Learning foreign languages through mobile applications: organizational, evaluative and psychological aspects
DOI:
https://doi.org/10.32782/2617-3921.2025.27.428-438Keywords:
mobile language learning applications, perceived ease of use, perceived usefulness, subjective position, emotional engagement, academic resilience and buoyancyAbstract
The article examines the organizational, evaluative and psychological aspects of learning foreign languages through mobile applications by higher education students in the process of independent language acquisition and as an additional tool during traditional classes. It was found that digital tools are characterized by convenience, flexibility, interactivity compared to traditional methods, therefore they are gaining increasing popularity. A survey conducted among students of the National University of Food Technologies allowed to identify the dominant models of using mobile applications and social networks in the learning process; established the key factors for choosing mobile platforms – gamification, perceived ease of use and usefulness, instant feedback, adaptability of learning and transition to subject position; and also revealed the psychological advantages of digital platforms – stimulating emotional involvement in language learning, forming resilience to failures and building a path to avoid anxiety.Statistics also reveal a direct correlation between the amount of time students spend learning a language through apps and the regularity of their use. The survey reveals that applicants generally have a positive attitude towards learning foreign languages through the use of the latest tools, that is, the perception of learning on gadgets is close to zero. Only one third of respondents identified a clear difference in the quality of mastering information and skills when using traditional and mobile methods of language learning, the majority of respondents do not question the effectiveness of learning through the latest tools, equating them by this criterion to classes in groups or one-on-one with a teacher. The survey also revealed a direct correlation between the amount of time students spend learning a language through apps and the regularity of their use. The more often students turn to mobile apps, the longer the learning process.
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