Extending the ability to communicate effectively via an online mobile application: connecting Australian senior secondary school German and French learners with target-language speaking peers to increase language learner development

This thesis reports a study which investigated how interacting with target-language speakers on a language learning app influences Australian French and German learners. A qualitative case study is used to explore how communicating online influences student development as language learners. Sociocultural theory in language learning (Lantolf, 2011) provides a framework for considering factors that were influential in the online interaction. Data was collected from the students and drawn from three sources: pre-task student reflective portfolio entries, pre- task student interviews, and post-task student interviews. The findings revealed that developments in the language learner occurred in three areas: personal development, linguistic development, and development of learning and communication strategies. The project highlighted the importance of extending language learning beyond the classroom to develop student communicative competence.