The Role of Mobile Applications in a Foreign Language Learning
ALLA LATYGINA, IRYNA ZVARYCH, NATALIIA LATYGINA, OLHA DUBININA,
LIUBOV KOLOT, YULIIA YUVKOVETSKA
Department of Foreign Philology and Translation,
Faculty of Trade and Marketing,
Kyiv National University of Trade and Economics,
19, Kyoto Str., Kyiv, 02156
UKRAINE
Abstract: - In the era of digitization, the traditional teaching method is not a sufficiently effective tool in
increasing the level of information acquisition. One method to improve the educational program can be the
introduction of a variety of content, technological or not, which occupies a noteworthy place in enhancing
learning effectiveness. The purpose of the study was to determine the impact of using mobile applications on
the success of students in learning a foreign language. To achieve the goal, the comparative method, testing,
surveys, and statistical methods of analysis were used. The results showed a statistically significant difference
in the vocabulary of the students of the experimental group when comparing the results before and after the
study. EG student engagement, attention focus, and immersion in educational programs using mobile
applications received relatively high marks. The study provides preliminary empirically supported results that
indicate that mobile applications can be attractive and highly effective in foreign language learning. The
practical value of the study is that the results demonstrate that teachers can benefit from the fact that students
will use mobile applications to enhance their vocabulary performance when learning a new language. By
general recognition, mobile applications are exceptionally convenient to use, and students demonstrate better
results in learning as compared to students who took a course according to a traditional program. A promising
research perspective can be the use of artificial intelligence for learning a foreign language in institutions of
higher education.
Key-Words: - Foreign language, mobile applications, digitalization of education, digitalization era, vocabulary,
grammar.
Received: April 21, 2023. Revised: November 18, 2023. Accepted: December 18, 2023. Published: January 23, 2024.
1 Introduction
An urgent issue is the need to choose and apply the
same teaching methods that will allow students to
acquire the necessary knowledge and skills when
learning foreign languages and ensure a high level
of assimilation of the material, as well as the
opportunity to use it in practice, [1], [2]. Drawing on
the above, the methodology of teaching foreign
languages needs to be updated, namely, the
involvement of modern technologies and various
methods in order to develop students' speech and
communication skills grounded on basic
competencies.
Scholars supporting current initiatives still
perceive digital literacy skills as a development that
"should be an integral part of the educational
program of preparation before and during work",
[3], and should also already meet the requirements
of future employers. But it is expedient to move
further, in the course of university education to
engage students in self-education throughout their
lives. This requires continuous improvement, taking
into account student feedback. Furthermore, digital
literacy will tend to gain its relevance at the same
rate as technological advances.
The researchers noted that the assimilation of the
studied material with the help of digital technologies
is connected precisely with the spread of mobile
means of communication, the increase in the
number of educational applications that provide
opportunities, and also improve the educational
process’ quality, [4]. In practice, mobile
applications have quite a big advantage in contrast
to traditional teaching methods, such as enhancing
educators’ cognitive activity, intensification of
independent activity, motivation for learning,
individualization of learning, and the ability to
provide feedback. Many mobile applications have
become effective learning tools when mastering a
foreign language. Given the above, the purpose of
the article was to investigate in more detail the role
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DOI: 10.37394/23209.2024.21.5
Alla Latygina, Iryna Zvarych,
Nataliia Latygina, Olha Dubinina,
Liubov Kolot, Yuliia Yuvkovetska
E-ISSN: 2224-3402
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Volume 21, 2024
of mobile applications for learning a foreign
language in higher education institutions.
To address the above purpose, several tasks have
been set:
1. To analyze modern mobile applications for
learning a foreign language and choose the most
suitable to be implemented in the educational
process;
2. To develop an educational program using mobile
applications during lectures;
3. To analyze students' level of foreign language
proficiency before starting the experiment
4. To compare groups of students to determine the
effectiveness of the implemented mobile
applications.
2 Literary Review
The globalized world encourages its citizens to
establish intercultural interaction with
representatives of other countries. With that in
mind, learning a foreign language has a special
place in the educational system of countries.
Command of the English language at a high level is
an indispensable condition for graduates to have the
opportunity to contribute to international scholars’
scientific inquiry.
Several foreign researchers also share this view.
In this regard, a foreign language is no longer an
end and can also oftentimes serve as a professional
language for lectures and academic engagement.
Moreover, the English language is increasingly
becoming a necessary tool in everyday activities as
well as the professional work of scientists.
Competitive professionals of the future need to
master all ways of communicating with foreign
colleagues, [5].
Still, other scholars have identified the
integration of mobile applications into the
educational environment for various educational
areas. For example, in his work, [6], was conducted
research using a specialized mobile application for
Android. The researcher decided to implement m-
learning in a distance learning format to determine
the application effectiveness in improving access to
relevant educational resources, as well as for instant
messaging between students and teachers during
seminars. Was determined how the integration of
mobile applications will affect the development of
fitness during physical education lessons, [7]. Was
conducted a study, [8], to determine not only the
analysis of educational outcomes but also the
analysis of students' opinions about the study of
chemistry using different applications. Therefore, it
can be concluded that the introduction of mobile
applications to the educational program can enhance
educators’ success.
The literature analysis shows the relevance of
using mobile applications in education, so it was
decided to probe deeper into the impact of mobile
applications on students’ engagement in learning a
foreign language. Many scientists hold that the
implementation of mobile applications in education
is an effective tool for tackling complex educational
programs. For instance, researchers, [9] and [10],
experimented to determine the effect of mobile
applications on enhancing foreign vocabulary. In
study, [11], was tested mobile applications’
influence on learning vocabulary and grammar of a
foreign language. However, the choice of mobile
applications did not take into consideration students’
personal needs.
The paper, [12], determined the impact of
integrating mobile applications in the study of
business English. With that in mind, the authors
developed learning strategies and also suggested
ideas on how they can be implemented in the
educational process. Other researchers maintain that
m-learning should be integrated into the traditional
system of learning a foreign language, [13], [14].
Indeed, contemporary students have become active
users of smartphones and various mobile
applications, which have become effective tools for
quick searches for the necessary information.
However, the issue of effective integration of
mobile applications and the educational process,
namely for learning a foreign language, has not been
addressed:
– due to the large selection of mobile
applications for determining a foreign language, it
isn't easy to decide which mobile application will
contribute to the achievement of educational goals,
as well as educators’ needs;
– how to introduce a mobile application into the
educational process so that students’ attention is
focused on its didactic potential and not on the
entertainment one;
– how to organize an independent review of
work, determination of compliance of material
complexity level with the curriculum, taking into
account the individual characteristics and
considering students’ wishes;
– how to preserve the teacher’s role in
knowledge transfer and students’ professional
development.
Therefore, we can conclude that the new realities
of the digital society require the optimization of
language education. The modern world places a
significant place on mobile applications due to their
unique possibilities of transmitting, searching, and
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DOI: 10.37394/23209.2024.21.5
Alla Latygina, Iryna Zvarych,
Nataliia Latygina, Olha Dubinina,
Liubov Kolot, Yuliia Yuvkovetska
E-ISSN: 2224-3402
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processing information. Modern globalized
challenges related to COVID-19, the military
invasion in Ukraine, and the transition to remote
work indicate their importance in various spheres of
life and diverse fields of activity, including the goals
of foreign language acquisition, and intercultural
communication.
Given the above, several scholars share the
opinion that the introduction of m-learning into the
practice of teaching a foreign language contributes
to the activation of foreign language
communication, individualization of intensification,
and differentiation of learning, [15]. However,
according to [16], mobile applications, like any
other medium, have their advantages and
drawbacks. The teacher's task is to ensure an
appropriate optimization and integration of mobile
applications into the educational process and foreign
language communication. Hence, there arises a need
for further study into the didactic potential of mobile
applications in the context of globalization and the
elaboration of remote interaction forms.
3 Materials and Methods
3.1 Research Procedure
The research procedure was as follows (Table 1).
The educational program for learning a foreign
language was elaborated during the experiment
(Table 2).
Table 1. Stages of the experimental part of the study
Stage
Period
Description
Preparatory
September
2022
1. Analysis of the traditional approach to foreign language learning at higher education
institutions.
2. Selection of relevant mobile applications to be implemented in the educational
process.
3. Selection of students for the experimental part through preliminary testing.
4. Division of students into homogeneous groups according to their level of English
language proficiency.
Experimental
October-
December
2022
Introduction of mobile applications in the experimental group during the educational
process.
Stating
December
2022
1. Conducting a general test to determine students' lexical skills after the introduction
of mobile applications, as well as the quality of vocabulary.
2. Conducting a conversation to determine students' lexical and speaking skills.
Final
January
2023
1. Analysis of the obtained results.
2. Statistical processing of results.
3. Preparation of conclusions.
Table 2. The structure of the curriculum for the 1st semester in the subject “Foreign (English) professional language”
No.
Topic
Q-ty of
hours
Mobile
applications used
1
Company structure. Activity and its indicators. (Key positions in large
companies (Common job titles). Description of positions and major job duties.
Writing e-mail).
10
MyWordBook,
Rosetta Stone
Vialogues
2
Data and facts. (“No place to hide”. Internet use. Data verification. Information
storage and security).
10
MyWordBook,
Socrative,
Kahoot!
3
Etiquette. ("Office workers admit being rude." Organizational and corporate
culture. Business ethics. Politeness in the workplace. Rules of business etiquette
in English-speaking countries. Being honest and polite).
10
MyWordBook,
Rosetta Stone,
Pear Deck
4
Reputation. ("Fashion's favorite." Famous brands. Fashion industry. Product
promotion on the market).
15
Pear Deck
5
Success. (Success and failure. Starting up a business. Success stories/successful
companies).
15
Pear Deck,
Rosetta Stone,
6
The future. ("A space elevator." Changes for the better? Enterprise capital.
Making predictions).
15
Pear Deck,
Kahoot!
Total hours
75
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DOI: 10.37394/23209.2024.21.5
Alla Latygina, Iryna Zvarych,
Nataliia Latygina, Olha Dubinina,
Liubov Kolot, Yuliia Yuvkovetska
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3.2 Formation of the Sample
168 students from Kyiv National University of
Trade and Economics participated in the study. The
students were enrolled in the 2nd and 3rd year of
bachelor programs, which made it possible to assess
the development level of their foreign language
competence during their studies. Focusing
exclusively on the 2nd and 3rd year students was
made to ensure equal conditions for learning. Apart
from that, it also enables users to obtain up-to-date
data because of the development of learning
mechanisms using mobile applications. The research
participants were students of non-philology majors,
who were subdivided into 2 groups after
determining their level of English language
proficiency. Students with average scores were
selected using the median. That being said, 130
students took part in the experiment. The
experimental group (EG) consisted of 65 students,
and the control group (CG) consisted of 65 students.
3.3 Methods
During the current research, the empirical methods
were applied as follows: Comparative method. This
method was used to compare modern mobile
applications for learning a foreign language, which
subsequently made it possible to select the most
applicable ones to shape foreign language
competence. The obtained results ensured the choice
of mobile applications that correspond to the
specified educational program.
To probe into the students’ opinions regarding
the quality of the educational program and to ensure
a short period of study, the coefficient of
consistency degree was calculated, [17].
3.4 Data Analysis
During the research, the following data collection
tools were used:
1. Testing method. The conducted English
language test was used to check the vocabulary of
students of the experimental and control groups.
Before testing, the questions were checked and
approved by an expert who is a native English
speaker to determine the reliability of the conducted
method. The test contained 10 open questions
related to the material covered.
2. Survey. The questionnaire was chosen to
check the personal impression of the students after
the experiment. With the help of the selected tool,
the following criteria were determined: the
involvement of students when using mobile
applications, the quality of absorption of the
received information, and the degree of immersion
in mobile applications during education. Verification
and translation of the questionnaire were carried out
by an expert group consisting of 2 native speakers
of the Ukrainian language; and 1 native English
speaker. Cronbach's alpha coefficient was used to
test the validity and reliability of the instruments.
The obtained results confirmed the validity and
reliability of the selected instrument and were 0.86.
3.5 Ethical Criteria
It should be mentioned that students' participation in
the study was voluntary, in compliance with all the
principles in terms of protecting the rights of
research participants during data collection and
ensuring their safety and confidentiality. The
research was based on the principles of impartiality
and objectivity in the process of research activities.
4 Results
Initially, according to the developed training
program, the task of learning foreign words was set.
Understanding and perception of new words took
place by ear, without visual interpretation. This
contributes to the activation of brain activity after
repeating the heard word. Next, after the student
learned the word by hearing and also made
associations, the spelling of the word was studied.
To that end, students had to use the Pear Deck
mobile application and insert the appropriate picture
or draw it themselves.
To fully consolidate the words, a quiz was
conducted using Kahoot! mobile application.
Students had to quickly pass 10 test questions that
had associations with the studied words. Also,
students had to score more points than others to take
1st, 2nd, or 3rd place in the quiz. This greatly
contributed to the improvement of leadership
qualities and motivation to master new material.
Using MyWordBook while learning a foreign
language contributes to the visual perception of
educational information. MyWordBook provided an
opportunity to develop professional knowledge, and
to boost speaking and writing skills by the level of
previously acquired knowledge. In the beginning,
the study of tense forms was carried out as a result
of practical task achievement. To practice writing
skills, the MyWordBook application was
introduced, which allowed correcting sentences,
adding phrases, choosing synonyms, and much
more. Moreover, there is an opportunity to ensure
the accuracy of task achievement and the selection
of tense forms.
The results of checking lexical skills before and
after the experiment are presented in Table 3.
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DOI: 10.37394/23209.2024.21.5
Alla Latygina, Iryna Zvarych,
Nataliia Latygina, Olha Dubinina,
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Table 3. The obtained results of checking the linguistic
skills of students of CG and EG before and after the
experiment
M
SD
M
SD
Control group (CG)
1.30
2.00
3.73**
2.30
Experimental group
(ЕG)
1.96
1.99
4.50**
2.35
Note: ** = statistically significant result <0.01.
The obtained results indicate the effectiveness
of using mobile applications to improve students'
lexical skills. EG students averaged 4.5 points after
using mobile apps. Meanwhile, the control group,
which continued its education using traditional
methods, averaged 3.7.
Further, the quality of the vocabulary in EG and
CG before and after the implementation of mobile
applications was determined (Table 4).
Table 4. The obtained results of checking the vocabulary
of CG and EG students before and after the experiment
M
SD
M
SD
Control group (CG)
1.28
2.04
3.73**
2.30
Experimental group
(ЕG)
1.93
1.99
4.50**
2.35
Note: ** = statistically significant result <0.01.
The participants passed a preliminary test of
their English language knowledge. There were no
statistically significant differences between the two
groups, so a t-test of independent samples
(t(2)=(−)1.020; p=0.34) was conducted to compare
the primary test of students' vocabulary for the
experimental group (M=1.28; SD=2.04) and the
control group (M=1.93; SD=1.99). Thus, group
equivalence was established.
The definition of students' interest in using
mobile applications is presented in Table. 5.
Table 5. Results of evaluation by EG students of the
mobile applications use
Factor
M
SD
Engagement
5.96
0.79
Ease of use
5.78
0.90
Emotional commitment
6.15
0.88
Attention focus
4.98
0.99
Full immersion
4.88
1.19
Note: * = statistically significant result <0.005.
The obtained results indicate a high degree of
personal impression of students during training
using mobile applications. Students noted that the
selected applications were convenient during use,
and interesting, which led to emotional attachment
of students.
5 Discussion
The purpose of the study was to determine what role
mobile applications can play in learning a foreign
language. The results showed a statistically
significant increase in the obtained points after the
experiment compared to the initial conditions. This
finding indicates that modern mobile applications
are very effective in supporting vocabulary learning
and improving vocabulary in a foreign language,
and this is in line with the results obtained by
scientists, [18], who also supported the
implementation of modern technologies for boosting
vocabulary learning in a foreign language. The
contribution of our study is that it has provided
some preliminary empirical evidence indicating the
potential educational value of mobile applications,
which has been lacking in previous studies on the
same topic, [19], [20] Specifically, previous studies
either found no statistically significant differences
between the conditions they examined, [15], or they
did not measure academic achievement, [21].
Importantly, the research made it possible to
evaluate students' learning experiences using mobile
applications. The following factors were identified:
involvement, attention focus, and total immersion.
The obtained results made it possible to state that
mobile applications gained high in all three
dimensions. This indicates that students who used
mobile applications were engaged in the application,
and they showed emotional commitment and
attention focus while feeling immersed in terms of
presence and flow. Also, it is worth noting that the
characteristics of a small device, including a small
screen and, in most cases, a small keyboard, which
in previous studies, [22], were considered extremely
inconvenient and caused stress among respondents,
were not the main complaint in this study. Our study
refutes this, as students noted that learning using
mobile devices was very convenient and even
engaging. We hold that the difference in the results
is that the previous studies were conducted at the
beginning of the inception of mobile devices (2007-
2008), while smartphones were released and people
were not used to working with such small devices.
Since smartphones have become more accessible,
[23], users have already become familiarized with
their use, even so that they do not imagine how they
could work without them before.
The results of the study show that the investment
of higher education institutions in the
implementation of paid mobile applications for
learning a foreign language is justified because it
stimulates students to better perceive and absorb
information and be involved in the learning process.
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DOI: 10.37394/23209.2024.21.5
Alla Latygina, Iryna Zvarych,
Nataliia Latygina, Olha Dubinina,
Liubov Kolot, Yuliia Yuvkovetska
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These results are consistent with recent studies, [2],
[24], that compared mobile applications to more
traditional technological learning environments. In
the studies, [25], [26], the effectiveness of modern
technologies in comparison with traditional
educational methods was not found.
However, the conducted research showed other
results that testify to the effectiveness of mobile
applications in improving learning outcomes and
promoting the involvement of students in learning a
foreign language.
5.1 Limitations of the Study
The main limitations of the conducted research
were: a limited period for conducting the research,
and not a large sample size. Taking into account
these factors, we consider continuing the experiment
in this direction for a more in-depth analysis and
impact of the use of mobile applications during
education.
6 Conclusions
Currently, the acquisition of universal foreign
language skills is an indispensable aspect of the
competitiveness formation of student youth against
the context of modern technologies. Due to the
conducted research, we managed to fulfill the goals
formulated at the beginning, performed the major
research tasks, and provided answers to many
questions. The purpose of the research was to
analyze the implementation effectiveness of mobile
applications in the educational environment to
enhance the effectiveness of foreign language
learning. The findings of the study made it possible
to identify and confirm a significant impact on the
study and acquisition of material from a foreign
language drawing on the use of mobile applications.
The practical value of the study is that the results
obtained demonstrate that university teachers can
benefit from the fact that undergraduate students
will use mobile applications to enhance their
vocabulary productivity in the course of learning a
new language. It is generally acclaimed that the
mobile version has a high usability and yields high
learning results as compared to the traditional
programs. The findings of this study also
demonstrate that teachers' integration of mobile
applications into the foreign language curriculum is
more likely to lead to positive student perceptions of
engagement, attention focus, and immersion, at least
in the context of undergraduate introductory
language courses. Furthermore, the results also
provide an opportunity to pay attention to the
implementation of individual mobile applications in
the learning process. Technological education is a
crucial function to perform repetitive tasks that can
be very boring. Learning a new language is one of
them. Therefore, the use of mobile applications,
with an interesting interface, as well as words and
competition with others can be very encouraging, as
well as stimulating in the learning process.
Mobile devices have become an indispensable
accessory used by virtually every student in the
world. Its ubiquitous features allow using it
anywhere, anytime. Given the above, it is a great
opportunity to facilitate education for students and
teachers. The implementation of m-learning
applications can considerably facilitate and
encourage the use of these applications in the
educational environment.
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Nataliia Latygina, Olha Dubinina,
Liubov Kolot, Yuliia Yuvkovetska
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DOI: 10.37394/23209.2024.21.5
Alla Latygina, Iryna Zvarych,
Nataliia Latygina, Olha Dubinina,
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