Mobile apps: a trend in language learning? assessing the engagement of independent learners with new media

Abstract

Media technology presented in handheld devices, like mobile smartphones and tablets,enables the integration of immersive reality (Genlott et al., 2019). Kugler (2017) predictedthat this will be at the forefront of mobile language learning. Taking a media studiesapproach, this thesis addresses the question of how mobile apps facilitate the engagement ofindependent language learners.Classical studies have restricted communication in learning traditionally in direct interactionbetween the knowledge provider and the learner in a fixed physical location. By introducingtechnology to this setting, learning as a process of communication may adapt and change.New products have emerged in the edutainment, e-learning and interactive learning markets(Okan, 2003). In other fields, mobile media apps offer features that may extend the horizonof engagement, as learners can immerse themselves in a semi-artificial world. Differentmobile learning apps are also following this new technological trend of integrating engagingfeatures into their design. This integration may pave the way for alternative possibilities fortransforming learning.Learning a new language is a multi-layered skill, and a challenge for any learner. Forindependent learners, additional factors can further complicate the task, such as social,financial and time constraints. These perceived restrictions may create a gap in pursuingcontinuous learning. Therefore, engaging with the mobile language learning apps proposes toovercome this limitation.In this study, I designed a mixed-method approach to investigate and assess the engagementof independent learners with mobile language apps. I executed data methodologicaltriangulation between eight semi-structured interviews with linguist entrepreneurs and asurvey, with a purposive sample of 80 end-users/learners. The research design was sequentialand exploratory, leading to thematic analysis. Interpreted within self determination theory,the analysis of this study covered several aspects regarding depicting independent leaners asmedia users, understanding the advertising strategies and promotional techniques of theelectronic stores, and the distinctive media consumption of mobile learning apps. Thediscussion recognised to the motivational elements in learning and concluded the deficiencyof the regulated extrinsic motives within the key language learning apps. These results mayaffect the competence factor of motivation.The multiple findings of this study may provide original evidence for linguists who meetlearners via new media. First, this study may help in investigating the distinctivecharacteristics of independent learners who rely on mobile media in learning languages.Second, it may support the understanding of learners' digital migration within the platformsof new media because of the incompetence of engagement. Finally, this study may contributeto the continuous progress of learning and extend the limits of knowledge regarding newmedia.

Date of Award	Oct 2021
Original language	English
Awarding Institution	University of Bedfordshire
Supervisor	Lawrie Hallett (Supervisor) & Alexis Weedon (Second supervisor)