One of my students, Federico, uses a car navigation system to find his way around the streets of his own country in English. Over the last few weeks he has been using the sat nav in English to help him improve his foreign language skills. Sat navs are GPS controlled devices that read aloud navigational instructions to the driver. The device references satellites to track where the car is and so is able to give directions according to the car’s exact location. Some allow you to change the language and Federico has changed his to English even though he is using it in his native Italy. Interestingly, he is able to recall the exact phrases he had learned, such as “bear right” and “take the third exit at the roundabout”. Clearly this approach has worked well, so it is worth pondering on why using a sat nav system seems to help learn a foreign language.

1. Real life listening comprehension exercise – mlearning with a sat nav
One of my students, Federico, uses a car navigation system to find his way around the streets of
his own country in English. Over the last few weeks he has been using the sat nav in English to
help him improve his foreign language skills. Sat navs are GPS controlled devices that read
aloud navigational instructions to the driver. The device references satellites to track where the
car is and so is able to give directions according to the car’s exact location. Some allow you to
change the language and Federico has changed his to English even though he is using it in his
native Italy. Interestingly, he is able to recall the exact phrases he had learned, such as “bear
right” and “take the third exit at the roundabout”. Clearly this approach has worked well, so it is
worth pondering on why using a sat nav system seems to help learn a foreign language.
Everyday activities – learning in context
Sat navs help solve the everyday problem of how to get somewhere unknown, so it offers
learners an opportunity to learn in context. This means that the new language is relevant and
meaningful, so it will likely be motivational. Of course, the context is limited (just directions), but
the (new) words and phrases are presented at an appropriate time.
Responses and feedback
The program requires the student to respond to the instructions and then gives feedback as to
whether the response was correct (either the program continues with the next instruction or if the
directions were not followed, then the program suggests corrective action). The device can do
this because it tracks its own location with GPS (Global Positioning Satellites). This ‘language
learning exercise’ requires responses from the learner that demonstrate comprehension and then
it offers immediate feedback as to whether the response was correct. Requiring a response
helps the learner stay focused on the listening comprehension task; while the instant feedback
will increase motivation.
Repetitive Learning
The program is using repetitive language: it uses the same set phrases again and again within a
given journey and then this is repeated again in subsequent journeys. Repetition is good for
language learning, but it can become boring and reduce motivation. Yet in this program the
repetition is probably less boring for two reasons…
• the program assists the learner to complete an everyday task more efficiently
• the repetition is varied according to the slightly different contexts (each journey being a
little different)

2. Compare this with flashcards that are out of context and do not help the learner to immediately
solve everyday tasks.
Other opportunities
The GPS system seems to satisfy several requirements of a good listening comprehension
exercise: it is highly practical and relevant; it requires a response by the learner; it gives
immediate feedback; it is highly repetitive and yet maintains the learner’s engagement.
There are perhaps other devices or resources that also offer these inherent attributes…
• Recipes are practical and relevant; repetitive yet interesting. They also require a
response, but they do not offer such immediate feedback
• Instruction manuals are similar to recipes, yet they offer faster feedback. They are also
less frequently used and so the repetition is itself not repeated.
• Self-service checkouts at supermarkets are practical, relevant, repetitive, interesting,
require a response and offer immediate feedback. However, in my experience they can
be tricky to operate regardless of language. Other similar devices can be found at airport
check-in and as in-flight entertainment systems.
• Multilingual websites also offer the learner the possibility to do online tasks in a foreign
language: check the weather; read/watch the news; buy goods/services; find out
information. These activities are probably practical, relevant, repetitive, and
interesting. However they require little direct response and there is limited scope for
immediate feedback.
As our lives have more automatic guides to assist us complete everyday tasks, there may be
increasing opportunities for real-life language practice, regardless of which country we are
in. Much of mlearning focuses on programs and materials that offer learning on the go, yet all too
often these are disconnected from the immediate context of the learner. Sat navs are an
example of how mobile learning can offer us “micro-immersion programs” without even leaving
our own country.
http://www.avatarlanguages.com/blog/satnav/