Revolutionising dual language learning for young learners with the RILCA app: a mobile-assisted approach

Abstract The rising popularity of mobile technologies has led to an increase in mobile-assisted language learning, which students can independently learn any at time they choose. However, research into the efficacy such studies for dual-language learning been restricted, notably regard a researcher-created application (app). This paper reports on study that examined development 146 young Thai pupils from three different primary schools who participated fifteen-week instruction experiment through use RILCA app. They were assigned either experimental group (mobile-supported class) with RILCA-based activity or control (conventional performed traditional activity. At conclusion experiment, vocabulary, sentence, and grammatical achievement test was conducted see whether this app increased course's outcomes. findings comprehension tests reveal outperformed group. Implications deploying boost dual elementary are also discussed.