Use of Mobile Applications for Foreign Language Lexical Competence Formation

Larysa Horbatiuk, Nataliia Kravchenko, Hanna Alieksieieva, Victoriia Lipych, Tetyana Rozumna


The article deals with the problem of foreign language lexical competence formation of non-philological specialties students, which is the basis for foreign-language communicative competence and a compulsory component of a future specialist’s training. The relevance of using mobile technologies in the process of teaching students a foreign language to increase the qualitative level of lexical competence is substantiated. The analysis of mobile applications for the study of a foreign language has shown that there is no unambiguous approach to their development and implementation, focused on the specifics of future students’ professional activities. As a result of the study, the structure, functionality, and design of a mobile application for the study of English by students of non-philological specialties were developed. A mobile application for developing the English language lexical competence for the Android operating system with the help of the integrated Android Studio mobile application development environment has been developed. Experimental testing of the effectiveness of applications in foreign language classes for mobile applications focused on the specifics of students’ future professional activities has shown the positive impact of specialized mobile applications on the level of students' knowledge of the foreign language vocabulary.

Anahtar Kelimeler

Mobile learning, Mobile application, Foreign language lexical competence, Higher education, Teaching a foreign language, Information and communication technologies.

Tam Metin:

PDF (English)


Attewell, J., Traxler, J., Riordan, B., & Dennett, C. (2008). Towards sustainable large-scale implementation of mobile learning: a mobile learning network (MoLeNET). In the bridge from text to context, Conference materials mLearn, 28-35.

Bim, I. L. (2007). Specialized teaching of foreign languages at the senior level of the general education school. Moscow: Prosveschenie.

Bykov, V. Iu. (2013). Mobile space and mobile-oriented Internet environment: features of model representation and educational application. Informatsiini tekhnolohii v osviti, 17, 9–37. Available: Accessed on: Jul 03, 2018.

Dumachev, L. L., & Smolina, L. V. (2017). The use of mobile applications for the development of foreign language skills of students in a non-linguistic institution. Mezhdunarodnyiy studencheskiy nauchnyiy vestnik, 1, 38-38.

Fedorenko, Iu. (2002). Communicative competence as the most important element of successful communication. Ridna shkola, 1(864), 63-65.

Gorbatyuk, R., & Tulashvili, Yu. (2013). Mobile learning as a new technology of higher education, Naukoviy visnik Uzhgorodskogo natsIonalnogo unIversitetu. SerIya: PedagogIka. SotsIalna robota, 27, 31-34.

Greb, M. M. (2015). Pedagogical conditions of formation of lexical competence of non-philology students in the scientific field of linguodidactics. Naukovi zapysky Natsionalnoho universytetu Ostrozka akademiia. Seriia: Filolohichna, 57, 173-176.

Hsu, Y. C., & Ching, Y. H. (2013). Mobile App Design for Teaching and Learning Educators. Experiences in an Online Graduate Course, 14(4), 17-139.

Hurenko, O. I., Alekseeva, H. M., Lopatina, H. O., & Kravchenko, N. V. (2017). Use of computer typhlotecnologies and typhlodevices in inclusive educational space of university. Information Technologies and Learning Tools, 61(5), 61-75.

Jabbour, K. K. (2014). An Analysis of the Effect of Mobile Learning on Lebanese Higher Education. Informatics in Education, 13(1), 1-15.

Jarvis, H. A., & Achilleos, M. (2013). From computer assisted language learning (CALL) to mobile assisted language use. Tesl-Ej, 16(4), 1-18.

Jung, H. J. (2015). Fostering an English Teaching Environment: Factors Influencing English as a Foreign Language Teachers' Adoption of Mobile Learning. Informatics in Education, 14(2), 219-241.

Kasatkina, N. N., & Lagutina, N. S. (2014). Development of computer programs as a tool for improving the quality of teaching a foreign language. Informatsionno-kommunikatsionnyie tehnologii v lingvistike, lingvodidaktike i mezhkulturnoy kommunikatsii, 124-132.

Kravchenko, N. V. (2012). Psychophysiological aspects of the use of information and communication technologies in the educational process of higher educational institutions. Problemy inzhenerno-pedahohichnoi osvity, 34-35, UIPA, 154-159.

Liu, P. L., & Chen, C. J. (2015). Learning English through actions: a study of mobile-assisted language learning. Interactive Learning Environments, 23(2), 158-171.

Osadchyi, V. V. & Symonenko, S. V. (2017). Foreign language as a means of forming the communicative competence of future engineer programmers. Information Technology and Teaching Aids, 58(2), 38-48.

Policy guidelines for mobile learning. UNESCO, 2013. (Online). Available:

Qing-Ke, Fu., & Hwang, G. J. (2018). Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016. Computers & Education, 119, 129-143.

Saienko, N. (2013). Improvement of memory mechanisms in the process of studying foreign languages. Problemy pidhotovky suchasnoho vchytelia, 8(2), 97-103.

Sarrab, M., Al-Shihi, H., Al-Khanjari, Z., & Bourdoucen, H. (2017). Proposing New Mobile Learning (M-Learning) Adoption Model for Higher Education Providers. Interactive Mobile Communication, Technologies and Learning. Springer, Cham.

Scheglova, A. (2016). The place of the project method for the formation and development of students' communication skills in the context of mixed learning. Information Technologies and Learning Tools, 53(3), 142-149.

Shcherba, N. S. (2017). Using Edmodo and Easygenerator virtual learning environments in the training of prospective foreign language teachers. Aktualni problemy suchasnoi linhvistyky ta metodyky vykladannia movy i literatury.

SmolIna, S. (2010). Methodology of formation of foreign lexical competence. InozemnI Movi, 4, 16-23.

Ternavska, L. M., & Shauerman, O. A. (2015). Formation of foreign language lexical competence of students of non-language higher educational establishments by means of phraseology. Visnik dnipropetrovskogo universitetu imeni Alfreda Nobelya. Seriya: Pedagogika i Psihologi, 1, 188–192.

Titova, S. V. (2012). Mobile learning today: strategies and perspectives. Vestnik Moskovskogo Universitetа, 19, 9-23.

Titova, S. V., & Avramenko, A. P. (2013). Evolution of teaching aids in teaching foreign languages: from computer to smartphone. Vestnik Moskovskogo Universiteta, 1(19), 9-21.

Trius, Yu. V., Franchuk, V. M., & Franchuk, N. P. (2012). Organizational and technical aspects of the use of mobile education systems, Naukoviy chasopis NPU ImenI MP Dragomanova. SerIya 2: Komp'yuterno-orIEntovanI sistemi navchannya 12, 53-62.

Troussas, C., Virvou, M., & Alepis, E. (2014). Collaborative learning: Group interaction in an intelligent mobile-assisted multiple language learning system. Informatics in Education, 13(2), 279-292.

Varshavskaya, S. V. (2015). Use mobile help applications to optimize the learning process of English. Novyie tehnologii v obuchenii inostrannyim yazyikam, 97-103.

Yangcun, F., Liao, Y., & Ren, Y. (2018). Effects of M-Learning on Students’ Learning Outcome: A Meta-analysis. New Media for Educational Change, 115-123. Singapore: Springer.

Yarema, I. A. (2012). Contents of the formation of English lexical competence in professionally oriented speaking of students of metallurgical specialties. Zaporizkyi Natsionalnyi Universytet, 1(17), 197-203.

Zhukov, Yu. (1990). Diagnosis and development of competence in communication. Moscow: Izd-vo.



  • Şu halde refbacks yoktur.

Telif Hakkı (c) 2019 Journal of History Culture and Art Research

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.