University Students’ Perceptions on the Use of English Learning Applications

Objectives This study investigated the usage and perceptions of university students regarding learning English through smartphone apps. Methods To achieve this, a survey was conducted with students from a university in Gyeonggi Province, and the results from 384 students who had experience using apps were analyzed. The analysis was performed using the Jamovi program, comparing the differences in responses for each question based on gender, English proficiency levels, and colleges of similar majors. Results About 75% of the students had downloaded and used an app, with most students downloading 1-2 apps and using them intermittently for periods of 10-20 minutes over less than three months. The most desired learning areas when selecting an app were vocabulary and conversation. The most important factors in choosing an app were whether it offered level-based learning and the presence of minimal advertisements. Regarding satisfaction with app usage, students had a positive perception, finding the convenience of learning without time and space constraints to be the most significant benefit, followed by the ability to learn according to their level. The biggest inconvenience noted was the prevalence of advertisements, along with concerns about the app's content and its appropriateness for their level. Since the primary purpose of using these apps was learning, the survey also investigated how to enhance learning effectiveness. Vocabulary and writing were perceived as the most effective areas of English learning via apps. Additionally, the most important factors for effective app use were learner-related, such as their motivation and ability to engage in self-directed learning. Conclusions Students have a positive perception of learning English through apps, but they regard apps as a supplementary learning tool that is not used continuously. Based on the results of this study, recommendations for improving English learning through apps were added.