MINISTRY OF EDUCATION AND TRAINING

Ho Chi Minh City University of Economics and Finance

---------------

Final Project

ADVANCED METHODOLOGY OF ENGLISH

LANGUAGE TEACHING

Full name: Vo Hong Thinh

Instructor: Assoc. Prof. Dr. Duong My Tham

Ho Chi Minh City, January 2024

 THE USE OF MOBILE APPS IN LANGUAGE

LEARNING

CHAPTER ONE

LITERATURE REVIEW

1.1. Introduction

In the digital age, technology has permeated every facet of our lives, reshaping how we

communicate, work, and learn. One of the most significant transformations brought about by

technology is in the field of education, particularly in language learning. This literature review

will delve into the burgeoning area of mobile applications in language learning, examining their

impact, effectiveness, and potential for future development.

The ubiquity of smartphones and tablets has led to an explosion of educational applications, with

language learning apps being one of the most popular categories. These apps, with their

interactive interfaces and gamified content, have transformed the way individuals learn

languages. They offer a level of convenience and flexibility unparalleled by traditional language
learning methods, allowing learners to practice anytime and anywhere, thereby democratizing

language learning.

Language learning apps like Duolingo, Babbel, and Rosetta Stone, to name a few, employ a

variety of techniques to engage users, including interactive exercises, visual cues, and even

artificial intelligence to personalize the learning experience. They aim to make language learning

not just accessible but also enjoyable, thereby increasing learner motivation.

However, the effectiveness of these apps in improving language proficiency is a topic of ongoing

debate among educators and researchers. While some studies suggest that these apps can

complement traditional language learning methods, others argue that they are not sufficient for

achieving fluency. This review will explore various research studies conducted on this subject,

providing a comprehensive overview of the advantages and potential limitations of using mobile

apps for language learning.

The subsequent sections of this review will delve deeper into the pedagogical theories

underpinning these apps, exploring how they align with language acquisition theories. It will also

examine the specific features of these apps that enhance language learning, such as spaced

repetition, immediate feedback, and the use of multimedia.

Furthermore, this review will present empirical evidence supporting the use of mobile apps for

language learning, drawing from various studies conducted across different learner

demographics. It will also highlight the gaps in the current research, pointing out areas that

require further investigation.

In conclusion, this literature review aims to provide a comprehensive overview of the use of

mobile apps in language learning, shedding light on their effectiveness and potential for future
development. It is hoped that this review will contribute to the ongoing discourse on technology-

enhanced language learning and provide valuable insights for educators, researchers, and app

developers in the field.

1.2. Definitions of Mobile Apps

Mobile apps, or mobile applications, are software applications developed specifically to run on

small, wireless devices such as smartphones, tablets, and smartwatches, rather than on desktops

or laptops. Mobile apps are built and updated based on the current and future limitations of each

mobile device.

Mobile learning has been claimed as the future of learning (Bowen & Pistilli, 2012) yet

surprisingly little specific empirical investigation of mobile application use in tertiary settings is

available in the literature. While digital devices are prevalent in the higher education

environment, the use and uptake of mobile apps for tertiary teaching and research by academic

staff has only begun to be studied (Lai & Smith, 2018; Shraim & Crompton, 2015)

Mobile devices have enormous potential to enhance language learning, such as improving the

interactivity and mobility of the learning experience and engaging learners in situated learning,

augmented reality and game-based learning. Recognizing the potential of mobile learning, an

increasing number of researchers and educators have focused on the research and
implementation of Mobile-assisted Language Learning (MALL), with the earliest MALL

publications reportedly dated from 1994.

1.3. The use of Mobile Apps in Language Learning

In the 21st century, the advent of digital technology has significantly transformed various aspects

of our lives, including education. Among these transformations, the use of mobile applications,

or ‘apps’, in language learning has emerged as a significant trend.

Mobile apps have revolutionized the field of language learning by making it more accessible,

interactive, and engaging. With the proliferation of smartphones and tablets, language learning is

no longer confined to the traditional classroom setting. Instead, it has become a flexible process

that can be personalized to fit the learner’s pace, preference, and lifestyle.

Language learning apps such as Duolingo, Babbel, and Rosetta Stone offer a wide range of

features designed to enhance the learning experience. These include interactive exercises, visual

aids, pronunciation guides, and progress tracking. Some apps even incorporate elements of

gamification, turning language learning into a fun and enjoyable activity. This approach not only

makes language learning more appealing but also increases learner motivation, which is a crucial

factor in language acquisition.

However, the effectiveness of mobile apps in language learning is a topic of ongoing debate

among educators and researchers. While some studies suggest that these apps can serve as

effective supplementary tools to traditional language learning methods, others argue that they

cannot replace the comprehensive language instruction provided in a classroom setting. This
debate highlights the need for further research to determine the optimal use of mobile apps in

language learning.

Despite these debates, the popularity of mobile apps in language learning continues to grow. As

technology advances, it is expected that these apps will become even more sophisticated,

offering more innovative ways to learn languages. For instance, future apps might incorporate

advanced technologies such as artificial intelligence and augmented reality to provide a more

immersive and personalized learning experience.

In conclusion, the use of mobile apps in language learning represents a significant shift in the

way languages are taught and learned. As this trend continues to evolve, it will be interesting to

see how it shapes the future of language education. It is hoped that the insights gained from this

exploration will contribute to the development of more effective and engaging language learning

apps, ultimately enhancing the language learning experience for learners worldwide.

1.4. Challenges and Limitations

While mobile applications have undeniably revolutionized the landscape of language learning,

offering unprecedented accessibility and flexibility, they are not without their challenges and

limitations. One of the primary limitations is the often limited scope of these applications. Most

language learning apps tend to focus predominantly on vocabulary acquisition and grammar

rules, neglecting other crucial aspects of language learning such as understanding the culture,

idioms, and nuances. This results in a somewhat incomplete learning experience.

Moreover, language learning is inherently a social process, involving interactions with native

speakers, understanding their accents, and getting real-time feedback. This critical aspect of
language learning is conspicuously absent in most language learning apps, which could

potentially hinder the development of conversational skills.

Another significant challenge pertains to the self-discipline required to consistently use these

apps. While the flexibility offered by these apps is undoubtedly a boon, it necessitates a high

level of self-motivation and discipline from the learners. Users may start with a lot of

enthusiasm, but maintaining this momentum over time can be challenging, especially without the

structure provided by traditional classroom settings.

The quality of content is another area of concern. The content quality varies greatly among

different apps, and some apps may have outdated or even incorrect information, which can

impede the learning process.

Technical issues such as app crashes, slow loading times, or compatibility issues with certain

devices can also disrupt the learning process and cause frustration among users.

Furthermore, many apps collect personal data, raising concerns about privacy and data security.

Users may be hesitant to use these apps due to fears about how their data might be used.

Lastly, while many apps are free to download, they often come with in-app purchases or

premium versions that unlock additional features. The cost can be a barrier for many learners,

particularly those in low-income regions.

In conclusion, while mobile apps offer innovative ways for language learning, these challenges

and limitations need to be addressed to make them more effective learning tools. As technology

continues to evolve, it is hoped that future iterations of these apps will address these issues,

paving the way for a more comprehensive and effective language learning experience.
1.5. Recommendations for the Successful Integration of Mobile

Apps

While mobile applications have undeniably revolutionized the landscape of language learning,

offering unprecedented accessibility and flexibility, their successful integration into the language

learning process requires careful consideration of several factors. Firstly, it is crucial that these

applications provide comprehensive content that covers all aspects of language learning,

including reading, writing, speaking, and listening, as well as cultural nuances, idioms, and

colloquialisms. This ensures a holistic learning experience that goes beyond mere vocabulary

acquisition and grammar rules. Secondly, these applications should be interactive and engaging,

incorporating elements of gamification such as points, levels, and rewards to motivate learners,

and using multimedia elements like images, audio, and video to make the content more

engaging.

Personalized learning experiences are another key feature of successful language learning apps.

These applications should adapt to the learner’s pace and proficiency level, with features like

adaptive testing and personalized feedback enhancing the learning experience. A user-friendly

interface is also essential, with easy navigation and clear instructions contributing to a positive

user experience. Regular updates and improvements, based on user feedback, can help to fix

bugs, improve performance, and add new features, ensuring that the app remains relevant and

effective.

Affordability is another important consideration, with basic features ideally being accessible for

free, while premium features can be offered at a price. Offline accessibility can ensure that

learning can continue even without an internet connection, thereby increasing the app’s usability.
Data privacy is another crucial factor, with transparency about data collection practices and

options for users to control their data being key to building user trust.

The incorporation of social features that allow learners to interact with each other can also

enhance the learning experience by creating a community of learners who can help and motivate

each other. Finally, teacher involvement can play a significant role in the successful integration

of mobile apps in language learning, with teachers guiding students on how to use the app

effectively and monitoring their progress.

In conclusion, the successful integration of mobile apps in language learning requires a

comprehensive, user-centric approach. By addressing these recommendations, mobile apps can

significantly enhance language learning, making it more effective, engaging, and enjoyable.

1.6. Previous Studies

Van Rensburg and La Thanh (2017) conducted a mixed-method study to explore the use of

Facebook as a tool to motivate Vietnamese students to improve their English language learning.

The research involved 22 students from an Intermediate Reading class, equivalent to a B1, Pre-

intermediate level of the Common European Framework, at the Ho Chi Minh University of

Foreign Languages – Information Technology (HUFLIT) in Vietnam. The investigators

introduced the use of Facebook for language learning with the aim of boosting students’

motivation through mobile learning. The findings of the study suggested that the connections

established through mobile and virtual learning environments could positively impact learning

results, increase students’ motivation, and foster a sense of community.

Nhu and Quyen (2021) carried out a qualitative study to examine the impact of using Memrise, a

vocabulary improvement app, on the vocabulary level and attitudes of English students. The

study involved 200 volunteer students from the English Department of the University of Foreign

Languages Studies, The University of Danang, Vietnam. These participants were randomly

divided into two groups: a control group and an experimental group. Data was collected and

measured using vocabulary tests and questionnaires. The findings revealed that the app

facilitated vocabulary learning in diverse ways. Students could learn vocabulary across various

topics and reinforce their learning through numerous reviews and exercises. They could also

learn pronunciation from native speakers and numerous examples. Furthermore, the wide range

of topics allowed learners to create their own vocabulary lists, a crucial aspect of English

learning.

Hoi and Mu (2020) carried out a study to comprehend the roles that students believe teachers

should play in promoting their acceptance of mobile-assisted language learning. The study aimed

to address the gap in understanding the learner’s viewpoint, particularly in situations where

educational policies often place too much emphasis on the roles of teachers and largely overlook

the learners, who are the actual users of educational technologies. The study utilized the

extended technology acceptance model (TAM) and analyzed survey data from 293 English

learners in higher education in Vietnam. A MALL student questionnaire, which included four

scales and relevant demographic variables, was created and used as the main instrument for data

collection. The study employed two analytical methods, Rasch analysis and path analysis. The

results showed that students had a stronger preference for teachers guiding the appropriate use of

mobile resources for language learning both in and outside the classroom, compared to teachers
demonstrating mobile-assisted language learning activities in the classroom. The study’s findings

are intended to offer valuable insights for teachers, researchers, and language education

policymakers in promoting the use of mobile devices for language learning.

Bui et al. (2023) conducted a quantitative study to to understand the objectives and attitudes of

L2 learners towards the use of Smartphone English Language Learning Apps (SELLA) in the

context of Vietnam. The study involved 123 Vietnamese students learning English as a Foreign

Language (EFL) from various universities in Southern Vietnam. The researchers used a

questionnaire, adapted from Metruk (2021), based on a Likert scale of 1-5 for data collection.

The collected data was analyzed descriptively using SPSS 25 (IBM, NY). The findings revealed

that the participants predominantly used SELLA to practice and enhance all aspects of language

skills and systems. Furthermore, the students generally exhibited positive attitudes towards

SELLA. The results of the study imply potential applications of smartphone apps in English

language learning in Vietnam.

Thuong and My (2023) conducted a mixed-methods study aimed to understand the perceptions

of second-year English major students at Ho Chi Minh City University of Foreign Languages

and Information Technology on the use of mobile applications via mobile devices to enhance

their English listening skills. The study involved 101 participants from the same university. Data

was collected using two methods: questionnaires and semi-structured interviews. The collected

data was analyzed using the Statistical Package for the Social Sciences (SPSS) version 20. The

results of the study showed that a majority of the participants had a positive view on the use of

mobile applications for learning both inside and outside the classroom. The study also found that
most of the English major students agreed that practicing listening through mobile applications

could enhance their listening skills.

Klímová (2017) conducted a review study to investigate the application of mobile phones and/or

smartphones and their associated apps in foreign language instruction. This was achieved by

performing a literature search in databases such as Web of Science, Scopus, and ScienceDirect,

followed by an evaluation of the findings from the relevant studies. The outcome of this review

study suggests that the utilization of mobile phones and/or smartphones and their apps yields

positive results in terms of English learning. The study reveals that mobile apps play a crucial

role in the enhancement of all four language skills, including their assessment.

Steel (2012) conducted a mixed-methods study to examine students’ personal use of mobile apps

and their views on how these apps can enhance their learning. The study involved 590 students

from an Australian university. Students’ feedback on mobile apps underscored some of the main

overall benefits often linked with the ability to learn on-the-go, as well as learning advantages

that facilitated the growth of specific areas of language learning. The more general benefits are

highlighted first as they stress how students incorporate learning into their hectic schedules and

use ‘pockets of time’ to engage with and learn languages.

Zou and Li (2015) conducted a study to explore how mobile applications can be incorporated

into English language instruction and learning, and what types of tasks can be used to boost

learners’ English as a Foreign Language (EFL) learning. The study involved 84 sophomores

majoring in economics or marketing at XJTLU, China. The findings suggested that mobile
learning could be integrated into English classes and students’ independent study. The

application, which provided resources related to the lessons, gave additional support to students

for practicing English during and after class. The students who participated in the study

expressed a positive outlook towards mobile learning.

Berns et al. (2015) conducted a research utilizing mobile apps to boost foreign language learning.

They used an app named “Guess it!” which was designed to improve the cognitive abilities,

motivation, autonomy, and confidence of learners. The study involved over 100 students from

the University of Cadiz, Spain. The findings revealed that students were able to enhance their

vocabulary knowledge in just four weeks.

Niño (2015) conducted a study to explore how learners utilize mobile applications in conjunction

with their classes to enrich their learning experience. The study involved 286 language students,

both credited and non-credited, from various proficiency levels at The University of Manchester.

The findings suggested that the benefits of using mobile apps for language learning include

convenience, the use of authentic materials for various language skills, the provision of a fun and

interactive progression across a broad range of topics in a limited timeframe, immediate

feedback, and multiple opportunities for personalized authentic language practice.

CHAPTER TWO

RESEARCH-BASED ANALYSIS

2.1. Similarities:
• Focus on Mobile Learning: All studies investigate the use of mobile apps for language
learning.
• Positive Outcomes: All studies found positive outcomes from the use of mobile apps in
language learning. They reported improvements in various language skills, increased
vocabulary knowledge, and positive attitudes towards mobile learning.
• Student Experience: All studies focused on the students’ experience and how mobile
apps can enhance their learning.

2.2. Differences:
• Study Participants: The studies involved different participants, ranging from
sophomores majoring in economics or marketing at XJTLU, China (Zou and Li, 2015), to
students from the University of Cadiz, Spain (Berns et al., 2015), and the University of
Manchester (Niño, 2015).
• Apps Used: Different studies used different apps or did not specify the app used. For
example, Berns et al. (2015) used the app “Guess it!” while Nhu and Quyen (2021) used
the app “Memrise”.
• Research Methods: The studies employed different research methods, including mixed-
methods studies (Van Rensburg and La Thanh, 2017; Thuong and My, 2023; Steel,
2012), qualitative research (Nhu and Quyen, 2021), quantitative research (Bui et al.,
2023), and review studies (Klímová, 2017).
• Learning Outcomes: Different studies focused on different learning outcomes. For
example, Berns et al. (2015) and Nhu and Quyen (2021) reported an increase in students’
vocabulary knowledge, while and Thuong and My (2023) revealed that students with high
grades would consider using language learning apps more to improve their listening skills. This
also showed students' positive attitudes towards developing language learning skills through
mobile applications.
• Teacher’s Role: The study by Hoi and Mu (2020) highlighted the importance of the
teacher’s role in facilitating students’ acceptance of mobile-assisted language learning,
while other studies did not focus on this aspect.

2.3. Gaps
• Lack of Longitudinal Studies: Most of the studies are conducted over a short period of
time. Longitudinal studies could provide more insights into the long-term effects and
sustainability of mobile-assisted language learning.
• Limited Contexts: The studies are conducted in specific contexts (e.g., specific
universities or countries). More research is needed in diverse contexts to understand how
cultural, institutional, and individual factors might influence the effectiveness of mobile-
assisted language learning.
• Focus on Positive Outcomes: The studies mainly highlight the positive outcomes of
using mobile apps for language learning. More research is needed to understand the
challenges and potential drawbacks, such as distraction, privacy concerns, and unequal
access to technology.
• Limited Focus on Pedagogical Integration: While the studies discuss the use of mobile
apps, there is less focus on how these apps can be effectively integrated into the
curriculum and pedagogy.
• Need for Comparative Studies: Most studies do not compare the effectiveness of
different apps. Comparative studies could help identify the features and approaches that
are most effective for language learning.
• Learner Differences: The studies do not fully explore how learner differences (e.g.,
learning styles, motivation, proficiency level) might influence the effectiveness of
mobile-assisted language learning.
• Limited Evaluation of Specific Apps: While some studies mention specific apps, there
is a lack of in-depth evaluation of these apps in terms of their content, design, and
pedagogical approach.
CHAPTER THREE

CONCLUSION AND IMPLICATIONS

3.1. Application to my teaching

• Enhance Student Engagement: Mobile apps can make learning more interactive and
engaging. They often include games, quizzes, and other interactive features that can
motivate students to learn.
• Extend Learning Beyond the Classroom: Mobile apps allow students to learn anytime
and anywhere. This can extend learning beyond the classroom and make it a part of
students’ daily lives.
• Personalized Learning: Many language learning apps offer personalized learning
experiences. They adapt to the learner’s level and pace, providing a more tailored and
effective learning experience.
• Improve Specific Skills: Some apps focus on specific language skills such as
vocabulary, grammar, pronunciation, or listening. You can recommend specific apps to
students based on their individual needs.
• Self-Study and Practice: Apps can provide additional practice and reinforcement of
what is taught in class. Students can use them for self-study, revision, and practice.
• Instant Feedback: Many apps provide instant feedback, which can help students identify
their mistakes and improve faster.

3.2. Synthesis of the trends

• Diverse Learning Outcomes: Mobile apps have been found to improve various
language skills, including vocabulary, listening, reading, and writing. They also enhance
learners’ cognitive capacity, motivation, autonomy, and confidence.
• Positive Attitudes: Across different contexts and learner profiles, students generally
express positive attitudes towards mobile learning. They appreciate the convenience,
interactivity, and personalization offered by mobile apps.
• Learning On-the-Go: Mobile apps allow students to utilize ‘pockets of time’ and fit
learning into their busy schedules. This flexibility is often highlighted as a key advantage
of mobile learning.
• Teacher’s Role: While apps offer many benefits, the teacher’s role in guiding students
on how to use these apps effectively and integrating them into the curriculum is crucial.
• Future Directions: As mobile technology continues to evolve, it’s expected that the use
of mobile apps in language learning will become more prevalent. Future research could
explore how to maximize the benefits of mobile learning, address potential challenges,
and understand its impact on different aspects of language learning.
In conclusion, the trend suggests that mobile apps are a valuable tool for language learning. They
offer a flexible, interactive, and personalized learning experience that can complement traditional
classroom instruction. However, successful integration of mobile apps in language learning
requires careful planning, ongoing guidance, and consideration of learners’ needs and
preferences.
3.3. Pedagogical Implications

• Blended Learning: Mobile apps can be integrated into traditional classroom instruction
to create a blended learning environment. This approach combines the benefits of face-to-
face interaction with the flexibility and interactivity of mobile learning.
• Personalized Learning: Mobile apps often offer personalized learning experiences,
adapting to the learner’s level and pace. Teachers can leverage this feature to cater to the
diverse needs and learning styles of students.
• Enhanced Engagement: The interactive nature of mobile apps can enhance student
engagement. Teachers can use apps that incorporate games, quizzes, and other interactive
features to make learning more enjoyable and motivating.
• Self-Directed Learning: Mobile apps can promote self-directed learning. Teachers can
guide students on how to use these apps for self-study, encouraging them to take charge
of their own learning.
• Skills Development: Mobile apps can be used to target specific language skills. For
example, there are apps focused on vocabulary building, grammar, pronunciation,
listening, etc. Teachers can recommend appropriate apps based on the learning objectives
and students’ needs.
• Immediate Feedback: Many apps provide instant feedback, helping students identify
their mistakes and improve faster. This feature can supplement teacher feedback and
provide additional support to students.
• Teacher’s Role: While apps offer many benefits, the teacher’s role remains crucial.
Teachers need to guide students on how to use these apps effectively, integrate them into
the curriculum, and provide ongoing support and feedback.
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