Students’ Evaluations of English-language Learning Mobile Apps between 2016 and 2020
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While mobile learning has been widely used in foreign language education, the effectiveness of foreign language learning apps has been underresearched, and the results remain tentative. The current study investigated English-as-a-foreign-language college students’ evaluations of English-language learning apps that they freely selected and used. The study examined 125 students’ reflection papers collected over five years based on quantitative content analysis. The study employed multiple steps of analysis, including the following areas: 1) positive and negative evaluations, 2) instructional design, content, affective and technical areas, and language skills, and 3) individual apps. The results revealed that the students’ positive evaluations far exceeded negative evaluations and that they valued authentic learning content and self-directed learning features. However, apps were often limited to drills and repetitions grounded in the behaviorist approach, and except for instructional design, positive evaluations of the different areas did not increase over the period. Therefore, despite overall positive evaluations, only a few students showed an intention to continue using the app, which implied that educational limitations existed for English-language learning apps.
Abstract
While mobile learning has been widely used in foreign language education, the effectiveness of foreign language learning apps has been underresearched, and the results remain tentative. The current study investigated English-as-a-foreign-language college students’ evaluations of English-language learning apps that they freely selected and used. The study examined 125 students’ reflection papers collected over five years based on quantitative content analysis. The study employed multiple steps of analysis, including the following areas: 1) positive and negative evaluations, 2) instructional design, content, affective and technical areas, and language skills, and 3) individual apps. The results revealed that the students’ positive evaluations far exceeded negative evaluations and that they valued authentic learning content and self-directed learning features. However, apps were often limited to drills and repetitions grounded in the behaviorist approach, and except for instructional design, positive evaluations of the different areas did not increase over the period. Therefore, despite overall positive evaluations, only a few students showed an intention to continue using the app, which implied that educational limitations existed for English-language learning apps.
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