Mobile applications in the context of personalized foreign language learning

Abstract

The purpose of the study is to determine the effectiveness of mobile applications in the context of personalized foreign language learning. The study uses a quasi-experimental design with control and experimental groups. The experiment lasted 12 weeks (the experimental group used Duolingo, Busuu, and LingQ). The study involved 300 students from 5 higher education institutions, for whom a foreign language has become a mandatory component of the educational program. A standardized language test, a scale of learning motivation (intrinsic, extrinsic motivation, and amotivation), and a questionnaire of learning autonomy and self-regulated learning were used to collect data. The study's results indicated a positive impact of personalized mobile learning on the overall outcomes of foreign language acquisition and on all analyzed components of foreign language competence. In particular, the study indicated a differentiated effect of different mobile applications. The Duolingo and Busuu programs were effective in developing lexical and grammatical skills. LingQ became important for the development of reading and listening skills. Thus, personalized mobile learning has become an effective tool for enhancing the quality of students' foreign-language training and for developing their motivation and self-regulation.