Mobile Applications and English Language Learning by French-Speaking Students in

In an era where technology transcends every field of study, education and the classroom should not be exempted. Many technologies could transform the teaching-learning process into instant access procedures through computers, tablets, television, mobile phones, and other electronic gadgets. This book has proven students’ and teachers’ interest in embracing such technologies, which works in opposition to language instruction. In order to contribute to the integration of technology in the Cameroonian classroom, particularly in language teaching, a study on the use of self-regulated mobile applications was necessary (given that this area has been underrated, if not, neglected by teachers, learners, and why not, the educational stakeholders). To meet this goal, the book achieved four objectives.

 

Firstly, an investigation to ascertain the level of consciousness and applicability of ICT tools in Cameroonian English language classrooms proved that much was still lacking. Secondly, inquiring about students’ and teachers’ attitudes towards using self-regulated mobile applications for language teaching and learning was positive. Thirdly, an evaluation of the efficiency of some highly rated language mobile learning applications showed that they were fit for emulation. Finally, outlining some nifty features which could be selectively borrowed to develop (a) contextual English language learning application(s) for Cameroonian classrooms. The book concludes in favor of using mobile applications as textbook ancillaries for English language learning.