Journal of Linguistics and Language Teaching
Volume 12 (2021) Issue 1, pp 59-74
Virtual Communities of Chinese Learners of Spanish: the Use of Mobile Applications in the Development of Speaking Skills
Ángel Osle (Essex, United Kingdom)
Abstract
The present study explores the impact of using Telegram – a relatively new mobile application - on the development of speaking skills in a group of Chinese learners of Spanish. A total of 16 participants who were following a non-credited online Spanish course in a British university were recruited. Students were randomly allocated to a control and an experimental group. This study is an example of action research in the specific context of Virtual Learning Environments (VLEs). From a methodological point of view, quantitative and qualitative elements of analysis were combined by making effective use of triangulation. Through various questionnaires and the completion of two language tasks via Telegram, the effectiveness of a pedagogical intervention was assessed. In spite of certain methodological limitations, results highlight the potential benefits of using mobile applications in VLEs settings.
Keywords: Virtual Learning Environments, Telegram, mobile learning, Spanish as a Second Language.
1 Introduction
The use of modern technology has changed the study habits of foreign language learners around the world. Numerous learning platforms, Virtual Learning Environments (VLEs) and mobile applications (1) have come and gone in the past decade. In foreign language courses, instructors are now making use of digital materials and learning platforms, either to supplement face-to-face instruction or as a replacement altogether. VLEs and virtual communities therefore emerge as a response to the integration and generalisation in the use of ICT learning tools.
The use of mobile applications as part of VLEs has received increasing attention from researchers in the field. The effect of mobile apps on vocabulary acquisition has, inter alia, been examined by Ghobadi & Taki (2018). Studies have also explored the potential impact on additional areas such as grammar (Nabati 2018), reading comprehension (Azadi & Azad 2017) or integrated skills (Faramarzi 2018). Attitudes towards mobile apps have been the subject of several studies (e.g. Karimov & Kim 2017).
In the author’s own teaching practice, the introduction and development of VLEs in the delivery of our Spanish language courses could be witnessed. In fact, the idea behind the present study arose as a result of analysing the performance of a subgroup of students undertaking a Spanish course in a VLE. Specifically, it became apparent that Chinese learners of Spanish usually underperform in oral assessments, especially when compared to students with different linguistic backgrounds. After considerable discussion of issues such as cultural differences, the distance between L1 and L2, and the lack of real opportunities for interaction in VLEs, the decision was made to implement a pedagogical intervention consisting of two oral tasks that propose an effective use of Spanish via a mobile app.
This study will therefore attempt to fulfil the following goals:
1. Increasing the possibilities of oral interaction of Chinese students in order to develop their communicative competence in Spanish.
2. Fostering socialisation among members of the group outside of the foreign language classroom and in real-life settings.
3. Exploring the learning potential offered by mobile apps, such as Telegram, and assess its potential use in foreign language instruction.
These goals can be articulated in the following research question:
Does the use of a mobile app such as Telegram contribute to the development of students’ speaking ability in Spanish and thus, improve their performance in an oral assessment?
From a methodological point of view, this study is an example of an action research project in the specific context of VLEs. It combines quantitative and qualitative elements of analysis by making effective use of triangulation whenever possible.
The following sections will offer a succinct review of the literature on VLEs, as well as on the use of mobile apps in foreign language learning. Section 3 will touch on some methodological considerations by providing information on participants, setting, instruments of data collection, procedures and the use of a mixed methods approach within the overall framework offered by Action Research. Section 4 will focus on data analysis and present an overview of results. Finally, some conclusions, limitations and suggestions for future research will be put forward.
2 Literature Review
The use of the Internet and Web 2.0 resources has represented a tremendous boost to e-learning platforms. According to Majó & Marqués (2001), this new sociocultural reality has resulted in the development of new technological and cultural skills, the emergence of multiple online learning environments, as well as the expansion of traditional learning beyond the classroom walls. Nowadays, it is frequent to be able to develop fully virtualised training environments through platforms specifically designed for this purpose. A Virtual Language Environment can be defined as
a web-based communications platform, that allows students, without limitation of time and place, to access different learning tools, such as program information, course content, teacher assistance, discussion boards, document sharing systems, and learning resources. (Raaij and Schepers 2008: 839)
VLEs are therefore supposed to promote group participation and enhance communication and social interaction (Cano Ginés & Rodríguez Gómez 2015).
Since the early 1990s, VLEs have featured on commercial platforms such as WebCT or Blackboard, or through free and open source software such as Moodle, where different teaching institutions hosted their virtual classrooms, courses, and campuses.
According to Martín Monje (2012), VLEs are evolving into Personalised Learning Environments (PLEs) thanks to the emergence of mobile technology. PLEs are based on a high degree of flexibility, student autonomy and the idea of lifelong learning. PLEs can be defined as
a set of tools, information sources, connections and activities that every person uses to learn assiduously’ (Castañeda and Soto 2010:10).
Learners themselves manage and organise their own learning based on a set of processes and strategies.
Glasserman, Monge & Santiago (2014: 6) highlight some of the advantages of VLEs versus a more traditional, face to face teaching delivery: VLEs represent a flexible working tool for interaction through synchronous and asynchronous activities. They promote the integration of learning networks, develop student autonomy and allow for the establishment of teaching methods that promote collaboration among participants. In addition, students can access the learning environment at any time they deem most appropriate. Student autonomy is, without a doubt, one of their main advantages of VLEs: students are encouraged to take ownership of their own learning process (García-Peñalbo & Ramírez Montoya 2017).
On the other hand, disadvantages of VLEs mainly relate to potential feelings of loneliness and isolation of the student body. Although many of these virtual platforms have enabled forums or chats, the communicative exchanges among students are far less frequent than in traditional classrooms. There are also potential issues related to the technological requirements necessary to implement this type of programme. Students need certain technical resources such as computer, tablet or mobile, and a good internet connection. Likewise, instructors will have to adjust their teaching to the functionalities of the virtual learning platform.
2.1 Mobile Learning
It is useful to establish an initial distinction between Computer Assisted Language Learning (CALL) and Mobile Assisted Language Learning (MALL). CALL refers to any process through which a student uses a computer to improve language use (Jarvis & Archileos 2013). The term CALL became trendy in language education in the late 1980s. At first, CALL was mainly limited to desktop computers with a few rudimentary software programmes. Over the years, this area has expanded to include virtual learning environments, blogs, online courses and the like. The development of mobile devices has, in turn, led to the creation of a new area of research called Mobile Assisted Language Learning (MALL). MALL differs from CALL in its degree of portability, flexibility, and spontaneity, allowing for new ways of learning and accessing content.
In the last 20 years, researchers have therefore begun to take an interest in mobile technology and its apps to foreign language teaching. Authors such as Lara (2012) characterise mobile learning as
● spontaneous - it can happen any time,
● ubiquitous - it can occur anywhere,
● portable - mobile devices are easily transportable, and
● flexible - it can give students the option of choosing what to learn.
Based on all of the above, it appears that the word mobile has a double implication: on the one hand, it refers to the idea of being able to learn at any time and place by abolishing physical and temporal barriers. On the other hand, it applies to electronic devices, given that these are portable, easy to transport and provided with internet access.
Since the end of the 20th century, we have witnessed a constant stream of new electronic devices being released onto the market. Although these devices were initially susceptible of being used as an aide to foreign language teaching, it is clear that they had a series of technological limitations - such as a poor battery life or small screens - which made them very difficult to use for this purpose. In addition, due to an intrinsic lack of speed, their use was mainly restricted to sending and receiving emails and browsing the internet (Stockwell & Hubbard 2013). Today, electronic devices have undergone a radical transformation, and a wide range of portable devices can be purchased at very accessible prices: personal computers, electronic book readers, MP3 / MP4 players, or the ubiquitous smartphones and tablets. In addition to having an Internet connection, the limitations of the first generation of mobile devices have been vastly improved (Stockwell and Hubbard, 2013). It should also be noted that their use has been enhanced by improvements in bandwidth, lower costs of internet connections and the proliferation of wireless networks.
As a result of these technological advances, the number of studies in this area has grown exponentially. Most of them are related to the use of a particular app to learn a foreign language, or to the development of linguistic skills through a mobile app. Interesting literature reviews can be found in Burston (2013), Bozdogan (2015) and Shadiev et al. (2017). Specific reviews of mobile apps can be found, inter alia, in Heil et al. (2016).
From a methodological point of view, researchers have made use of case studies within a predominantly quantitative (Duman, Orhon & Gedik 2015) and a descriptive approach (Burston 2013). Some of these studies can be criticised on methodological grounds due to an insufficient number of subjects, the app of an inadequate methodology or serious issues with regards to the instruments of data collection. Specifically, several studies have reported on small sample sizes of fewer than twelve participants, the difficulty in discerning the effects of short-term pedagogical interventions (Cheng 2016), the absence of a control group or the inequality of treatment of both control and experimental groups (Huang et al. 2012).
2.2 Telegram as a Social Media Network
Telegram (2) is a popular social media network, instant messaging system and voice-over service compatible with different platforms and operating systems. This mobile app was originally launched in 2013 and supports seven languages other than English. Creating an account is straightforward, as the system only requires a mobile number and a verification code. Telegram can be highly customised and is offered free of charge.
Telegram supports a wide range of file formats and has no restrictions over the size of files that can be exchanged. In addition, Telegram users have access to a variety of groups and channels. Channels and groups can be easily created, searched and accessed. By using a group, a wide range of tasks and materials can be offered to language learners.
From a research point of view, the use of Telegram in the foreign language classroom has generated an increasing interest in the past five years. The effects of Telegram on vocabulary acquisition have, among others, been studied by Elekaei (2018). Researchers have also examined the potential effects of using Telegram on additional areas such as grammar (Nabati 2018), reading comprehension (Azadi & Azad 2017) or integrated skills (Faramarzi 2018).
The use of Telegram aims to encourage collaborative learning and negotiation of meaning. It can also be used as a tool to develop a student-centred approach to language teaching. Its capacity to present a wide range of different file formats can be tremendously appealing to both language educators and curriculum designers. Moreover, ongoing formative and summative assessment can be made available to language learners (Faramarzi 2018), due to the highly interactive nature of this mobile app.
3 Methodology
The present study uses a mixed-methods approach within the general framework provided by Action Research (AR). It can be described as a quantitative, exploratory and empirical study but with a strong qualitative component motivated by the intrinsic nature of AR. It is hoped that this study will provide teachers with some possible solutions for improving L2 students’ oral skills, as well as optimising available resources that may favour L2 practice. Although an attempt has been made to find a balance in the process of data collection, collected data is predominantly quantitative in nature; the qualitative data obtained, in general, seeks to refute, validate and complement the quantitative information gained.
Kemmis & McTaggart (1988) note that AR is a form of research which is used by teachers in an attempt to analyse what is happening around them by taking into account all the actors involved in the teaching/learning process. AR is eminently a participatory, collaborative process oriented towards praxis (Kemmis, McTaggart and Nixon 2014). This study can be described as participatory, since it involves a group of teachers whose ultimate goal is the improvement of their own teaching practice. It is collaborative and oriented to praxis, given that our main goal is the development of oral skills in Chinese learners of Spanish.
The idea behind the present study is therefore based on anecdotal evidence from our teaching teams over the past five years. It became apparent that Chinese learners of Spanish seem to underperform in their oral exams. This may be due to a wide array of factors, such as the linguistic distance between the L1 and L2, their previous experience in foreign language learning, their educational background or (inter)cultural factors. A pedagogical intervention was therefore designed in an attempt to improve Chinese students’ overall results.
3.1 Participants
18 Mandarin learners of Spanish following a non-credited online Spanish course in a British university were recruited in the spring term of 2020. Only 16 of those 18 students completed the module. Using a virtual platform, learners were able to study Spanish at any level from beginner to advanced. An initial induction session gave students the chance to meet their tutor and learn how to use the virtual platform. Students were expected to do between three and six hours of online exercises per week in order to progress to a sufficient standard. Lessons were assigned on a weekly basis. The course was assessed through a written examination, an individual oral exam and a portfolio of online work completed on the platform.
Students completed a preliminary questionnaire requesting information on their linguistic background, their previous experience in foreign language learning, their degree studies, their gender and their previous experience using Telegram. Participants’ average age is 23.5. Ten of the students identified as female, and 60% of them were undertaking postgraduate courses at the university. It is important to note that we only recruited students having an A2 level of proficiency in Spanish according to the result of the placement test completed in the first week of term. All participants had previously studied English as a second language. In addition, six of them had studied additional languages such as French, Japanese or German. 80% of the participants had some experience using Telegram as a mobile app.
3.2 Ethical Considerations
The researcher provided participants with information and consent forms. Information included the purpose of the study, its expected benefits as well as information about confidentiality. Participation was voluntary and withdrawal from the study was possible at any stage. The Data Protection Act (1998) guidelines were followed: information gained from the data collection process was kept confidential. Additional ethical issues were carefully considered throughout this study, such as the potential negative effects of a pedagogical intervention with a control and an experimental group. In order to compensate for the potential gains for only a subgroup of students, the pedagogical treatment was offered to all students at the end of term. Another potential disadvantage, centred on the unequal power dynamics between the participants, involved and the tutor. An explicit point was made of emphasising that participation in the study was purely voluntary and with no impact whatsoever on students’ assessment in the module.
3.3 Research Design
AR is fundamentally characterised by its cyclical nature, its flexibility and interactivity at all stages. According to Elliott (1993), this ‘cycle’ model consists of different stages: researchers identify a problem that they wish to solve. The problem usually arises as a result of classroom practice, aided by the contribution of ideas from the students themselves or other colleagues. Once a problem is identified, an action strategy must be planned. These are practical and concrete decisions about a general plan of action. Following on from this, the action plan is put into practice. Results lead to a reanalysis of the original issue, thus beginning a spiral of reflection and action. In addition to making a detailed description of what happens during the development of the action plan, an attempt should be made to reflect on the contrast between what was planned and what was actually achieved.
Teachers initially identified a specific issue related to the performance in oral assessments of Chinese learners of Spanish undertaking a Spanish course in a VLE. A preliminary questionnaire and a placement test were used to obtain information on students’ level of proficiency as well as their general linguistic background. A pedagogical intervention consisting of an oral task to be carried out through a mobile app (Telegram) was initially planned; a description of the oral tasks can be found in Section 3.4. A follow-up questionnaire was administered to gather information on students’ opinions on the first Telegram task. The first cycle of enquiry was completed with an analysis and reflection of results. A second cycle was initiated with the design of the second Telegram task. A follow-up questionnaire provided insights into students’ perceptions of Task 2. A final oral assessment was used as a post-test for the purposes of our statistical analyses.
3.4 Instruments of Data Collection
Two questionnaires were prepared as main instruments of data collection: a preliminary questionnaire and a task assessment questionnaire. In addition, two language tasks and one assessment rubric were designed. The language used in the questionnaires was English in order to avoid the linguistic limitations that might eventually arise in a group with an A2 level of proficiency in Spanish. A diary was also kept, in which details and observations were recorded throughout the process.
3.4.1 Preliminary Questionnaire
The preliminary questionnaire served to collect background information of our group of participants: their age, linguistic background, gender, previous experience in Spanish, degree studies and previous experience in the use of Telegram. In this questionnaire, a combination of open and closed questions, and collected data of a descriptive nature were used. The questionnaire was presented in English.
3.4.2 Telegram Tasks
Two language tasks were designed to be completed via the Telegram mobile app. Both tasks were aligned with the curriculum objectives of the A2 level of the CEFR. In general, these tasks allowed students to interact orally on selected everyday topics: work, studies, celebrations, travel, personal experiences to name but a few. In addition, they were also required to express opinions, request information, tell anecdotes or describe the plot of a film.
Tutors marked students’ performance through an analytical assessment rubric. The scale included a matrix with four descriptors. The matrix followed the criteria set forth by the Council of Europe in the Common European Framework of Reference (CEFR 2002), in which four basic descriptors are used in relation to four qualitative aspects of spoken language: coherence, fluency, accuracy, and scope.
Regarding the assessment rubric, a scale ranging from 1 to 3 was used to score each descriptor. Oral productions that did not reach the required level were rated with a 1. A score of 2 was used for those productions that were within the expectations outlined for each descriptor at the A2 level of proficiency. A score of 3 was used for those productions that were above the A2 level.
3.4.3 Task Assessment Questionnaire
This questionnaire contained a series of questions assessing the level of interest generated by the task, whether students found the task useful, the skills that they had practised and an open-ended question requesting general feedback. It was administered in English via the VLE immediately after each task. The information obtained offered some qualitative insights into students’ perceptions on both tasks.
3.4.4 Pre-Test and Post-Test
The oral section of the placement test was used as a pre-test in this study. A specific task was designed and administered at the end of the module to check the effects of the pedagogical intervention.
The pre-test was administered at the beginning of Term 1. The task consisted of a presentation on a selected topic and follow-up questions by the researcher. Students had an estimated preparation time of about five minutes and were not allowed to take notes. The presentation lasted approximately two minutes and was recorded via Zoom.
The post-test was carried out in pairs via Zoom. The test consisted of a presentation with subsequent questions on a topic and a role-play activity. The first part of the post-test involved a presentation randomly selected by students. Note-taking was not allowed, and preparation time was approximately five minutes. Participants were supposed to speak about a proposed topic for a maximum of two minutes without any interruption. In the second task of the post-test, students had to start a conversation with a partner, following specific roles. They selected one of the two situations proposed. Students were not allowed to take notes, but they had five minutes of preparation time, during which they could agree on some general points to be covered in the roleplay.
The marking scale used in both the pre- and post-test was similar to the one used in the marking of the Telegram tasks: four descriptors including accuracy, fluency, coherence and scope, and a score of 1 to 3 for each descriptor
4. Results and Discussion
As pointed out above, students completed an online placement test at the beginning of Term 1. The oral component of the placement test was used as a pre-test in this study. Results seemed to confirm and validate the initial reason for this pedagogical intervention: a generalised underperformance of Chinese students when compared to learners from other linguistic backgrounds. A wide range of factors could potentially account for this difference: the linguistic distance between L1 and L2, students’ previous linguistic background, opportunities for language use or cultural differences in the use of learning strategies.
The participants in this study were randomly allocated to a control group and experimental group. Students in the experimental group completed two tasks using the Telegram mobile app. It is important to note that, according to Judd, Tan & Wallberg (2002), the activities, tasks and exercises used in the foreign language classroom should encourage communicative exchanges through the use of natural and meaningful language. In order to achieve this goal, teachers need to create opportunities for real practice amongst students. In the design of the Telegram tasks, an attempt was made to recreate real life situations as far as possible.
Students' oral productions in both tasks were assessed in a corresponding rubric. The maximum score that an individual participant could achieve was twelve points, while the minimum score was four points. A grade equal to or greater than eight was required to consider the task completed.
Table 1 below presents the scores for each participant in Task 1:
Participant | Task 1: Scores |
1 | 9 |
2 | 7 |
3 | 8 |
4 | 11 |
5 | 10 |
6 | 7 |
7 | 8 |
8 | 9 |
Table 1: Results in Task 1 – Experimental Group
The descriptive statistics for this data set are as follows: Mean=8.62, SD= 1.40, Mode = 9,7,8. The learning objectives for this task were met in the majority of cases, only two students scoring under eight points. After completing the first task, participants had to fill out a questionnaire. The questionnaire provided a general assessment of the usefulness of the task through a Likert scale. Students were also asked for a pedagogical reflection, and they were offered a space to provide feedback. The goal was to obtain qualitative information that would provide some insights into learners’ perceptions, which might be useful for our reflective phase of the AR cycle.
Overall, the possibility of additional practice of oral skills was positively highlighted by all participants. 85% of the students noted the advantage of integrating the practice of speaking and listening skills in the one and the same task. Feedback also highlighted the novel aspect of the pedagogical intervention, despite the fact that some participants had previous experience in the use of technology in the classroom. They also made comments regarding the need to minimise the use of the L1 in student interactions. The overall evaluation of Task 1 was made through a 5-point Likert scale ranging from ‘very boring’ to ‘very interesting’. Despite the fact that some scores fell within band 3, the holistic evaluation of this task is quite positive – the average score in the Likert scale being 4.35.
Participants reported some useful observations that were of help for the design of the second Telegram task. There were comments regarding the fact that preparation for this task was more time consuming than had been anticipated. Some students expressed the need for feedback in the form of immediate correction of their productions via Telegram. As a result of this, it was decided to explain that general feedback - including a report on student performance - would be provided at the end of the second task. As part of our general reflective process on Task 1, it became clear that some participants used several voice memos to complete the same task, which sometimes generated an excessive number of short messages on the mobile app. It was decided to restrict the number of voice memos in the second task. Based on students’ feedback, it was also agreed to try to align even more the nature of the second task to a real-life situation.
In general, student feedback was highly positive and served as an encouragement to follow through with the pedagogical intervention. It is also worth mentioning that we did encounter logistical issues in the implementation of this task, such as technical difficulties with the software itself. Due to these difficulties plus additional time constraints, the option of using a third Telegram task was discarded.
There was a four-week gap between the first and the second task. The assessment rubric and the actual implementation was the same for both tasks. Table 2 below reports the raw scores for Task 2.
Participant | Task 2: Scores |
1 | 10 |
2 | 8 |
3 | 8 |
4 | 12 |
5 | 11 |
6 | 9 |
7 | 8 |
8 | 10 |
Table 2: Results in Zask 2 – Experimental Group
Descriptive statistics are as follows: Mean= 9.5, SD 1.51 and Mode was 8. It is important to point out that the mean increased from 8.65 to 9.50. This improvement in student performance can be attributed to different factors, for example:
● an increase in students’ general proficiency level,
● a higher degree of ability when using the mobile app,
● a higher degree of familiarity with the type of task.
None of the students scored below eight points.
A second task questionnaire was completed 48 hours after the task. Students confirmed some of the comments from the first task: the beneficial use of Telegram as a pedagogical tool, given that the app offered them the possibility of getting to know other participants. This is especially relevant considering the isolating features of VLEs. Students' feedback also highlighted the possibility of using both grammar and vocabulary in a meaningful context. Other comments underlined the creative aspect of the task. Along these lines, participants pointed out that the proposed task allowed for a revision of the course content with an emphasis on oral skills. Their feedback seemed to highlight the importance of affective factors in foreign language learning. As Krashen (1985) notes, success in L2 acquisition is linked to a high degree of motivation, low anxiety and a reinforced self-esteem.
There were also observations regarding the lack of quality and the background noise of some of the posts. Students specifically commented on the difficulty experienced in understanding some of the posts
In order to measure the success of the pedagogical intervention and to answer our original research question, a statistical analysis comparing participants’ scores in the pre- and post-tests was carried out. Tables 3 and 4 below present students’ scores in the pre and post-tests for the control and the experimental group:
Participant | Pre-Test | Post-Test |
1 | 7 | 8 |
2 | 8 | 8 |
3 | 8 | 8 |
4 | 10 | 11 |
5 | 11 | 11 |
6 | 9 | 10 |
7 | 8 | 8 |
8 | 7 | 7 |
Table 3: Participants’ Scores in the Pre and Post-Tests (Control Group)
The mean and mode values for the pre-test are 8.5 and 8.0, respectively. The mean slightly increased to 8.85 for the post-test. Three students marginally improved their overall scores and in five cases, no variation in scores was reported:
Participant | Pre-Test | Post-Test |
1 | 8 | 10 |
2 | 7 | 8 |
3 | 7 | 10 |
4 | 9 | 10 |
5 | 10 | 12 |
6 | 8 | 11 |
7 | 9 | 9 |
8 | 8 | 12 |
Table 4: Participants’ Scores in the Pre- and Post-Tests (Experimental Group)
In the case of the experimental group, the mean score improved from 8.25 to 10.25. A total of seven students improved their overall score. Using a t-test, a one-tailed mean comparison of the null hypothesis showed that the means of the experimental and control group was equal at 0.05. Results indicate that the difference is significant: t = -1.87, p>0.041.
It is important to point out that improvements in the experimental group may be due to a wide range of variables:
● a general improvement in the level of fluency,
● language practice outside of the course,
● the impact of individual differences on the learning process such as motivation or aptitude, or
● affective differences in general.
The pedagogical intervention proposed here could potentially account for one of those variables. As will be pointed out in the conclusion, a follow-up study could potentially centre on the interaction of additional variables on student scores.
It is worth noting the positive feedback received from students throughout the study. The level of acceptance and participation was relatively high, creating a true learning community and exceeding our initial expectations. The flexibility and interactivity of resources, in addition to the motivating effect caused by the use of mobile technology, contributed to the success of the pedagogical intervention.
Literature on the development of oral skills underscores the importance of exposure, practice and repetition in the L2. The use of Telegram contributed to the creation of a sense of belonging to a virtual learning community, as the number of spontaneous communicative exchanges among students grew. The increasing levels of motivation resulted in a decrease in the use of the L1 until it became practically non-existent.
The lack of opportunities to use the target language is a contributing factor to levels of low confidence in L2 learners (Mirhadizadeh 2016). It is common practice for students to try and avoid making mistakes when interacting in the L2, thus limiting their own participation in class activities. Furthermore, as Horwitz (1986: 559) points out, the anxiety experienced by L2 learners causes a chain of negative emotional reactions and, generally speaking, inhibits the learning process. In order to improve their oral skills, L2 learners need to develop their speaking ability outside of the classroom. With the advancement of technology, mobile apps offer opportunities for teachers to design activities that better align with real-life situations.
5. Conclusions
Mobile apps can be utilised in very different learning environments. Methodological proposals centred on the use of mobile apps in the area of foreign language teachingare increasingly common. The possibility of using mobile devices is not only limited to the field of distance education, but it is also included in other educational settings such as VLEs, blended learning or autonomous learning. Optimising the multiple possibilities offered by mobile apps is one of the challenges that instructors and educational institutions are presently facing.
Although most pedagogical interventions regarding the use of mobile apps have focused on the development of written skills, Telegram offers opportunities for oral practice and interaction. Telegram represents an app that encourages collaborative work as well as the development of communicative skills. Moreover, the use of mobile apps could also serve to reduce the general level of student anxiety and therefore increase the rate of success in foreign language learning.
The results of this study suggest that Telegram is an effective tool for the development of the oral skills of Chinese learners of Spanish, at least in the context of a VLE. Given that mobile devices are widely used these days, they could certainly be utilised in the foreign language classroom. In the author’s teaching experience, the use of technology has represented a motivating factor for students. Despite the fact that the participants of this study were frequent users of a wide range of mobile apps in their daily lives, this was their first experience of using a mobile app for pedagogical purposes. They appreciated the possibility of using the target language outside of the classroom. In addition, as reflected in their rating of the Telegram tasks, they found the actual tasks highly engaging.
Some limitations to this study centre on the small sample of participants, which may affect the reliability of our statistical analyses. In addition, due to the wide range of variables affecting L2 acquisition, it is certainly difficult to pinpoint whether the differences found between the experimental and control group appear as a consequence of the pedagogical intervention or as a result of individual differences among the learners. The present study did account for participants’ proficiency level at the beginning of the experiment, but no measurement was undertaken of their level of motivation, aptitude or anxiety, to mention but a few of those variables that, according to the literature, have shown to impact the learning process (Ortega 2009 for a review).
Future lines of research could focus on the potential interaction between individual differences and the rate of success in the use of mobile app. Moreover, it is also important to gain a better understanding of the type of learning strategies used by learners when facing tasks presented via mobile apps. Further studies covering a different population of L2 learners, different language combinations, different proficiency levels and different types of oral tasks may shed more light on the reliability of some of our conclusions.
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Author:
Dr Ángel Osle
Department of Language and Linguistics
University of Essex
Wivenhoe Park, Colchester
United Kingdom
CO4 3SQ
Email: a.osle@essex.ac.uk
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(1) In this paper, app will be used as an abbreviation of the noun application, regardless of the target platform.
(2) This paper will only consider the use of Telegram as a pedagogical tool. Its potential use in any other area will not be analysed here.