In recent years scholars have explored the use of mobile devices as potential sources for language learning and teaching. Mobile phones and tablets, especially, have been researched with a focus on effectively building vocabulary primarily among university-level students. Comparable research in other age groups has not been as widespread. This study examines the nature of preschool-aged children’s use of iPads for independent language learning. In addition, the study identifies the characteristics of the participants’ (n = 7) preferred apps and aims to determine if the participants were able to make gains in vocabulary recall and listening comprehension after a six-month period of independent language learning. The results of this study indicate that the children and their parents established rituals and clear guidelines for playing on the iPad as a means to provide language-learning opportunities. Additionally, they were able to demonstrate moderate gains in vocabulary recall and listening comprehension.
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Joe Terantino (2015) studied this question.