egbert, J., & Hanson-Smith, E. (1999). CALL environments: Research, practice and critical issues. Alexandria, VA: TESOL, Inc
  • Gangaiamaran, R., & Pasupathi, M. (2017). Review on use of mobile apps for language learning. International Journal of Applied Engineering Research, 12(21), 11242-11251.
  • Gass, S. M., & Selinker, L. (2001). Second language acquisition, an introductory course. Lawrence Erlbaum Associates.
  • Jolin, L. (2017, March 7). From busuu to Babbel, language-learning startups adapt to thrive. The Guardian. https://www.theguardian.com/small-business-network/2017/mar/07/busuu-babble-language-learning-startups-adapt-thrive
  • Guo, H. (2013). Analyzing and evaluating current mobile applications for learning English speaking (Master’s thesis, University of London). https://www.teachingenglish.org.uk/sites/teacheng/files/analysing_and_evaluating_current_mobile_applications_v2.pdf
  • Heil, C. G., Wu, J. S., Lee, J. J., & Schmidt, T. (2016). A review of mobile language learning applications: Trends, challenges and opportunities. The EUROCALL Review, 24(2), 32-51. https://doi.org/10.4995/eurocall.2016.6402
  • Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: A cross national study. Computer Assisted Language Learning, 26(3), 197-213. https://doi.org/10.1080/09588221.2011.649485
  • Ketyi, A. (2015). Practical evaluation of a mobile language learning tool in higher education. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL conference, Padova. 11-14 September 2013. (pp. 306-311). Research-publishing.net.
  • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie, & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–68). Academic Press.
  • Malerba, M. L. (2015, June 9-12). Learners’ behaviours and autonomy in LiveMocha and busuu online communities [Paper presentation]. EDEN 2015 Annual Conference, Barcelona, Spain.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Sage.
  • Niño, A. (2015). Language learners perceptions and experiences on the use of mobile applications for independent language learning in higher education. IAFOR Journal of Education, 3(Special Edition), 73-84. https://doi.org/10.22492/ije.3.se.05
  • Ogata, H., & Yano, Y. (2005). Knowledge awareness for computer-assisted language learning using handhelds. International Journal of Learning Technology, 5(1), 435–449. https://doi.org/10.1504/IJCEELL.2004.005731
  • Pegrum, M. (2014). Mobile learning: Languages, literacies, and cultures. Palgrave Macmillan.
  • Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.
  • Rosell-Aguilar, F., & Qian, K. (2015). Design and user evaluation of a mobile app to teach Chinese characters. JaltCALL Journal, 11(1), 19–40. https://doi.org/10.29140/jaltcall.v11n1.182
  • Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: A user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854-881. https://doi.org/ 10.1080/09588221.2018.1456465
  • Russell, C., & Cieslik, N. (2012). Mobile phone access reaches three quarters of planet's population. The World Bank, Washington.
  • Smith, C. (2020, July 1). 17 amazing Duolingo facts and statistics. DMR. https://expandedramblings.com/index.php/duolingo-facts-statistics/
  • Statista (2019a). Number of mobile app downloads worldwide from 2016 to 2018 (September 2019). Retrieved from https://www.statista.com/statistics/271644/worldwide-free-and-paid-mobile-app-store-downloads/
  • Statista (2019b). Most popular Apple App Store categories in May 2019, by share of available apps (May, 2019). Retrieved from https://www.statista.com/statistics/270291/popular-categories-in-the-app-store/
  • Statista (2019c). Global mobile education market volume from 2011 to 2020 (in billion U.S. dollars) (January 2019). Retrieved from https://www.statista.com/statistics/273960/global-mobile-education-market-volume/
  • Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52, 119–158. https://doi.org/10.1111/1467-9922.00179
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass, & C. Madden (Eds.), Input in second language acquisition (pp. 235-256). Newbury House.
  • Vavoula G., & Karagiannidis C. (2005) Designing mobile learning experiences. In P. Bozanis, & E. N. Houstis (Eds), Advances in informatics (pp. 534-544). PCI 2005. Lecture Notes in Computer Science, vol 3746. Springer.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Senem Yıldız 0000-0001-7090-4425

Yayımlanma Tarihi 15 Eylül 2020
Gönderilme Tarihi 16 Aralık 2019
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Yıldız, S. (2020). USE OF MOBILE DEVICE LANGUAGE LEARNING APPLICATIONS BY TURKISH SPEAKING ADULTS: A SURVEY STUDY. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 1442-1458. https://doi.org/10.17240/aibuefd.2020..-660171