Review of Fraze.it: a multilingual sentence concordancer

3.1 Theoretical basis

Pedagogically, Fraze.it can be grounded on several theoretical rationales. Exposing learners to authentic and contextualized language use serves as comprehensible input, aligning with Krashen’s (1985) input hypothesis. Observing the contextualized language use reinforces users’ understanding of formulaic language, idiomatic expressions, and grammatical structures. Accordingly, encountering vocabulary in meaningful contexts also accords with lexical approach principles (Lewis 1993) and incidental vocabulary learning (Nation 2001). The platform’s search-based functionality grants users ownership of their learning by filtering the search according to their interests, siding with the principles of learner autonomy (Benson 2011). Repeated exposure to linguistic forms (vocabulary and grammar) in contextualized use facilitates users’ ability to recognize these forms, agreeing with Schmidt’s (1990) noticing hypothesis. Fraze.it can further be grounded on two more theoretical bases with teacher support. It might be informed by Vygotsky’s (1978) sociocultural theory, specifically scaffolding, if teachers select level-appropriate sentences for their students. It can also be based on Swain’s (1985) output hypothesis if teachers encourage learners to use the platform’s input (sentences) as models in language production (writing and speaking).

3.2 Theoretical framework underpinning Fraze.it’s use

Parallel to the above-cited theoretical bases, a key pedagogical benefit of Fraze.it is contextualized vocabulary learning, enhancing their understanding of how words function across diverse contexts (Laufer 2024). The sentences it provides expose learners to authentic language use, and thus ensures natural, idiomatic, and grammatically accurate language (Rodríguez-Fuentes and Swatek 2022). In addition, analyzing sentence structures might help develop a better grammatical and syntactical understanding and improve learners’ ability to construct their own sentences (Liu and Jiang 2009). Although not necessarily aimed at pronunciation, the platform’s link to YouGlish might also assist learners with pronunciation awareness and improvement, as previous research indicated (Mahmood 2024). Correspondingly, this feature might also help with listening development (Eom 2024). Learners can further gain collocational awareness through natural pairings presented on the platform. Previous research supports collocational awareness and accuracy through corpus tools (Ma and Mei 2021).

Despite the positive impact of multimedia on language learning, particularly vocabulary (Teng 2023), the images the platform provides may be irrelevant or inappropriate. For example, Figure 5 shows the images the platform provided for the keyword “ola” (hello in Portuguese).

Figure 5:

Images provided for “Olá” in Portuguese.

Similarly, a distinctive feature of the platform is its multilingual support – however, the platform malfunctions when translating from languages other than English (Figure 6). Similarly, the features of synonyms and definitions suffer the same fate. That is, these features do not function in languages other than English.

Figure 6:

Translation from five supported languages to English.

Despite these limitations, teachers can conduct numerous teaching activities using Fraze.it, including vocabulary expansion, reading comprehension, writing enhancement, speaking/pronunciation drills, listening/dictation activities, and grammar/syntax. Concerning vocabulary expansion, learners can analyze contextual meaning by examining how meaning changes according to context. Equally, they can create a personalized vocabulary bank using their interest’s example sentences. Regarding reading comprehension, learners can understand sentence structure better by splitting the sentences into their elements (subject, verb, and object). At the same time, they can infer the meanings of new words based on contextual clues.

In terms of writing, learners can rewrite or paraphrase the platform’s sentences while maintaining grammatical accuracy or expand the sentences into paragraphs using descriptive details. As for speaking/pronunciation drills, learners can use Fraze.it to practice sentence intonation by reading aloud the example sentences. Likewise, the sentences may also prompt discussions or debates on various topics. With respect to listening/dictation, teachers can read out the sentences and ask learners to transcribe them before cross-checking on Fraze.it. With regard to grammar/syntax, teachers may ask learners to identify and categorize grammatical structures (e.g., active and passive voice).

3.3 Technical ability

Technically, Fraze.it is an easy-to-use platform with its user-friendly interface. However, a lack of interactive and gamified features (e.g., quizzes and games) undermines active student engagement. The simple search functionality is another strength of the platform. Equally, results from reliable sources add to its accuracy and authenticity. Additionally, advanced search filters allow users to personalize lexicogrammatical inquiries. However, the platform’s filtering feature is limited in languages other than English. More specifically, these filters are reduced to source, form, and rule in languages other than English (Figure 7).

Figure 7:

Filtering options in languages other than English.

The lack of unnecessary distractions helps learners to have a focused learning practice. The platform is easily accessible through mobile devices and computers, but a lack of mobile application dedicated to the platform limits its usability and offline access. Similarly, the platform’s responsive design secures readability across all screen sizes, albeit with minor inconsistencies on smaller screens. Another technical strength of Fraze.it is its integration with other tools, allowing teachers to copy the content to other platforms or combine it with external tools (e.g., dictionary apps and grammar checkers). Still, there is no direct integration with any learning management system (e.g., Google Classroom and Moodle).

Likewise, it does not allow users to save their favorite searches and create word lists, although it enables them to create content from external sources. Free access to the platform without sign-up requirements is another technical strength ensuring immediate use. Learners, however, might benefit from a text-to-speech function embedded into the platform.

A final limitation might be the inaccessibility of some social media platforms (Tumblr, X (Twitter), and Facebook) in China. However, this feature is neither essential nor a barrier to language learning since language learners and teachers will use the platform not for online interaction but for language education. Still, the platform developers might consider adding alternative sharing platforms for countries with limited or no access to social media networks.