Communications in Humanities Research ISSN: 2753-7072
Home> Volumes> Volume CHR Vol.56> Article
Research Article

The Effect of Language-Learning Apps on Positive Language Transfer

Yidi ChengBasis International School Parklane Harbour*

* Corresponding author: [email protected]

Abstract

Today, the widely used language learning apps (LLAs) have greatly changed the general experience and landscape of language learning. This research collected the foreign language learning experiences of over 350 language learners with a survey and specific stories with multiple interviews to explore how the many educational features may affect language transfer, specifically positive transfer. Through these studies, we were able to narrow the research on language transfer to these most-used methods for language education in LLAs: spaced repetition, multimodal feedback, contextual learning, and gamification. The most prominent ways these methods affected language transfer were through the impact of lexical transfer, semantic transfer, pragmatic transfer, and motivation. The study of language transfer, within the context of LLA use, provides valuable insights into the challenges and opportunities associated with language acquisition in the digital age. It is crucial to understand the dynamics of language acquisition, especially in this gradually globalized world that is based on languages and communication, and with more studies and research, the process of language learning may be further improved upon and made efficient.

Keywords: language-learning applications (LLAs); language learning (LL); education methods; language transfer
Published: April 7, 2025
DOI: 10.54254/2753-7064/2024.21729
Volume: CHR Vol.56
pp. 171-177
Download PDF

References

  1. Muckenhumer, C., Schefer-Wenzl, S., & Miladinovic, I. (2023a). Efficacy analysis of Mobile Language Learning Apps. Proceedings of the 2023 9th International Conference on Frontiers of Educational Technologies. https://doi.org/10.1145/3606150.3606152
  2. Adkins, S. S. (2008). The US market for mobile learning products and services: 2008-2013 forecast and analysis. Ambient Insight, 5.
  3. Lado, R. (1957). Linguistics across cultures. Ann Arbor, MI: University of Michigan Press.
  4. Selinker, L. (1972). Interlanguage. Product Information International Review of Applied Linguistics in Language Teaching, 10, 209-241.
  5. Spolsky, B. (1985). Formulating a theory of second language learning. Studies in Second Language Acquisition, 7(3), 269–288. [invalid URL removed]
  6. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  7. Mosavi Miangah, T., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(4), 309–319. https://doi.org/10.5121/ijdps.2012.3126
  8. Rosell-Aguilar, F. (2017). State of the App: A Taxonomy and Framework for Evaluating Language Learning Mobile Applications. CALICO Journal, 34(2), 243–258. [invalid URL removed]
  9. Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. (1998). Measuring individual differences in implicit cognition: The implicit association test. Journal of Personality and Social Psychology, 74(6), 1464-1480. https://doi.org/10.1037/0022-3514.74.6.1464
  10. YouTube. (2023b, October 10). How to become fluent faster! interview with polyglot Steve Kaufmann. YouTube. https://www.youtube.com/watch?v=vzQ3Ij4ib0I&ab_channel=JForrestEnglish
  11. Bjork [Bjork Learning and Forgetting Lab]. (n.d.). Retrieved from https://bjorklab.psych.ucla.edu/research/
  12. Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. L., & Pashler, H. E. (2012). Using spacing to optimize learning in classroom settings. Current Directions in Psychological Science, 21(3), 167-173.
  13. Butler, A. C. (2010). Repeated testing produces a superior transfer of learning relative to repeated studying. Science, 327(5976), 1011-1014.
  14. Matheson, D. (2002). Multimodal discourse: The modes and media of contemporary communication. Journal of Communication Inquiry, 26(3), 338–339. https://doi.org/10.1177/019685990202600308
  15. Dubois, S., & Vial, S. (2018). Multimodal learning and language acquisition: Theoretical perspectives and practical implications. In N. C. Ellis & I. Smythe (Eds.), Handbook of Second Language Acquisition (pp. 264–287). Routledge.
  16. Mayer, R. E., & Moreno, R. (1998). Three generations of research on visual learning. Educational Psychologist, 33(1), 3–14.
  17. Plass, R., Merrill, D. C., Lindgren, J., & Gagnon, E. (1998). Cognitive tools for constructing knowledge. Educational Psychologist, 33(1), 31–40.
  18. Mazzeo, C. (2008). Integrating content and language learning: Designing successful CLIL programs. Alexandria, VA: ASCD.
  19. Medrich, E. B., Calderon, M., & Hoachlander, B. (2003). The contextualized language instruction (CLI) framework: A foundation for differentiated instruction. TESOL Quarterly, 37(1), 141-171.
  20. Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for students and adults. San Francisco, CA: Pfeiffer.
  21. Dicheva, D., Dichev, C., & Angelova, A. (2015). Gamification in education: The case of learning a foreign language. International Journal of Emerging Technologies in Learning (IJET), 10(2), 10–17.
  22. Wu, D. (2014). Applying gamification to enhance EFL learners' motivation and engagement. The Asian EFL Journal Quarterly, 16(2), 189–214.
  23. Yoon, S., & Park, J. (2015). The effects of gamification on learning motivation and self-directed learning in EFL vocabulary learning. International Journal of Gaming and Computer-Mediated Simulations, 7(1), 43–57.
  24. Oxford, R. L., & Ehrman, M. (1993). Second language research on individual differences. Annual Review of Applied Linguistics, 13, 188-205.
  25. Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
  26. Prawat, R. S. (1989). Promoting access to knowledge, strategy, and disposition in students: A research synthesis. Review of Educational Research, 59(1), 1–41.
  27. Pea, R. D. (1987). Socializing the knowledge transfer problem. International Journal of Educational Research, 11(6), 639–663. https://doi.org/10.1016/0883-0355(87)90007-3