2024/04/07 by Connie Levina Yuen, Connie Yuen, Nadja Schlote · 2 citations
Computer Science · Social Sciences · #Mobile Learning in Education #Online Learning and Analytics #Technology-Enhanced Education Studies
paper · pdf · doi:10.1177/00472395241238693
crossref issued 2024/04/07 · crossref published 2024/04/07 · crossref published-online 2024/04/07 · openalex publication_date 2024/04/07 · crossref created 2024/04/08 · crossref published-print 2024/06/01 · openalex created_date 2025/10/10 · crossref deposited 2026/04/28 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/28
This study examines learners’ experiences and the use of language learning applications (“apps”) as a primary source of second or additional language learning (“L2”) instruction and assessment in higher education. It purviews the integration of artificial intelligence (AI)-powered features that support technology-enhanced language learning experiences. Principles of pedagogy, heutagogy, and self-determination theory are used to inform the appropriate design and application of AI to support language learning. We examine the congruence between learner's goals with perceived outcomes following a 4-week language learning intervention using an app. A survey of n = 151 adult learners across two Canadian universities revealed: (a) apps are perceived as an engaging, convenient, and structured approach to early stages of L2 learning and (b) the integration of AI for conversation-based simulations or speech recognition would enable more adaptive, personalized L2 learning experiences. The authors discuss implications for future developments and AI uptake for language learning apps.