includes flashcard programs, dual language dictionaries, and phrase books.
Flashcard programs have also become more powerful.-- (e.g. Anki, includes deck and individual card editing, audio support, and customizable review options.)
Phrase books, for instance, can now hold much more content, including video as well as audio, and integrate with online sites.
——————————————————————————
Cloudbank leverages not only the ability of a smartphone to exchange information with an online database; it also makes use of a peer-to-peer network. 🐟
with the rise of social networking, we are seeing more language learning apps that take advantage of this trend:
(e.g. Byki appallows users to search for use of terms within ①Twitter messages; ②用location去帮助vocab learning provide contextually relevant content for language practice,例如 🌰1⃣️ Micromandarin project use GPS to determine a user’s location and supplies vocabulary information and practice appropriate to that location: food and drink vocabulary, for instance, if the user is in a restaurant. 🌰2⃣️ Beaudin, Intille, Tapia, Rockinson and Morris (2007) using objects in the home with stick-on sensors. 🌰3⃣️ A step in that direction is the TenseITS project (Cui & Bull, 2004) which featured a mobile ITS (intelligent tutoring system) using context and location of the user to determine which verbs to use in drill exercises.
<Godwin-Jones, 2010: 4>
<Beaudin, J. S., Intille, S. S., Tapia, E. M., Rockinson, R., & Morris, M. E. (2007). Context-sensitive microlearning of foreign language vocabulary on a mobile device. In B. Schiele, A. K. Dey, H. Gellersen, B. de Ruyter, M. Tscheligi, R. Wichert, E. Aarts, & A. Buchmann. (Eds.), *Ambient intelligence* (pp. 55– 72). Berlin: Springer.>
<Cui, Y., & Bull, S. (2005). Context and learner modelling for the mobile foreign language learner. System, 33, 353–367.>
——————————————————————————
As personal devices, smartphones are ideal for individualized informal learning.
Song and Fox (2008) describe a project which features an open-ended, student-oriented approach to vocabulary learning in which EFL students were provided access to and guidance on using a variety of vocabulary building tools
<Song, Y., & Fox, R. (2008). Using PDA for undergraduate student incidental vocabulary testing. European Association for Computer Assisted Language Learning, 20(3), 290–314.>