Innovation in Language Learning

Many teachers consider themselves digital immigrants who struggle to keep up with student digital natives. In addition, there are so many apps available that it is difficult for educators to know where to begin. Moreover, there is currently very little in-depth research relating to the use of apps to improve academic writing. Drawing on Interactionist approaches to language and the Noticing Hypothesis as well as Vyogtsky’s Zone of Proximal Development which states that learning occurs under the assistance or cooperation of a mentor or a peer, this presentation will investigate how mobile learning and the use of a range of apps aid peer and self-editing, aid noticing, and enhance ownership of the writing process. Flipping corrective feedback becomes a win-win situation for both teachers and learners. This research is highly relevant to academic writing across all levels of courses that require writing. The presentation will focus on the process of layering various apps to aid the students in noticing their errors, assist acquisition, and encourage learner ownership and autonomy. Participants will have the chance to explore practical tips and ideas on various apps that can be used in their writing classes to flip the writing process and aid in self and peer editing.