Author:
Evaluation:
Published: 06.12.2021.
Language: English
Level: College/University
Literature: 33 units
References: Not used
Time period viewed: 2016 - 2020 years
  • Research Papers 'Mobile Applications to Improve Students Self-Directed English Learning in Form 1', 1.
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Table of contents
Nr. Chapter  Page.
  INTRODUCTION    6
1.  USING MOBILE DEVICES IN SELF-DIRECTED ENGLISH LEARNING    8
1.1.  Principles of teaching based on the use of modern technologies    8
1.2.  Student autonomy and self-directed learning    11
1.3.  Mobile apps as a modern tool for learning English    14
2.  SURVEY VERIFICATION OF THE EFFICIENCY OF USING MOBILE APPS IN SELF-DIRECTED ENGLISH LEARNING IN FORM    10 18
2.1.  Preparatory stage of the survey study    18
2.2.  Description of experimental work and results discussion    22
  CONCLUSION    27
  BIBLIOGRAPHY    28
Extract

CONCLUSION

The work carried out made it possible to achieve the set goal and resolve the objectives raised in the work. The author concludes that:
1. The main trend in modern education is the introduction of information technology and student-oriented approaches. The teacher today should form students' requirements for constant self-study, the choice of goals, and directions of development. Mobile learning is closely related to e-learning and distance learning, the difference is the use of mobile devices.
2. Among the prerequisites for effective mobile education is the high motivation and involvement of students in the process of studying the subject. There are two types of mobile apps (web apps and native apps) that can equally be used for mobile learning. The main problem of using mobile applications is their limited focus on one or another aspect of language learning (grammar, vocabulary, etc.). It, in turn, demonstrates the inability of one of the applications to completely replace traditional classroom teaching.
3. In the course of the survey, low involvement of students in the educational process and a small motivation to participate in the lesson were found. After the observation, an increase in the general knowledge of the students of the experimental group was noted in comparison with the control, which is largely thanks to regular practices in the selected application. At the beginning of the observation, the students were actively involved in using the proposed application, however, during the observation, the activation decreased (the first interest from the new approach was lost).
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