HANDHELD DEVICES IN THE CLASSROOM - BRIDGING THE GAP BETWEEN A FUNCTIONALISTIC AND COMMUNICATIVE APPROACH TO FOREIGN LANGUAGE LEARNING

The LLP Comenius project named "Identifying the Logical structure of languages by use of new Interactive mobile services, new diagnostic training methods for development of Key competences, and new Evaluation methods introducing assessment for learning practices" (iLike), ends on 1st December 2014. The aim of the project iLike was to introduce a new and improved way of teaching students the logic behind languages.

This article will present the project, the software developed through it and the outcomes and results of the project, as well as point towards future development within the area of language learning with the usage of handheld devices.

The article will present both quantitative results obtained through questionnares done with both students and teachers, as well as qualitative research results obtained through interviews with reference groups, both students and instructors. The results will try to explain the advanteages with using technology in in-class learning, and the efefcts the groups experience when using the iLike-methododlogy.

In iLike the focus is on including the students in the learning process, with a deductive approach. In order to achieve this it is vital that as many students as possible is involved in the learning process, and that the students feel that the teacher involves them and threats their responses/answers with respect. In iLike there is designed a new software especially for this purpose, and the results will show that both students and teachers get more engaged, motivated and interested through this methodology and the use of the software.

The article will also present problems and obstacles experienced throughout the project period. The biggest problem is to measure the actual effect of the new methodology, since the final evaluation of students in the partnering countries is still of a formative character, while iLike focuses on a formative evaluation approach.