Apps and EFL: A case study on the use of smartphone apps to learn English by four Japanese university students

Introduction

  • The study explores the utilization of smartphone apps for learning English as a Foreign Language (EFL) by four Japanese university students.

  • Findings highlight intermediate language learners' preferences for accessing content and communication on social networking sites (SNS) over studying discrete language parts.

  • Participants reported a positive impact of app usage on their four language skills: listening, reading, speaking, writing, as well as grammar, vocabulary, and spelling.

  • The usage of apps is determined by opportunity, personal preference, and desire to engage with them.

Key Definitions

  • English as a Foreign Language (EFL): The study of the English language by non-native speakers.

  • Mobile-Assisted Language Learning (MALL): Utilization of mobile technologies to facilitate language learning.

Introduction Context

  • Challenges faced by Japanese students in attaining English proficiency include:

    • Limited language instruction (Diaz-Vera, 2012).

    • Limited exposure to the second language (L2).

  • There is a need for innovative ways to support L2 learners outside the classroom for increased exposure.

  • Mobile technologies provide autonomous learning opportunities and access to various learning materials (Reinders & White, 2011).

  • The rapid adoption of smartphones creates a greater opportunity for language learners.

Existing Research on Mobile Apps for Language Learning

  • Despite the increasing use of apps, few studies focus on how learners interact with them.

  • Most existing studies are surveys that present demographic information and usage reasons but lack detailed accounts of user interactions.

Research Objectives

  • The primary aim of this research is:

    1. To understand what apps are used by Japanese university students with intermediate-level proficiency in learning English.

    2. To explore the reasons behind their use of smartphone apps for learning.

    3. To investigate how these apps are utilized in the learning process.

Literature Review: Mobile-Assisted Language Learning (MALL)

  • Chinnery (2006): Mobile phones have widespread ownership among college-age individuals, offering benefits like:

    • Practical uses.

    • Expanding social inclusion in language learning.

  • Early mobile learning projects were primarily developed by educators and software specialists, not easily accessible to the general public (Kukulska-Hulme & Shield, 2008).

  • Current MALL programs primarily focus on vocabulary, grammar, pronunciation, and reading activities (Tuttle, 2011a, 2011b, 2013).

Apps for Language Learning

  • Students appreciate mobile apps for:

    • Usability and accessibility.

    • Ease of downloading.

    • Serving multiple purposes.

  • Surveys show students find apps beneficial for vocabulary, reading, writing, grammar, and translation tasks (Steel, 2012).

  • Examples from Watanabe (2012) show 45% of respondents use mobile devices to access English dictionary applications.

Research Questions

  1. What apps do Japanese university students with intermediate-level proficiency use to learn English?

  2. Why do they use smartphone apps to learn English?

  3. How do they utilize smartphone apps in the learning process?

Methodology

Research Approach

  • This study investigates app usage in authentic environments rather than within formal educational settings.

  • A qualitative case study method was employed to explore each participant’s authentic interaction with the nominated apps, allowing for detailed analysis.

Participant Selection

  • Recruitment: Conducted through bulletin boards and flyers distributed post-classes.

  • Initial Target: At least 10 participants; final sample consisted of 4 based on TOEIC scores showcasing independent user levels (B1 and B2 according to CEFR).

  • The participants were recruited to discuss app usage in English, ensuring comfort and authenticity in responses.

Interviews

  • Semi-structured format allowed for focused yet flexible discussions.

  • Conducted via Skype and transcribed using Express Scribe, focusing on relevant portions (Bryman, 2012).

Case Studies of Participants

Case 1: Akira

  • Background: Third-year English major; attended grammar-translation schools; partook in international exposure programs in San Francisco and Toronto.

  • Apps Used:

    • TED: Recommended by a teacher; enhances listening comprehension through diverse English accents. Utilizes videos daily during commutes.

    • Metro: Accesses English news. Reads during café visits or free time.

    • Charades: Vocabulary building through a game, limited use due to multi-player requirement.

    • WhatsApp/Facebook: Communication with English-speaking friends.

Case 2: Aiko

  • Background: Third-year nutrition major; past international experience; TOEIC score of 720.

  • Apps Used:

    • TED: Watches videos to improve fluency and general knowledge.

    • Zite: For reading articles; aids in comprehension and grammar.

    • Umano: Listens to audio content during commutes.

    • Uses SNS primarily for communication and slang acquisition.

Case 3: Jun

  • Background: Final-year English major; learning faced both public and private learning mediums.

  • Apps Used:

    • HelloTalk: Language exchange and reading/writing practice.

    • YouTube: Engages with authentic media for cultural expression.

    • Skype/Line: Communication with peers; prefers private discussions.

Case 4: Kenji

  • Background: Fourth-year social studies major; had international experience; aims for work requiring English proficiency.

  • Apps Used:

    • Facebook: Regular communication with friends; enhances writing skills.

    • NHK World: News in English for vocabulary and listening improvement.

    • YouTube: Casual exposure to English for entertainment and vocabulary.

Findings

Overall Observations

  • All participants are self-motivated learners with similar English-learning backgrounds focusing mainly on grammar and translation approaches.

  • They use apps for self-determined goals rather than formal class support.

  • The apps used span categories such as:

    1. Content Apps (TED, Metro)

    2. Game Apps (Charades)

    3. Social Networking Apps (WhatsApp, Facebook).

Purpose of App Usage

  • Main reasons for using apps identified:

    • Communication: Staying connected with friends.

    • Information: Accessing news and educational content.

    • Entertainment: Engaging with interactive and fun learning experiences.

Context and Frequency

  • Apps were most frequently used in various locations including commuting, home, and public spaces. However, preferences varied significantly among participants.

  • Duration varied; many apps were used for short bursts of 5-15 minutes, especially during commuting or casual interactions.

Discussion

  • The study highlights a limited variety within the apps used by participants, reflecting a trend where intermediate learners focus more on engaging content rather than formal educational apps.

  • Social Networking Applications: Vital for maintaining connections and practicing English outside formal settings.

  • Participants prioritize enjoyment and practical application over traditional learning methods, often deleting or moving away from apps not catering to their preferences.

  • Language learning appears secondary to themes of information acquisition and social interaction.

Conclusion

  • Overall, smartphone apps present significant opportunities for EFL learners, offering flexible and varied approaches to language practice that align with personal goals and interests.

  • Results indicate a need for future development of language apps that align with intermediate learners' needs for both functionality and enjoyment.