Media technology presented in handheld devices, like mobile smartphones and
tablets, enables the integration of immersive reality (Genlott et al., 2019). Kugler
(2017) predicted that this will be at the forefront of mobile language learning.
Taking a media studies approach, this thesis addresses the question of how mobile
apps facilitate the engagement of independent language learners.
Classical studies have restricted communication in learning traditionally in direct
interaction between the knowledge provider and the learner in a fixed physical
location. By introducing media technology to this setting, learning as a process of
communication may adapt and change. New media products have emerged in the
edutainment, e-learning and interactive learning markets (Okan, 2003). In other
fields, mobile media apps offer features that may extend the horizon of engagement,
as learners can immerse themselves in a semi-artificial world. Different mobile
learning apps are also following this new technological trend of integrating engaging
features into their design. This integration may pave the way for alternative
possibilities for transforming learning.
Learning a new language, is a multi-layered skill, and a challenge for any learner.
For independent learners, additional factors can further complicate the task, such as
social, financial and time constraints. These perceived restrictions may create a gap
in pursuing continuous learning. Therefore, a systematic overview on learning as
engagement with mobile media may initiate a better comprehension and assessment
of the dynamic potentials of digital media.