Weiwei Yu
School of Languages and Cultures (International Exchange School), Shanghai University of Political Science and Law, Shanghai 201701, China.
*Corresponding author: Weiwei Yu
Abstract
This research aims to comprehensively explore the English learning software and channels utilized by college students. Through a detailed questionnaire survey, data from 114 valid responses were collected and analyzed. The study covers various aspects such as the prevalence of different software, frequency of use, preference for learning channels, and the perceived advantages and disadvantages of mobile English learning software. The findings reveal important insights into the current state of college students' English learning behaviors, which can provide valuable references for educators, software developers, and relevant stakeholders in optimizing educational resources and improving English learning effectiveness. This paper, through the collection and analysis of data on mobile learning apps, summarizes the advantageous features and deficiencies of mobile learning apps and reveals the current usage situation of mobile learning apps at the present stage. At the same time, it puts forward some strategies for mobile learning apps to play an effectiveness-enhancing role in college students' English learning. It is hoped that integrating the advantages of various learning apps and adopting strategies to enhance their effectiveness in college students' English learning, can help college students with their English learning. In addition, through the research of this article, we can fully understand the learning needs of college students in today's society in the information age for mobile learning apps, as well as the benefits that current mobile learning apps bring to college students' English learning.
References
Blake, R. J. (2013). Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Ding, L. (2020). Research on the satisfaction of flipped classroom and its influencing factors among undergraduate English learners in colleges and universities. Nanjing University of Posts and Telecommunications.
Kukulska-Hulme, A. (2016). Mobile assistance in language learning: A critical appraisal. Available Technologies in Education, 15(2), 175-189.
Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299-318.
Shengyi, Z. (2020). Research on the advantages and disadvantages of college students' use of mobile vocabulary learning software under the background of "Internet +": Taking Zhejiang University of Water Resources and Electric Power as an example. Overseas English, 12, 174-175.
Tao, T. (1994). Self-controlled education and its comparison with traditional education. The Northern Forum, 2, 26-28.
Yamei, Z. (2019). The integration of the "Internet + Education" model and the teaching of "viewing" in the core competencies of the English subject. Ningxia Educational Research, 5, 26-27.
Yuqin, Z. (2018). Resource analysis and application research of English learning apps. Shanghai Normal University.
How to cite this paper
Investigation of English Learning Software and Channels for College Students
How to cite this paper: Weiwei Yu. (2025) Investigation of English Learning Software and Channels for College Students. Journal of Humanities, Arts and Social Science, 9(2), 342-349.
DOI: http://dx.doi.org/10.26855/jhass.2025.02.021