| Форма представления | Статьи в зарубежных журналах и сборниках |
| Год публикации | 2019 |
| Язык | английский |
|
Вафина Алсу Хадиевна, автор
Каюмова Альбина Рамилевна, автор
Садыкова Гульнара Василевна, автор
|
| Библиографическое описание на языке оригинала |
Sadykova G., Kayumova A., Vafina A., EVALUATION OF RUSSIAN LANGUAGE LEARNING MOBILE APPLICATIONS FOR YOUNG CHILDREN//EDULEARN19: 11TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES. - 2019. - P.2443-2450. |
| Аннотация |
The affordability and pervasiveness of mobile devices (e.g. smart phones or tablets) have drastically changed the way young children spend their time. Children 8 and younger spend an average of 48 minutes a day staring at screens of their mobile devices; 42% of children have their own tablets [1]. Despite the fact that parents are concerned about children's overexposure to mobile devices, they are positive about the use of mobile resources for learning [1], [2]. Indeed, the number of educational mobile applications has skyrocketed; some of the resources specifically focus on developing language skills of young children learning their first, second, or foreign language. Researchers have investigated the effectiveness of mobile-assisted language learning for primary school children and conducted evaluation studies [3]. However, the vast majority of research focuses on mobile applications that teach widespread languages, mostly English, and there is a gap in research that studies mobile applications for children learning Russian. This paper aims at partly filling this gap. The presented study examines and evaluates 10 Russian language learning mobile applications designed for children from birth through age 8 [4-13]. The selected applications were classified according to the following criteria:1) relevance to the target audience, 2) availability of 'select level' option, 3) video content, 4) audio content, 5) text content, 6) visual materials, 7) database of exercises, 8) cultural component, 9) feedback, 10) encouragement, 11) customization, 12) guidelines. The analysis revealed that developers of mobile applications seldom provide users with an opportunity to personalize learning and select individual learning trajectories. Some of the applications are found to be inadequate in terms of complexity as tasks do not fit cognitive, socio-emotional and physical development of young children. The applications are abundant in text content as well as exercises aimed at drilling words and clichés, which in most cases make little contribution to speech development of young language learners. The study results, particularly the criteria developed for evaluating educational applications for young language learners, provide important insight to parents, language educators and educational technology designers. If we allow our children to spend that much time on screen, this time should be used for the benefits of our young generations. Well-designed and wisely implemented digital language resources could positively impact language acquisition and speech development. |
| Ключевые слова |
language learning, MALL, early childhood education, educational technology |
| Название журнала |
EDULEARN19: 11TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES
|
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=239191 |
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Вафина Алсу Хадиевна |
ru_RU |
| dc.contributor.author |
Каюмова Альбина Рамилевна |
ru_RU |
| dc.contributor.author |
Садыкова Гульнара Василевна |
ru_RU |
| dc.date.accessioned |
2019-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2019-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2019 |
ru_RU |
| dc.identifier.citation |
Sadykova G., Kayumova A., Vafina A., EVALUATION OF RUSSIAN LANGUAGE LEARNING MOBILE APPLICATIONS FOR YOUNG CHILDREN//EDULEARN19: 11TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES. - 2019. - P.2443-2450. |
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/?p_id=239191 |
ru_RU |
| dc.description.abstract |
EDULEARN19: 11TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
ru_RU |
| dc.description.abstract |
The affordability and pervasiveness of mobile devices (e.g. smart phones or tablets) have drastically changed the way young children spend their time. Children 8 and younger spend an average of 48 minutes a day staring at screens of their mobile devices; 42% of children have their own tablets [1]. Despite the fact that parents are concerned about children's overexposure to mobile devices, they are positive about the use of mobile resources for learning [1], [2]. Indeed, the number of educational mobile applications has skyrocketed; some of the resources specifically focus on developing language skills of young children learning their first, second, or foreign language. Researchers have investigated the effectiveness of mobile-assisted language learning for primary school children and conducted evaluation studies [3]. However, the vast majority of research focuses on mobile applications that teach widespread languages, mostly English, and there is a gap in research that studies mobile applications for children learning Russian. This paper aims at partly filling this gap. The presented study examines and evaluates 10 Russian language learning mobile applications designed for children from birth through age 8 [4-13]. The selected applications were classified according to the following criteria:1) relevance to the target audience, 2) availability of 'select level' option, 3) video content, 4) audio content, 5) text content, 6) visual materials, 7) database of exercises, 8) cultural component, 9) feedback, 10) encouragement, 11) customization, 12) guidelines. The analysis revealed that developers of mobile applications seldom provide users with an opportunity to personalize learning and select individual learning trajectories. Some of the applications are found to be inadequate in terms of complexity as tasks do not fit cognitive, socio-emotional and physical development of young children. The applications are abundant in text content as well as exercises aimed at drilling words and clichés, which in most cases make little contribution to speech development of young language learners. The study results, particularly the criteria developed for evaluating educational applications for young language learners, provide important insight to parents, language educators and educational technology designers. If we allow our children to spend that much time on screen, this time should be used for the benefits of our young generations. Well-designed and wisely implemented digital language resources could positively impact language acquisition and speech development. |
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
language learning |
ru_RU |
| dc.subject |
MALL |
ru_RU |
| dc.subject |
early childhood education |
ru_RU |
| dc.subject |
educational technology |
ru_RU |
| dc.title |
EVALUATION OF RUSSIAN LANGUAGE LEARNING MOBILE APPLICATIONS FOR YOUNG CHILDREN |
ru_RU |
| dc.type |
Статьи в зарубежных журналах и сборниках |
ru_RU |
|
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