Mobile language learning using smartphones

1. Darrell Wilkinson
Soka University

2. Use of smartphone applications to help
learners improve:
Pronunciation (word and sentence level)
Listening comprehension (general and
TOEFL/IELTS)
Vocabulary (consolidation)
Speaking accuracy (with focus on TOEFL
iBT/IELTS)
Speaking fluency (words per minute)
Reading speed and fluency

3. Dragon Dictation
 Students set language to U.S. or British English depending on their purpose (TOEFL, IELTS, Study
Abroad location)
 Students are given sentences/short paragrapghs/conversations to listen to a read out.
 Students given pre-course test:
 5 sentences
 Record accuracy rate
 Students repeatedly practice throughout the semester (largely outside of class).
 Students given mid and post course test.
Results
 Accuracy rates improved from approximately 50-60% to 80-90%
 Students reportedly enjoyed the activity

4. Smartphone Applications:
 TED Talks, You Tube, TOEFL/TOEIC Apps, ListenUP
Websites:
 elllo.org, breakingnewsenglish.com, testden.com
Students can
 carry out listening anywhere; do not need a PC room
 keep a listening log and share resources/experiences with peers
Results:
 Students did an additional 3-4 hours of listening per week
 Better increases in TOEFL listening scores (25% better gains than
compared to previous courses).

5.  Various Vocab Applications
 Word Cards: Anki
 Specific Word Lists:
 GSL/NGSL
 AWL/NAWL
 TOEIC/TOEFL
 Allows students to study, take tests, record progress, mark
cards etc. anywhere.
 Most students used above apps to support/consolidate
words learned using traditional word cards.

6.  Example: using a smartphone voice recorder to improve test
performance:
 Students record TOEFL speaking test responses
 Then listen and make notes/partly transcribe
 Get peer feedback on + and – points, and receive a grade
 Repeat, trying to improve grammar, organization, vocabulary etc.
 Teacher collects via email and gives feedback (not on all)
 Results
 Average of 20 additional speaking practices over the semester.
 They became very accurate raters (quality/accuracy of feedback)
 Score increases on TOEFL speaking tests were significantly
greater than in previous/other courses.

7.  Twice a week (1 in class, 1 outside):
 Students do a 1 minute recorded ‘Quickspeak’
 Then speaker and partner listen, count, and record words
per minute
 Enter word count on a graph
 Results:
 Average WPM increase of 40-50
 Students are speaking at about 140-150 WPM
 Native speaker average is about 180

8. All of the activities described have proven to
be:
 easily incorporated into a language course
 great supplementary activities
 effective in increasing time-on-task and
engagement
 effective for helping learners make significant
improvements in a variety of skills

9. darrell@soka.ac.jp