Mobile apps as language-learning tools

AILA Review ◽  
2021 ◽  
Vol 34 (1) ◽  
pp. 19-36
Author(s):  
Silga Sviķe
Keyword(s):  
Language Learning ◽  
Mobile Apps ◽  
Foreign Language Learning ◽  
Practical Experience ◽  
Smart Device ◽  
Learning Tools ◽  
Specific Domain ◽  
Additional Information ◽  
Translation Practice ◽  
Google Play

Abstract This contribution researches various translation dictionaries – mobile apps with Latvian that are available for free on the Google Play Store and sets out the experience of developing specialised translation dictionaries at Ventspils University of Applied Sciences (VUAS). The results encounter three different dictionary models that are compiled for the acquisition of Languages for Special Purposes (LSPs) to support vocabulary (term) learning, translation, reading, listening and writing skills during the foreign language-learning process. Dictionaries with grammatical information and rich, supportive data or encyclopaedic information added are more useful for understanding specific domain concepts and content, as well as for the translation practice. Thus, the dictionary user does not have to look for another application or other source to get this additional information. Each new app takes up some space on the user’s smart device; therefore, it is important to maximise the support provided by a single dictionary. The research provides insight into the range of dictionaries with Latvian available on the Google Play Store, gives a brief description, and explains the practical experience of VUAS when working on developing such dictionaries and applying them for language-learning purposes and specialised terminology courses for students. The study also provides an overview of challenges, problems and lexicographic and information technology solutions for mobile applications. The goal of the research is analysing and characterising those free-of-charge dictionaries in the form of mobile apps with Latvian as one of the translation languages. Surveys were used to gather and analyse research data. A survey of dictionary users and a survey of language learners using dictionary apps were carried out after the development of the specialised dictionaries.

Linguistic Consciousness and Foreign Language Learning in Multilingual Education

2021 ◽  
Vol X (2) ◽  
pp. 71-83
Author(s):  
Nataliia Safonova ◽  
◽  
Alla Anisimova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Language Education ◽  
Modern Society ◽  
Learning Tools ◽  
Language And Culture ◽  
Multilingual Education ◽  
Important Means

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

scholarly journals Investigating effective foreign language learning design and the implications for distance learning tools

XLinguae ◽  
2017 ◽  
Vol 10 (3) ◽  
pp. 273-284
Author(s):  
Irina I. Klimova ◽  
Olga A. Kalugina ◽  
Svetlana N. Khalevina ◽  
Anna N. Fedulova ◽  
Anna A Trubcheninova
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Design ◽  
Learning Tools

scholarly journals Analysis of Mobile Apps for Learning Grammar through Mobile Assisted Language Learning Approach

2021 ◽  
Vol 1 (1) ◽  
pp. 46-67
Author(s):  
Ebrahim Panah ◽  
Muhammad Yasir Babar ◽  
Sedigheh Shakib ◽  
Anahita Ghanad
Keyword(s):  
Language Learning ◽  
Paradigm Shift ◽  
Mobile Apps ◽  
Corrective Feedback ◽  
Skill Sets ◽  
English Grammar ◽  
Adaptive Technology ◽  
Mobile Assisted Language Learning ◽  
Google Play ◽  
System Program

The objective of the current study is to evaluate the recently developed mobile apps for learning and improving English grammar. This study selected 10 grammar apps ranked 3 and above by online users with a large number of installations. The study adapted a framework proposed by Supyan Hussin (2013) with four criteria: System, Program, Curriculum, and Language & Culture. Furthermore, information provided in Google Play Store App assessment in terms of App users’ Reviews, Ratings, and Downloads also was used to assess the selected grammar apps. First, the findings show that the grammar apps tend to teach grammar out of context, second, apps minimally adapt to the user’s skill sets. Third, the grammar apps rarely offer explanatory corrective feedback to the users. Fourth, some grammar apps have accuracy issue in terms content and typo. Despite pedagogical paradigm shift to communicative approaches to language learning, the assessed grammar apps are more behaviorists in nature where features of cognitivism and constructivism, and particularly connectivism approaches are rare.  To better align with MALL, contextualized language, explanatory feedback, and adaptive technology need to be incorporated into these apps.

scholarly journals English Digital Dictionaries as Valuable Blended Learning Tools for Palestinian College Students

2015 ◽  
Vol 8 (11) ◽  
pp. 1 ◽  
Author(s):  
Raghad A. A. Dwaik
Keyword(s):  
College Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
Daily Basis ◽  
Learning Tools ◽  
Extensive Reading ◽  
Cd Rom ◽  
Dictionary Use

<p>Digital technology has become an indispensible aspect of foreign language learning around the globe especially in the case of college students who are often required to finish extensive reading assignments within a limited time period. Such pressure calls for the use of efficient tools such as digital dictionaries to help them achieve their academic purposes. Efficient use of such tools, however, would not be possible unless students are familiar with their special features so as to use them to their maximum advantage. This paper investigates the extent to which Palestinian college students are familiar with the features and advantages of different dictionary types especially digital ones. It also probes the effect of using certain activities on the students' level of awareness and dictionary use. A structured interview and a test were applied on a group of 148 Arts and Science students at two local universities. The interview measured the purposes (skills) that these dictionaries are used for and the domains they are used in. At a later stage in the experiment, these students were involved in an eight week activity that required them to use an online dictionary on a daily basis to complete an assignment. After the experiment, it was found that the frequency of dictionary use declined in the case of the print dictionary and increased remarkably in the case of the electronic (CD-Rom) and online dictionaries. It was also found that exposing students to the authentic language available in electronic dictionaries notably enhanced the students' overall language proficiency.</p>

Glottodydaktyka a przekład i dydaktyka przekładu: konkurencja czy synergia

2018 ◽  
pp. 184-202
Author(s):  
Konrad Klimkowski
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Direct Method ◽  
Foreign Language Learning ◽  
Human Communication ◽  
Translation Practice ◽  
Historical Outline ◽  
And Function ◽  
L1 And L2

From time immemorial, reflection upon foreign language learning has made regular reference to translation practice; translation would be regarded at times as supportive of language learning. A radical attempt to eradicate translation from the foreign language classroom comes no sooner than the 20th century. The Direct Method eliminates translation completely from its language pedagogic application, while the CLT seems to have always been rather hesitant to make reference to L1, and hence to utilize translation in developing language skills in L1 and L2. The historical outline of the relationship between language learning and translation serves only as a background for the main topic of the article, i.e. an elaboration on what this relation can look like in the future. The idea is to show areas of synergy between the two, areas in which translation activities can help language learners grow and function in globalized human communication.

scholarly journals THE USE OF MULTIMEDIA PRESENTATIONS FOR INTENSIFICATION OF FOREIGN LANGUAGES TEACHING AT TERTIARY LEVEL

2017 ◽  
Vol 59 (3) ◽  
pp. 87
Author(s):  
Anatolii O. Klymenko ◽  
Nataliia I. Zakordonets ◽  
Inna V. Shymkiv
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Learning Technologies ◽  
Foreign Languages ◽  
Digital Learning ◽  
Learning Tools ◽  
Face To Face ◽  
Multimedia Teaching ◽  
Computer Mediated

An increasing number of lecturers are experimenting with innovative computer-mediated approaches to foreign languages teaching (FLT), dramatically altering the ways students interact with learning content. This comparatively common acceptance of digital learning technologies has enlarged the integration of multimedia teaching and learning tools into the traditional, face-to-face classroom setting, thus blended approach to content supply in FLT has experienced extensive progress in higher education. The article deals with the practice of usage of the most popular multimedia technological tools, such as Prezi, Google Slides, PowerPoint, in foreign languages teaching at higher educational institutions. In the course of research surveys were made to determine the types of collaboration and evaluation preferred by the students, their expectations from foreign language learning process, which, in their turn, gave grounds to point out the factors promoting intensification of the teaching process in the context of blended learning.

scholarly journals USING EDUCATIONAL WEBSITES AND MOBILE APPS IN A FOREIGN LANGUAGE TEACHING PROCESS AT NON-LANGUAGE FACULTIES OF THE UNIVERSITY

2020 ◽  
Vol 70 (2) ◽  
pp. 257-263
Author(s):  
S.T. Nakesheva ◽  
Keyword(s):  
Social Networks ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Apps ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Active User ◽  
Wide Range ◽  
Grammatical Skills ◽  
The Right

The article discusses the possibilities of using educational resources of the Internet and social networks as assistants for students in the study of a foreign language at university. The current generation of students is an active user of various gadgets, social networks, digital technologies. However, the use of tools for leisure-time differs significantly from their use for training. The right choice of means of instruction contributes to the achievement of foreign language learning objectives, optimizes and influences the quality of the learning process. The author provides examples of the use of Internet resources in the educational process in traditional classes and online activities. An overview of the most frequently used sites and mobile applications with a wide range of exercises, authentic material, contributing to the formation and improvement of lexical and grammatical skills was presented.

scholarly journals Android based mobile apps for improved crop protection

2018 ◽  
Vol 33 (4) ◽  
Author(s):  
S. Vennila ◽  
A. Tomar ◽  
M. N. Bhatt ◽  
K. Murari ◽  
S. K. Yadav ◽  
...  
Keyword(s):  
Pest Management ◽  
Information Needs ◽  
Mobile Apps ◽  
Crop Protection ◽  
Mobile App ◽  
Search Term ◽  
Information Base ◽  
Additional Information ◽  
Pest Incidence ◽  
Google Play

In agriculture, methods of crop protection are too many making dissemination difficult. Mobile apps presenting information needs of client solutions and help in wider outreach. Prediction of pest incidence, synthesis of information on integrated pest management and selection cum calculation of appropriate pesticides in the area of crop protection have been used as information base in mobile apps. Mobile apps on pest forewarning (Pest-predict EMS and RBS), insecticide and fungicide calculators (IFCs) for 16 crops and on IPM for 4 crops that are android based have been developed. All the developed apps are hosted under “Google Play Store”. Desired mobile app can be downloaded using search term ‘ICAR-NCIPM’ under “Google Play Store” followed by the selection and installation of required mobile app. Feedback options and additional information are also inbuilt in the mobile apps.

scholarly journals FEATURES OF USING PROJECT-BASED TECHNOLOGIES IN THE PROCESS OF DISTANCE FOREIGN LANGUAGE LEARNING AT HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 127-132
Author(s):  
Veronika Drozdova ◽  
Oxana Rogulska ◽  
Kateryna Rudnitska
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Higher Education Institutions ◽  
Foreign Language Learning ◽  
Practical Experience ◽  
Project Based Learning ◽  
Professional Activity ◽  
Innovative Technologies

The purpose of the article is to analyze the use of project-based technologies in the process of distance learning of a foreign language at higher education institutions. Based on the study of pedagogical, psychological and methodological literature, programmes and methodological documentations of higher education institutions and practical experience it was found that the use of project-based technologies in the process of distance learning of a foreign language at higher education institutions has been insufficiently studied. It has been noted that the technology of project-based learning allows the creation of pedagogical conditions for further development of a student’s creative abilities and personal traits, essential for successful professional activity in the future, which determines the relevance of the study. Theoretical (analysis of scientific sources, pedagogical, psychological literature, educational and methodical materials, comparison) and empirical (questionnaire, interviews, testing, generalization of pedagogical experience, observation) research methods were used to solve the tasks in order to understand the problem and identify difficulties associated with the use of innovative technologies, namely, project-based technologies, in the process of distance learning of a foreign language. The purpose of the article is to highlight the theoretical foundations and features of the use of project-based technologies in the process of distance learning of a foreign language at higher education institutions. It has been found that there is a problem associated with lack of professionalism in the use of innovative technologies in distance learning by teachers, which is negatively affects the efficiency, productivity and level of teaching, as well as lack of ability on the part of students to communicate in the information environment. It is substantiated that the project-based technology allows to teach students to acquire knowledge independently, to activate them, to be able to use the obtained information for solving of new cognitive and practical problems.

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