http://www.sellmymobile.com/blog/3-apps-that-can-help-you-avoid-hearing-loss
THE WONDERFUL WORLD OF APPS
“App” voted 2010 word of the
year by the American Dialect Society, declared the American Dialect Society (2011) after
the announcement of their annual word awards for 2010. “App(s)” is the
abbreviated form of application(s). It refers to software parcels used by a
mobile device like a smartphone or tablet for a wide range of technological
functions. When used by second language (L2) learners this process is known as Computer
Assisted Language Learning (CALL). More specifically, for mobile learning it is
called m-learning. Part of the reason for this award is that apps and mobile devices
have proliferated in recent years (Chinnery 2006). Early apps were not
specifically developed with their use by L2 learners in mind but always had
potential. The subsequent proliferation of suitable apps has implications for
the future teaching and learning of second languages. When considering these dramatic
changes it is appropriate to review the current uses of app technology, the
opportunities they offer for teaching and learning, their relationship to
established theories of second language learning such as task-based instruction
and sociocultural theory and how apps can be practically integrated into L2
teaching and learning.
Birch 2011, said “Instead of repeating common
English phrases in a classroom setting, ESL students can play games and complete
exercises while learning the ins and outs of the language, even if they are far
away from a real teacher or school”. Apps really can open up a Wonderful World of
technology to L2 learners. A review of the recent development of apps reveals some
important factors in the increasingly successful use of app technology in L2
learning today. When examining the state of mobile phones in L2 learning back in
2006, Godwin-Jones (2011) noted that there were many impediments to easy
language learning because of small screen sizes, low resolution screens, poor
audio quality, limited storage and memory and slow connectivity. Since then
there have been significant improvements in the quality of all of these aspects
of technology (Williams 2013). In addition, smartphones like the iPhone and
tablets such as the iPad have accelerated the desire for a more computer like
experience when using a portable device (Andika 2013). Most importantly, since
2008 a number of easily accessed app stores such as the iTunes store and Google
Play have opened (Godwin-Jones 2011).
These
advances now allow much easier access to a variety of apps which are
specifically tailored for use in second language learning or offer authentic
language learning in task-based situations such as news, weather, sport, real
estate, games or mapping. As Godwin-Jones (2011) notes, among the many apps
available for apple and android mobile devices are a plethora of apps that
support second language learning. After putting “ESL” into the search engine of
my iPad’s iTunes app-store I received a reply of 650 search items. Similarly the same search of Google Play
revealed over 150 ESL apps. Further
sub-categorisation of the general search term can then identify more specific
resources, depending on the learning situation and the individual student. Clearly a L2 learner in
2013 has access to a vast range of applications than can assist with the
teaching and learning process. Having access assumes however that the hardware
is available and the necessary network infrastructure exists where they are
attempting to learn. (Nickolai 2012) in his article on the acceleration of
learning a foreign language with the aid of new technology like apps points to
a significant change in the pedagogy underlying successful second language learning
experiences.
He
says..“…educators have embraced
communicative teaching methods that emphasize the importance of conveying
information, even if it is done imperfectly. Linguistic precision has been
eschewed for practical performance in many classrooms. This, in turn, has led
to the development of what is known as task-based instruction. Students are
expected to be able to complete tasks in the target language, such as reserving
a hotel room…instead of demonstrating their ability for exact rote memorization
(Nickolai 2012, p. 1.).
Apps
are the perfect vehicle for this type of pedagogy because they have the
motivational capability, flexibility, authenticity and simplicity to engage
students in a process that results in greater language fluency. For example, a
Hong Kong based English language learner setting out to use a real estate app
like realestate.com.au to find a rental property in Wollongong prior to an
extended visit could complete a very authentic language exercise using this app
to find suitable properties. This exercise might then lead to a Skype app
conversation with a real estate agent to establish the student’s exact requirements
and to understand the requirements of renting a property in Australia.
Similarly,
use of apps in L2 learning, has great potential when considering the
socio-cultural theories of language learning which have been popular since the
1980s. Mitchell Myles and Marsden (2013, p.246) addressed this idea when they
stated that “second language researchers working in a socio-cultural framework
are making an ambitious attempt to apply a general theory of cognition and of
development that has been influential in the domains of social and educational
research, to the language–learning problem”. The “Wonderful World of Apps”
helps construct a social and culturally specific environment for the student to
explore the target language.
Likewise,
Norton Peirce (1995) developed an argument that emphasised the importance of
the relationship between the language learner and the social world in which they
live. She specifically looked outside the second language classroom to find
answers to the question of what are the important factors in creating an effective
language learning experience. She took this approach because she believes that
previous L2 acquisition theorists had failed to adequately prioritise the
importance of the language learner and their position in the wider social
context in which they are learning. Hence, L2 students can use a real estate
app to search for potential rental properties as an authentic language learning
tool. Although written long before apps were commonly used to teach and learn
in second language situations, Norton Peirce (1995) correctly identifies the
link with the social world around the student and its importance in achieving
language learning goals. Apps provide that link for the modern language learner
because students can often relate to a learning scenario through technology
that is interactive, personalised and relatively autonomous. Godwin-Jones (2011)
acknowledges this point when he says “smartphones are ideal for individualised
informal learning. The user determines which apps to acquire and how to use
them”.
This method produces a flexible, autonomous and rich learning experience
for the student.
It
is appropriate to consider some practical implications and issues in the use of
apps in teaching second languages. The quality of apps varies enormously and
the teacher and student must have some way of evaluating the worth of an
individual app (Walker 2010). As Godwin-Jones (2011) notes, part of the success
of apps in second language learning is their capacity to be highly
individualised and customized to the needs of the student. This process is
assisted by the use of some sort of rubric to assess the educational values of
specific apps being used to teach L2. Walker (2010) developed a comprehensive
and much copied and used rubric to assess apps for educational/teaching value.
His criteria for a successful app highlighted the app’s link to curriculum or
target concepts, the authenticity of the learning environment in which skills
were practiced, whether or not feedback was available to the student, how much
differentiation or flexibility was inherent in the app’s learning experience,
how user friendly the app was and whether or not the student was motivated by
the use of the app. The full rubric is available on the following post.
CLASSROOM
USE
One
of my current daily uses of apps can be applied to English L2 teaching. An open style scrabble game would provide
students with a range of English language learning experiences. The process
would involve students using three free apps: words with friends (WWF); an
anagram app and; a dictionary app. Students would play WWF with each other in
pairs and check the letters in an anagram app to see, what possible words they
could form from their allocated tiles. Then using the dictionary to gain
further understanding of the meaning of the word they would play WWF openly
with their partner while discussing their move, the letters involved and the
meaning of the target word. Hence the students solve small words puzzles in a
fun format while gaining understanding of individual words spelling and
definitions.
CONCLUSION
The
full implications for the use of apps in L2 are still to emerge as new ones are
developed and existing ones improved. What we do know is that apps have
enormous potential in L2 learning. They are already widely used, can be linked
to current and emerging theories of language learning and have the capacity to
offer a wide range of new teaching ideas. The sheer quantity of apps now
available requires mediation using a well-constructed rubric for establishing
usability in individual learning scenarios. Once the teacher and student have established
the ground rules for their use, the app offers a flexible, autonomous,
authentic and motivating tool for L2 in the “Wonderful World of Apps”.
Conrad
J Denyer
REFERENCES
Andika,
W 2013, The History of Apps, Skip
This Mobile Phone Apps Blog, viewed 17 September 2013,
American
Dialect Society 2011, “App” voted 2010
word of the year by the American Dialect Society! Editorial viewed 18
September 2013,
Birch,
J 2011, How using apps and online
resources benefits ESL students with limited resources, Oxford University
Press, English Language Teaching Global Bog, viewed 18 September 2013,
Chinnery,
GM 2006, “Emerging Technologies: Going to the MALL: mobile assisted language
learning”, Language Learning &
Technology, vol. 10, no. 1, pp. 9-16.
Dudeney
G & Hockly N 2007, how to…teach
English with technology, Pearson Educational Ltd, Harlow UK.
Godwin-Jones,
2011, “Emerging Technologies: Mobile Apps for Language Learning”, Language Learning & Technology, vol.
15, no. 2, pp. 2-11.
Nickolai,
D 2012, Dan Nickolai: How tablets
accelerate the ease of learning a foreign language, TabTimes Analysis,
viewed 17 September 2013,
Norton
Peirce, B 1995, Social Identity,
Investment and Language Learning, TESOL Quarterly, vol. 29, no. 1 pp. 9-31.
Walker,
H 2011, Evaluation rubric for apps, I
Teach Therefore IPod Blog, viewed 19 September 2013,
Williams,
S 2013, Five fantastic advances in
smartphone technology, TechFruit UK Internet News, viewed 19 September
2013,
