Online Language Learning Apps: A Revolution in English Education

Online Language Learning Apps: A Revolution in English Education

Patience Akunna Osondu Ph.D., Prof. Michael Olugbenga Ajileye., Ngozi Jovita N. Umelo Ph.D., Ubah Florence Ebere Ph.D

Department of Languages and Humanities, School of General Studies, Alvan Ikoku Federal University of Education, Owerri Imo State, Nigeria

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000423

Received: 15 May 2025; Accepted: 20 May 2025; Published: 20 June 2025

ABSTRACT

The advent of online Language Learning Apps has brought about a paradigm shift in the way individuals acquire proficiency in the English Language. These digital tools have harnessed the power of technology to democratized language education, making it accessible to a global audience. This paper therefore examines the different language learning Apps on English language acquisition shedding light on their effectiveness, accessibility and the changing dynamics of traditional language Education methods. The study aims to provide insight into the potentials of this educational revolution in the lens of social constructivism theoretical framework. The research explains the different online English language learning   apps and shows the multifaceted ways in which online language learning apps are revolutionizing language education. It also provides the insights into the quality of Education these apps present compared to traditional methods. Through the use of surveys/questionnaires the study reveals a significant level of interest among language educators in exploring and adopting online language learning apps as supplementary tools in their teaching methods. The study recommends that educational institutions and stakeholders can support language educators in their efforts to explore and harness the potential of online language learning apps.   It can also serve as a reference point for further studies in the field of language education and technology – enhanced learning.

Keywords: Language learning Apps, Language Education, Digital Pedagogy, Online Education.

INTRODUCTION

In today’s fast-paced digital age, the way we learn and acquire new skills has undergone a remarkable transformation. This is because modern societies depend heavily on the use of information and communication technology in their daily living. This transformation therefore is more evident in the realm of language education. This makes it paramount for language education to shift from its old traditional methods of learning to digitalized methods the contemporary society is shifting from old tradition of teaching and learning to a technological advancement in which virtually all activities are carried out in advanced technological manner. Olagundoye (2014, pg.134)

Language education is obviously a vital tool, not only is it a means of communicating thoughts and ideas, but it forges friendships, cultural ties and economic relationships. (Anifowoshe & Onjewu.  (2001, Pg. 961).

They further explain that language is not only a vehicle for expression of thoughts, perceptions, sentiments and values characteristic of a community; it also represents a fundamental expression of social identity.  Language education is the teaching and learning of a language which is commonly used with regard to second language acquisition. Language as we all know is a vital instrument for men’s activities on planet earth, and is built on the rationale that a language is the chief means of inculcating knowledge, skills and competencies. There is therefore a need for all language users to adopt the innovative ways of learning language in this world of technology. This is why this study delves into the dynamic world of online language learning apps, to explore how they are reshaping English Education and empowering learners like never before. From personalized learning experiences to the democratization of language education. The study will uncover the different functions of these apps on the global quest for English proficiency.

Today, online language learning apps stand at the forefront of a profound transformation in English Education. Recent years have witnessed an unprecedented surge in the popularity and effectiveness of these digital tools, reshaping the landscape of language acquisition. This digital movement of language learning therefore makes it imperative for English Language Educators to know the different learning apps to have an up-dated method of teaching, which is a vital tool for sustainable human development. This idea concurs with what Ene (2013) affirms that “the ICT requirement is especially important for English Language Teachers because English Language carries the burden of the national and international currencies of communication. There is urgent need to entrench this vision in the teacher preparation framework for new teachers of English”. The ICT method of teaching English Language is through the different language learning apps. There is need therefore to create awareness of these language learning apps to the 21^st century language educators. This study aims to showcase language learning apps to language educators and promote their use as a teaching method. This research will presumably and effectively encourage language educators to incorporate these apps into their teaching.

Studies abound on online language learning Apps as a teaching method for learning English, for example Andrade (2017) studied on Online English Language Learning: Theory-Based course design and Pedagogy. The study illustrates how online English Language courses, based course design and pedagogy. The study illustrates how online English Language courses, based on distance Education, learning, and language acquisition theories and related pedagogical approaches, can result not only in improved linguistic skill, but also broader educational outcomes. The significance of the approach is its focus on how to learn and how to facilitate learning rather than simply on what to learn. The theoretical framework is introduced followed by application of the theories for course design and illustration of instructor/learner interaction. The study revealed that learning online does not imply self-instruction or limited interaction collaboration is a key element. Instructors can improve learner success and mastery of course content through the use of dialogue, course structure, and collaboration accompanied by learning strategies to guide learners to greater autonomy and goal achievement. Through these course features, learners are given the means to practice and acquire language and collaborate with the instructor and their peers to achieve success.

Similarly, Muszynska and Parra (2021) Studied Distance Learning and Educational Course Design in Language Education at University level. The study aims to investigate in and pre-service teachers’ experiences when working with the TEACUP Modules in online synchronous courses, and in a blended learning environment. In this research, the benefits of different types of course delivery were identified, as well as hindrances that interfered with the successful implementation, which were taken into account during the evaluation process of the modules. The study discovered that the most outstanding expected result of the TEACUP project is the raising of awareness of the importance and relevance of plurilingualism / pluriculturalism as a topic among stakeholders involved in foreign language learning: FL teacher trainers, FL teachers Educational Policy makers, university staff researchers, students and pupils authors of learning materials. TEACUP aims at creating a wide awareness basis for the importance of the plurilingual and pluricultural approach in FL (teacher) education among multipliers who have an impact on the shaping of FL teaching paradigms. The findings can be achieved by delivering effective teaching on learning course materials which work in various learning scenarios. Their study centers on technological aspect teaching delivery and its effectiveness as a teaching method.

Guo (2023) did a research on Teaching English using mobile applications to improve academic performance and language proficiency of college students. The purpose of the study is to determine the effectiveness of mobile applications in conjunction with the students’ online collaboration in the educational environment of Chinese Colleges. The students were divided into control and experimental groups. The experimental groups were taught to use mobile applications BUSUU, Lingoda, Lingualeo, BBC learning English. The results showed that the participants in the experimental group scored higher on the final lest (74.71) then the control group participants. (65.9). it suggests that mobile learning technologies can improve students’ achievement. The preliminary test determined the level of knowledge of the experimental group students in this way. 85% of students know English at the B2 level, 14% – B1 and 1% – A2. These figures improved significantly in the second test. The number of students who reached the C2 level was 7%, C1 – 79%, and 14% of all students remained with the B2 level. For the control group students, these indicators remained unchanged. Most of the students found this format of education suitable and interesting for online collaboration. This study shows that modem method of teaching should include online learning Apps as a method of collaboration and interaction which elicits the interest of students in the language class. The studies reviewed show that the innovative way of learning English Language in the now is through online Apps. This is why the present study focuses on the exposition of Online language learning Apps to English Language Educators specifically those in Imo State higher institutions. The educators should know the nitty-gritty of the Apps so that they can use it as instructional method in the class. The above studies reviewed are similar to the present study but different in aims, theories and scope. The data used in the studies is not from higher institutions in Imo State. This is the gap the present study is trying to fill.

Conceptual Clarifications

It is important to clarify some of the concepts of this study. They are as follow:

Online English Language Learning Apps:-

According to Andrade (2017), “Online English Language Learning Apps are digital applications or platforms designed to help individuals improve their English Language skills through the internet”. These Apps offer a variety of features and resources to aid in language learning skills. These Apps offer a variety of features and resources as educational tools to aid in language learning including, lessons and courses: most language learning Apps provide structured lessons and courses that cover grammar, vocabulary, pronunciation, and other language skills. These lessons are often interactive and may include exercises, quizzes and audio-visual  materials.

• Language Exercises: The users of these Apps can practice their English skills through exercises such as reading comprehension, listening comprehension, writing and speaking exercises. Some Apps offer speech recognition technology to provide feedback on pronunciation.
• Vocabulary Building: Some Apps offer vocabulary – building exercises, flashcards and word games to help users expand their English Vocabulary.
• Conversation Practice: Many Apps facilitate conversation practice with native speakers through checkbox’s to enhance speaking and listening skills.
• Progress Tracking: Apps users can track their progress set goals, and receive feedback on their performance progress tracking often includes proficiency assessments and certificates upon completion courses.
• Cultural insights: Some Apps provide cultural insight and context related to English-speaking countries to help learners understand the language in its cultural context.
• Accessibility: Online English Language Learning Apps are accessible on various devices, including smart phones, tablets, and computers this accessibility allows users to learn at their convenience, whether at home, during commutes or while travelling.
• Offline Mode: Many Apps offer an offline mode, atoning users to download content for learning when an internet connection is not available.

These are some of the online English Language Learning Apps according to Date (2022)

• Duolingo: Duolingo is a multiple language learning App. It can be used to learn English Language. It is totally a free learning App. It takes a general survey about the learners’ knowledge about English Language and the learners’ goal and purpose behind learning the language. Duolingo employs a gamified approach to language learning. User complete lessons that include reading, writing, listening and speaking exercises. It offers a lot of exercises, including translation tasks, multiple-choice questions and speaking exercises with voice recognition. Duolingo is known for its user-friendly interface and flexibility in terms of learning pace. Users can set daily goals and learn at their own speed. The learner can even share information about his experiences through whatsApp or other media sources to his peers. It can be useful for a healthy competition amongst peers. The teacher can encourage the students to have a competition to create an energetic learning atmosphere.

In as much as Duolingo is primarily designed as a self-study App for language learners, but the language educators can use it as a supplementary tool to support their English Language Teaching in the classroom. The educator can assign homeworks to the students on specific Duolingo lessons or modules that align with topics covered in class. The Educator can see which lessons they have completed and their overall proficiency levels. The teacher can also create friendly competitions or challenges within the class to motivate students to use the App regularly.

• BBC Learning English APP: It is a free App which is on Google play store for free. It covers all the basic language skills, listening, speaking, reading and writing. It offers the programmes under three heads. Daily practice, language skills and English grammar. The BBC learning English website and App provide audio and video lessons to improve listening and speaking skills. Users can learn English through current news stories, making learning relevant and up-to-date. It offers quizzes and exercises to test comprehension and vocabulary, though the App is full package of English Language Learning. The content is of short duration and thus a learner can learn the things in small chunks at his/her own pace. The content and its presentation makes learning interesting. The App utilizes the audio and video content to work on pronunciation and accent reduction. The students mimick the native speakers and pay attention to pronunciation nuances. It provides writing exercises, grammar lessons, discussion topics, cultural awareness, etc. the language educator can tailor the use of the BBC learning English app to the specific needs and proficiency levels of his students. It also encourages interactive activities through games. The educator can tailor the above learning strategies to the age, level and goals of the learners and provide guidance and support as they navigate the App and its resources. The BBC learning English platform can be a valuable addition to the teaching tool kit for English Language instruction.
• Rosetta Stone is a comprehensive language learning App that provides an immersive and interactive approach to learning English and various other languages. Rosetta Stone has features as:
• Immersive Learning: Rosetta Stone immerses learners in the English Language through a multimedia – rich experience. It emphasizes listening, speaking, reading and writing skills in a context that replicates real-life scenarios.
• Speech Recognition: The App uses speech recognition technology to evaluate and provide feedback on learners’ pronunciation. This helps users improve their speaking skills and reduce accounts.
• Structured Curriculum: Rosetta Stone offers structured lessons that progress from basic to advanced language skills. It covers vocabulary, grammar and cultural insight to provide a well-rounded language learning experience.
• Visual and Audio Aids: Rosetta Stone App includes to high quality images, audio recordings, and pronunciation guides to aid in vocabulary and pronunciation acquisition.
• Phrase Book: It includes a phrase book feature that allows users to access useful phrases and expression for everyday conversations.
• Live Tutoring: Some Rosetta Stone packages offer live tutoring sessions with native speakers, providing opportunities for learners to practice speaking in real-time.

The App is available on various devices that has internet. It can be used as a teaching strategy to the teachers, since it provides learners with immersive and interactive language learning experience.

Similarly another popular language learning App: Is Babbel. This is a language learning App that focuses on providing practical and conversation based language skill. The App offers real life conversational skills, making it suitable for learners who want to use the language in everyday situations. It also has structured lessons that cover various language aspects, including vocabulary, grammar, pronunciation and cultural insights. Babble uses speech recognition technology to assess learner’s pronunciation and provides feedback for improving spoken language skills. Babbel provides vocabulary lessons grouped into relevant themes and contexts, helping learners acquire words and phrases useful in specific situations. Learners   engage in interactive exercises provided by Babbel such as speaking, listening, writing and multiple-choice questions to reinforce their understanding. Learners can also track their progress through the App, including completed lessons and proficiency levels. Language Educators can also use Babbel as supplementary materials to reinforce classroom instruction.

• Memrise: Memrise is a language learning App that stands out for its focus on vocabulary acquisition and retention. Memrise places a strong emphasis on vocabulary building. It offers a wide range of courses to help learners expand their word bank. Memrise allows users to create and share their own courses. This feature adds to the diversity of available content and makes it suitable for learners with various interests. The App uses spaced repetition algorithms to optimize vocabulary retention. Learners review words and phrases at intervals to reinforce their memory, memories uses interactive exercises, including flashcards, multiple choice questions and typing exercises. Some content can be downloaded for offline use, enabling learners to practice without an internet connection. Memrise incorporates gamification elements to make learning engaging and motivating. Users earn points and compete with others.
• Memrise’s focus on vocabulary makes it a valuable resource for language educators looking to enhance their students’ word knowledge and language proficiency. By integrating memories into their teaching strategies, educators can facilitate vocabulary acquisition and retention more effectively.
• English Club: This is an online platform and communication dedicated to teaching and learning the English Language. It provides a wide range of resources, lessons and tools for English Language learners of all levels. It offer a wealth of learning materials, including grammar lessons vocabulary lists, pronunciation, guides, quizzes and interactive exercises. The platform provides structured grammar lessons with explanations, examples and practices exercises to help learners master English grammar rules. English Club includes audio recordings and guides to improve pronunciation, accent reduction and listening comprehension. Users can take quizzes to test their grammar, vocabulary, and general English Language knowledge. It provides language-learning games and activities to make learning English engaging and fun. The platform also features community forums where learners can interact, ask questions and seek help from other English learners and educators. It offers resources and lesson plans specially designed for English Language teachers and educators.

English Club serves as a valuable supplementary resource for language educators and learners alike. By incorporating to content into teaching strategies, educators can enhance their students’ language skills and provide additional support their English language Learning journey.

The above exposition of online English Language Learning Apps provides language Educators with valuable tool kit to enhance their teaching strategies and support their students’ language learning expedition.

Language Education

Language education refers to the process and practice of acquiring second or foreign language in any educational context. It is the teaching and learning a language which includes the efforts made by a learner to improve his/her native language Giannikas (2021,pg.16) language education as a concept could be said to refer to the study of the art of language which in effect involves the understanding of the nature and importance of language as a vehicle of communication, an insight into the theories and processes of language development. It further includes the techniques of developing the language skills, and a deeper understanding of pedagogical approaches, competencies and problems in the language acquisition process.

Language education is a broad and essential field that encompasses the teaching and learning of languages with the goal of developing proficiency in one or more languages. It encompasses various aspects of language, including grammar, vocabulary, pronunciation, listening, speaking, reading, writing and cultural understanding. Gannikas (2021) further outlines the key components of language education as:

• Language Acquisition: Language education aims to facilitate the acquisition of new languages or the enhancement of existing language skills. It covers both first language (L1) acquisition and second language (L2) acquisition, which is the focus of language learners studying a language other than their native one.
• Formal Instruction: Language education often involves formal instruction in educational institutions such as schools, colleges, and language institutes. It can also take place through online courses and self-study.
• Curriculum Development: Educators and institutions develop language curricula that outline the learning objectives, content and assessment methods for language learners.
• Multilingualism: In a globalized world there is an increasing emphasis on multilingualism and the ability to communicate in multiple languages. This is reflected in language education programmes.
• Digital Technology: The integration of digital technology in language education has become increasingly prevalent, with the use of language learning Apps, online platforms and virtual classrooms.
• Cultural understanding: Language education often includes cultural components, helping learners understand the culture, customs and context associated with the language they are studying.
• Lifelong Learning: Language education is not limited to formal education. Lifelong learning and continuous improvement in language skills are emphasized as individuals adapt to changing linguistic needs.

However, the importance of language education comes out of the need of language for human’s activities on planet earth. This why Ugoji, (2011) asserts, since “language is the chief means of inculcating knowledge, skills and competencies, there is the need for teachers, and all who employ the use of language in helping others grow in whatever field of learning, to have some specialized knowledge and understanding of the mechanics of language. To achieve effective English language education, the ideal teacher must ensure that students are committed to the idea that learning the language is one which will have the greatest impact on our society. The teacher should be sensitive to students’ needs and flexible in their teaching techniques. This study is relevant because it encourages language educators to include the use of online language learning Apps in their methods of teaching as a supplementary and effective way of making their students to be competent in language use.

Digital Pedagogy

Digital Pedagogy is an educational approach that integrates digital technologies and tools into teaching and learning practice. It encompasses the use of digital resources, platforms and method to enhance and transform the teaching and learning experience. Digital pedagogy is not merely about incorporating technology into education but involves a thoughtful and strategic use of digital tools to achieve educational goals effectively. It has been claimed that using technology effectively in classrooms has enabled teachers to be more successful and assist students in learning what they need to know to be effective citizens. (Prasad, pg. 1192). Prasad further outlines some of the factors that play pivotal role in the implementation perspective of the pedagogy.

• Technologies can focus to stimulate the development of intellectual skills.
• Technologies can contribute to boost knowledge, skills and ability.
• It will lead to sagacious approaches.
• Willingness to explore new modes and means.
• Approach towards research.

The outlined factors explain that Digital pedagogy aims to improve and enrich the learning experience by leveraging digital resources. It can provide access to a wide range of multimedia materials, interactive simulations and online collaborative platforms. It also promotes personalized learning since learners can progress at their own pace, access customized content and receive instant feedback. Digital pedagogy is continually evolving as technology advances, and it plays a significant role in modern education. Effective digital pedagogy requires educators to thoughtfully integrate technology into their teaching methods, align digital resources with learning objectives and adapt to the changing landscape of digital education.

Theoretical Framework

The study is carried out under, the lens of social constructivism theory. The theory was primarily developed by the Russian Psychologist and Philosopher lev Vygotsky. His work laid the foundation for social constructivism and his ideas have had a profound influence on educational Psychology and Pedagogy. Vygotsky introduced the concept of the Zone of Proximal Development (2PD) which is the gap between what a learner can do independently and what they can achieve with guidance or assistance from a more knowledgeable person, such as a teacher or peer. Social interactions and collaborative learning play a crucial role in the 2PD, as learners receive support and Scaffolding to move beyond their current abilities. Social constructivism emphasizes the importance of the socio-cultural context in learning. It posts that learning is a social activity and that knowledge is co-constructed though interactions with others and within a cultural context. Language and communication is a central element of the theory. Vygotsky believed that language not only reflects but also shapes thought language and communication enable learners to internalize and make sense of concepts and interactions with more knowledgeable others facilitate language development. Social constructivism promotes collaborative learning experiences where students work together to solve problems, share ideas, and construct knowledge collectively, group discussions, peer teaching, and collaborative projects are common practices in this approach.

Social constructivism is all about recognizing the importance of social interaction, cultural context and collaborative learning in the educational process. It acknowledges that learning is not solely an individual activity but is deeply intertwined with the social and cultural context in which it occurs. This theory has a significant impact on educational practices, particularly in areas like cooperative learning, peer tutoring and the design of interactive and collaborative learning environments.

Research Objectives

The research is based on these objectives;

• To assess the level of awareness among language educators regarding the availability and use of online language learning Apps for English Language Education,
• To examine the current practices and experiences of language educators in incorporating online language learning Apps into their teaching methods.
• To explore the perceptions and attitudes of language educators regarding the advantages of using online language learning Apps as supplementary tools in English Language Education.

Research Questions

1. To what extent are language educators aware of online language learning Apps for English Language Education?
2. How have language educators integrated online language learning Apps into their current teaching practices, if at all?
3. What are the perceptions of language educators regarding the potential benefits of using online language learning Apps as supplementary teaching tools in English Language Education?

RESEARCH METHODOLOGY

The research methodology is the systematic approach of descriptive survey design. It outlines the methods, techniques, procedures and tools employed together and analyze data in order to answer research questions and achieve the research aims. The data was collected through questionnaire administration. The population is forty (40) English language educators from four higher institutions in Imo State namely Federal University of Technology Owerri, Federal Polytechnics Nekede, Imo State University and Alvan Ikoku Federal College of Education Owerri. The sample size was determined purposefully.

Data Presentation/Findings

The data collected for this study is coded, displayed and analyzed in this section as follows:

Question: Have you heard of or used any online language learning app designed for English Language Education?

Table 1:

From the collected data displayed in Table 1; asking question to language educators in the institutions of higher learning. 15 respondents out of forty answered Yes which is 37.5% while 25 respondents have not heard of online language learning Apps which is 62.5%.

Question 2(b) If yes, please list the online language learning Apps you are familiar with or have used.

From the above questions 15 language educators answered Yes and which is 37.5% out of the 15 people 3 which is 20% have heard or used Duolingo English Language Learning App. 6 people have heard or used BBC learning English App which is 40% and 2 Respondents have heard or used Rosetta Stone, memrise, Babbel respectively which is 13.3%.

Question 3: How interested are you in incorporating online language learning Apps into your English Language Teaching methods?

Table:

The respondents that are very interested are 20 which is 50%, partially interested are 25%. While the other 25% are not interested in using the online language learning Apps as supplementary method of teaching.

Question 4:  What potential benefits do you associate with using online language learning Apps as supplementary teaching tools?

The respondents equally answered positively to associate enhanced learning experience, increased engagement, personalized learning and improved pronunciation as benefits of using online language learning Apps as supplementary teaching tools.

Question 5: Are you open to exploring and trying out new online language learning Apps for teaching English?

In the above table 60% of language educators want to explore and try out online language learning Apps for teaching English while 40% are complacent about the exploration.

DISCUSSION ON FINDINGS

From the results of the findings, the study reveals a noteworthy trend among language educators a significant percentage express a keen interest incorporating online English Language Learning Apps as supplementary tools in their teaching methods. This enthusiasm for exploring these Apps suggests several positive implications for language education. The fact that many respondents expressed a willingness to explore and experiment with new online language learning Apps demonstrates the adaptability of language educators.

The interest in online language learning Apps aligns with the perceived benefits associated with these tools. Respondents identified advantages such as enhanced learning experiences, increased student engagement, personalized learning and improved pronunciation. Educators who explore and integrate online language learning Apps into their teaching methods may also experience personal and professional growth. Acquiring proficiency in digital tools and online pedagogy can expand their skills and make them more versatile educators. This recognition of the potential benefits underscores the educators’ commitment to providing effective and engaging instruction. The findings therefore indicate that language educators are poised to explore the potential of these Apps, providing a fertile ground for further research development, and collaboration in the field of language education.

The research has illuminated the awareness and interest of language educators regarding online English Language Learning Apps as supplementary teaching tools. These findings hold significant implications for language education, aligning with the principles of social constructivism, a theory pioneered by Lev Vygotsky.

Social constructivism emphasizes the co-construction of knowledge within a social context, and it is underpinned by the idea that learners actively engage with their environment, peers, and resources to construct understanding. In the context of our research, several key points tie the findings to social constructivist principles.

Collaborative learning and online Apps: the interest expressed by language educators in exploring online language learning Apps aligns with the collaborative learning aspect of social constructivism. These Apps offer opportunities for learners to interact with peers, engage with multimedia content and jointly construct knowledge.

Adaptation to learners’ needs: Social constructivism emphasizes adapting teaching to meet learners’ needs. The educators’ willingness to explore and integrate online language learning Apps reflects their responsiveness to the evolving needs and preferences of students. The Apps provide opportunities for personalized learning and individualized support.

CONCLUSION

The research aimed to investigate the awareness and interest of language educators regarding online English Language learning Apps as supplementary teaching tools. It also presents the different online English Language learning Apps and how the Apps can be integrated as a supplementary method of teaching in the class. The findings of this study shed light on several critical aspects of the integration of these Apps into language education.  First and foremost, it is evident that a substantial number of language educators may not be fully aware of the existence and potential benefits of online language learning Apps. The study reveals a significant level of interest among language educators in exploring and adopting online language learning Apps as supplementary tools in their teaching methods. The study highlights the perceived benefits associated with online language learning apps including enhance learning experiences, increased engagement and personalized learning which align with the changing dynamics of language education in a digital age.

RECOMMENDATIONS

The researchers recommend that the educational institutions and policymakers should prioritize professional development programmes for language educators to enhance their digital literacy and proficiency to utilize online language learning Apps effectively. They should launch awareness campaigns and workshops to inform educators and learners about the availability and benefits of online English language learning Apps. The policymakers should also provide functional internet facilities to both the educators and learners.

The researchers recommend further research and evaluation of the effectiveness of specific online language learning Apps in language education.

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