Language proficiency and smartphone-aided second language learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F19%3A10408068" target="_blank" >RIV/00216208:11210/19:10408068 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=eI6Qf0WkZ8" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=eI6Qf0WkZ8</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Language proficiency and smartphone-aided second language learning

Popis výsledku v původním jazyce

Use and development of applications for smartphones (so-called &apos;apps&apos;) continue to rise, and it comes as no surprise that language learning apps (such as Google Translate) are immensely popular among the younger generation. But, do these apps actual help students learn a language and, if so, how is apps usage influenced by the proficiency of the language learner? Our research focused on the use of apps related to language learning in two major Korean universities. Koreans are known to be high-tech users and avid language learners, and Korea can therefore provide a good model for how education and technology intersect. We asked students studying German, Swahili, Hausa, and Zulu to inform us about the role that smartphone apps play in their language learning, both at home and in a formal education setting (e.g., classroom). Results showed that one important determiner for how apps were used was language proficiency. We further found an interaction effect between proficiency in English and the other languages, which directly impacted app use. Our findings suggest that these rather sophisticated digital and language learning students make sophisticated choices of apps based on knowledge of apps and the language learning task at hand.

Název v anglickém jazyce

Language proficiency and smartphone-aided second language learning

Popis výsledku anglicky

Use and development of applications for smartphones (so-called &apos;apps&apos;) continue to rise, and it comes as no surprise that language learning apps (such as Google Translate) are immensely popular among the younger generation. But, do these apps actual help students learn a language and, if so, how is apps usage influenced by the proficiency of the language learner? Our research focused on the use of apps related to language learning in two major Korean universities. Koreans are known to be high-tech users and avid language learners, and Korea can therefore provide a good model for how education and technology intersect. We asked students studying German, Swahili, Hausa, and Zulu to inform us about the role that smartphone apps play in their language learning, both at home and in a formal education setting (e.g., classroom). Results showed that one important determiner for how apps were used was language proficiency. We further found an interaction effect between proficiency in English and the other languages, which directly impacted app use. Our findings suggest that these rather sophisticated digital and language learning students make sophisticated choices of apps based on knowledge of apps and the language learning task at hand.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

60203 - Linguistics

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Electronic Journal of e-Learning

ISSN

1479-4403

e-ISSN

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Svazek periodika

17

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

13

Strana od-do

25-37

Kód UT WoS článku

000472154300003

EID výsledku v databázi Scopus

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