Exploring Secondary Students’ Experiences with a Speaking App through Playful Constructivism and Self-directed Learning
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As mobile technologies proliferate and offer significant technical and pedagogical advantages, an increasing number of learners are turning to mobile applications for language learning. However, despite the convenience and potential benefits, maintaining motivation for long-term language learning remains a challenge. This study developed a speaking app tailored for middle school students learning English as a foreign language, with the goal of increasing and sustaining their motivation through the integration of playful constructivism. This approach incorporated engaging content, interactive activities, and gamification strategies into the design of the app. A total of 75 middle school students participated in this study, using the speaking app over a 10-month period and completing a post-use survey. The research focused on examining the students’ use of the app and their perceptions of learning to speak English through the app. In addition, the study explored the impact of students’ self-directed learning (SDL) skills on their app use and perceptions, given the integral role of SDL in mobile language learning. The results indicated that students had positive attitudes and perceptions towards learning English through the app. In addition, a positive correlation was found between SDL skills and their use of the app.
Abstract
As mobile technologies proliferate and offer significant technical and pedagogical advantages, an increasing number of learners are turning to mobile applications for language learning. However, despite the convenience and potential benefits, maintaining motivation for long-term language learning remains a challenge. This study developed a speaking app tailored for middle school students learning English as a foreign language, with the goal of increasing and sustaining their motivation through the integration of playful constructivism. This approach incorporated engaging content, interactive activities, and gamification strategies into the design of the app. A total of 75 middle school students participated in this study, using the speaking app over a 10-month period and completing a post-use survey. The research focused on examining the students’ use of the app and their perceptions of learning to speak English through the app. In addition, the study explored the impact of students’ self-directed learning (SDL) skills on their app use and perceptions, given the integral role of SDL in mobile language learning. The results indicated that students had positive attitudes and perceptions towards learning English through the app. In addition, a positive correlation was found between SDL skills and their use of the app.
참고문헌 (39)
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