ENHANCING MOBILE-ASSISTED ESL LEARNING AT SECONDARY SCHOOL: ADAPTING THE EXPERIENCE OF CENTRAL AND EASTERN EUROPE

Abstract

It is substantiated that the mobile-assisted learning in the process of teaching English as a second language (ESL) at secondary school is becoming one of the key elements of education digitalization in Central and Eastern European countries. Poland, Romania, the Czech Republic and Hungary demonstrate similar trends in the introduction of mobile technologies into foreign language education, while maintaining national characteristics of educational policy and methods of ESL teaching. A number of mobile applications (Duolingo, Busuu, Quizlet, Kahoot!, Wordwall, LingQ, WocaBee, Memrise, Mondly, Lucidchart, MindMeister, Canva, GoConqr, Socrative, Zoom and Google Meet, Anki, WordUp.common etc.) used for ESL learning at schools of Poland, Romania, the Czech Republic and Hungary are analyzed and their main features are defined (gamification; personalization and adaptability; combination with traditional educational resources; formation of digital and language literacy; educational approaches of microlearning).

Advantages of mobile-assisted learning in schools of Central and Eastern Europe are outlined: accessibility; interactivity; variety of teaching tools and forms of learning (from audio and video materials to interactive games and online exercises); enhanced motivation to learning. Nevertheless, disadvantages are also found: dependence on technical means (Internet connection and its quality); lack of control over the use of mobile devices; distraction of students from the main learning process; ambiguity of the content (not all materials in applications may be of high quality or meet academic requirements).

While using mobile applications teachers must ensure the implementation of four fundamental principles: informational; technological; procedural and activity. The latter is determined by the ability to organize active educational and cognitive activities of students through the processing of information resources.

It is proved that under proper organization and supervision mobile applications are an invaluable tool for ESL teaching as they provide adapted content, interactivity, variety of exercises, enhanced motivation, resources for independent study, multi-level approach and easy accessibility.