INCORPORATING EDUCATIONAL SMARTPHONE APPS FOR TEACHING UKRAINIAN AS A FOREIGN LANGUAGE TO MEDICAL STUDENTS

Authors

DOI:

https://doi.org/10.20535/2410-8286.274964

Keywords:

educational smartphone apps, mobile learning, distance education, foreign student, Ukrainian language learning, technology, future doctors

Abstract

 

This article explores the implementation of mobile applications in the training of future doctors studying the Ukrainian language. The authors conducted a descriptive survey to explore the types of language learning apps commonly used by foreign students studying Ukrainian at the Poltava State Medical University. Furthermore, the effectiveness of these applications for the development of language skills was identified and analyzed. The authors have demonstrated that most smartphone and tablet apps can be effectively used for learning new vocabulary, grammar, spelling rules, and developing writing and speaking skills in Ukrainian for foreign students. The descriptive survey indicated that students generally hold a positive attitude towards the use of apps for language learning. Among the students surveyed, grammar and vocabulary apps were found to be the most popular, while speaking and writing apps were less favored. The authors have also identified the advantages and disadvantages of using language learning apps. The article provides a careful analysis of the essence, principles, strengths, and weaknesses of mobile applications, as well as their pedagogical significance in the context of studying the Ukrainian language at medical universities. It emphasizes that educational mobile applications used by teachers of Ukrainian as a foreign language create an environment that facilitates information retention, promotes interaction between students, and develops their language skills. Mobile applications allow students to personalize their learning by choosing the content and pace, making them convenient for self-directed and distance learning. The data and results obtained from this study can be used to improve educational materials through mobile applications for learning Ukrainian as a foreign language. The findings contribute to research on mobile-assisted language learning and the design of educational apps by shedding light on students' preferences for acquiring different language skills.

Downloads

Download data is not yet available.

Author Biographies

Maryna Zhovnir, Poltava State Medical University

PhD, Associate Professor, Department of Ukrainian Studies and Humanities

Olena Shevchenko, Poltava State Medical University, Shevchenko str., 23, Poltava, Ukraine, 36011

PhD, Associate Professor, Department of Ukrainian Studies and Humanitarian

Tetyana Leshchenko, Poltava State Medical University

PhD, Associate Professor, Head of the Department of Ukrainian Studies and Humanities

References

  1. Abysova, M. A., Kravchuk, M. H., & Gurnyak, O. M. (2023). Digitization of university education: didactic aspect. Information technologies and learning tools, 93 (1), 68–79. https://doi.org/10.33407/itlt.v93i1.5097
  2. Ali, M. M., Malik, N. A., & Rehman, A. (2016). Mobile assisted language learning (mall) an emerging technology in English language class rooms of Lahore (Pakistan). Sci.Int.(Lahore), 28(2), 1629–1636.http://www.sci-int.com/pdf/15267286601%20a%201629-1636%20%20Muhammad%20Mooneeb%20Ali--LIT--.pdf
  3. Annamalai, N., Eltahir, M. E., Al Salhi, N. R., Zakarneh, B., & Zyoud, S. H. (2022). Investigation of Malaysian ESL Students’ Learning Experience of the Smartphone Applications for English Language Learning. Journal International Journal of English Language and Literature Studies, 11 (4). 202–211. https://doi.org/10.55493/5019.v11i4.4678
  4. Annamalai, N., & Kumar, J. (2020). Understanding smartphone use behavior among distance education students in completing their coursework in English: a mixed-method approach. The Reference Librarian, 61 (3-4), 199–215. https://doi.org/10.1080/02763877.2020.1815630
  5. Berezenko, V., & Cherkhava, O. (2022). Communicative language teaching approach in promoting the linguistic competence of EFL learners. Advanced Education, 20, 88–96. https://doi.org/10.20535/2410-8286.224016
  6. Bhandari, L. (2020). Task-based language teaching: a current EFL approach. Advances in Language and Literary Studies, 11(1), 1–5. https://dx.doi.org/10.7575/aiac.alls.v.11n.1p.1
  7. Bilous, V. (2018). Mobilni navchalni prohramy v suchasnii osviti [Mobile learning applications in modern education]. Educational discourse, 1-2 (20-21), 353-362. https://doi.org/10.28925/2312-5829.2018.1-2.361
  8. Bugaychuk, K. L. (2012). Mobile learning: essence and models of introduction in educational process of higher educational establishments of Ukraine. Information Technologies and Learning Tools, 27(1). https://doi.org/10.33407/itlt.v27i1.619
  9. Chen, X. B. (2013). Tablets for informal language learning: Student usage and attitudes. Language Learning and Technology, 17(1), 20–36. https://eric.ed.gov/?id=EJ1006010
    |
  10. Gafni, R., Achituv, D. B., & Rachmani, G. J. (2017). Learning foreign languages using mobile applications. Journal of Information Technology Education: Research, 16, 301–317. https://doi.org/10.28945/3855
    |
  11. Gorbatiuk, L. V., Kravchenko, N. V., Alekseeva, H. М., & Rozumna, Т. S. (2019). Mobile applications as a means of foreign language lexical competence formation of non-philological specialties’ students. Information Technologies and Learning Tools, 74(6), 150–164. https://doi.org/10.33407/itlt.v74i6.2529
  12. Hurska, O. (2019). Inozemna mova yak zasib formuvannia profesiino vazhlyvykh yakostei maibutnikh IT-fakhivtsiv v umovakh osvitnoho seredovyshcha tekhnichnoho universytetu [Foreign language as a means of forming professionally significant qualities of future IT-specialists in the educational environmentof a technical university]. Science and Education a New Dimension. Pedagogy and Psychology, VII (76), 187, 27–30. https://seanewdim.com/
  13. Hashemi, M., Azizinezhad, M., Najafi, V., & Nesari, A. J. (2011). What is mobile learning? Challenges and capabilities, Procedia-Social and Behavioral Sciences, 30, 2477–2481. from https://doi.org/10.1016/j.sbspro.2011.10.483
  14. Huzairin, Hu., Putrawan, G. E., & Riadi, B. (2020). Technology and language learning: English as a foreign language learners’ use of smartphones for informal online learning in Indonesia. Texto Livre: Linguagem e Tecnologia, 13, 103–120. https://doi.org/10.35699/1983-3652.2020.24657
    |
  15. Ishaq, K., Azan, N., Rosdi, F., Abid, A., & Ali, Q. (2020a). Usability of mobile assisted language learning app. International Journal of Advanced Computer Science and Applications, 11. https://doi.org/10.14569/IJACSA.2020.0110145
  16. Katemba, C. (2019). Students’ vocabulary enhancement at grade 10: A comparative study using CALL & MALL in Indonesia. CALL-EJ, 20, 87–114. http://callej.org/journal/20-1/Katemba2019.pdf
  17. Klein, D., & Manning, C. (2005). Natural language grammar induction with a generative constituent‐context model. Pattern Recognition, 38, 1407–1409. https://doi.org/10.1016/j.patcog.2004.03.023
  18. Kuimova, M., Burleigh, B., Uzunboylu, H., & Bazhenov, R. (2018). Positive effects of mobile learning on foreign language learning. TEM Journal, 7(2), 837–841. https://doi.org/10.18421/TEM74-22
  19. Leshchenko, T., Zhovnir,V., Shevchenko, O., Grinko, N. (2022). The usage of quick response codes: evolution and integration in classroom activities in the context of language learning. ScienceRise: Pedagogical Education. 4 (49). 52–58. from http://repository.pdmu.edu.ua/handle/123456789/18915
  20. Leshchenko, T., Zhovnir, M. (2023). Fenomen vyshyvanky v movnii svidomosti indiiskykh studentiv osvity Ukrainy (na materiali vilnoho asotsiatyvnoho eksperymentu) [Phenomenon of Vyshyvanka in the language consciousness of Indian students of education in Ukraine (based on the material of a free associative experiment)]. The World of the Orient, 1 (118), 101–113. http://repository.pdmu.edu.ua/handle/123456789/20511
  21. Leshchenko T., Shevchenko, O., Zhovnir, M. (2022). Possibilities of using mobile learning in the practice of teaching Ukrainian as a foreign language. Open educational e-environment of modern University, 12, 90–102. from https://openedu.kubg.edu.ua/journal/index.php/openedu/article/download/2414-0325.2022.128/403
  22. Ma, Q. (2017). A multi-case study of university students’ language-learning experience mediated by mobile technologies: A socio-cultural perspective. Computer Assisted Language Learning, 30(3-4), 183–203. from https://doi.org/10.1080/09588221.2017.1301957.
    |
  23. Machmud, K. (2018). The smartphone use in Indonesian schools: The high school students’ perspectives. Journal of Arts and Humanities, 7, 33. https://doi.org/10.18533/journal.v7i3.1354
  24. Motiwalla, L. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49, 581–596. https://doi.org/10.1016/j.compedu.2005.10.011
    |
  25. Nami, F. (2020). Towards More Effective App-Assisted Language Learning: The Essential Content and Design Features of Educational Applications. Issues in Language Teaching, 9 (1). 245–278. https://doi.org/10.22054/ilt.2020.52777.501
  26. Ng, W., & Nicholas, H. (2012). A framework for sustainable mobile learning in schools. British Journal of Educational Technology, 44(5), 695–715. https://doi.org/10.1111/j.1467-8535.2012.01359.x
    |
  27. Ogata, H., & Yano, Y. (2005). Knowledge awareness for computer-assisted language learning using handhelds. International Journal of Learning Technology, 5(1), 435–449. https://www.inderscienceonline.com/doi/abs/10.1504/IJCEELL.2004.005731
  28. Rebeca, S. C., & Han, T. (2017). The effect of using a mobile application on EFL learners’. International Journal for Developmental and Educational Psychology, 1(2), 229–238. https://doi.org/10.17060/ijodaep.2017.n1.v2.935
  29. Rebenok, V. (2012). Zastosuvannia informatsiino-komunikatsiinykh tekhnolohii vykladachamy vyshchoi shkoly v navchalnomu protsesi [Using informatively-communication technologies by the teachers of high school in educational process]. Pedahohika vyshchoi ta serednoi shkoly, 36, 199–204. http://nbuv.gov.ua/UJRN/PVSSh_2012_36_33
  30. Roberts, L., Liszka S.A. (2019). Grammatical aspect and L2 learners’ online processing of temporarily ambiguous sentences in English: A self-paced reading study with German, Dutch and French L2 learners. Second Language Research, 37(4), 619-647. https://doi.org/10.1177/0267658319895551
    |
  31. Samoilenko, O. M. (2015). Osoblyvosti vykorystannia mobilnoho navchannia u pidhotovtsi bakalavriv matematyky [Features of the use of mobile learning in the preparation of bachelors of mathematics]. Bulletin of Zhytomyr State University named after Ivan Franko, 3 (81), 19-23. http://pedagogy.visnyk.zu.edu.ua/
  32. Schwabe, G., & Göth, C. (2005). Mobile learning with a mobile game: design and motivational effects. Journal of Computer Assisted Learning, 21(3), 204–216. https://doi.org/10.1111/j.1365-2729.2005.00128.x
  33. Sletten, M. A. (2021). Mobile-Assisted Language Learning: Ubiquitous Language Learning and an Examination of the Mobile Learning Environment. In M. Montebello (Ed.), Digital Pedagogies and the Transformation of Language Education, 122–136. http://doi.org/10.4018/978-1-7998-6745-6.ch006
  34. Traxler, J. (2009). Current State of Mobile Learning. Mobile Learning: Transforming the Delivery of Education and Training. http://www.aupress.ca/index.php/books/120155
  35. Vakaliuk, T., Osova, O., & Chernysh, O. (2021). Using information and communication technologies for the formation of linguodidactic competence of future foreign language teachers. Information Technologies and Learning Tools, 82(2), 77-92. https://doi.org/10.33407/itlt.v82i2.3868
  36. Zhang, Y. (2016). The Impact of Mobile Learning on ESL Listening Comprehension. DEStech Transactions on Social Science, Education and Human Science, 75–85. https://doi.org/10.12783/dtssehs/icaem2016/4290

Downloads

Published

2023-08-01

How to Cite

Zhovnir, M. ., Shevchenko, O., & Leshchenko, T. . (2023). INCORPORATING EDUCATIONAL SMARTPHONE APPS FOR TEACHING UKRAINIAN AS A FOREIGN LANGUAGE TO MEDICAL STUDENTS . Advanced Education, 10(22), 103–121. https://doi.org/10.20535/2410-8286.274964

Issue

Section

ARTICLES