DOI: 10.4018/IJICTE.2020040103
Copyright©2020,IGIGlobal.CopyingordistributinginprintorelectronicformswithoutwrittenpermissionofIGIGlobalisprohibited.
Mobile and Adaptive Learning Application
for English Language Learning
Samir Bourekkache, Smart Computer Science Laboratory, Computer Science Department, University of Biskra, Biskra, Algeria https://orcid.org/0000-0003-2038-6257
Okba Kazar, Smart Computer Science Laboratory, Biskra University, Biskra, Algeria
ABSTRACT Mobilelearningisconsideredanewphaseofe-learningwhichgivestheopportunitytolearnmore effectivelyandefficiently.Inaddition,theuseofmobiledevicesforleaningismoresophisticated andmoreuseful.Them-learninghasbecomeavailableanywhereandanytimeforallstudentsand professors.Moreover,thefeaturesofthesemobiledevicesincludeeaseofuseineveryplaceand time,veryreasonablecostforstudents,andtheabilitytocommunicatethroughtheinternetormobile networks,encouragingthedevelopmentofmanykindsofmethodsandsystems.Now,ahugenumber ofapplications,inseveraldomains,areorientedtothiskindofmobiledevice.Researchershave beenexploitingthistechnologytoenhancetheknowledgeoflearner(especiallyforeignlanguages learning).Inthispaper,theauthorproposedaneducationalsystemthatprovidestheopportunityfor studentstolearnEnglishlanguageoutsidetheclassroomandencouragesthemtogetactivelyinvolved intheirownlearningprocesses. KEywoRdS
Adaptive Learning, Android, Android Studio, Educational Content, English Learning, Learning Process, M-Learning, Mobile Devices
INTRodUCTIoN Atthebeginningofthe21stCentury,thesocietyworldknowsseveralnewfeatures,characteristics andneedssuchas:rapidrateoftechnologicalandsocialchangerapidlifestyleandthepeopleare occupiedthemosttime.Thesetechnologicaladvancementsallowfastcommunicationsandinformation processingthatsupportnewsocialpatterns.Therefore,theresearchersandcommunitieshavetotake intoaccountthenewinterestandpreferences,workpatterns,andopportunity. AccordingtotheGlobalDigitalreport,almosttwo-thirdsoftheworld’spopulationcurrentlyhas amobilephone,andmorethanhalfofthisusessmartphones;inaddition,overhalfoftheworld’sweb trafficcurrentlycomesfrommobilephones(Wearesocial,2017).So,theauthorsareexperiencing thehugespreadofthemobiledevices(smartphones,tablets…etc)aroundtheworld(low-costof mobilephone)(MostafaandSaid,2017).Alsothespreadofportableinformationandcommunications technology(ICT)withtherelativelyrecentadventofsmall,portablemobiledevicesthatprovide Thisarticle,originallypublishedunderIGIGlobal’scopyrightonApril1,2020willproceedwithpublicationasanOpenAccessarticle startingonJanuary21,2021inthegoldOpenAccessjournal,InternationalJournalofInformationandCommunicationTechnologyEduca-tion(convertedtogoldOpenAccessJanuary1,2021),andwillbedistributedunderthetermsoftheCreativeCommonsAttributionLicense (http://creativecommons.org/licenses/by/4.0/)whichpermitsunrestricteduse,distribution,andproductioninanymedium,providedthe
telephone,Internet,anddatastorage,mobiletelephony,removablememorychips,diaries,email, Web,basicwordprocessingandspreadsheets,anddatainput,storage,andtransfer. Thenewsocialstructureisdeeplyinfluencedbythemobileinformationandcommunication technologies.InthedomainofLearning,theresearchershaveexploitedthenewtechnologies: Mobiletechnology,wirelessnetworks(WiFiaccessinallpublicsectorsschoolsandcompanies ...etc),informationandcommunicationtechnology(ICT)asameantoimprovedeeplytheways ofcommunicationandlearning.Thesetechnologiesarethekeytostrengtheningandfacilitating learningandteachinginthe21stcentury.Asaresult,thisemergingtechnologyandmobiledevices revealanewwayoflearningknownasMobilelearning(M-Learning)(MostafaandSaid,2017). InM-learningenvironments,thelearningprocessbecomesmoresophisticated,fasterandefficient withaminimumofproblems:gainoftime,economyoftransportcostsandaccommodation,always available,nospecificscheduleoflearning,flexibility,interactivity...etc(Jenni,2013). Usingamobilelearningprocess,thelearnersareisolatedandsometimesdisoriented.Inaddition, thelearnersaregenerallyheterogeneoussothattheyhavedifferentabilities,preferences,cultures, characteristics,intellectualcapacities…etc.Thus,Mobilelearningsystemshouldprovideasetof featurestobeadaptablewithnewmethods:easeofuse,reuseandadaptationofthelearningcontent, takeintoaccounttheneedsandlevelsoflearners(backgrounds,objectives,levelsofabilities…etc), personalizedcontent,contextualrepresentationofuser’sinformation(RamyaandMadhumathi2017). LearningEnglishlanguageisadifficultprocessespeciallyinthecaseoftheabsenceofhuman teacher(learnerswilldealwithanapplicationintheirmobiledevices).Englishlanguagehasspoken side,writtensideandgrammaticalside.Therefore,everyapplicationforlearninglanguagesmust coverallthesesidesefficiently.Inaddition,Listeningplaysanimportantroleincommunicationand itisconsideredasthefirstskilltobeacquiredearlybeforeotherskills,especiallywithchildrenwho areagoodlistenerandgraspthelanguageevenbeforetheystarttospeak.Learnersneedtoimprove theirlisteningskillsinordertounderstandnaturalEnglishspeech.Inthispaper,theauthorsaimto defineanewapproachforM-learninganddeveloptheM-learningsystemintheAndroidoperating systemforEnglishlearning.Thentheauthorstestthismobileapplicationonagroupofstudentsof computersciencedepartment,secondyearlicense. Therestofthepaperisorganizedasfollows:section2presentsrelatedworks.Section3discusses thedifferencesbetweenM-learningandE-learningandexpressesthecharacteristicsofM-learning.In Section4,theauthorspresentthemodelingoftheproposedapproachandexplaintheroleofitsparts (modules).Thesection5presentsindetailsoftheproposedsystembyexpressingthefunctionalities ofeachsubmoduleandtheircommunicationwitheachother.Insection6,theauthorspresent someimportantscenariosofthesystem.Thenextsectionisdevotedtopresentthevalidationofthe proposedsystemandtheusedtoolsfordevelopingtheprototypetotestitandpresenttheresultsof theproposedapproach.Section8concludesthispaper. RELATEd woRKS Severalworkshaveproposedmanyapproaches,systemsandapplicationsforM-learninginorderto improvethewaytoacquireknowledge.InSenthil(2015),theauthorproposedmTeacher,amobile-basedself-assessmentsystemtoassesstheknowledgeleveloflearnersintheirareaofinterestandto assistbygivingfeedback.Themajorobjectiveofthisstudyistoproposeaframeworkandtoevaluate thesystemandtoexploretheleveloflearners’acceptancetowardsthesystem.Inthisstudythefive factors(resultofthelearners,satisfactionleveloflearners,convenienceoflearners,feedbackabout skilllevel,assistingthelearner)areinvestigatedwhethertheyhavepositiveinfluenceonmTeacher ornot.Thefeedbacksofbothteachersandlearnerswerehighlymotivating. TheauthorsofRonaldetal(2018)discussedtheuseofmobileapplicationsinuniversityeducation. Theirmaingoalistoinvestigateifuniversitystudentsareusingorwouldliketousemobilephones andapps,inparticulareducationalapps.Therefore,theauthorsaimtoidentifythemobileappsused
foreducationalpurposesbystudentsinKenyanuniversities,andtoinvestigatetheappsandservices consideredusefulbystudents.Fromtheperspectiveofuniversitiesandmobileapplicationdevelopers, theauthorsprovidesinsightsaboutthepotentialdemandofeducationalmobileappsforuseinKenyan universities,andinturnotheruniversitiesacrossAfrica.Asaresult,theygatheredtheinformation fromthestudyandshowedaninsightonwhichappstoadoptorimplementinuniversityeducation. IntheworkofBernsetal(2015),theauthorspresentedmobileapplicationsthatimprovethe learningoftheForeignLanguage(GermanlanguagecourseataSpanishUniversity).Theyexpressed theapplication:“Guessit!LanguageTrainer”whichplaysaroleofsupportforstudents’independent languagelearningoutsidetheclassroom.Moreover,theyshowedtheimportantofthisapptoencourage thestudentstogetactivelyinvolvedintheirownlearningprocesses.Inaddition,theydiscussedthe possibilitytousethestoredinformation(inthesystem)bytheteacherinordertoretraceandassess students’languagelearning. Theauthorof(Olga,2015)focusedontheadaptationofformaleducationtopeople’stechnology-use patterns, their technology-in-practice. For this aim, she used the ubiquitous and mobile technologies.Themainobjectiveofthisworkistointegratelanguagelearningpracticeswhichare informalenvironmenttogetherwithformaleducationthroughtheuseofmobiletechnology.Thisstudy investigatesthetechnical,pedagogical,socialandculturalchallengesinvolvedinthedevelopment anddesignofmobileapproach.
From E-Learning to M-Learning
E-learningknew,initsearlyphases,animportantlackofsophisticatedtechnicalfunctionalitywhich couldofferpossibilitiesforinteractionwithsocietyanditscontexts,whereas,themobiletechnology offersthisopportunityofinteraction.MobilelearningcanbeconsideredasasubsetofE-learning,the emergingpotentialofmobiletechnologieshelpedtoindicateM-learning(Jenni,2013;Olga,2015). M-Learningischaracterisedbyflexiblelearning:justenough,justintime,justforme. Thereareseveralattemptstodefinethemobilelearningthatfocusonlyonthemobilityofthe devicebutalsothemobilityoflearnersandlearningitself.Therearefourimportantaspectsofthe M-learning:technologies,people,learningandcontext.Oneofthedefinitionsis“It’sE-learning throughmobilecomputationaldevicessuchas:Palms,WindowsCEMachines,eventhedigital cellphone”(Quinn,2000;John,2007).Anotherdefinitionwhichshowthemobilityoflearnersand learning“anysortoflearningthathappenswhenthelearnerisnotatafixed,predeterminedlocation, orlearningthathappenswhenthelearnertakesadvantageofthelearningopportunitiesofferedby mobiletechnologies”(RamyaandMadhumathi2017;Olga,2015). E-LearninghascometodefineanydisseminationofeducationalknowledgeovertheInternet. ThismakesE-Learningasubsetoftechnology-basedtrainingandM-Learningisoftendescribedas occupyingasub-spacewithintheE-Learningspace,whichisinturnasub-partofdigitallearning (Youcefetal,2013).SinceM-learningisakindofspecialE-learning,ithasalsothesamecharactersas generalE-learning.Fromtheviewpointofeducationaltechnologies,commoncharactersofE-learning lieinthefollowingmainindicators(Ananietal,2008): • Supportofsynchronousand/orasynchronouseducation; • Supportofon-lineand/oroff-linemobilelearning; • Supportofuser’slocation(on-campus,off-campus); • Accesstolearningmaterialsand/oradministrativeservices. Thepedagogicaldocumentisthemostimportantentityineverylearningsystem,butdeveloping andindexingit,generally,takestimeandsometimesitisahardtask.Moreover,thelearnersarenot homogeneousandsotheyhavedifferentlevels,learningstylesandpreferences.Thepedagogical documentshouldbeaccuratetothemajorityoflearnersaccordingtotheirpreferencesandstyles. Also,thelearnerisisolatedintheeducationalsystem(nohumantutor);heinteractsdirectlywiththe
pedagogicaldocument.Thus,thislattermustcontainsadditionalinformationtouseitintheappropriate caseandtime.Forthisaim,theauthorsproposethatthepedagogicaldocumentisdonebyagroup ofauthors,toreducetheconstructiontimeandimprovethequalityofrelevantinformation.Inany platformoflearning,thepedagogicaldocumentisanessentialobjectthat’swhyitneedstobewell structuredandwellindexedforeasyretrievalofdifferentinformationwithinthisdocumentandalso thesystemcanreuseitintherelevantcases.
ModELLING oF THE PRoPoSEd APPRoACH
Theobjectiveofthedesignphaseistoanswerthequestion«howtomodelanddothesystem», bydescribinganinternalarchitectureofthesystemandbypresentationofallpossiblecomponents thatformthissystem(processedinformation,performedtreatment,obtainedresults,constraintsto berespected,…etc.).Thestructuralandfunctionalaspectsarethekeyelementsofagooddesign; theymustbedefinedtosupporttheimplementationandmaintenance.Theauthorsproposeageneral architectureoftheM-learningsystemthatisbasedonfourmaincomponentsasitisshowninFigure1. BecauseM-LearningisseenasanextensionofE-Learning,sotheauthorsusethemobiledevice asa“tutor”forlearningofbasicsofEnglishlanguage. The“domainmodel”representstheneedsandtheknowledgeoftheeducationalfieldof studythatwillbetaught.Also,aneducationalsystemmusthavethe“learnermodel”thatgives acompleteandaccuratedescriptionaspossibleofallaspectsofthecharacteristics,preferences, backgroundandbehaviorsofthelearner.InthisM-learningsystem,theauthorsshoulddefine the“pedagogicalmodule”thatrepresentsthedifferentmethodsandlearningstylesthatseem appropriateforthesystemandlearners.Thesemethodsandstylesaredefinedaccordingto manydimensions:cognitive,behavioral,emotional,psychologicalandsociological.Finally, “theinterface”allowsandfacilitatesthecommunicationofthelearnerwiththeeducative mobilesystem.
detailed Architecture of the Proposed M-Learning System
Thisarchitectureisbasedonthreemodels:thedomainmodel,thepedagogicalmodel,andthelearner model.ThedetaileddescriptionofthisarchitectureisdepictedinFigure2.
Learner Interface Thiscomponentcanbeseenasamediatororapointofcommunicationbetweenthedevicesofthe learnerandthesystem.Intheproposedsystem,theinterfacemusthaveamechanismforinteractive dialoguewiththelearnertoallowthislattertounderstandwhatheisabouttolearn. Pedagogical Model Itisresponsibleofthelearningprocess;itactsasateacherintheclassroom.Itisbasedonfour maincomponents.
The Textual Tutor
Itisconsideredasateacherwhocanreactwiththesystem.Itprovidestheappropriatecoursestothe learner.Also,thiscomponentisbasedmuchmoreonthetextualcourse.Itperformsthefollowingtasks: • Organizescoursesforstudying; • Presentsthecourses(textualcourses). Multimedia Tutor Itisthecomponentthathandlestheaudioandvideolearningcourse,thiskindofcoursesisvery importantinthefieldoflanguages(speaking,listening).Itisresponsiblefor: • PresentsAudio/VideoCourses(stories,songs,etc.); • Presentsdialogueswiththeirtexts(audioandtextual). Figure 2. Detailed architecture of the M-learning system
Examiner Themainobjectiveofthiscomponentistoevaluatethelearnerthroughthemultileveltests.Ithas severaltasks: • Preparesanddisplaytests; • Correctstheresponsesofthelearner; • Calculatesandevaluatethetestresultfromtheresponsesofthelearner.
Pedagogical Module (Mediator)
Itistheheartofthesystem.Itisalsoseenasamediatorbetweenallthesystemcomponents.Through themediator,allthesystemcomponents(interface,learnermodel,domainmodel,educationalmodel) cancommunicate.Itisastationarymodulethathastheroleofmonitoringtheoperationsofthesystem.
domain Model (Learning Model)
Thismodelcontainstwocomponents. Courses Database Thisdatabasecontainsthreekindsofcourses(eachkindisusedindifferentcase): • Textual courses:ContainthebasiccoursesofEnglishlanguage(alphabet,familyrelationships andgrammar,…etc.); • Multimedia courses:Containthemultimediacourses(audioandvideo)suchas:dialogues, storiesandsomeeducationalsongsandpoems; • Exercises:Itcontainsalltestsforeachcourse.Thetestsaremultiple-choice(questionmultiple choice)allowingautomaticcorrection.Therearethreelevelsofquestions:Level1(beginner), Level2(medium)andLevel3(Advanced). Domain Module Thismoduleisresponsibleformanagingthecoursesandthetests,andthenitsendsthecoursesto thetutormodule(textandmultimedia)andexercisestotheexaminermodule. Learner Model Thelearnermodelcontainsfourcomponents. Inscription Module Itallowsthesubscriptionofnewlearnersinthemobilelearningsystemandvalidatesthecorrectness ofthelearnerinformation. Authenticator Itcontrolstheconnectionauthorizationofusersbycheckingtheusernameandpasswordentered bytheuserswiththeregisteredonesinthedatabase.Thesetwocomponentsuseadatabasetostore theinformationofeachlearner(bytheinscriptionmodule)andtochecktheconnectionofusersto thesystem(bytheauthenticator). Learner Profile Itisadatabasethatcontainsallnecessaryinformationaboutthelearner(personalinformation:name, age,level,preferences,characteristics….etc.).
Learner Module
Thismoduleisresponsibleformanagingregistrations(byinscriptionmodule)andalsomanage authentication(byauthenticator).
FUNCTIoNING oF THE SySTEM
Inthissection,theauthorsdescribethefunctioningofthemaincomponentsofthesystem.For presentingthefunctioningofthesystemandthedifferentscenarios,theauthorsusetheUMLlanguage formodelingtheinteractionsbetweenthecomponentsofthesystem.
Scenario 1: Registration of a New Learner
• Firstlythelearnermustinstallandruntheapplicationonhismobiledevice; • Theinterfacedisplaysthehomepageandtwocommands“SignIn»forregisteringand“LogIn” forlogin.Ifthelearnerisnewthenitmustchoose“register”; • Theinterfacedisplaysthefieldsofregistration(Username,Password,Age,Name,preferences …etc.),thenthestudentmustfilloutallthefields; • Then,thelearnerclickson“SignIn”(register),theinterfacesendsarequestcontainingthe informationoffieldstothepedagogicalmodule,thentothelearnermodule; • Learnermoduletransferstherequestandtheenteredinformationtotheinscriptionmodule; • Theinscriptionmoduleverifiestheexistenceoftheidentifierinthedatabaseandchecksthe correctnessoftheinformation.Inthecaseofanyerror,itsendsarequestbythelearningmodule andthepedagogicalmodulewhichpassesittheinterfacetodisplayamessagethattellsthekind oferror.Inthecaseofsuccessitcreatesanewprofileofthelearnerinthedatabase“learner profiles”andinformsthelearner.
Scenario 2: Launching Courses
• Aftertheconnectionofthelearner,theinterfacedisplaystheavailablecoursesforeachlearner accordingtohislevelpreferencescharacteristics; • Thelearnerchoosesoneoftheavailablecourses; • Theinterfacesendstherequesttothepedagogicalmodulewhichpassesittothetutor.Thetutor usesmanyrolestodefinewhichcourseismoreappropriateforthislearner,andthensendthe identifierofthecoursetothedomainmodule; • Thedomainmoduleselectsthedemandedcoursefromthedatabase; • Thedomainmodulesendstheselectedcoursetothetutorwhichsendsitagaintotheinterface throughthemediator; • Theinterfacedisplaysthecoursetothelearner.
IMPLEMENTATIoN ANd RESULTS
TheauthorshaveusedtheJavalanguagefordevelopingtheprototype.Theusedenvironmentis the“Eclipse”whichisconsideredasIDE.TheuseofSDKAndroidandADT(AndroidDeveloper Tools),allowthedevelopmentofAndroidapplication(nowtheauthorscanuseAndroidStudio). InAddition,SQLiteallowsthecreationandmanipulationofdatabase.Also,theyuseAVDManger torunandtesttheapplicationinthisemulator(AVD)underwindows.Finally,forthedesignofthe applicationinterfaces,theauthorsusedPhotoshopCS6. Forthetestoftheapplication,theauthorschosethecomputersciencestudentsofsecondyears license.Beforestartingthelearningprocesstheauthorsgavethematesttoknowthereallevelofeach
student(learner).Then,theyrantheapplicationontheirmobilesandstartedlearning.Afteraperiod oftime,theyperformedtheevaluation(test)topasstothenextlevel.Theauthorshavenoticesthat: • Themajorityofstudentsprefertolearnusingmobileapplication(76,92%)becausetheir advantagesandavailability; • 85%ofthestudentsareinterestedtolearnEnglish; • Morethanthehalfofthestudentsprefertousetheaudioandvideomaterialsforthislearning; • 78,92%ofthelearnersprefertolearnusingdialogsandinteractiveprocesses; • Duringtheprocessoflearning,themajorityoflearnerschosethechatasawayoflearning English(76,69%); • 92,31%ofthelearnerusedtheresearchoptionintheapplication; • 70%ofthelearnersusedtheapplicationmorethan15minutesineachuse; • Afterthetest,theynoticethatthelearnerswhofocusedontheaudioandvideomaterialshave thechancetopassthetestmorethantheothers; • Thedialogsandtheinteractiveprocesses(chat,discussions)helpthelearnerstounderstand moreefficiently;
Figure 4. Scenario of launching a course
• Listeningplaysanimportantroleincommunication.Listeningisconsideredasthefirstskillto beacquiredearlybeforeotherskills,especiallywithchildrenwhoareagoodlistenerandgrasp thelanguageevenbeforetheystarttospeak.Learnersneedtoimprovetheirlisteningskillsin ordertounderstandnaturalEnglishspeech. CoNCLUSIoN LearningEnglishrequiresseveralskillstodevelop(Speaking,listeningreading,andwriting).Thus, onemustuseseveraltechniquesandstrategiestoensurethatlearnerswillunderstandtheeducational content.Inthispaper,theauthorspresentedaneducationalapplicationonAndroidformobilelearning. Theobjectiveoftheproposedsystemisofferingamobileenvironmentforteachingthebasicsof Englishlanguage.Moreover,oneofthemaingoalsinamobilelearningenvironmentistoprovide therightandaccurateresourceattherighttimeandbestwayforeachlearner.Forthisaim,the authorshavedevelopedasystemthattriestomeettheneedsofheterogeneouslearners(needs,levels, preferences…etc.).M-learningallowsthelearnerstolearnanywhere(duringtraveling,freetime, athome,inthework,Street…etc.).Theproposedsystemhassomelimitationsthatitisnecessary toimproveinfutureworks.Theauthorsreceivedsomefeedbacksfromthelearnersespeciallyabout enrichingthefeaturesoftheapplicationsuchasthefunctionalityoftheinterfacesandintegrationof communicationbetweenthelearnerandtheteacher.Also,theauthorswillattempttoprovideseveral adaptationstrategiestogivetheopportunitytodifferentstudentswithdifferentbackgroundsand levels.Another,perspectiveofthisworkistousemobileagentstoimprovetheaspectoflearningand learningadaptation(theadaptationofcontentandstrategy,presentationadaptation…etc.).Finally, theauthorshavetocomparetheproposedsystemwithotherexistingsystemstoshowthestrongand weakpointsofit.
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Samir Bourekkache received his PhD degree from the Biskra University, Algeria in 2014. He is an Assistant Professor and a researcher at computer science department of Biskra University. He is interested to formal methods, semantic Web and approaches, artificial intelligence, MAS, adaptive e-learning techniques, mobile and ubiquitous learning, and security.
Okba Kazar was born at Biskra (Algeria) in 1962. He obtained his magister degree in 1997 from the Constantine University (Algeria) working on artificial intelligence field. He obtained his PhD degree from the same university in 2005. He is member of editorial board of some Journals. He is published more than 260 papers in international journals and communication in international conference. He participated as session chair in international conferences, he also publish a book “Manual d’Intelligence artificielle” and five chapters book. Professor KAZAR is currently full professor at computer science department of the University of Biskra, which he contributed to its founding and director of the Smart computer science laboratory (LINFI). His main research field is artificial intelligence, he is interested to the multi-agents systems and their applications, PHM in medical and industrial fields, ERP, advanced information systems, Web services, semantic Web, bigdata, internet of things and cloud computing and information communication technologies.
