![]() However, the research shows that language-learning apps could be improved by incorporating a greater variety of lessons and activities, allowing the learner to choose which topics they want to study within the app, providing more meaning-focused activities to develop the learners’ listening and reading comprehension skills and including more activities that focus on improving learners’ speaking and writing. ![]() The most successful users will complement language- learning apps with other learning strategies in order to make up for the apps’ limitations. The findings show that language-learning apps are beneficial for learning a new language because they provide sufficient comprehensible input, feedback for error correction, form- focused learning and motivation. The aim of the study is to find out what components are necessary for a language-learning app to be considered an effective learning tool. Then both qualitative and quantitative methods are used to conduct research on the user experience of people who have used language-learning apps to study a new language in order to learn more about their attitudes, opinions and personal behaviours. This study will first evaluate the essential and desired pedagogy of language-learning apps by focusing on seven themes: input, output and interaction form-focused learning meaning-focused leaning authenticity learner autonomy motivation and language learning strategies. Language-learning apps have become a popular way to learn a new language in recent years, however there is relatively little research about their effectiveness as a language-learning tool. As "little has been written about learning theory."(Richards & Rodgers: 2001, 161) this is why this study is of import to focus on the importance, to the NEST, of the L1 as resource. “The position (I) take is that the mother tongue represents a powerful resource that can be used in a number of ways to enhance learning but that it must always be used in a principled way.”(Gill 2) This study aims to relate NESTs use of the L1 in EFL class to the teacher’s years of teaching experience and to the ways they have found most useful to use the L1 as a resource for their classes. ![]() The debate over L1 use in EFL classes has long been a continuous one on the one hand there are those that adhere to a zero L1 in-class policy, an interactionist view (often the choice of an institution rather than the teachers themselves) and on the other hand are those who use the L1, a sociocultural view, to the extreme of the L1 being used in EFL classes indiscriminately. A native speaker is here defined as one who learned English as (one of) their first language(s), or mother tongue(s). This study aims to establish what importance, if any, native English Speaking teachers (NESTs) attach to first language use in the South Korean EFL classroom. The study of second language acquisition has two perspectives that need to be analysed from the teacher’s and the student’s. ![]()
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