Erin Komplin & Jeni Richline

The Impact of Mobile Apps onLanguage Learner Motivation

The two authors of this Action Research Project are

English instructors who are currently working in bilingual

schools where English is not natively spoken by the

majority of the population.

● What program components contribute to learner

motivation in drill and practice software?

● Does conversation practice with native speakers impact

student motivation and confidence?

● Does mobile technology have an impact on English

language learners?

Introduction

They both wondered what motivates English learners

and whether software impacts their learning.

Guiding Question“Will the use of a mobile app

impact the pronunciation skills

and motivation of secondary

school language learners

who live in a country where the

target language is not the

predominant language spoken?”

Literature Review

Literature ReviewPurpose: To explore whether software that provides language speaking support

impacts the pronunciation skills and motivation of language learners.

Speaking a non-native language is especially challenging

For students learning a language, especially those who do not live in a country where the target

language is spoken, speaking is often the most “problematic” and “anxiety producing” aspect of classroom

instruction (Matsuda & Gobel, 2004).

Literature ReviewInstruction: Listening to audios and repeating words reduces anxiety

Repeatedly listening to a native speaker pronouncing words and phrases in an app led to improved

speaking skills and self-confidence (Bradley, Berbyuk Lindström, & Sofkova Hashemi, 2017).

Software that gives students “the opportunity to hear and practice the sounds of the English

language” can “reduce anxiety in learning English pronunciation” (Sidgi & Shaari, 2017, p. 225).

Literature ReviewFeedback: Software is still developing in this area

After listening to one’s voice on a recorded audio, the user can compare himself to the native

speaker (Kim & Kwon, 2012).

In a study by Sadig and Shaari, the app used graphs to show how students were mispronouncing

words, and only “45% of the students reported that feedback graphics helped them realise where they

mispronounced” (2017, p. 224).

Results support an overall higher score in pronunciation for students participating in the

instructional material group focusing on mobile phones with feedback (Saran, Seferoglu, & Cagiltay,

2009).

Literature ReviewPractice: Reduces cognitive load and fear of making mistakes

“It is crucial that language learners are provided...practice opportunities outside the classroom in

order [to] improve their pronunciation,” (Saran et al., 2009, p. 98).

Ghazi-Saidi and Ansaldo studied cognitive load and recommended that “the amount of repetition or

the amount of practice should increase to achieve optimal performance” (2017).

Sadig and Shaari found that practice made a difference in the confidence of learners who used a

mobile app. Of all those using the app, “55% found that practising with the software made them feel

more comfortable and not afraid of making pronunciation mistakes” (2017, p. 224).

Literature ReviewConversation: Using English overseas or at home impacts motivation

Matsuda and Gobel (2004) found that students who used English in overseas experiences had

higher motivation.

Marcial (2016) concluded that the “participants who have a high frequency of using English at

home tend to have low level of anxiety when inside the classroom” (p. 296).

Further research is needed, however, to conclude whether simulated conversations on a mobile

app help reduce anxiety and impact motivation.

Based on research findings that indicate speaking a non-native language can produce anxiety and that pronunciation is not always addressed in the classroom, the researchers decided to explore the impact of a mobile app on language learner motivation and speaking skills. The mobile app called ELSA provides instruction, native audio, practice, feedback, and simulated “conversation” practice, most of which have been shown to impact motivation.

LiteratureReview

Conclusion

Why ELSA?Access 100% of students had access to a mobile phone or tablet

Weakness75% of students identified the biggest weakness in English learning was:

- Pronunciation- Oral Speaking

Capabilities The app allows users to select area of focus for learning, and shows where they can improve

AssessmentThe app has a built in feature which gives users a percentage indicating their pronunciation levels.

Supports LiteratureProvides users:

● instruction● native audio● Practice● Feedback● simulated

“conversation” practice

All of these features are ideal for language learning using a mobile app.

Student Demographics

Ages: 15, 16 and 18+

Languages Spoken: Mandarin, Cantonese, Hakka, Kadazan, Lun Bawang, Malay, Manglish, and English

Exams: IGCSE English as a First and English as a Second Language ‘18 and ‘19 test dates

- 2 students took their final exam during the case study

Technology100% had access to a personal mobile phone or tablet.

Student DemographicsThe classroom included seven students

preparing for Cambridge IGCSE exams. Three students were selected as the primary focus.

Pronunciation57% believe that pronunciation and speaking are the least addressed in English classes. This is also supported by our research findings.

ConfidenceStudents were the least confident in their speaking skills.

Student JA Student E Student N- Chinese-Mix- Speaks: Chinese, Malay,

English- Over 18, suffered a stroke

when she was younger

- Chinese-Mix- Speaks: Hakka, Mandarin,

Cantonese, Malay and English

- Switched from ESL to First language this year

Target Students

- Kadazan/ Bumiputera- Speaks: Kadazan, Malay,

Chinese, and English- Diagnosed learning

disabilities

These three students were selected based on their unique diversities and learning strengths within theclassroom.

DataCollection

Post-Intervention

Diagnostic Test

ESLA Mobile App (English

Language Speech Assistance)

FLCAS Survey

(Foreign Language Classroom

Anxiety Scale)

Student Reflection

Students wrote reflections on their

experience with the app ELSA

Cambridge IGCSE Assessment

Students were scored according to

the Speaking Exam rubric

Pre-Intervention

Student Survey in Google Forum

To collect baseline data and

inform focus for study

Diagnostic Test

ESLA Mobile App (English

Language Speech Assistance)

FLCAS Survey

(Foreign Language Classroom

Anxiety Scale) (Horwitz, Horwitz,

& Cope, 1986)

Cambridge IGCSE Assessment

Students were scored according

to the Speaking Exam rubric

Intervention

Introduction to the app

Students’ used ELSA

Pronunciation app to help

target speaking confidence,

motivation and anxiety in

English

Video and audio recordings of

students giving presentations

Observations

Interviews with students

Three Phases - Overview

Pre-InterventionCambridge IGCSE ESL Speaking

Assessment Rubric

Foreign LanguageAnxiety Survey

ELSA SPEAKS

The researchers collected data in various forms to ensure reliability and credibility.

Data was used to support the intervention phase. Google Forum

(Student Survey)

Intervention

ELSA SPEAKSSchool and Home

OBSERVATIONS & INTERVIEWS

Cambridge IGCSE ESL Speaking Practice

VIDEO AND AUDIO

RECORDINGS OF STUDENTS

CONTINUED SELF ASSESSMENT USING ELSA

Introduction to

ELSA

Post-Intervention Post-intervention data was collected the same way as pre-intervention data was collected.

Student reflections were also collected to determine effectiveness of ELSA.

Findings

Student JA- Chinese-Mix- Speaks: Chinese, Malay,

English- Over 18, suffered a stroke

when she was younger

Findings“I feel my speaking has improved gradually. I am more confident in speaking with others...I spell certain words

wrong because I was pronouncing it wrong.”

ELSA FLCAS Exam Score

Pre-Intervention 68% 48 Band 3: 50%

Post-Intervention 75% 43 TBA: 4th May

- ELSA assessment showed increased pronunciation

- FLCAS showed her score decreased significantly,

signifying a decrease in self-perceived anxiety

- Cambridge speaking exam scores improved

throughout but her final interview will be on the 4th of

May.

Student E- Kadazan/ Bumiputera- Speaks: Kadazan, Malay,

Chinese, and English- Diagnosed learning disabilities- Poor performing academically

Findings

ELSA FLCAS Exam Score

Pre-Intervention 77% 45 Band 4: 30%

Post-Intervention 81% 47 Band 3: 47%

- ELSA assessment showed increased pronunciation

- FLCAS showed his score increased. This may be due

to understanding questions better during the post-

intervention assessment, or explained by his

weakness in comprehension.

- Cambridge speaking exam scores improved after the

intervention.

“ELSA helped me solving problems with English Spelling, maybe I will try it for 2 months.”

Student N- Chinese-Mix- Speaks: Hakka, Mandarin,

Cantonese, Malay and English

- Switched from ESL to First language this year

Findings

ELSA FLCAS Exam Score

Pre-Intervention 91% 42 Band 2: 70%

Post-Intervention 89% 45 Band 1: 80%

“The app made me confident and I took their speaking assessment a lot quicker than the [first] time.”

- ELSA assessment decreased, but speed and

confidence improved.

- FLCAS showed a score increase, which may suggest

greater understanding of the questions over time or

continued self perceived anxiety when speaking.

- Cambridge speaking exam scores improved after the

intervention and dramatically increased confidence.

ELSA AssessmentStudent E and JA improved their pronunciation scores over 10 weeks using the app. Student N’s score decreased, but her confidence and speed of completion improved.

FLCASStudent JA´s score decreased significantly which points to lower self-perceived anxiety. Student E’s and N´s score increased.

Self-ReflectionAll focus students indicated noticeable individual confidence in speaking after using the app.

DiscussionCambridge IGCSE Trial ExamsStudent E, JA and N all improved in their trial scores and improved a band level based on the Cambridge IGCSE Speaking Exam grading and band levels.

The researchers believe E´s and N´s FLCAS scores may be due to weak comprehension skills. Regardless, speaking may continue to be anxiety producing for much longer than expected. In a study by Sadig and Shari, 45% of participants did not report that they were ¨more comfortable¨ or ¨not afraid of making pronunciation mistakes¨ after using a mobile app. (2017, p. 224)

- Mobile apps such as ELSA can help students improve speaking skills (ELSA, Exam scores), and confidence in language speaking (student reflections).

- Introducing an educational app appears to offer other long term benefits as students became accustomed to using their devices as tools in and outside of the classroom.

- Since the baseline data showed that speaking made students feel nervous, the focus on even more speaking practice using ELSA could have been the reason for two FLCAS scores that showed a slight increase in anxiety. A longer study may have generated different results since improved skills are associated with higher motivation. Those students´ ELSA post diagnostic and IGCSE exam results showed improvement and this in turn may have led to higher motivation if the study had continued.

- These researchers recommend that the FLCAS be translated into the subject’s native language.

Conclusion

ReferencesBradley, L., Berbyuk Lindström, N., & Sofkova Hashemi, S. (2017). Integration and language learning of newly arrived migrants

using mobile technology. Journal of Interactive Media in Education, 2017, 1(3).

Cambridge IGCSE English as a Second Language 0510/0511. Syllabus for examination in 2017 and 2018. Page 30

http://www.cambridgeinternational.org/images/203209-2017-2018-syllabus.pdf

ELSA [photos]. Retrieved from www.elsaspeak.com

Ghazi-Saidi, L., & Ansaldo, A. (2017). Second language word learning through repetition and imitation: Functional networks as a

function of learning phase and language distance. Frontiers In Human Neuroscience, 11, 463.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125‐132.

Kim, H., & Kwon, Y. (2012). Exploring smartphone applications for effective mobile-assisted language learning. Multimedia-Assisted

Language Learning, 15(1), 31-57.

ReferencesMarcial, A. K. (2016). Learner variables and language anxiety: The case of university students in the Philippines. International Online

Journal of Education and Teaching, 3(4), 285-301.

Matsuda, S., & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System: An International

Journal of Educational Technology and Applied Linguistics,32(1), 21-36.

Saran, M., Seferoglu, G., & Cagiltay, K. (2009). Mobile Assisted Language Learning: English pronunciation at learners’ fingertips.

Egitim Arastirmalari-Eurasian Journal of Educational Research, 34, 97-114.

Sidgi, L. S., & Shaari, A. J. (2017). The usefulness of automatic speech recognition (ASR) Eyespeak software in improving Iraqi EFL

students' pronunciation. Advances In Language And Literary Studies, 8(1), 221-226.