Using a Smartphone Application as a Tool for English Learning Among Medical Staff and Students in Japan

Abstract

Aim: To report on the effects of a smartphone application, among the medical staff and medical students, for learning English as a foreign language. Methods: We conducted an exploratory quasi-experimental study among eight medical staff and 10 medical students in Japan. The participants used an application called ABC Talking (created by ABC Talking Laboratories Inc, currently unavailable due to application renewal), loaded onto their smartphones, to talk with native English speakers from overseas. The participants used the application for five minutes twice a day over five consecutive days as per their convenience. The study collected quantitative and qualitative data using assessments on the participants’ listening and speaking skills and questionnaire. The assessment scores of the first five sessions were compared to those of the last five. Average self-assessment scores and teacher assessment scores were compared using a t-test. A paired t-test was performed on quantitative data of the questionnaire, and content analysis was performed on qualitative data. Results: More than 80% of the calls were made from home and 70% occurred between 9PM and 1AM. The participants’ self-assessment scores on their listening and speaking skills increased significantly from the first five sessions to the last five sessions (14.8–26.1%). However, there was no significant change in the assessments by the teachers (−4.5–2.1%). The self-assessment scores of those with low English proficiency were lower than the teachers’ assessment scores. Improvement of communicative self-confidence and communicative competence, two factors that affect willingness to communicate, were seen from the questionnaire. Conclusion: Using smartphone applications allows on-demand English training, which may be especially useful to medical staff and students who have unpredictable work schedules. Teachers should be aware that learners tend to assess themselves lower than their actual ability so that they can give appropriate feedback to the learners.