A Comparison of ESLE Web-based English Vocabulary Learning Application with Traditional Desktop English Vocabulary Learning Application: Exceptional learner parents’ point of view

Document Type: Research Paper


1 Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran

2 Department of Psychology of Children with Special Needs, University of Isfahan, Isfahan, Iran


The aim of this study was to compare the Exceptional Student Learning English (ESLE) web application and traditional application and the evaluation of the ESLE app mainly from the exceptional student parents' perspective. To this end, five exceptional student parents with their exceptional children were selected among 30 parents in Isfahan in Isfahan province. Open-ended questionnaires were sent to five parents to collect the parents' feedback on the ESLE app and their perceptions of mobile apps-assisted language learning experiences. Results indicated that, ESLE game-based app has encouraged exciting opportunities for personalized and learner-centered environments with flexible access to learning materials anytime and anywhere. The novel and enjoyable ways of learning would have a great potential to increase learning motivation and encourage lifelong learning habits. More research will be needed in the young filed of MALL in order to suggest the right direction to effective language learning. Findings have illuminative implications for teachers, exceptional students, parents, and app developers.


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