유아 영어 교육용 모바일 애플리케이션 분석
An analysis and evaluation of English education mobile applications for young learners
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In the ever-changing world of information technology, analyses of new types of educational content are essential for providing high-quality instruction material. This study investigated 42 ESL mobile applications for young learners available on the Google Play site. The purpose of this study was to evaluate these applications in terms of technical, mobile-assisted language learning, and language learning content aspects. The results showed that the applications are technically well equipped, but mobile-assisted individual and collaborative learning opportunities appeared in only a few applications. For language learning content aspect, vocabulary applications had the most content, while game-type applications were most comprehensive. Finally, applications with well-organized, diverse content were a minority as only up to 3 activities were provided by most applications. The types of activities offered were rather mechanical and repetitive. The results suggest that developers should consider mobile-assisted language learning aspects as well as enjoyability, systematic language learning content and method when developing mobile applications for English language education.
Abstract
In the ever-changing world of information technology, analyses of new types of educational content are essential for providing high-quality instruction material. This study investigated 42 ESL mobile applications for young learners available on the Google Play site. The purpose of this study was to evaluate these applications in terms of technical, mobile-assisted language learning, and language learning content aspects. The results showed that the applications are technically well equipped, but mobile-assisted individual and collaborative learning opportunities appeared in only a few applications. For language learning content aspect, vocabulary applications had the most content, while game-type applications were most comprehensive. Finally, applications with well-organized, diverse content were a minority as only up to 3 activities were provided by most applications. The types of activities offered were rather mechanical and repetitive. The results suggest that developers should consider mobile-assisted language learning aspects as well as enjoyability, systematic language learning content and method when developing mobile applications for English language education.
참고문헌 (23)
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