KFU. Card publication. EVALUATION OF RUSSIAN LANGUAGE LEARNING MOBILE APPLICATIONS FOR YOUNG CHILDREN

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

EVALUATION OF RUSSIAN LANGUAGE LEARNING MOBILE APPLICATIONS FOR YOUNG CHILDREN

Form of presentation

Articles in international journals and collections

Year of publication

2019

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Authors, employees of KFU

Vafina Alsu Khadievna, author

Kayumova Albina Ramilevna, author

Sadykova Gulnara Vasilevna, author

Bibliographic description in the original language

Sadykova G., Kayumova A., Vafina A., EVALUATION OF RUSSIAN LANGUAGE LEARNING MOBILE APPLICATIONS FOR YOUNG CHILDREN//EDULEARN19: 11TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES. - 2019. - P.2443-2450.

Annotation

The affordability and pervasiveness of mobile devices (e.g. smart phones or tablets) have drastically changed the way young children spend their time. Children 8 and younger spend an average of 48 minutes a day staring at screens of their mobile devices; 42% of children have their own tablets [1]. Despite the fact that parents are concerned about children's overexposure to mobile devices, they are positive about the use of mobile resources for learning [1], [2]. Indeed, the number of educational mobile applications has skyrocketed; some of the resources specifically focus on developing language skills of young children learning their first, second, or foreign language. Researchers have investigated the effectiveness of mobile-assisted language learning for primary school children and conducted evaluation studies [3]. However, the vast majority of research focuses on mobile applications that teach widespread languages, mostly English, and there is a gap in research that studies mobile applications for children learning Russian. This paper aims at partly filling this gap. The presented study examines and evaluates 10 Russian language learning mobile applications designed for children from birth through age 8 [4-13]. The selected applications were classified according to the following criteria:1) relevance to the target audience, 2) availability of 'select level' option, 3) video content, 4) audio content, 5) text content, 6) visual materials, 7) database of exercises, 8) cultural component, 9) feedback, 10) encouragement, 11) customization, 12) guidelines. The analysis revealed that developers of mobile applications seldom provide users with an opportunity to personalize learning and select individual learning trajectories. Some of the applications are found to be inadequate in terms of complexity as tasks do not fit cognitive, socio-emotional and physical development of young children. The applications are abundant in text content as well as exercises aimed at drilling words and clichés, which in most cases make little contribution to speech development of young language learners. The study results, particularly the criteria developed for evaluating educational applications for young language learners, provide important insight to parents, language educators and educational technology designers. If we allow our children to spend that much time on screen, this time should be used for the benefits of our young generations. Well-designed and wisely implemented digital language resources could positively impact language acquisition and speech development.

Keywords

language learning, MALL, early childhood education, educational technology

The name of the journal

EDULEARN19: 11TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=239191&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Vafina Alsu Khadievna	ru_RU
dc.contributor.author	Kayumova Albina Ramilevna	ru_RU
dc.contributor.author	Sadykova Gulnara Vasilevna	ru_RU
dc.date.accessioned	2019-01-01T00:00:00Z	ru_RU
dc.date.available	2019-01-01T00:00:00Z	ru_RU
dc.date.issued	2019	ru_RU
dc.identifier.citation	Sadykova G., Kayumova A., Vafina A., EVALUATION OF RUSSIAN LANGUAGE LEARNING MOBILE APPLICATIONS FOR YOUNG CHILDREN//EDULEARN19: 11TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES. - 2019. - P.2443-2450.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=239191&p_lang=2	ru_RU
dc.description.abstract	EDULEARN19: 11TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES	ru_RU
dc.description.abstract	The affordability and pervasiveness of mobile devices (e.g. smart phones or tablets) have drastically changed the way young children spend their time. Children 8 and younger spend an average of 48 minutes a day staring at screens of their mobile devices; 42% of children have their own tablets [1]. Despite the fact that parents are concerned about children's overexposure to mobile devices, they are positive about the use of mobile resources for learning [1], [2]. Indeed, the number of educational mobile applications has skyrocketed; some of the resources specifically focus on developing language skills of young children learning their first, second, or foreign language. Researchers have investigated the effectiveness of mobile-assisted language learning for primary school children and conducted evaluation studies [3]. However, the vast majority of research focuses on mobile applications that teach widespread languages, mostly English, and there is a gap in research that studies mobile applications for children learning Russian. This paper aims at partly filling this gap. The presented study examines and evaluates 10 Russian language learning mobile applications designed for children from birth through age 8 [4-13]. The selected applications were classified according to the following criteria:1) relevance to the target audience, 2) availability of 'select level' option, 3) video content, 4) audio content, 5) text content, 6) visual materials, 7) database of exercises, 8) cultural component, 9) feedback, 10) encouragement, 11) customization, 12) guidelines. The analysis revealed that developers of mobile applications seldom provide users with an opportunity to personalize learning and select individual learning trajectories. Some of the applications are found to be inadequate in terms of complexity as tasks do not fit cognitive, socio-emotional and physical development of young children. The applications are abundant in text content as well as exercises aimed at drilling words and clichés, which in most cases make little contribution to speech development of young language learners. The study results, particularly the criteria developed for evaluating educational applications for young language learners, provide important insight to parents, language educators and educational technology designers. If we allow our children to spend that much time on screen, this time should be used for the benefits of our young generations. Well-designed and wisely implemented digital language resources could positively impact language acquisition and speech development.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	language learning	ru_RU
dc.subject	MALL	ru_RU
dc.subject	early childhood education	ru_RU
dc.subject	educational technology	ru_RU
dc.title	EVALUATION OF RUSSIAN LANGUAGE LEARNING MOBILE APPLICATIONS FOR YOUNG CHILDREN	ru_RU
dc.type	Articles in international journals and collections	ru_RU