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) predicted that this will be at the forefront of mobile language learning. Taking a media studies approach, this thesis addresses the question of how mobile apps facilitate the engagement of independent language learners. Classical studies have restricted communication in learning traditionally in direct interaction between the knowledge provider and the learner in a fixed physical location. By introducing technology 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 horizon of engagement, as learners can immerse themselves in a semi-artificial world. Different mobile learning apps are also following this new technological trend of integrating engaging features into their design. This integration may pave the way for alternative possibilities for transforming learning. Learning a new language is a multi-layered skill, and a challenge for any learner. For independent learners, additional factors can further complicate the task, such as social, financial and time constraints. These perceived restrictions may create a gap in pursuing continuous learning. Therefore, engaging with the mobile language learning apps proposes to overcome this limitation. In this study, I designed a mixed-method approach to investigate and assess the engagement of independent learners with mobile language apps. I executed data methodological triangulation between eight semi-structured interviews with linguist entrepreneurs and a survey, with a purposive sample of 80 end-users/learners. The research design was sequential and exploratory, leading to thematic analysis. Interpreted within self determination theory, the analysis of this study covered several aspects regarding depicting independent leaners as media users, understanding the advertising strategies and promotional techniques of the electronic stores, and the distinctive media consumption of mobile learning apps. The discussion recognised to the motivational elements in learning and concluded the deficiency of the regulated extrinsic motives within the key language learning apps. These results may affect the competence factor of motivation. The multiple findings of this study may provide original evidence for linguists who meet learners via new media. First, this study may help in investigating the distinctive characteristics of independent learners who rely on mobile media in learning languages. Second, it may support the understanding of learners’ digital migration within the platforms of new media because of the incompetence of engagement. Finally, this study may contribute to the continuous progress of learning and extend the limits of knowledge regarding new media.