Learners use apps mostly for vocabulary development, translation, and grammar practice, often informally and in short sessions¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The review reports, citing Rosell-Aguilar (2016), that 85 distance learners of Spanish used apps mostly for vocabulary development, translation, and grammar practice, often informally and for short periods. → Rosell-Aguilar 2017
Evidence¶
Rosell-Aguilar 2017¶
Rosell-Aguilar, F. (2017). State of the App: A Taxonomy and Framework for Evaluating Language Learning Mobile Applications. CALICO Journal. https://doi.org/10.1558/cj.27623
q2 · i? · review · r2
Narrative review of user studies, section 2.1. The review reports this from Rosell-Aguilar's (2016) study of 85 distance learners of Spanish, who liked practising specific areas, rapid access, ease of use, and gamification, but had concerns about usability, content reliability, and poor feedback.
"In a study with 85 distance learners of Spanish, Rosell-Aguilar (2016) also found that learners use apps mostly for vocabulary development, translation, and grammar practice. Students used apps often, mostly informally rather than in planned study sessions, and for relatively short periods of time."
Discussion¶
Related Claims¶
- Language-learning app design is criticized as basic, replicating earlier technologies with limited instruction and feedback — related
- Most language-learning apps focus on cognitive processes and receptive skills, lacking sociocognitive and collaborative activities — related
- Mobile language learning apps are used mainly for vocabulary learning among surveyed app users — related
- Translation features in mobile apps enabled direct communication between educators and parents who speak languages other than English — related
- 79% of literacy apps include adult-directed information, but few offer performance feedback (17%) or detail on educational content (14%) — related
- Hyper-reference dictionary users consulted vocabulary twice as often as paper-dictionary users, though comprehension did not differ significantly — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
learners-use-apps-vocabulary-translation-grammar-informally |
title |
Learners use apps mostly for vocabulary development, translation, and grammar practice, often informally and in short sessions |
description |
Learners use apps mostly for vocabulary development, translation, and grammar practice, often informally and in short sessions |
status |
review |
evidence_strength |
weak |
newest_evidence |
2017 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rosell-aguilar-2017 |
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