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



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10.CastilloCanese

METHODS 
 
To address our research questions, we employed a descriptive approach “aimed at 
casting light on current issues or problems through a process of data collection that enables 
[it] to describe the situation” (Fox & Bayat, 2007, p. 8). This descriptive approach entailed 
selecting 12 apps with high reviews by users, evaluating these twelve12 apps with our author- 


ISSN 2707-1642
 
 
 
 
 
 
 
 
 
 
 
99 
 
developed rubric, and then describing each of these apps for qualities that would enhance the 
teaching and learning of EFL. 
For this study, we examined ninety free apps available in Play Store for teaching and 
learning a given language skill. We used purposeful sampling to select apps based on four 
criteria: age group (teenagers and adults), most commonly downloaded, screenshots provided 
by the apps, and average rating by users. Although some apps had 5 stars, which was the 
maximum score, they were only reviewed by a small number of users because of being new 
on the market. We considered screenshots because they provided useful information 
regarding appeal and exclusive use of target language. 
Each of the apps focused on one of six skills: speaking, listening, reading, writing, 
vocabulary and grammar. From among ninety apps at the intermediate+ level, we 
purposefully selected two representative apps from each of these six skills and then reviewed 
and described each of these twelve apps (see Table 1). 
Table 1. Criteria Used for Selection of Apps 
 
App Name and Skill it Develops 

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