Republic of the Philippines

DAVAO ORIENTAL
STATE UNIVERSITY
A university of excellence, innovation, and inclusion

OPEN-ENDED TOOLS AND THEIR USES

IN TEACHING AND LEARNING LANGUAGE SKILLS

Group 5
Bantayan, John Dave
Olea, Ayesha Mae
Pangilan, Alaiza Janna
Quiñones, Audrey
Rebalde, Gwenneth May
Toloy, April Joy
Verana, Cristel Anne
Tabudlong, Mikaella Antonette

Bachelor of Secondary Education - Major in English

EDE 2A
Submitted to:
Mr. Arnie Valera, MAEd
Faculty, EL 120 – Technology for Teaching and Learning 2 (Technology in Language Education)
Faculty of Teacher Education (FTeD)
OPEN-ENDED TOOLS AND THEIR USES IN TEACHING AND LEARNING LANGUAGE SKILLS
In modern education, the use of open-ended tools or productivity software applications,
which are Information and Communication Technology (ICT) tools, has significantly enhanced the
teaching and learning experience. These tools help both teachers and learners make their
educational journey more interactive, efficient, and meaningful. As 21st-century education
continues to evolve, the integration of these tools is essential in meeting the demands of
contemporary learners.
According to Palmer (2015), teachers must exhibit 21st-century characteristics to effectively
address the needs of learners. In the context of language teaching, the following points highlight
key strategies that teachers should adopt:
1. Creating a Learner-Centered Classroom – Teachers should personalize instruction by
considering the diverse personalities, goals, and needs of their students.
2. Enhancing Productivity Skills – Students should be encouraged to produce language
outputs, such as written and spoken communication, to improve their proficiency.
3. Keeping Up with New Technologies – Since technology constantly evolves, teachers
must integrate it into their teaching to ensure students remain engaged in language
learning.
4. Encouraging Global Learning – Students should be exposed to global languages,
cultures, and communication skills to expand their knowledge.
5. Utilizing Devices for Smart Learning – The use of technology in language acquisition
should be promoted to enhance students’ learning experiences.
6. Incorporating Blogging – Teachers should encourage students to write blogs as a means
of gaining real-world writing experience and establishing an online presence.
7. Going Digital – Digital tools can help promote the “go paperless” advocacy while also
enriching students’ language learning experiences through digital discussions and other
interactive platforms.
8. Collaborating with Educators and Students – Open-ended tools allow for the sharing of
ideas and knowledge beyond traditional classroom conversations and printed materials.
9. Using Web Chats for Research and Updates – Web chats provide an avenue for
teachers and students to stay informed and updated in their respective fields.
10. Connecting with Like-Minded Individuals – Social media tools can be used to link with
educators and learners worldwide, fostering collaborative learning.
11. Implementing Project-Based Learning – Teachers should integrate project-based
learning approaches to enable students to conduct research, consult experts, and create
innovative projects using available technological resources.
12. Building a Positive Digital Footprint – Students should be guided in using social media
appropriately by producing and publishing valuable content while ensuring responsible
digital behavior.
13. Coding as a Modern Literacy Skill – Since coding plays a crucial role in digital literacy,
learning HTML and other programming skills can enhance students’ writing and critical
thinking abilities.
 14. Innovating with Social Media – Teachers should leverage social media platforms for
discussions, announcements, and other educational purposes to engage students
effectively.
Overall, the integration of open-ended tools in language education is vital in fostering a
dynamic and interactive learning environment. Teachers must continuously adapt to technological
advancements to ensure that their teaching methods remain relevant and effective for 21st-century
learners. By embracing ICT tools, educators can enhance students’ engagement, productivity, and
language proficiency, ultimately leading to a more enriched learning experience.

USING WORD AS SCAFFOLDING FOR STUDENT LEARNING – LEARNING PLANS

In education, scaffolding is used to refer to various forms of support given to assist, guide,
or facilitate the learning process (World Links, 2008). This is when teachers or instructors provide
temporary support to help learners process and learn new concepts and skills, gradually reducing
it as the students gain more and more proficiency, encouraging them to work independently in the
end.
Examples of scaffolding for learning that are usually preparing using word applications are
learning plans, assessment tools, templates and forms, graphic organizers, and others.
Creating Learning Plans Using Word Applications
With the commonness of word-processing software applications and the ability of students to
quickly use them, it is not difficult to encode and package learning plans. This will help teachers
plan, organize, share, implement, and enhance their learning plans in language teaching.
Step 1 – Testing your knowledge of word-processing software applications
Begin this activity by citing the existing word processing software applications familiar to the
students.
Types of Word-Processing Applications (Balle, 2017)
1. Microsoft Word
2. WordPerfect
3. Lotus Word Pro
4. iWork Pages
6 Best Free Alternatives to MS Word (Abdullahi, 2024)
1. Google Docs
2. Apache OpenOffice Writer
3. Zoho Writer
4. LibreOffice Writer
5. WPS Office Writer
6. MS Office Word Online
Step 2 – Viewing the essential parts of learning plans
1. Intel Teach Unit Plan
2. Department of Education
3. Masusing Banghay Aralin sa Filipino
4. Syllabus
 a. Alignment of Course Learning Outcomes with the Graduate Attributes
b. Course Learning Outcomes vs Program Learning Outcomes Mapping Table
c. Course Learning Plan
d. Final Course Requirement/s
Step 3 – Sharing the Features of Word Applications for Scaffolding Student Learning
By analyzing special features of Word Applications used in the samples of learning plans,
answer the following discussion questions:
1. What are the advantages of developing learning plans using a word processing software
application?
2. Based on the example, what are the special features of word application software that are
beneficial in organizing the information required in any learning documents?
3. What are additional features of word applications do you think are beneficial in preparing
the following in your language class:
a. pamphlets for learning a second or foreign language
b. brochures for the different macro skills
c. charts and graphs for language acquisition activities
d. worksheets for language drills; and
e. language assessment tools

USING WORD IN SCAFFOLDING STUDENT LEARNING IN A LANGUAGE CLASSROOM

(GRAPHIC ORGANIZERS)
As a future English educator, you may implement process guides in making Graphic
Organizers to help you future students do their assignments and perform various tasks supported
by productivity software application tools like Microsoft Word. These process guides can provide
step-by-step instructions, ensuring that students effectively structure their ideas, enhance their
writing, and improve their comprehension skills. By using these strategies, you can help your
students think more creatively, stay organized, and develop strong critical thinking skills. Guiding
them through graphic organizers with tools like Word makes it easier for them to structure their
ideas and express themselves with confidence. To implement this effectively, here are the steps
as process guides using Microsoft Word to make Graphic Organizers:
STEP 1: The Relevance of Providing Process Guides and Graphic Organizers in Language
Teaching
Discuss the relevance of using process guides and graphic organizers to allow students to
become more efficient and productive in performing their learning tasks. Provide examples on how
to guide them through the process of writing, reading, listening, and speaking.
STEP 2: Examples of Process Guides as Scaffold in Language Teaching and Learning
Brainstorm and analyze some examples of process guides in language teaching and
learning. Follow the procedures below for brainstorming activity.
1. In a small or large group, select a leader and a recorder
2. Present the question or idea to be brainstormed
3. Present sample steps of teaching reading and let the students research and develop a guide for
each step.
4. To enhance your process guide, you may consider completing the following graphic organizers
identified according to different purposes:
GRAPHIC ORGANIZER PURPOSE
Venn Diagram To compare and contrast two or more
concepts
Frayer Model, Bubble Diagram, Concept To describe a concept
Map
T Chart To make a decision
Fishbone Map, Inductive Tower To show causes and effects
Flow Chart To show sequence (as in a process)
Story Map, 5Ws Chart To identify basic components

USING PRESENTATION IN TEACHING LANGUAGE

Using presentation tools has changed the way we share and understand information inside
the classroom. Instead of relying solely on traditional methods like lectures or textbooks, teachers
now use tools like PowerPoint, slides, or any interactive boards to make lessons more engaging
and easier to follow. Language teachers use computers to create visually and audibly appealing
presentations. By using presentation software applications, students can easily share their outputs
in the class or on the World Wide Web. Presentations are not only limited to business; they can
also be used in the language classroom. In both language learning and teaching, presentation
software applications have a lot of benefits, such as learners being able to enhance their listening,
speaking, reading, and writing skills.
Presentation software applications provide language learners with engaging, interactive,
and real-world experience in different language courses. These tools enhance the learning
process by allowing students to present language reports with the use of audio, visual images, and
animations, making the presentations more effective. Moreover, learners can develop and present
projects using real- word visual presentations. This collaborative process not only enhances their
teamwork skills but also deepens their understanding of the language as they organized their
ideas and present them coherently. The usage of charts, tables, and graphics, enables students to
present complex language concepts in a clear and structured manner.
Additionally, students can use presentation software to develop digital stories or storybooks,
fostering creativity while reinforcing language skills. They can also showcase the results of
surveys, questionnaires, and other language assessment activities, making it easy to analyze. This
also helps learners to express themselves in ways they are comfortable.
Furthermore, integrating various content types into presentations enhances the overall
language experience. Which allows students to engage more deeply with their projects, increasing
the level of commitment because they take greater responsibility for the quality of their work,
making sure that the content is both accurate and well organized. Lastly, using presentation
software is a great way in developing students’ four language skills: reading, writing, listening,
speaking, and listening.
FOUR MACRO SKILLS
READING- Students read academic articles on a chosen topic, analyze and compare ideas,
then summarize key points for a class presentation. This process is similar to reading for writing a
paper, as it requires understanding, organizing, and clearly presenting information.
 WRITING- When creating a presentation, students must condense information, where
keeping only the key points while removing the unnecessary details. This process helps improve
language skills organization of the students.
SPEAKING- Students must present their summarized material clearly to their peers. Where
they practiced their pronunciation, timing, and vocabulary to deliver their speech effectively. Using
computing presentations can reduce anxiety, especially for those with little public speaking
experience.
LISITENING- Listening to a non-native speakers can sometimes be challenging, but visual
presentations help comprehension. To keep listeners engaged, they are given a task to note three
new facts and ask question. Purposeful listening improves focus and understanding.
Basic Instructional Design in Presentations
Teaching students how to give presentations requires guiding them through each step to
build confidence and effectiveness. First, they need to develop key skills such as eye contact,
using appropriate body language, and organizing their ideas clearly. These elements help them
connect with their audience and deliver their message more effectively. Additionally, improving
speaking skills, including pronunciation, vocabulary, and grammar, is essential. These skills not
only enhance their presentations but also benefit them in academic and professional settings.
Using Visual aids, such as slides and charts, can make presentations more engaging. Lastly, self-
reflection crucial. By reviewing their performance, students can identify their strengths and areas
for improvement. This process turns each presentation into a valuable learning experience, helping
them to grow more confident and skilled over time.

USING SPREADSHEETS IN LANGUAGE LEARNING

A spreadsheet is a computer program that can capture, display and manipulate data
arranged in rows and columns. In education, spreadsheets are used to teach with tables, charts,
graphs, and of course compute grades. However, the features of this program do not end in saving
numerical data that is used in businesses or in mathematical computations only. Spreadsheets are
helpful in language teaching and learning also. According to Sabitzer (2014) that due to missing
ICT-competences, some language teachers are unfamiliar in using spreadsheet as a tool for
language lessons.
Students usually use spreadsheets in analyzing data, computations, form conclusions, and
express relationships between data. On the other hand, teachers use spreadsheets in computing
student’s grades, lesson planning, and creating instructional materials and lesson activities. Aside
from these purposes, there are also ways in incorporating spreadsheets in language learning.
The following are essential ideas when employing spreadsheets in a language classroom:
1. Reinforce scientific and mathematical languages
In encountering new words that are unfamiliar, spreadsheets can be used in organizing its
meaning, synonyms, or antonyms. In short, spreadsheets can be used in vocabulary testing and
development.
2. Allow students to create their own charts, graphs, tables
To develop and enhance the language and spatial skills of the students, they can create their own
charts, graphs, and tables in presenting their ideas through visual representations. For example,
creating tables for “word banks” in order to strengthen their vocabulary or lexicon.
3. Give students completed chart and see if they can reconstruct underlying worksheet
Presenting completed charts will test the analysis of the students on how they will use the data in
reconstructing information. For example, providing a chart about the correct sentence patterns.
After learning the patterns, students may reconstruct sentences using the different patterns
provided by the chart.
 4. Require that language reports and research papers contain some type of chart
In language learning, especially in understanding concepts of a language, supports for findings are
needed. To present results, utilizing charts and graphs can make the report more accurate. For
example, in conducting survey or research about a language, it should be supported by the
gathered data.
5. Let students explore websites that have table presentation for language teaching
Let the students find articles of any websites that utilize tables in presenting information or
in teaching a language. Allow them to discuss their insights about how these presentations
facilitate language acquisition.
6. Let students look for charts in language learning materials
There are many ways in incorporating charts in the learning materials for language. From
the basic chart of terms, words, and pictures, to a more analytic and complex charts used in
language learning. After exploring different charts, students can now discuss why this kind of chart
is being used in the material.
7. Explain numerical concepts and their relationships using charts and graphs
Numerical concepts and their relationships are relevant in quantitative research design. To
analyze and draw conclusions about a research, usually charts and graphs are utilized as visual
presentations. For example, students conducted a quantitative research about explaining the
relationship of language learning strategies and the English proficiency of the students.
8. Spreadsheets in preparing assessment and evaluation for students’ performances
In assessment, spreadsheets can be integrated in creating tables and scales for rubric in
assessing students’ performances. On the other hand, evaluation forms for the students also
requires spreadsheets. For example, the electronic spreadsheets that are used by the teachers to
store data about the raw scores of the students during learning and assessment. Later on, these
data will be used in evaluation together with the formulas, percentage, and calculations in the
spreadsheet.
In conclusion, the integration of spreadsheets or worksheets in language learning
contributed a lot. In terms of vocabulary development, word comparisons, language surveys, and
data analysis. It presents information more accurate and comprehensible. Spreadsheet for
teachers also plays an important role in evaluating students’ performances in language learning,
as well as storing data and constructing creative and easy to understand visual presentations.
Students may also learn the structure of language as well as its concepts in a different way.

USING DIGITAL STORYTELLING TO IMPROVE LANGUAGE SKILLS

Storytelling is one of the oldest forms of teaching. It has been used for centuries to pass
down knowledge, values, and traditions, and today, it continues to be a valuable strategy in
classrooms and beyond. In fact, it is a powerful educational tool that transforms learning from
passive absorption to active engagement as it makes language learning more engaging,
meaningful, and effective. Furthermore, it has been considered to have a great contribution to
literacy development by improving learners’ language, writing, reading, or listening skills.
With the globalization of technology, storytelling has taken on a new form. It has been
enhanced and become richer with the integration of digital media such as videos, audio files, and
images; this method is called digital storytelling.
Digital storytelling is the practice of using computer-based tools to tell stories. It combines
different digital media tools and interactive elements to create a powerful narrative multimedia
experience that can engage and educate audiences. In an educational setting, DST is a powerful
tool that engages both teachers and students. Researchers such as Burmark (2004) have
observed that integrating visual images with written text both enhances and accelerates students’
comprehension.
In EFL, DST is found to be an excellent tool for helping EFL students develop language and
literacy skills in authentic and meaningful ways, as well as mastering the skills required to
effectively interact and communicate with other English speakers. It is an accepted method for
meeting students' language and literacy demands in the English language teaching sector. For this
reason, EFL teachers must get more familiar with DST classroom techniques.
The following are some of the existing storytelling tools listed and described by Knapen
(2018)
1. Adobe Spark Page https://spark.adobe.com
Adobe Spark Page is a digital tool great for designing images, creating videos, or anything
else that you want to present whether for school or entertainment purposes. The templates and
layout options available are very modern, and are designed to present your work in an elegant and
engaging way, focusing on visual content.
2. WeVideo https://www.wevideo.com
WeVideo is a digital tool that has the goal of bringing its educational creative toolbox to a
broader global audience of students and educators. WeVideo will help students acquire editing
skills in creating videos and other types of media. Through this app they may have an opportunity
to exercise their creativity, work in an authentic, real-world way, and practice their communication
and critical thinking skills.
3. Popplet https:popplet.com
Popplet, an iPad ad web app, is a tool to capture and organize your ideas. Students and
teacher can create graphic organizer, timelines, and many other forms of visual organization which
helps them to think and learn visually. Through this tool, students can capture facts, thoughts, and
images to structure their stories.
4. Storybird https://storybird.com
Storybird is a digital tool for designing visual stories. Students and teachers can design
picture books on their own or work) to create visually appealing representations of their
knowledge. Moreover, this tool allows them to discover free books, picture books and poetry as
well.
5. Bookcreator https://bookcreator.com
Book creator is a digital tool that enables the teacher and students to create and read
multimodal books. This is an ideal tool for enhancing student engagement through story creation
and multimedia design. Moreover, this tool can be used in project-based learning activities since it
allows students to collaborate in creating a book.

USING BLOGGING IN IMPROVING LANGUAGE SKILLS

Web 2.0 has transformed the internet into an interactive space where anyone can create
and share content. One notable example is blogging. According to Bella (2005), a blog is an easily
created and updated website that allows individuals to publish content instantly. Bartlett-Bragg
(2003) further defines a blog as a series of entries often written by a single author and is presented
in reverse chronological order. These entries often include hyperlinks to other sources and can
focus on a range of topics, from class content to students’ personal interests, depending on
instructional goals.
Because blogs are simple to create and update, they provide an accessible platform for
publishing student writing online. This makes blogging an effective tool for improving language
learning, as it encourages interactive and communicative engagement. Through blogging, students
can practice their writing skills, collaborate with peers and teachers, engage in authentic language
use, and receive constructive feedback to improve their performance.
Types of Educational Blogs
Campbell (2003) identifies three types of blogs that serve different pedagogical purposes in
language learning:
First, we have the “Tutor Blog”. This is run by the teacher of a class. The content of this type
of blog can be limited to syllabus, course information, homework, assignments, etc. Or the teacher
may choose to write about his or her life, sharing reflections about the local culture, target culture
and language to stimulate online and in-class discussion. In this type of blog, students are
normally restricted to being able to write comments to the teacher’s posts.
Second, the “Learner Blog”. In here, each student maintains an individual blog, creating a
personalized space to express thoughts, share experiences, and interact with classmates. While it
requires more setup and moderation from the teacher, it offers the most immersive learning
experience, allowing students to develop their writing skills in an authentic and meaningful way.
Lastly, the “Class Blog”. This blog is a collaborative space where both teachers and students
contribute. It extends classroom discussions, fosters interactive learning, and encourages students
to reflect on class themes, providing a more engaging and participatory experience than the tutor
blog.
BENEFITS
Blogging has proven to be an effective tool for enhancing writing skills (Pinkman, 2005). By
regularly writing on blogs, students get the opportunity to practice and refine their writing in a
meaningful and engaging way. Research by Nadzrah and Kemboja (2009) suggests that blogs
help students develop a clear sense of purpose in their writing, which in turn strengthens their
overall language proficiency.
One of the key advantages of blogging is that it encourages self-expression, allowing writers
to articulate their thoughts more deeply and critically (Armstrong & Retterer, 2008). Since blogging
is an interactive medium, it motivates writers to think carefully about their word choice, sentence
structure, and organization to effectively communicate with their audience. Unlike traditional
academic writing, blogs provide a more relaxed environment where students can experiment with
different writing styles and formats, developing creativity and confidence
Moreover, the public nature of blogging enables writers, the students, to receive constructive
feedback from readers, including from their peers, teachers, and a wider online audience. This
feedback is valuable in identifying areas for improvement, such as clarity, grammar, coherence,
and structure. Engaging with readers also helps them learn to revise and refine their work based
on external input, which is a crucial skill in both academic and professional writing.
In addition, it helps in improving reading skills. When students blog, they are constantly
reading and absorbing information from various sources that they are exposed to. This helps them
expand their vocabulary and improve their comprehension. They are also able to learn to critically
analyze and evaluate information. The act of writing itself also strengthens their reading skills by
making them pay close attention to grammar, punctuation, and style.

USING PODCASTING IN IMPROVING LANGUAGE SKILLS

A podcast is a series of audio or video files that are available on the internet for people to
listen to. Unlike live radio broadcasts, podcasts are pre-recorded, allowing listeners to engage with
them at their convenience on various devices such as smartphones, tablets, and computers.
In this digital age, podcasting has become an increasingly popular tool for language
learning. They give language learners the opportunity to hear real-world conversations and
situations which they could greatly benefit from.
BENEFITS:
Podcast enhances our listening skills. To start, there is a lot of information available on
podcasts to suit a variety of interests and tastes. There is a podcast out there for everyone,
regardless of their interests – news, narrative, self-improvement, or even language instruction. We
can familiarize ourselves with a range of voices, accents, and speaking styles by routinely listening
to podcasts on subjects that pique our interest. Our ear becomes more trained to various speech
patterns as a result of this exposure, which enhances our comprehension and interpretation of
spoken language (Rorintulus et al., 2024).
In addition, it also enhances speaking skills. By listening to podcasts, we unconsciously pick
up on the linguistic patterns and intonation of native speakers and subject matter experts, which
help us to talk more naturally and fluently. Most podcasts feature live conversations, interviews,
and discussions that show how real people communicate in English. This helps learners
understand how conversations are structured, which phrases and expressions are used in
everyday speech, and how to keep a conversation going. For example, podcasts with interviews
allow the audience to hear how questions are asked, how responses are given, and how
discussions evolve. This prepares learners for real-life conversations and enhances their
interaction skills.

Mikaella Antonette M. Tabudlong EDE2A

VODcasting

VODcast is short for ‘video podcast’ but may also be called vlogging. The VOD stands for
‘video-on-demand’ and is similar to podcast. Its differences lies on the media. Podcasts are in
audio format while VODcasts are video form contents. According to Mekheimer (2024), it gained
popularity in English as a Foreign Language (EFL) because it provides English language learners
an environment that combines linguistic, paralinguistic, and extralinguistic cues that resembles
natural way of speaking.

What benefits does VODcasts bring?

According to the study of Mekheimer (2024) in ‘Beyond the textbook: A year-long

exploration of VODcasts in EFL education’, VODcasts has the potential to enhance all four
language skills such as listening, writing, reading, and speaking because it provides authentic
language use through video. In another study conducted by Efiani et.al. (2024) in ‘The use of
Vodcasting in Improving Student’s Seaking Skills Grade X at SMK 2 MUhammadiyah Bandar
Lampung’, shows that students who are in the control class, which is the class that are taught
using conventional or old media are less interested than those in the experimental class who’re
taught using videocasting. This shows VODcasting increase motivation and engagement which
in turn develop vocabulary.

Other Technology Tools and Applications for Teaching/Learning English

MALL - Mobile Assisted Language Learning

 This was coined by Chinnery (2006) , who argues that mobile devices such as phones,
tablets, computers and more, can be used as a tool for language acquisition and learning. This
provides flexibility and accessibility to language learners as they can access and practice language
learning material whenever, and wherever they want since digital devices are widely available.
Because there’s a wide variety of applications, personalized learning allows customized learning
experiences based of the learner’s needs (Racheli, 2020).
For instance, teachers can use messaging app to receive and deliver messages in the
target language, or where students can use social media such sites to observe authentic content
of real-world situations in the target language.

QR Codes:
It is an acronym for quick response code. This might seem surprising to use QR codes as a
tool for teaching a language as we have this idea of using it only to open applications or redirect us
to sites or applications. This idea is what makes it useful in an engaging environment for students
to learn the target language and a practical classroom instruction .
For example, putting QR codes on objects within the classroom. When scanned, it redirects
student to an image of that object with the word for it in the target language. Not only is it quick to
access, it does not cost anything to create and is an interactive activity for the students.This can
provide student engagement, promotes learner autonomy, adding value to materials by linking to
other sources (Söğüt, 2024).

Canva
A very versatile application that can be used by learners and teachers alike. It can create
infographics to represent vocabulary, grammar rules and more; presentations that are visually
appealing to introduce topics and explain concepts; worksheets and exercises such as flashcards,
modules and other learning materials (Ilyasi et.al., 2023).

Duolingo
One of the most popular applications for language learning. It offers English, Arabic,
Bengali, Chinese, Korean, Dutch, Tagalog and many more. It’s free, entertaining through its
gamified structure, helps learners to stay motivated by constant reminders from their mascot, Duo
the owl as well as its streak system.
This app takes on a more functional approach as it aims to help learners focus on what to
do with the language. It provides skill based learning because it focuses on different language
skills; reading, writing, listening, and speaking; instead of focusing solely on one aspect of the
language. It is learner-driven wherein the learners are the ones who discover language patterns
and structure through practice instead of explicit grammar explanations (Duolingo, n.d.).

LingoClip
This is another language learning app, but contrary to others, it utilizes music as an
interactive exercise. Here, one can choose their target language and pick a music video in that
language according to your level, beginner to expert. Because it uses music, it can enhance your
listening by training your brain to recognize words, sounds, accents, and pronunciations in the
foreign language. Similar to other applications, it can also expand your vocabulary, grammar, and
in pronunciation because it also offers a karaoke mode (LingoClip, n.d.).
References
Duolingo - Learn a language for free @duolingo. (n.d.). Duolingo. https://www.duolingo.com/
Efiyani, S. E., Pratiwi, D. S., & Syafiq, A. (2024). The use of vodcasting in improving students’
speaking skills. ELT-Lectura, 11(1), 73–79. https://doi.org/10.31849/elt-lectura.v11i1.16436
Ilyas, M., Hermawati Syarif, & Refnaldi. (2023). The Use of English Language Learning Videos
Designed Through Canva App: Students’ Perceptions. International Journal of Interactive
Mobile Technologies (IJIM), 17(08), 100–112. https://doi.org/10.3991/ijim.v17i08.39215
LingoClip - Enjoy learning languages with music. (n.d.). LingoClip. https://lingoclip.com/
Mekheimer, M. A. (2024b). Beyond the textbook: A year-long exploration of VODcasts in EFL
education. Education and Information Technologies. https://doi.org/10.1007/s10639-024-
12900-y
Racheli. (2020, September 21). MALL: Mobile Assisted Language Learning - Edusoft. Edusoft.
https://edusoftlearning.com/mall-mobile-assisted-language-learning/
Söğüt, Sibel, and Serap Atasever Belli. (2024) “QR Code Enriched Writing and Speaking
Practices: Insights from EFL Learners at Tertiary Level.” Iranian Journal of Language
Teaching Research, vol. 12, no. 2, 2024, pp. 1–18, files.eric.ed.gov/fulltext/EJ1435028.pdf,
https://doi.org/10.30466/ijltr.2024.54921.2595.