Using mobile applications with augmented reality elements in the self-study process of prospective translators

Svitlana M. Amelina; Rostyslav O. Tarasenko; Serhiy O. Semerikov; Liying Shen

doi:10.55056/etq.51

Authors

Svitlana M. Amelina National University of Life and Environmental Sciences of Ukraine https://orcid.org/0000-0002-6008-3122
Rostyslav O. Tarasenko National University of Life and Environmental Sciences of Ukraine https://orcid.org/0000-0001-6258-2921
Serhiy O. Semerikov Kryvyi Rih State Pedagogical University https://orcid.org/0000-0003-0789-0272
Liying Shen Anhui University https://orcid.org/0000-0001-7421-2899

DOI:

https://doi.org/10.55056/etq.51

Keywords:

mobile apps, augmented reality elements, language learning, translator

Abstract

The paper deals with the use of mobile applications for language learning in the self-study process of prospective translators. A comparative analysis was made of some mobile language learning applications. The capabilities of mobile language learning applications are summarised, which include learning vocabulary grammar, pronunciation training, and practice listening and speaking. Particular attention is paid to interactive tasks and gamification of learning. An experiment was conducted with students using the Duolingo mobile app. The advantages of using mobile applications with augmented reality elements in the self-study process of future translators are identified. The main ones are interactivity, accessibility, individual schedules, and the ability to learn anytime, anywhere. There has been a significant increase in motivation to learn a foreign language independently thanks to mobile apps. It is proposed that mobile applications should only be seen as additional opportunities for independent and autonomous learning.

Downloads

Download data is not yet available.

Abstract views: 767 / PDF views: 458

References

Al-Zahrani, A.S., 2015. Smartphones wandering at the MALL: a case study investigating the use of smartphones on English oral learning skills in a collaborative mobile-assisted language learning environment. Ed.D. thesis. Northern Illinois University. Available from: http://commons.lib.niu.edu/handle/10843/18640.

Başoğlu, E.B. and Akdemır, Ö., 2010. A Comparison of Undergraduate Students’ English Vocabulary Learning: Using Mobile Phones and Flash Cards. Turkish Online Journal of Educational Technology, 9(3), pp.1–7. Available from: http://www.tojet.net/articles/v9i3/931.pdf.

Chinnery, G.M., 2006. Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10(1), pp.9–16. Available from: https://www.learntechlib.org/p/74432.

Cowan, M.R., 2015. The projected use of mobile applications for adult English language learners’ in class instruction. M.A. thesis. Indiana University of Pennsylvania. Available from: https://www.proquest.com/openview/15e66819fd26b695739eadd1b65277ac/.

Duman, G., Orhon, G. and Gedik, N., 2015. Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), p.197–216. Available from: https://doi.org/10.1017/S0958344014000287. DOI: https://doi.org/10.1017/S0958344014000287

Furió, D., Juan, M.C., Seguí, I. and Vivó, R., 2015. Mobile Learning vs. Traditional Classroom Lessons: A Comparative Study. J. Comp. Assist. Learn., 31(3), p.189–201. Available from: https://doi.org/10.1111/jcal.12071. DOI: https://doi.org/10.1111/jcal.12071

Hickey, S., 2015. Learning the Duolingo – how one app speaks volumes for language learning. Available from: https://www.theguardian.com/business/2015/mar/08/learning-the-duolingo-how-one-app-speaks-volumes-for-language-learning.

Sweeney, P. and Moore, C., 2012. Mobile Apps for Learning Vocabulary: Categories, Evaluation and Design Criteria for Teachers and Developers. International Journal of Computer-Assisted Language Learning and Teaching, 2(4), p.1. Available from: https://doi.org/10.4018/ijcallt.2012100101. DOI: https://doi.org/10.4018/ijcallt.2012100101

Tarasenko, R.O., Amelina, S.M. and Azaryan, A.A., 2020. Integrated testing system of information competence components of future translators. CTE Workshop Proceedings, 7, p.376–391. Available from: https://doi.org/10.55056/cte.373. DOI: https://doi.org/10.55056/cte.373

Tarasenko, R.O., Amelina, S.M., Semerikov, S.O. and Shynkaruk, V.D., 2021. Using interactive semantic networks as an augmented reality element in autonomous learning. Journal of Physics: Conference Series, 1946(1), p.012023. Available from: https://doi.org/10.1088/1742-6596/1946/1/012023. DOI: https://doi.org/10.1088/1742-6596/1946/1/012023

Thompson, A., 2022. Mondly vs Duolingo: The Ultimate Comparison (2022) (Pros & Cons). Available from: https://www.bloggersideas.com/mondly-vs-duolingo/.

Thornton, P. and Houser, C., 2003. Using mobile web and video phones in English language teaching: Projects with Japanese college students. In: B. Morrison, C. Green and G. Motteram, eds. Directions in CALL: Experience, experiments & evaluation. Hong Kong: English Language Centre, Hong Kong Polytechnic University, pp.207–224.

Wang, S. and Smith, S., 2013. Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), pp.117–134. Available from: https://doi.org/10125/44342.

Zhang, H. and Song, W., 2009. A study of Chinese learners’ behaviors in self-regulated CALL environments. 2009 2nd IEEE International Conference on Computer Science and Information Technology. pp.4–8. Available from: https://doi.org/10.1109/ICCSIT.2009.5234457. DOI: https://doi.org/10.1109/ICCSIT.2009.5234457

Zhang, H., Song, W. and Burston, J., 2011. Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journal of Educational Technology, 10(3), pp.203–214. Available from: http://www.tojet.net/articles/v10i3/10323.pdf.