Examining English Language Learning Apps from a Second Language Acquisition Perspective

Autor/in	Almousawi, Sayed Ahmad
Titel	Examining English Language Learning Apps from a Second Language Acquisition Perspective
Quelle	In: International Journal of Higher Education, 10 (2021) 5, S.166-182 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	English (Second Language); Second Language Learning; Computer Oriented Programs; Textbooks; Educational Technology; Technology Uses in Education; Teaching Methods; Communication Skills; Telecommunications; Handheld Devices; Behaviorism; Cognitive Processes; Comprehension; Interaction; Constructivism (Learning); Language Skills; Scaffolding (Teaching Technique); Cooperative Learning + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Computerprogramm; Textbook; Text book; Schulbuch; Lehrbuch; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Kommunikationsstil; Telekommunikationstechnik; Behaviourism; Behaviorismus; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Interaktion; Language skill; Sprachkompetenz; Kooperatives Lernen
Abstract	This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users' communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01