INTRODUCTION
RATIONALE FOR THE STUDY
We have entered the Technology 4.0 era, where the prevalence of mobile devices has made accessing information and communication effortless This advancement allows teachers to innovate their teaching methods, engaging students more effectively, while students can adapt their learning strategies to enhance their English skills The mobility and flexibility of these devices enable learning anytime and anywhere, fostering a personalized and learner-centered experience Mobile devices empower users to control their learning content and pace, appealing to those who wish to set their own goals Additionally, they facilitate connections among users, promoting knowledge exchange and collaborative learning Mobile applications, designed for smartphones and tablets, create versatile environments for study and entertainment, with numerous language learning apps available, such as TFLAT, DUOLINGO, and MEMRISE, reflecting the growing demand for community integration in language education.
Lecturers at Vietnam National University of Agriculture are encouraging students to leverage technology for English learning, enhancing convenience and efficiency The ongoing Covid-19 pandemic has necessitated online learning, further emphasizing the importance of technological tools Despite these advancements, many students still face challenges in mastering the four essential language skills: listening, speaking, reading, and writing.
AIMS AND OBJECTIVES OF THE STUDY
This study explores the usage of foreign language learning apps among second-year English majors at VNUA, focusing on the frequency of app usage and the various features utilized It aims to identify the primary motivations behind students' use of these mobile language learning tools Additionally, the research seeks to provide recommendations for enhancing the effectiveness of mobile language learning apps from the students' viewpoint.
RESEARCH QUESTION
Research question 1: To what extent do second-year English majors at VNUA use foreign language learning apps?
Research question 2: To what extent do second-year English majors at VNUA use different features of mobile language learning apps?
Research question 3: What are the most common reasons why second- year English majors at VNUA use mobile language learning apps?
Research question 4: What are students‟ suggestions for effective use of mobile language learning apps?
SCOPE OF THE STUDY
The study was carried out at VNUA during the second semester of the 2020-2021 academic year, involving 124 second-year English majors Utilizing a convenient sampling strategy, the researcher received 105 completed questionnaires, although 7 were deemed invalid.
Therefore, the total number of valid questionnaires collected was 98
The research focuses on second-year students at VNUA for two main reasons Firstly, these students possess a certain level of language proficiency, enabling them to effectively respond to the survey Many second-year English majors are required to study specialized subjects like Semantics and Phonetics, prompting them to seek out dictionary apps to aid their learning Secondly, during the 4th semester, the Covid-19 pandemic forced them to study from home, leading them to explore effective foreign language learning apps for self-study.
The survey was conducted in 5 classes, with the same number of members as shown in Table 1.1
Participants' genders is shown in the following table 1.2:
English proficiency levels of participants is shown in Table 1.3
SIGNIFICANCE OF THE STUDY
This study investigates the effectiveness of mobile applications for learning English among second-year students at VNUA The researcher aims to contribute significantly to the field of English language learning through the findings of this research.
The study's findings will provide English teachers at VNUA with valuable insights into their students' self-directed English practice using foreign language learning apps This understanding will enable teachers to make informed decisions on how to effectively support students in their app-based learning and seamlessly integrate these tools into the existing curriculum.
Researchers aim to enhance students' awareness of self-directed learning through strategic foreign language learning apps, highlighting the challenges faced By gathering insights from students utilizing various language learning applications, the study encourages learners to take charge of their education, ultimately leading to improved language proficiency.
DESIGN OF THE STUDY
Abstracts: Summary of the use of mobile language learning applications adopted by second-year English majors at Vietnam National University of Agriculture Approaches, results of research, conclusions
List of abbreviations, graphs, tables and figures:
The rest of the study comprises three parts as follows:
In part one: Introduction present rationale of study, Aim and objectives of study, Research questions, Scope of study, Significance and Design of study
In part two: Development: consist of 3 chapters as follows:
Chapter 1: (Literature review), the researcher investigates prior literature to clarify some major terms in the study
Chapter 2: (Methodology), the justifications for the use of the methodology with detailed descriptions are presented
Chapter 3: (Finding and discussion), the researcher processes the data acquired to answer the research questions
In part three: (Conclusion), the researcher summarizes all the findings revealed and suggests some contributions of the study
LITERATURE REVIEW
THE CONCEPT OF MOBILE LEARNING
The rapid evolution of technology, particularly the prevalence of mobile devices, has transformed how we learn and communicate Mobile learning, as defined by O'Malley et al (2003), occurs when learners engage with educational content outside of fixed locations, leveraging the opportunities provided by mobile technologies The integration of tablets, laptops, and smartphones fosters favorable learning environments and aligns with educational objectives, such as enhancing learning opportunities, improving student performance, accommodating diverse learning needs and styles, and offering access to authentic learning materials for students who might otherwise be excluded (Kukulska-Hulme, 2009).
Learners can study anytime and anywhere, making mobile applications a valuable resource for education Kukulska-Hulme predicts that as technology becomes more integrated into our lives, the need for physical mobile devices may diminish Mobile applications offer numerous benefits, including socialization, entertainment, and flexible learning experiences (Gangaiamaran & Pasupathi, 2017) App-based language learning customizes the educational experience to meet individual learners' needs (Sun & Yang, 2013) Research by Chen et al (2008) highlights that English learners in Taiwan favor mobile phones for their quick access to vocabulary materials and the convenience of practicing language skills anytime, anywhere In light of the Covid-19 pandemic, remote learning has become essential for safety and effective education.
Mobile app learning offers unparalleled portability, allowing users to engage in educational activities anywhere—be it at work, home, or in public spaces These apps create a personalized learning experience that captivates learners, enabling them to maintain focus for extended periods Additionally, they play a significant role in enhancing self-esteem and confidence among users.
Levy and Kennedy (2005) introduced a program that delivers vocabulary, idioms, definitions, and example sentences to Italian learners in Australia through SMS Similarly, the BBC World Service's English Learning Section has created a comparable initiative, offering SMS lessons in French, West African languages, and Chinese (Godwin-Jones).
The increasing demand for foreign language learning has led to the development of various mobile applications, which offer an effective and cost-efficient solution for learners seeking to enhance their knowledge quickly.
According to McNeal and Hooft (2006), there is a reluctance among some individuals to utilize mobile phones for educational purposes, resulting in their limited adoption in academic settings Conversely, many students who engage with mobile applications for learning foreign languages often find themselves distracted by entertainment apps like Zings, Facebook, and Instagram, which hinders their ability to concentrate on their studies.
Some students find that limiting screen size enhances their ability to view content more clearly than traditional teaching materials Janelle Wills emphasized the benefits of using applications that support student learning.
LEARNING THEORIES IN RELATION TO MOBILE LEARNING
Technology-enhanced learning, particularly e-learning, often utilizes theories in a vague manner Sharples et al (2007) introduced The Theory of Mobile Learning, which emphasizes the fluidity of learning across various places, times, topics, and technologies This theory has been further discussed and expanded upon in several papers (Sandberg et al., 2011; Petersen et al., 2011; Hsieh et al., 2010), highlighting that learning occurs in one context and can serve as a resource in another.
Mobile learning is influenced by various learning theories, including behaviorism, cognitivism, constructivism, and collaborative learning (Keskin & Metcalf, 2011) The human mind is mediated, often through the use of tools (Lantolf, 2000), making mobile technology essential for meaning-making Understanding these theories can help educators and developers enhance mobile learning from a pedagogical perspective, as the ubiquity of devices allows learning to seamlessly integrate with daily activities.
The Technology Acceptance Model (TAM) is widely utilized to assess learners' perceived ease of use and usefulness of mobile technologies in language learning (Chang & Hsu, 2011; Huang et al., 2012) While most research indicates a positive attitude towards mobile technologies for second language acquisition, exceptions exist For instance, Huang et al (2012) found that while active learners valued the system's usefulness, passive learners prioritized ease of use Additionally, Cognitive Load Theory (CLT) highlights the cognitive aspects of learning, examining working memory limits when using intelligent mobile systems for language education (Chen et al., 2008; Chen & Chang, 2011; Oberg & Daniels, 2012) A comprehensive review reveals that educators and designers often struggle to effectively integrate mobile tools into learning (Naismith et al., 2004) The authors advocate for a blended learning approach, suggesting that mobile activities should complement traditional teaching methods rather than replace them, as mobility becomes increasingly prevalent in educational settings.
“discover how to use mobile technology to make learning so much a circuit of everyday life that it doesn't count as learning” (p.5)
A quantitative study by Pierce and Ball (2009) examined the teacher's formula, highlighting how perceptions can either hinder or enhance the definition of work in lessons In Australia, high school students are increasingly utilizing mobile devices for Computer Graphing, as well as Algebra and Geometry programs.
FEATURES OF MOBILE LANGUAGE LEARNING
Mobile learning, as defined by Vavoula and Karagiannidis (2005), refers to training that occurs outside of a fixed location, utilizing mobile technology to access learning opportunities The rise of modern devices like smartphones and tablets enhances the convenience of learning both in classrooms and at home With digital resources available on mobile devices, students can engage in foreign language learning beyond traditional school settings, allowing for self-regulated learning The flexible nature of mobile applications empowers learners to set their own goals, develop strategies, and carry out activities independently, making it an ideal platform for self-study without direct teacher involvement.
Mobile apps in education offer numerous benefits, including socialization, entertainment, and 24/7 availability, which enhance learning experiences (Gangaiamaran & Pasupathi, 2017) Their adaptability and affordability empower learners to set personal goals and develop effective strategies for self-directed learning without constant teacher intervention Mobile language learning apps, featuring short 10-15 minute lessons, provide a flexible and accessible way to learn languages on the go, allowing students to choose their learning paths and practice essential skills like listening, speaking, grammar, and vocabulary through interactive tools These apps also enable learners to track their progress and modify their learning experience with various cues, such as audio adjustments and visual enhancements (Russel & Cieslik, 2012) Additionally, the game-like elements of language apps, including competition and storytelling, make learning enjoyable while offering a personalized experience that caters to individual needs and preferences, appealing to learners at all levels (Sun & Yang, 2013).
PREVIOUS STUDIES
Despite advancements in language learning technology, research on the effectiveness of language applications remains limited A study by Niủo (2015) revealed that Higher Education students in the UK perceive mobile apps as beneficial for passive language skills, including vocabulary acquisition and comprehension Rosell-Aguilar (2018) surveyed 4,095 Busuu app users, finding that most are elementary English learners motivated by personal interests, travel, and professional goals Users typically engage with the app several times a week during spontaneous sessions, often supplementing their learning with additional resources They primarily seek to improve vocabulary, speaking, and listening skills, while written feedback features are underutilized Overall, users rated the app positively, feeling it met their expectations and aided in language learning However, Brurston (2014a) noted that many mobile applications still rely on traditional, restrictive methods for teaching vocabulary and grammar, despite the potential of modern technology.
In Vietnam, according to the research results of Mr Tran Van Hung and
Ms Thai Thi Tram from the Faculty of Information at VNU Library (2014) highlights the significant role of mobile devices in student learning, noting their effective use for educational purposes A fourth-year student remarked, "Without a laptop, I don't know what to do with a phone now," emphasizing that mobile devices have become an indispensable component of the modern student learning experience.
In addition, in another study by Ms Nguyen Thanh Mai Thy (2020), she tested
A study involving 74 students from Van Lang University examined the impact of mobile technology on English speaking skills The majority of participants expressed that mobile devices significantly enhance their English learning experience Findings revealed a 17% improvement in students' speaking abilities after utilizing a foreign language learning application on their mobile devices.
SUMMARY
This chapter examines existing literature on the use of mobile apps for foreign language learning By analyzing a substantial body of scholarly research, the researcher aims to gather sufficient relevant insights for the current study.
METHODOLOGY
RESEARCH GOVERNING ORIENTATION
This study utilized a quantitative method, employing questionnaires with multiple-choice questions to gather data on the usage of mobile language learning applications, their features, and the motivations behind students' use of these apps Additionally, a qualitative approach was incorporated through interviews with students, allowing them to share their suggestions for effective mobile language learning applications based on their personal experiences.
RESEARCH METHODS
The research conducted at Vietnam National University of Agriculture (VNUA) during the second semester of the 2020-2021 academic year involved 124 second-year English majors Utilizing a convenient sampling strategy, the researchers received 105 completed questionnaires, of which 7 were deemed invalid, resulting in a total of 98 valid responses.
A questionnaire was developed for participants after analyzing the theory behind foreign language learning applications on mobile devices and examining the actual notes of second-year students at VNUA The findings revealed that a variety of foreign language learning apps are predominantly utilized by students.
Step 2: Piloting The questionnaire was distributed to 5 students to determine which questions or expressions were ambiguous and needed to be corrected or improved Following that, some changes were made
Questionnaires were distributed in person to participants from five classes at different times, while absent students were instructed to complete them online via Google Forms The researcher ensured that all items were clearly understood to avoid any errors during completion Afterward, all completed questionnaires were collected for further analysis.
Interviews were conducted via Zalo, Messenger, and phone calls The interviews were recorded for later transcription of the answers
A self-report questionnaire was developed to gather data on the usage of a foreign language learning mobile application, consisting of two sections with ten questions each The first section collects personal information from participants, while the second section explores the experiences of VNUA second-year English language students with mobile language learning apps The use of close-ended questions facilitates quicker and easier data processing through modern computer software.
Part 1, questions 1 – 6, inquire about the personal information of participants The survey participants' class, gender, age, years of English learning, and current level were all important to the researcher
Part 2 includes four questions ranging from 7 to 10 that focus on students using foreign language learning apps on mobile devices Question 7 is used to demonstrate the trustworthiness of survey participants The content of this question is about the status of using foreign language learning applications on mobile devices Students participating in the survey choose one of five criteria of frequency of use in line with the reality of how students use foreign language learning applications Question 8 asks about how often students use language learning apps in a week The researcher wanted to find out which apps are the most popular and which are used the most frequently on a daily basis A different scale ranging from 1- 6 is used to assess student usage If participants choose Tflat as an app that is used 8 to 10 times per week in question 7, but only once a month in question 7, it is clear that the reliability is very low Therefore, the researcher will eliminate polling with low confidence, as described above Question 9 inquires about the utilization of various features of foreign language apps on mobile devices using a five-point Likert scale Furthermore, the level is sorted by frequency of use There are 13 features for which survey participants must mark an “X” on each corresponding level Question 10 asks about motives (reasons) for using those apps Students can choose from a variety of options Finally, the researcher asked about the phone number, username of Facebook, Zalo of the students participating in the survey to serve the interview To protect their privacy, all survey participants' personal information is kept strictly confidential and their names will not appear in any reports
2.2.4 Description of the interview questions
The interview questions were designed to gather data on the use of foreign language learning mobile apps among second-year students from the VNUA English Department A total of 10 students participated in the online interviews, conducted to ensure safety during the ongoing Covid-19 pandemic The questionnaire comprised 6 questions aimed at understanding the students' practices and gathering suggestions for improving their learning experiences with mobile language apps.
The statistical analysis of the questionnaires is broken down into six steps: Step 1: Clean up the data
The data underwent a thorough review, leading to the exclusion of incomplete or disordered questionnaires Ultimately, 98 questionnaires were retained, resulting in a response rate of 84%, which the researcher deems adequate for delivering comprehensive information.
Step 2: Sort the data into categories
The data was categorized according to the three research questions posed, leading to the formation of three distinct groups of responses regarding students' utilization of foreign language learning applications on mobile devices.
In the following step, the data variables are prepared for analysis in order to find answers to the research questions posed at the start of the study
The appropriate statistical analysis techniques are chosen by the researchers The descriptive statistics, such as means and standard deviations, were computed
Step 5: Set up tables Several tables have been prepared to clearly show the relationships for comparison and contrast, which will greatly assist the researchers in the next step of interpreting the findings
Step 6: Analyze the data and draw conclusions The findings are related to the research question In other words, the research questions were answered in light of the findings
Step 1: Reading the transcripts The researcher quickly browsed all the records of 10 students who participated in the interview After, underline important phrases and words and read the transcript over and over again
Step 2: Labeling relevant pieces Label the phrases, sentences, and sections related to the foreign language learning application on mobile devices that students answer Labels are important student statements, actions, concepts, comments, statements that impress and surprise researchers
Step 3: Decide which codes are the most important, and create categories by bringing several codes together
In step 2, review the generated codes, as researchers can create new codes by combining two or more existing ones It is also important to note that not all codes from step 2 need to be utilized.
Step 4: Label categories and decide which are the most relevant Describe the connection between labels and create categories Categories and connections are the results of interview research
SUMMARY
This chapter outlines the research methods employed, detailing the questions used in the questionnaires and interviews, as well as the steps taken for data analysis.
FINDINGS AND DISCUSSION
RESEARCH QUESTION 1: TO WHAT EXTENT DO SECOND-YEAR
3.1.1 General situation of using foreign language learning applications on mobile devices
Students were surveyed about their usage frequency of foreign language learning apps on mobile devices The survey included five statements to assess how often students engage with these apps daily, weekly, or monthly.
Figure 1: The frequency of using foreign language learning apps on mobile devices
The graph in Figure 1 reveals that 99% of students utilize foreign language learning applications on mobile devices, highlighting the significant role of technology in education Notably, 90% of these students engage with the apps daily, indicating their recognition of the effectiveness and convenience of learning through mobile platforms This approach not only facilitates learning on the go but also offers a cost-effective solution for students.
Only 1% of students did not use mobile devices for learning a foreign language, with those lacking cell phones opting for books or laptops instead This may indicate that mobile phones did not meet their learning needs Additionally, the data showed that 5% of students used language learning apps occasionally, while 4% used them once a week The decline in app usage frequency can be attributed to students attending extra classes at English centers, where they receive comprehensive guidance from teachers Some students preferred self-study or collaborating in small groups with friends, reducing their reliance on mobile apps for learning.
Mobile applications for learning foreign languages play a significant role in English education, greatly enhancing the learning experience for students.
3.1.2 The Frequency of using foreign language learning applications on mobile devices
In question 8 of the survey, a six-point Likert scale ranging from 1 to 6 is utilized to assess the frequency of mobile foreign language learning app usage, with options from "Never" to "> 10 times/week." The researcher employed the distance formula to analyze the mean frequency of student engagement with the application.
Distance value = (Maximum value - Minimum value )/ n = (6-1)/6 = 0.8
The meanings for the mean values are as follows:
0.00 - 0.80 : Never/ Never used 0.81 -1.60 : 1- 2 times/week 1.61 - 2.40 : 3 - 5 times/week 2.41 - 3.20 : 6 - 7 times/week 3.21 - 4.00 : 8 - 10 times/week 4.01 - 4.80 : > 10 times/week
Table 3.1: Popular mobile language learning apps among the students
A recent student poll revealed that Tflat is the most frequently used app, with 91.8% of participants utilizing it over 10 times per week This high usage is largely attributed to teacher recommendations at the beginning of their English studies Students appreciate Tflat for its user-friendly interface and offline accessibility, as it consumes minimal device traffic while allowing them to learn related vocabulary Consequently, Tflat has become the preferred application among the majority of students.
The Oxford Dictionary app ranks as the second most popular choice among students, with a usage rate of 91.8% and an average frequency of 8 to 10 times per week (M = 4.00, SD = 1.87) Students frequently rely on this app due to its accuracy, abundance of examples, clear explanations, and its necessity for studying and preparing for the IELTS exam, contributing to its popularity in the academic community.
Duolingo (M = 2.01; SD = 1.42) corresponds to a frequency of use equal to 3 to 5 times per week Memrise (M = 1.48; SD = 1.35), Quizlet (M = 1.22;
According to a recent poll, students frequently use the Memrise application for vocabulary learning due to its effective features, including fast memorization and review reminders Users can select their learning goals, such as 5, 15, or 30 words per day, allowing for a personalized learning experience Additionally, the Duolingo app is highly regarded among foreign language learners for its user-friendly characteristics, enabling students to study English at their own pace, from beginner to advanced levels The app also offers reminders for daily practice and tracks users' progress, while providing access to various languages, including Chinese, Japanese, and Korean.
Google Translate (M = 1.09; SD = 2.14) and Elsa Speak (M = 1.32, SD 1.58) are two programs that have bigger standard deviations than the mean This demonstrates that the dependability of these two applications is low
Some less popular applications are shown in the table below
Table 3.2: Some less popular applications
The applications Busuu (M = 0.72; SD = 0.51), Mochimochi (M = 0.78;
SD = 0.82), Ted Talk (M = 0.26, SD = 0.72), Cambridge Dictionary (M= 0.2;
SD = 0.94), Voca (M = 0.04; SD = 0.32), Linge Peer (M= 0.08; SD = 0.45), Ozdict (M = 0.1; SD = 0.68), Hello Talk (M = 0.12; SD = 0.97), Dicbox (M 0.06; SD = 0.61), U-dictionary (M = 0.16; SD = 0.71), Youtube (M = 0.09; SD 0.67), and Laban Dictionary (M = 0.2; SD = 0.91) are included in Table 3.2
These are applications with standard deviations greater than the mean, which indicates that there is substantial discrepancy in the scores of students participating in the survey
In summary, the survey results indicate that students primarily utilize the Tflat and Oxford dictionary applications for vocabulary enhancement Additionally, the Elsa Speak app is frequently used to develop speaking skills and achieve native-like pronunciation Conversely, other applications like Mochi Mochi, Busuu, Voca, and Ted Talk are less popular among the surveyed students.
RESEARCH QUESTION 2: TO WHAT EXTENT DO SECOND-YEAR
In question 9 of the survey, a five-point Likert scale ranging from 1 to 5 was utilized to assess the frequency of usage of various features in a mobile application for learning foreign languages, from "never" to "always." The researcher employed the distance formula to analyze the mean usage frequency of these features within the foreign language learning application.
Distance value = (Maximum value - Minimum value) / n = (5-1) / 5 = 0.8
The meanings of the mean values are as follows:
Table 3.3: Features of mobile applications
11 Speaking by recording own voice 2.15 0.92
13 Communicating with other users through audio/video or written chat
Table 3.3 reveals that dictionary lookup (M = 3.85; SD = 1.11) and translation (M = 3.3; SD = 1.29) are the most frequently utilized features by students, indicating nearly universal usage (~100%) The video-watching feature (M = 3.11; SD = 1.23) is used "Usually" (~60-90%) Other features, including listening to audio (M = 2.66; SD = 0.95), grammar exercises (M = 2.57; SD = 0.89), and reading text (M = 2.46; SD = 0.95), show mean values between 2.15 and 2.66, suggesting that students engage with these features "Sometimes" (20-40%) to "Frequently" (50%) The data indicates that participants primarily use apps for improving language skills, focusing on grammar, pronunciation, vocabulary learning, and testing, rather than participating in interactive or communicative activities.
RESEARCH QUESTION 3 : WHAT ARE THE MOST COMMON
In question 10 of the survey, participants indicated their motivations and goals for using foreign language applications on mobile devices, with the option to select multiple responses Table 3.4 illustrates that the participants' feedback was overwhelmingly positive.
8 To use the target language in professional life 35,5
9 To use the language abroad 9.18
10 To prepare for a foreign language exam 51.3
RESEARCH QUESTION 4: WHAT ARE STUDENTS‟ SUGGESTIONS
To address the fourth research question, the researcher conducted interviews with 10 students to explore their experiences with mobile language learning programs Based on these insights, the researcher gathered suggestions for enhancing the effectiveness of mobile language learning apps.
To enhance English learning, students are encouraged to use a combination of mobile language learning apps Tflat is favored for its user-friendly interface, quick word lookup, daily reminders, and offline accessibility Oxford is recommended for its accuracy as an international dictionary, providing related examples and vocabulary, although beginners may struggle with its English translations Google Translate is useful for quick translations of sounds, images, and text, but reliance on it can lead to misunderstandings Memrise aids vocabulary retention by allowing users to add new words from dictionaries and offers daily reminders for review Ultimately, integrating dictionary, translation, and vocabulary apps can significantly improve the effectiveness and convenience of English learning.
Creating a clear study plan is essential for students to achieve their goals While many recognize the importance of having a specific study strategy, a survey revealed that only a few students actually know how to create one Some have a plan but struggle to maintain progress, while others rely on instinctive learning However, those who consistently adhere to their study plan are more likely to reach their objectives, ultimately turning effective study habits into an integral part of their routine.
A note when using the application is that students should use foreign language learning applications appropriately to understand their own capabilities and see their progress in the learning process.
DISCUSTION
A recent survey and interviews on the use of foreign language apps reveal that a significant majority of students find mobile devices beneficial for learning English, with 80.64% of 102 participants responding positively Notably, 98.9% of users reported a positive experience with exposure to the target language through these apps According to Fahad (2009), mobile devices serve as effective tools for foreign language learning, enabling students to quickly acquire vocabulary with accurate pronunciation and easy access to meanings One student highlighted the convenience of instantly viewing definitions by simply touching unfamiliar words The apps offer a diverse range of engaging tests, complemented by attractive graphics and high-quality visuals that enhance the learning experience Additionally, students appreciated regular notifications from the app, which motivated them to complete daily assignments and practice the target language consistently.
A study by Dr Niủo (2015) examined the perceptions of Higher Education students in the UK regarding mobile applications for independent language learning, revealing that students particularly benefit from these apps in passive language skills such as vocabulary acquisition, comprehension, pronunciation, and grammar practice This finding aligns with Hsu et al (2013), where 90% of participants acknowledged the effectiveness of mobile learning Additionally, research by Nguyen Thanh Mai Thi demonstrated that mobile software significantly enhanced students' speaking skills, achieving an average improvement of 17% Therefore, it can be concluded that utilizing mobile applications as educational tools effectively supports English teaching and learning for both students and lecturers.
SUMMARY
This chapter highlights the key findings regarding students' use of foreign language learning applications on mobile devices, such as Tflat Dictionary, Oxford Dictionary, Elsa Speak, and Memrise Students primarily focus on features like dictionary lookup, translation, and audio listening to enhance their English skills Additionally, the chapter provides suggestions and notes to improve the effectiveness of using these applications The researcher also analyzed survey and interview results, which align with previous studies in the field.
CONCLUSION
Recapitulation
To address the four research questions posed at the outset of the study, the questionnaire data was thoroughly analyzed, leading to the following summarized findings.
A recent study reveals that 99% of second-year English majors at VNUA utilize mobile applications for foreign language learning Among these, Tflat and Oxford Dictionary stand out as the most popular choices, with 91.8% of students favoring these apps.
In addition, the researchers found that 91.8% of students wished to develop vocabulary as a basis for improving language skills such as listening, speaking, reading and writing
To effectively utilize foreign language learning apps on mobile devices, students must establish a clear study plan and engage in consistent practice, as persistence is crucial for successful English language acquisition.
Concluding remarks
Mobile applications are becoming essential tools for students, enhancing their learning experiences beyond the classroom These apps promote independent learning and skill development, particularly in speaking through features like correction and pronunciation checks Additionally, they support various skills, including writing, listening, and reading, by utilizing effective teaching methods and carefully chosen mobile learning applications.
Limitations of the study
This study has notable limitations, including the analysis of only 105 out of 124 distributed questionnaires, resulting in a response rate of 84.67%, which may not yield comprehensive findings Additionally, the reliance on survey questionnaires presents drawbacks, as this data collection method is often criticized for its simplicity and superficiality.
Limitations when completing research are unavoidable However, the researcher did her best to minimize those shortcomings and produce useful findings.
Recommendations/ Suggestions for further study
Students primarily learn effective study methods through teacher guidance in class In teaching various knowledge and skills, educators should also introduce mobile language learning apps and suggest effective learning techniques and principles This approach enables students to maximize their benefits from mobile language learning.
Students should create a structured study plan and stay motivated to study daily for optimal results Additionally, it's important to limit the use of mobile apps, as excessive reliance on them can lead to a passive learning experience.
Future studies can investigate the effectiveness of different applications for students' language learning as well as some disadvantages of learning with mobile language apps
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AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE
Le Thi An, a student from Class K62ENGA, is researching the use of mobile language learning applications among second-year English majors at Vietnam National University of Agriculture (VNUA) This study aims to assess the current usage of these applications for English learning and will provide recommendations for enhancing their effectiveness among English majors at VNUA.
Your responses are appreciated and are of much importance to my study‟s results Therefore, I hope that your responses best reflect your practice of using mobile language learning apps
The survey only takes 7 - 10 minutes to complete, thank you for your time!
All of your information will be kept confidential.
A foreign language learning application on mobile devices refers to a language learning app that can be downloaded and used on your mobile phone.
Part 1: Biography information Q1: Full name: _
K64ENGA K64ENGB K64ENGC K64ENGD K64ENGE Q3: Gender: Male Female Other
Q4: Age: 20 21 22 23 more than 23 Q5: How many years have you been learning English:
1-5 years 6-10 years 11-15 years More than 15 years Q6: What is your English proficiency level?
Q7 How often are you using mobile language learning apps?
B Rarely, every now and then
E At least once a day Q8 How often do you use mobile language learning apps? (choose multiple answers)
10.Other apps (please call the name)
Q9: When you use mobile language learning apps, to what extent do you use different features of mobile language learning applications? (You can choose multiple answers)
11 Speaking by recording own voice
13.Communicating with other users through audio/video or written chat
10 Why do you use mobile language learning apps? (You can choose multiple answers) a) To develop vocabulary knowledge b) develop speaking skill c) To develop listening skill d) To develop writing skill e) To develop reading skill f) To develop pronunciation g) To use the target language in professional life h) To learn grammar rules i) To prepare for a foreign language exam j) To use the language abroad k) For academic studies
Thank you for completing this survey!
We may invite you for a future interview, so please provide your phone number Rest assured, all responses from this questionnaire and the interview will be used solely for research purposes, and your name will remain confidential in any reports.
BẢN KHẢO SÁT VỀ VIỆC SỬ DỤNG ỨNG DỤNG HỌC NGOẠI NGỮ CỦA SINH VIÊN NĂM HAI NGÀNH NGÔN NGỮ ANH TẠI HỌC VIỆN
Mình là Lê Thị An, sinh viên lớp K62ENGA, đang nghiên cứu việc sử dụng ứng dụng học ngoại ngữ trên thiết bị di động của sinh viên năm thứ 2 ngành Ngôn ngữ Anh tại Học viện Nông nghiệp Việt Nam Mục đích khảo sát này là để tìm hiểu thực trạng sử dụng ứng dụng học ngoại ngữ của sinh viên Kết quả nghiên cứu sẽ được sử dụng để đề xuất biện pháp nâng cao hiệu quả sử dụng ứng dụng học ngoại ngữ trên thiết bị di động cho sinh viên năm thứ hai ngành Ngôn ngữ Anh tại VNUA.
Phản hồi của bạn rất quý giá và có ý nghĩa lớn đối với nghiên cứu của chúng tôi Chúng tôi mong rằng câu trả lời của bạn sẽ phản ánh chính xác nhất về việc sử dụng ứng dụng học ngoại ngữ trên thiết bị di động.
Khảo sát chỉ mất khoảng 7-10 phút để hoàn thiện Cảm ơn bạn đã dành thời gian!
Tất cả thông tin bạn cung cấp chỉ phục vụ cho mục đích nghiên cứu Ứng dụng học ngoại ngữ trên thiết bị di động được định nghĩa là những ứng dụng ngoại ngữ đã được tải về điện thoại di động của bạn.
Phần 1: Thông tin cá nhân
2 Lớp : K64ENGA K64ENGB K64ENGC K64ENGD K64ENGE
3 Giới tính : Nam Nữ Khác
4 Tuổi : 20 21 22 23 Trên 23 5.Bạn học tiếng Anh trong bao lâu rồi: 1-5 năm 6-10 năm 11-15 năm
6 Trình độ tiếng Anh hiện tại của bạn ? A2 B1 B2 C1 C2
7 Tần suất sử dụng ứng dụng học ngoại ngữ trên thiết bị di động của bạn như thế nào? Khoanh tròn vào phương án phù hợp a) Không bao giờ b) Hiếm khi, thỉnh thoảng c) Ít nhất một lần một tháng d) Ít nhất một lần một tuần e) Ít nhất một lần một ngày
8 Tần suất bạn sử dụng các ứng dụng ngoại ngữ ? ( có thể chọn nhiều lựa chọn – Vui lòng đánh dấu X vào ô trống tương ứng tần suất đối với mỗi ứng dụng ngoại ngữ
Applications Never 1-2 times/we ek
10 Ứng dụng khác (vui lòng viết rõ tên ứng dụng)
9 Khi bạn sử dụng ứng dụng học ngoại ngữ, thì mức độ sử dụng đối với các tính năng dưới đây của bạn ở mức nào?
2 Làm bài tập ngữ pháp
3 Đọc văn bản (bài đọc ngắn, truyện, bài báo…)
4 Thẻ từ vựng (Flashcards, wordcards)
6 Các bài luyện Phát âm
7 Trả lời bài kiểm tra
11 Thực hành kỹ năng nói bằng cách thu âm giọng nói của mình
12 Chơi trò chơi ngôn ngữ
13 Giao tiếp với người dùng khác thông qua gõ tin nhắn, gửi audio hoặc video bằng tiếng Anh
14 Tính năng khác (vui lòng viết rõ tính năng nào)
Nhiều người sử dụng các ứng dụng học ngoại ngữ trên thiết bị di động để tăng vốn từ vựng, phát triển kỹ năng nói, nghe, đọc và viết Ngoài ra, cải thiện phát âm và học các quy tắc ngữ pháp cũng là lý do quan trọng Nhiều người còn sử dụng ứng dụng để chuẩn bị cho các bài kiểm tra ngoại ngữ, sử dụng tiếng Anh trong công việc, hoặc vì mục đích học thuật như đọc bài luận và viết báo.
Chúng tôi mời bạn tham gia một cuộc phỏng vấn và mong bạn cung cấp số điện thoại của mình Tất cả câu trả lời từ bảng câu hỏi và cuộc phỏng vấn sẽ chỉ được sử dụng cho mục đích nghiên cứu, và tên của bạn sẽ không được đề cập trong bất kỳ báo cáo nào.
Cảm ơn bạn đã hoàn thành bản khảo sát !
1 Through the questionnaire, I see that you use Oxford Dictionary, Google Translate, Tflat, Memrise very often, so what do you think are the advantages and disadvantages (if any) of this application? Why? With the disadvantages of the application you mentioned above, do you have any suggestions to overcome them?
2 In your survey, I see you use the dictionary lookup feature, watch the video, listen to audio, look up phonetics, and translate very often, so you can have an idea why you use this feature more without using many other features? Based on your experience with the above features, (watching videos, language games, looking up the dictionary), do you have any tips for making the learning experience more effective for learners?
3 According to the results of the survey, I think you want to use the application to learn more awkward words, improve your listening, speaking, reading and writing skills, use it in academia, to prepare for the test, so according to you, Is the app you're using effectively for that purpose? Why? From your experience with your language learning apps, what suggestions can you make for those of you with the same goals as you to improve your learning with the use of language learning apps?
4 Do you have any experience using foreign language learning apps effectively? What specifically?
5 How to not become too dependent on apps?
6 Would you like to add any ideas to the questions above?