Article in Ñemit ỹ RÃ Revista Multilingüe de Lengüa Sociedad y Educación · January 021 doi: 10. 47133/nemityra010210 citations reads 693 authors

ISSN 2707-1642
 
 
 
 
 
 
 
 
 
 
 
114 
 
apps that not only reinforce the target skill, and be as authentic as possible but also be 
flexible, fast, easy to use and appealing. 
More research into language learning apps is necessary in order to obtain an answer to 
how apps can enhance the teaching and learning process. As a recommendation for future 
research, we suggest a more thorough research into each of the main language skills or 
focusing on one skill alone. We also recommend that teachers create an adaptation of the 
rubric for students to also evaluate apps on their own or as part of the classroom time. This 
rubric may have simplified vocabulary and smileys instead of a numbered scale to assess 
student’s satisfaction in terms of the reviewed app. Furthermore, for the students to review 
the apps, motivation should be included in the app. For app developers we recommend more 
variation in the tasks presented as well as more authenticity of the tasks. Even though apps 
presented enough practice, most apps used the same kind of tasks again and again. Similarly, 
as much as it is extremely important to allow more collaboration within the apps, a feature 
that may increase engagement would be a two-user interaction activity. In addition, some 
kind of game-like practice as applicable can help enrich the features of the app. 
REFERENCES 
August, D., Carlo, M., Dressler, C., & Snow, C. (2005). 
The critical role of vocabulary development 
for English language learners
. Learning Disabilities Research & Practice, 20(1), 50-57. 
Babu, P. S., & Dhanaraju, Z. (2016). The role of teachers in the 21st century. In 
Proceedings of 
National Conference on Two Year B.Ed. Programme in the Cradle of Nurturance, 
Conservation for Quality Management: A Need for Achieving Excellence and Expertise
, p. 
19-22. Madurai, India: Shanlax Publications. 
Beetham, H., &Shrape R. (2007) 
Rethinking Pedagogy for a Digital Age: Designing and Delivering e-
Learnig
. New York, NY: Routledge. 
Beatty, K. (2015). 
Language, Task and Situation: Authenticity in the Classroom
. Journal of Language 
and Education, 1(1). 
Blake, R. J. (2013). 
Brave new digital classroom: Technology and foreign language learning
. 
Georgetown: Georgetown University Press. 
Borges, N. J., Manuel, R. S., Elam, C. L., & Jones, B. J. (2010). Differences in motives between 
Millennial and Generation X medical students. 
Medical education
, 44(6), 570-576. 
Brown, H D. (2015). 
Teaching by Principles: An Interactive Approach to Language Pedagogy
. 4th 
Edition. White Plains, NY: Longman. 
Chen, C. & Chung, C. (2008). Personalized Mobile English Vocabulary Learning System Based on 
Item Response Theory and Learning Memory Cycle. 
Computers & Education
, vol. 51, no. 2., 
pp. 624-645. 
Dudeney, G. & Nicky H. (2007). 
How to Teach English with Technology
. Pearson/Longman 
Eaton, S. E. (2010). 
Global Trends in Language Learning in the 21st Century
. Eaton International 
Consulting Inc., Onate Press, retrieved from: files.eric.ed.gov/fulltext/ED10276. 
Emrah, E & Yaman, I. (2016). A Shift from CALL to MALL?