New insights into the design and development of mobile language learning applications for elementary school children learning two languages are discussed in a paper in the International Journal of Mobile Learning and Organisation.
Athip Thumvichit, Watcharapol Wiboolyasarin, Singhanat Nomnian, Narongdej Phanthaphoommee, and Koraya Techawongstien of the Research Institute for Languages and Cultures of Asia at Mahidol University in Salaya, Nakhon Pathom, Thailand, have identified various important factors for developing mobile language learning applications. The research involved exploratory and confirmatory factor analysis of interview responses from more than a thousand working teachers. The results shed light on how such applications might be better structured and designed for the future. The five key factors identified were: application attribute, lesson content, immersive environment, learning strategy, and instructional use.
The team suggests that the identification of these factors can now serve as a guide for developing mobile language learning apps for young learners, particularly those learning two languages simultaneously. Dual-language learning is common in schools where English is not the native language and even in some schools where it is. English is the common language of international discourse in many contexts. As such, in a country, such as Thailand, children will most likely be taught Thai and English. In the USA, where Spanish is a commonly spoken language in many areas, it might be the second language. Of course, there are many combinations of language teaching in different parts of the world.
The research also highlights various attributes of an app that would be relevant to its design for language learning. These include multimedia output and input, social interactivity, language processing, motivational features, autonomy, personalization, automated assessment, functionality, portability, context sensitivity, and connectivity.
The study emphasises that the development of any application must be underpinned by evaluation in real-life classroom settings. An app that distracts rather than teaches would be wholly inappropriate, after all. Further research is needed to assess the impact of such apps on the children’s language proficiency. This would allow educators to make an informed decision about whether or not to integrate mobile language learning apps into their teaching.. Given the growing prevalence of mobile devices in classrooms, it is important that educators are using appropriate technology with demonstrable benefits for their young learners.
Thumvichit, A., Wiboolyasarin, W., Nomnian, S., Phanthaphoommee, N. and Techawongstien, K. (2023) ‘Scenario-based mobile application design for young dual-language learners: evidence from factor analysis’, Int. J. Mobile Learning and Organisation, Vol. 17, No. 3, pp.443–465.
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