Language Learning Applications Research Articles

Building natural language processing tools for Runyakitara

Abstract This paper describes an endeavour to build natural language processing (NLP) tools for Runyakitara, a group of four closely related Bantu languages spoken in western Uganda. In contrast with major world languages such as English, for which corpora are comparatively abundant and NLP tools are well developed, computational linguistic resources for Runyakitara are in short supply. First therefore, we need to collect corpora for these languages, before we can proceed to the design of a spell-checker, grammar-checker and applications for computer-assisted language learning (CALL). We explain how we are collecting primary data for a new Runya Corpus of speech and writing, we outline the design of a morphological analyser, and discuss how we can use these new resources to build NLP tools. We are initially working with Runyankore–Rukiga, a closely-related pair of Runyakitara languages, and we frame our project in the context of NLP for low-resource languages, as well as CALL for the preservation of endangered languages. We put our project forward as a test case for the revitalization of endangered languages through education and technology.

An Instructional Framework for Technology-Based Classroom Tuition of ELP Students

Abstract In modern ELP teaching practices online media products are commonly used as resources of educational content. Although the idea that ICT has brought classrooms in our pockets is generally perceived as a positive trend, the overview of recent inquiries into the use of technology in education has revealed a number of contradictory findings connected with multimedia learning. On the one hand, a multiplicity of strengths of online environments such as YouTube channels, Apps, podcasts, etc. is highlighted in the studies exploring the potential of multimedia applications for language learning. On the other hand, there is a significant number of studies which demonstrate opposite observations resulting from the research of the effects of the medium (printed and technology-based) on learning outcomes: some authors argue that students overwhelmingly prefer print over electronic formats for learning purposes, others infer that multiple factors affect learners’ actual behaviors and there is no solid evidence proving the priority of one over the other. Cognitive psychologists are more precise in this point: looking into how people process information they affirm that to be effective instructional framework should not ignore human cognitive architecture. Drawing upon recent studies in the field of designing educational media with regard of cognitive, behavioral, and attitudinal aspects of learning the exploratory study reported in this paper attempts to bridge the cognitive and educational theories to specify the framework of technology-based classes for ELP students. Through three courses of in-depth structured interviews with 58 Russian undergraduate law students doing an ELP course in Saratov State Law Academy, Russia, particular focus was placed on an individual learner’s (1) information coding style, (2) information processing style and (3) reading style. The results of the research suggest some ideas on developing an instructional framework for ELP technology-based classroom tuition taking considering the principles of cognitive teaching.

Multimedia Based Sign Language Learning

Having children with hearing impairment is a great concern for parents in teaching their children to communicate. However, parents tend to have trouble choosing the right approach in teaching children with hearing impairment to not feel lazy and bored quickly in learning. This research aims to create an interactive sign language learning application based on the BISINDO sign language system as an alternative learning media for children with hearing impairment to increase their learning motivation. The application was made to support children with hearing impairment in understanding sign language, starting from recognizing letters, numbers, basic and greeting words; the application was also made as an interactive software equipped with various supporting features such as videos, animations, to trivia quizzes. This research used descriptive methods with observation and interviews, as well as prototype methods in system development. This study indicates that the application can increase learning motivation for children with hearing impairment and provide supporting instruments for parents in teaching children to communicate. In conclusion, the application is beneficial and has a solution for parents to teach sign language to their children who have a hearing impairment and difficulty digesting learning and lack motivation

Augmented and Mixed Reality in Language Learning

Abstract The use of Extended Reality technologies in education, and especially in language learning, has attracted the interest of language experts for the last 15 years. However, the recent technological progress as well as the simultaneous dramatic reduction of the cost of the necessary hardware has led to an impressive growth of the XR market, creating, thus, new perspectives concerning the adoption of XR technologies in education. The educational XR market is also growing very fast, not only thanks to the offer of innovative applications, but also due to technological developments in network technologies. Advances in wireless and cellular networks can make XR experiences more immersive and more accessible to local and remote users. This paper aims to present the current developments in the field of utilization of Augmented (AR) and Mixed Reality (MR) technologies in language education and to explore their future perspectives. Towards this end, AR/MR technologies, the theoretical bases of their use in language education, as well as the available for each technology hardware and software solutions are presented in more detail. Examples of AR/MR technologies in language learning applications, as well as the conclusions drawn from the literature review concerning the benefits and limitations AR/MR applications in language learning will also be presented. Finally, market data and future research directions will be discussed, in order to identify the perspectives of these technologies in language learning.

The Networked Smart Gadgets and Their Role(s) in Enhancing Learning Autonomy in Higher Education’s EFL Context

The present study explores the perceptions of EFL teachers in higher education on the role of handheld networked devices in promoting autonomous learning. In this project 43 male teachers from King Abdulaziz University (KAU) and the University of Jeddah (UJ) in Saudi Arabia (KSA) responded to a survey. Qualitative data, on the other hand, was gathered through a silent interview where informants answered five open-ended questions related to study’s research questions. The findings revealed the participants value the usefulness of smartphones in enhancing autonomy in language learning. They were also of the view that smartphones have beneficial characteristics when used in actual classroom. In addition, the results show that most of the participants are for a purposeful and guided integration of this type of technology in order to help learners develop the required linguistic and extra-linguistic skills. Equally important was the finding that use the of smartphones along well-developed L2 learning applications in language learning cannot replace the teachers’ vital and crucial role in the whole learning process.

Pre-service Teachers' Perceptions on the Use of Mobile Applications for language Learning

Learning language nowadays can be done by many ways including using mobile technology or mobile phone and its applications. Learning uses mobile applications not only can be done by using app-based language learning, but also using general application. This descriptive case study was used to investigate and find out about pre-service teachers’ levels and perceptions on the use of mobile applications for language learning. The data from six pre-service teachers were collected by using semi-structured interviews and questionnaire. The result showed that all of pre-service teachers have different levels of using mobile applications for language learning based on their purposes, challenges and experiences. In addition, most of pre-service teachers have positive perceptions on the use of mobile application for their language learning regarding on aim-mobile technologies fit, appropriate of branch, and forms of m-learning application and tools’ sufficient adequacy of communication, the findings revealed that (1) mobile applications remove the limitation of time and space; (2) mobile applications are reliable for personal use; and (3) course materials could be sent to students via mobile applications. In conclusion, the use of mobile applications for language learning are helpful for pre-service teachers.

The Impact of Xeropan: An Online Application Assisting Language Learning on the Processes of Foreign Language Learning

Examining the relationship between technology and the success of language acquisition and the integration of technology into language instruction has been around of a long time by now. The development of technology can essentially change how languages are taught. Nevertheless, it is only in the last few years that the road has opened up for new language learning opportunities. In this current study, the impact of a pedagogical intervention is presented grounded on Xeropan, a gamified language learning application. In addition to assessing the impact of the app, a questionnaire was also applied to find out how efficient language learners find language learning with the application. Based on the original aim of the literature and the study, answers were sought as to how Xeropan influences the English language learning process, how student users find Xeropan in terms of efficiency and motivation, and how self-regulated motivation correlates with use of Xeropan. It was found that Xeropan application has a positive impact on language learning processes. There was a visible improvement in language learners, and at the level of some tasks, it was indicated that there was a significant improvement as a result of the developmental intervention using Xeropan. It was also pointed out that students are content to work with Xeropan and find that it has a positive effect on them. Further conclusions are drawn.

Evaluating Virtual Reality as Environment for Adults’Second Language Learning: A Literature Review

Linguistic environments have always been considered as an important factor in second language acquisition. According to Ortega (2009), “the five environmental ingredients that together contribute to (but do not guarantee) optimal L2 learning are: acculturated attitudes, comprehensible input, negotiated interaction, pushed output, and a capacity, natural or cultivated, to attend to the language code, not just the message”.(p. 79)[1] Unfortunately, these ideal language learning conditions are not always readily available to SLLs. On the other hand, the rapid development and popularization of computer-assessed language teaching (CALL) and multimedia language environments have led to great attention in language learning in Virtual reality environments (VRE) in the past few years. Virtual reality (VR) is defined as a system designed to bring a simulated real-life experience, providing terrain and physical effects to give users an immersive feel. Because of its function, VR is being rapidly introduced by researchers and educational practitioners to promote a real, immersive learning environment that allows them to continually explore the possibilities and effects of its application in second language learning.

Mobile Language Learning Applications from the Perspectives of Adult Language Learners in Turkey

Mobile language learning applications have changed how language is learned and have opened new windows for potential learners. At the convenience of our time, place, comfort and pace, we can learn or revise a language through our mobile gadgets. From the reviewed literature, it is evident that more data is needed to understand the users’ views about mobile applications. Instead of focusing on a single mobile application, the researcher attempted to elicit the general perceptions of Turkish adult learners about mobile language learning apps. In line with this thought, a selfadministered questionnaire was sent to potential mobile app users and 231 participants replied to the questionnaire. The aim of this study is to find out what perceptions adult learners in Turkey have and what their suggestions are to enhance future mobile language learning applications. For the close-ended questions, frequencies and percentages were taken, while for the open-ended question, content analysis was done. Easy access was considered as the greatest strength, while internet connection requirements and scarcity of interactivity were considered among the shortcomings. The participants offered some suggestions which can yield new paths for application developers, teachers and practitioners in the field of English language teaching and adult learning.

Japanese Language Learning Application Based On Android

The development of the world of education at this time cannot be separated from the development of science and technology, so that many learning methods have emerged in the form of applications. Lack of student interest in learning Japanese, underlies the application of Japanese language learning. The purpose of this research is that students are given information in written form or Japanese characters and vocabulary in Japanese learning applications, so that students' interest in taking Japanese language learning will increase. The method used in this research is SDLC (System Development Life Cycle) with the Waterfall model. The Waterfall model provides a sequential or sequential approach to the software life flow starting from the analysis, design, coding, testing and support stages. The result of this research is to build an Android-based Japanese learning application, which explains specifically about Japanese basic words, such as nouns, adjectives, verbs, sentences and quizzes.Keywords: The aplication, Kana (hiragana and katakana) and Android

Corpus-based approach to forming communication skills in the use of idioms

The paper presents a corpus-based approach to forming communication skills which has been widely accepted nowadays. The methodological apparatus of corpus linguistics is a promising tool for language learning. The purpose of the present research is to study the potential of the Tatar National Corpus in forming communication skills in the use of Tatar idioms. Corpus-based approach has many applications in language learning from extending teaching techniques to arousing learners’ curiosity and improving communication skills. Traditionally, idioms are considered to be fixed expressions, which have a meaning that is not immediately obvious from looking at the meanings of the parts. It has become evident over the past decades that all sorts of creative modifications of idioms are quite frequent and can be varied. Most idioms are not totally opaque. Thus, they are open to the corpus-based approach. Moreover, idioms are typically based on metaphors, and metaphors as mental images are easily modifiable. The native speakers adapt them, combine them and can change parts of them. Undoubtedly, a corpus presents an opportunity to learn the authenticity of the idioms, used in reality without somebody’s selection or previous interpretation. Learning a foreign language on the basis of corpus data allows students to analyze lexical, grammatical and syntactical variations of idioms, to comprehend their semantics, and explore new variants of idioms, unrecorded in dictionaries yet.

Java Programming Language Learning Application Based on Octalysis Gamification Framework

Java programming language is rated as the second most active language in the world based on GitHub active repository statistic. Meanwhile, many university students are found lack interest to learn Java. Many researches have shown the positive impact of gamification in many areas of life, include education and learning. The purpose of this study is to design and build an application to learn java programming language with gamification in mind. We use Octalysis Gamification Framework to design the usage of game mechanics in the application. The application was tested on second year students to learn Java for the first half semester and evaluated using the Unified Theory of Acceptance and Use of Technology (UTAUT) Model and get the result of 74.27% agree that the application is well accepted by the students.
 
 Index Terms—gamification; java programming language; octalysis gamification framework

The Impact of Xeropan An Online Application Assisting Language Learning on the Processes of Foreign Language Learning

Examining the relationship between technology and the success of language acquisition and the integration of technology into language instruction has been around of a long time by now. In this current study, the impact of a pedagogical intervention is presented grounded on Xeropan, a gamified language learning application. It was found that Xeropan application has a positive impact on language learning processes. There was a visible improvement in language learners, and at the level of some tasks, it was indicated that there was a significant improvement as a result of the developmental intervention using Xeropan. It was also pointed out that students are content to work with Xeropan and find that it has a positive effect on them. Further conclusions are drawn.

A Systematic Review of Augmented Reality Applications in Language Learning

Augmented reality (AR) is one of the emerging technologies gradually venturing into the education field. Although AR is strongly linked to subjects related to Science, Mathematics, and Technology in schools and tertiary education, there is no mention of AR in non-technical subjects, such as language. Thus, this study aims to discover the AR application trends in language learning and the language skills prevalent in AR usage. In this systematic literature review, AR-related research in language learning began in 2016 and has continued to be on the rise. Furthermore, the preferred language skills used with AR technology required lower cognitive levels, such as identifying words, understanding meanings, and spelling, and pronouncing words. Based on the gap indicating the rare usage of AR for more complex and critical language skills, such as reading and writing, this study hopes to enlighten the researchers, educators, and application developers to focus on developing AR applications for languages other than English, incorporate higher-order learning outcomes in the language learning activities, and pursue qualitative investigations.

Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020

More than 300 million people use the gamified mobile-assisted language learning (MALL) application (app) Duolingo. The challenging tasks, reward incentives, systematic levels, and the ranking of users according to their achievements are just some of the elements that demonstrate strong gamification elements within this popular language learning application. This application’s pervasive reach, flexible functionality, and freemium business model has brought significant attention to gamification in MALL. The present systematic review aims to summarize different methods, frameworks, settings, and research samples used to assess Duolingo’s design and impact on various learning outcomes. We carried out a complete database search for articles focused on the issues of design, application, and pedagogies in the use of Duolingo. Three hundred and sixty-seven records were initially found, and 35 of those were selected for final inclusion based on language choice, theoretical frameworks, design, sampling, data collection, and analyses (see Appendix 1 for full list). The results indicated that the majority of research from 2012-2020 was design-focused, quantitative in nature, and used non-probability sampling methods. The focus on app design marks an emphasis on the creation of tools rather than the process and outcomes of language learning from using these tools. Additional results revealed preferences for performance-based research questions, for English as language of choice in research, and for the USA as the most prominent context for Duolingo research studies. Furthermore, our review highlights research gaps specific to Duolingo, yet generalizable to other MALL applications. The results are useful to researchers seeking to assess, evaluate, and understand MALL, gamification, and Duolingo as well as to practitioners interested in utilizing MALL in formal and informal learning environments.

Aplikasi Belajar Bahasa Daerah Pulau Taliabu Berbasis Android

The progress of the times has brought various changes in various fields of human life, one of which is the use of regional languages. Taliabu Island is one of the areas within the province of North Maluku, which has its native language or Taliabu language. Currently the use of the Taliabu language has been forgotten by the people of the area, this is built by technological advances that continue to develop, making people forget the importance of culture which should be preserved as the identity of the area. This study aims to build a local language learning application for the island of Taliabu using android as a platform to make it easier for people there or to take the initiative to learn Taliabu. Selection of android as the operating system, because android is currently widely used, ranging from adults to even children, this will have a positive impact to help local governments who are trying to preserve regional culture, one of which is the Taliabu area. Applications will be built using the RAD (Rapid Application Development) method as a system development method, which consists of several stages of work, namely the analysis, design, coding and testing stages. The application of the dictionary for the local language of Taliabu Island based on Android can be translated into Indonesian - Taliabu and Indonesian - Maluku. The resulting output is the form of the translated text and the vocabulary that you want to know the meaning.

Design and Development of Mobile Application in Indonesian Language Learning For Foreign Speakers Level A1

This paper describes about the design and development of Android mobile platform application in the learning of Indonesian Language for Foreign Speakers as the term used Bahasa Indonesia bagi Penutur Asing or as abbreviated BIPA. The Android Studio is used to create and set up a set of application programming interfaces (APIs) and Kernel Linux Platform. The interface program was designed to give effectiveness and flexibilities required in the process of learning. The program code was written and installed in the users Smart Phone. The official language programming used for Android development is Java to make the program running easily for the users to use the application because the mobile application does not use many resources. Once the application was ready, then installed into various types of Smart Phone with various Android platforms, and tested. The program was tested to BIPA foreign students who were learning BIPA Level A1 to see if the program ran well. This aimed to test its effectiveness and impact. The data of pre-test and interview were collected from foreign students who have already learned Indonesian language before and who were never in order to see the baseline of respondents competencies. Pre-test, Post-test and interview test scores were compared to see if there was an increase in respondents competencies. The research findings shows that there was a significant increase on the foreign students’ skills. The increase on the written test through pre-test and post-test showed by 30% and 18 % on the interview. In contrast, the most significant increase was occurred in the group of students who never learned before. This increase showed by 56%, whereas the increase in the group of foreign students who have already learned Indonesian language showed by 12%. Furthermore, this increase significantly also occurred in interview at 32% to the group of foreign students who never learned Indonesian language before and 8% to the group of foreign students who already learned Indonesian language. This findings shows that Mobile Application provides effectiveness, efficiency, flexibilities, and accelerated learning to the group of foreign speakers who never learned BIPA before.

Exploring the perceptions of EFL learners towards mobile-assisted vocabulary acquisition

This research examined how high school students felt about using the Busuu app to learn new vocabulary. The study used a qualitative research approach to elicit in-depth opinions on the subject. In addition, it assessed the benefits and challenges experienced by the participants when using Busuu, a language learning application, to acquire English language vocabulary. With 25 high school students from a public high school in the Saudi Arabian educational district of Ar Rass, a semi-structured interview (questions asked in Arabic) was conducted. The collected data were coded, conceptually examined, and documented. The findings indicated that students have a positive attitude about utilizing the Busuu a language learning mobile application to aid in their vocabulary acquisition. The majority of users had a positive view of Busuu when it came to expanding their vocabularies. Additionally, it revealed that the Busuu helps students become more motivated, have fun, and expand their vocabulary. Finally, the study highlighted various technical or legal challenges that stop students from using mobile applications, which are summed up in the challenge of getting an internet connection or the prohibition of using mobile at school.

Smartphone-based mobile assisted language learning application in higher vocational education in Indonesia

This study sought to examine the educational affordance and constraints of smartphone-based assistive technology in language learning from the students’ point of view along with their recommendations on the possible future advancement of smartphone-based assistive technology to help students engage better. This study employed content analysis in analyzing the data obtained from open-ended questions administered to students. The findings of this study denote the use of smartphones in widening vocabulary range, providing practices for English exercise, having attractive and interactive features, and fostering autonomy, self-regulation, and independence learning due to its practicality, portability, accessibility, and flexibility. This study highlights technical problems and confusion as the obstacles emerging from the use of smartphones in language learning. Meanwhile, the recommendations for future smartphone-based application updates are discussed in detail. All in all, smartphone-based assistive language learning application is fruitful for students and is recommended to be used for vocational higher education students as the part of informal learning during the COVID-19 pandemic situation. HIGHLIGHTS: Language learning has stepped forward to more personal learning tools by integrating smartphones as an aid for mobile learning. smartphones are fruitful in widening vocabulary range, providing practices for English exercise, having attractive and interactive features, and fostering autonomy, self-regulation, and independence learning due to its practicality, portability, accessibility, and flexibility. From language learning mobile application, students demanded simpler reading exercises and vocabularies and slower listening practice in the applications.

The development of sign language learning media using multimedia systems

Language is a means to communicate. The expressions in the world are diverse, one of which is sign language. There are two types of sign languages in Indonesia, namely BISINDO (Indonesian Sign Language) and SIBI (Indonesian Language System). Besides that, few people know the sign language, and the method used still uses conventional or manual methods so that it feels challenging to communicate with people who are deaf speech. This study aims to develop sign language learning applications using multimedia systems that expected to help people with hearing impairment and hearing impairment, the general public, and teachers in communicating with speech deaf people. In this study, using the Multimedia Development Life Cycle research method, Alpha testing with Black Box testing and beta testing as an application testing method to measure user satisfaction. The results of research using beta testing is an android-based sign language learning application suitable for the general public, and the deaf equipped with evaluation features and delivery of material in the form of video.