Introduction
Globalization has led to the development of online-driven international markets, which have dissolved the boundaries in different regions and facilitated an increase in the demand for international communication (Daniela et al., 2021; Tsai et al., 2022). Globalization has also led to an increase in the need for people to learn foreign languages. In order to develop proficiency in a foreign language, learners need to interact with speakers of that language, a factor that is impossible in a traditional classroom environment. Thus, there is a need to understand how the mobile apps have impacted student progress in learning, as there is a multiplicity of platforms that offer interactive opportunities for students to learn foreign languages. The preliminary research question would be: How different are the learning experiences from students who use language mobile-app apps frequently and those who do not. This dissertation will advance the research on both the potentialities and limits of mobile apps to augment language development for learners. This paper constitutes the introduction of a dissertation that will make the case that mobile apps have transformed language learning paradigms and discuss the opportunities and challenges that they present in building language proficiency.
Background for the Study
The capacity of communication technologies to redefine learning paradigms acknowledges digital learning spaces as virtual 'third' spaces for augmented language learning; a bridge between the bounded first and second-the physical and the virtual, respectively.
Purpose Statement
In this research, the goal is to reflect the exploratory and descriptive nature against thettitude regarding technology application as identified from individual perspectives. In order to address the research problem, the dissertation will use a case study design that will allows the collection of qualitative data in the light of learning behavior to understand more comprehensively the use of mobile apps and their possible implications for the improvement of student’s learning progress concerning foreign language.
Research Problem
Learning a foreign language can be challenging, and many scholars believe that mobile apps have potential in promoting the progress and the overall experience in learning a foreign language. Research on the use of mobiles apps for foreign languages has identified the potential of such apps to support the development of writing, speaking, and listening skills by many scholars. However, the studies call for a more in-depth analysis of how the mobile apps of foreign languages are promoted in the future may depends upon the student's behavior and overall experience.
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Aim
To examine how mobile apps impact the foreign language learning process
The following are the objectives of the research.
Objectives
To understand how different students learn with the aid of mobile apps
To examine the behavioral factors that influence language learning
To examine the student’s overall experience using mobile apps
Research Scope and Limitations
SCOPE
This research will be guided by the above objects in order to establish the factors that could impact the mobile app's availability and user qualifications ideas for the learning procedure. The research will target hundred students in Kenyatta University in the final year who will help in the collection of data through questionnaires from those to instructors on the same for their students.
LIMITATIONS
The study will not cover the negative and the disadvantages of using the mobile applications for learning the foreign language.
Significance of the Study
The study would provide empirical evidence to inform policymakers on the potential of mobile apps for foreign languages to promote learning experiences and achievement. The study would also provide mobile app designers with an enhanced understanding of the ways their apps can constructively contribute to language learning.
References
Daniela, M., Ovidiu, P., Cosmin, T., Dumitrescu, A., & Antohe, V. (2021). The Evolution of Education with Virtual and Augmented Reality. A Comparative Analysis. Journal of Information Systems & Operations Management, 15(2), 233-246.
Tsai, Y. H., Lo, H. Y., Kuo, P. J., Kuo, Y. H., & Chang, K. E. (2022). A dataset-driven approach to identifying teacher and student interaction behavior patterns in augmented reality experiments. Interactive Learning Environments, 1-13. https://doi.org/10.1080/10494820.2022.20512
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