Redesigning a Foreign Language Learning Task Using Mobile Devices: A Comparative Analysis between the Digital and Paper-Based Outcomes

Abstract

The introduction of mobile devices such as smartphones provides new opportunities to enhance the teaching–learning process of a foreign language. However, its use can affect not only the students’ type and form of writing but also their ability to achieve the academic competencies targeted. Thus, aspects such as the development of linguistic and communicative competencies could be affected. In this paper, a comparative analysis of two different versions (a paper and a digital version) of the same learning task is carried out in order to analyze the impact of each on the development of students’ linguistic and communicative competencies. The study is conducted with undergraduate students enrolled in a course called German II. Modern Language I (level A1.2, Common European Framework of Reference for Languages). The results obtained illustrate, on the one hand, the advantages of the paper version for developing students’ linguistic competence and, on the other hand, that the digital version, despite facilitating students’ interaction amongst each other, does not seem to be more suitable for developing students’ communicative competence. Future studies will, therefore, focus on identifying those features that might increase the potential of the digital version for fostering the targeted competencies.

Keywords

• cooperative/collaborative learning
• mobile learning
• distributed learning environments
• teaching/learning strategies
• improving classroom teaching
• foreign language learning