Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education

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Author: Ana Niño, University of Manchester, United Kingdom
Email: Ana.M.Nino@manchester.ac.uk
Published: August 2015
https://doi.org/10.22492/ije.3.se.05

Citation: Niño, A. (2015). Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education. IAFOR Journal of Education, 3(SE). https://doi.org/10.22492/ije.3.se.05


Abstract

With the widespread use of mobile phones and portable devices it is inevitable to think of Mobile Assisted Language Learning as a means of independent learning in Higher Education. Nowadays many learners are keen to explore the wide variety of applications available in their portable and always readily available mobile phones and tablets. The fact that they are keen to take control of their learning and autonomy is thought to lead to greater motivation and engagement, and the link with games-based learning suggests that the fun factor involved should not be overseen. This paper focuses on the use of mobile applications for independent language learning in higher education. It investigates how learners use mobile apps in line with their classes to enhance their learning experience. We base our analysis on a survey carried out in autumn 2013 in which 286 credited and non-credited language students from various levels of proficiency at The University of Manchester express their perceptions on the advantages and disadvantages of the use of mobile applications for independent language learning, together with examples of useful apps and suggestions of how these could be integrated in the language class.

Keywords

mobile assisted language learning (MALL), mobile language learning, higher education (HE), student perspectives, independent language learning