Thread of questions

  

1. Why is this particular tool or technology relevant to language learning? What approaches to language learning or research underpin the use of this technology?

This tool proves its relevance by providing an alternative to traditional classroom’s activities when reviewing/reinforcing previous knowledge and to present new content dynamically. Most, if not every, student has a smartphone in which they can install the app and practice in class and outside the classroom.

One of the approaches that considers the use of technology such as this for language teaching is the Game-based learning, which refers to the borrowing of certain gaming principles and applying them to real-life settings to engage users (Trybus 2015).

2.   How might you use it to foster language learning? Think about your target audience.

Considering the versatility of the app, the target audience may be any class between 5th and 12th grade. 

Expecting the school may teach a language since the children are younger to acquire knowledge to make it inherent. As most students use smartphones nowadays.

Within our target audience we also consider students with special needs such as hyperactivity, short attention span and ADHD, as this type of app encourages students to participate in a non-traditional classroom, therefore, students’ engagement increases and they response to the classroom improves as “... An engaged learner is actively involved in and committed to their own learning, and without engagement meaningful learning is unlikely” (Hiver, P. et al) (2021). 

On the other hand, the app is also useful considering the possibility to present past and new content for students in an interactive and dynamic manner. This tool could be easily implemented in every class at least once, due to its low time requirement to prepare and apply. It is an app that proves its efficiency throughout the process of acquiring new vocabulary, practicing reading, writing and speaking abilities and creating meaningful activities for the students to develop.

3. What limitations can you see with the use of this technology for the purposes of language learning?

Few limitations for the use of this tool are expected to be encountered, among them we could find the limited (or non-existent) internet connection; as the app requires to be used with internet connection, it may be a disadvantage in schools that will not provide a stable connection for both students and teachers.

Another point to consider is that every activity implemented through this technology is required to be reviewed by the teacher in order to ensure its appropriateness and accuracy for the group of students; nonetheless, this point it is not considered an drawback or limitation due to, as previously mentioned, the app itself requires few time to prepare new material or review old one.
Finally, the most important limitation with the use of this technology is the lack of knowledge related to the app itself in order to make good use of it. If the teacher does not personalize the use of the app in order to fit the students’ needs and interests, the tool will have no real impact on the students and neither positive feedback when checking the results of the activities. 

References 

• Trybus, Jessica. 2015. “Game-Based Learning: What it is, Why it Works, and Where it’s Going.” New Media Institute. Accessed April 6. http://www.newmedia.org /game-based-learning--what-it-is-why-it -works-and-where-its-going.html.

• Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement in language learning: a systematic review of 20 years of research methods and definitions. Language Teaching Research, 13621688211001289.