Mobile language learning applications for Arabic speaking migrants – a usability perspective
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Khaled Walid Al-Sabbagh
Khaled Walid Al-Sabbagh is a PhD student at University of Gothenburg, Department of Computer Science and Engineering. His work focuses on using Machine learning to accelerate the adoption of novel approaches in Software Engineering.
,
Linda Bradley
Linda Bradley is an Assistant Professor at University of Gothenburg, Department of Education, Communication and Learning at the Pedagogical Development and Interactive Learning unit. Her research focuses on mobile and digital learning and how technology is situated in formal and informal settings.
Lorna Bartram is a linguist, specialised in Arabic and intercultural communication. Her work is focused on intercultural communication, migration and language in health care settings. Currently she works at Sahlgrenska University Hospital.
Abstract
Usability testing with mobile applications (apps) plays an important role in determining the ease of use of an app as well as in informing their design and development. The purpose of this research is to investigate the usability of three language learning apps with a sample of Arabic speaking migrants who have recently arrived to Sweden. In addition, We surveyed available apps for the target group on both Android and Apple market stores and used a framework for categorizing language learning apps to guide the design and development of our own app. The outcomes show that in order for users to engage in an app, there are a number of obstacles that need to be overcome to make an app motivating enough to use, such as lack of variation in functionality, instructions and feedback. Our app, Minclusion, was developed from the input obtained from the usability studies.
About the authors
Khaled Walid Al-Sabbagh is a PhD student at University of Gothenburg, Department of Computer Science and Engineering. His work focuses on using Machine learning to accelerate the adoption of novel approaches in Software Engineering.
Linda Bradley is an Assistant Professor at University of Gothenburg, Department of Education, Communication and Learning at the Pedagogical Development and Interactive Learning unit. Her research focuses on mobile and digital learning and how technology is situated in formal and informal settings.
Lorna Bartram is a linguist, specialised in Arabic and intercultural communication. Her work is focused on intercultural communication, migration and language in health care settings. Currently she works at Sahlgrenska University Hospital.
Acknowledgements
We would like to thank the newly arrived Arabic-speaking migrants we have been in touch with, our project members, as well as those stakeholders working with the refugees who have volunteered to participate in our research project. Funding for the project also came from an EU fund, AMIF (The Asylum, Migration and Integration Fund).
Appendix 1 Description of the procedure in the usability test with SUS
Procedure
Each session began by introducing the purpose of conducting the user test, such that it would unpack design issues that were nested within these language learning apps.
Participants were informed, both verbally and through written consent that their participation was voluntary and that they could withdraw from the test at any time.
Participants were asked whether or not they were previously acquainted with the app tested. Accordingly, participants were requested to test apps that they had not previously used.
Participants were requested to work on the app with no restrictions on the number of tasks, where each session continued until the allotted time interval, fifteen minutes, had elapsed.
Each participant was given a smartphone device with the mobile language learning application to be tested.
Participants were asked to operate on the app on their own without seeking guidance from the facilitators nor other participants since this contributes to scaffolding design aspects within the apps under test.
Appendix 2 Our categorization results from the eight apps tested in 2018, based on the matrix of the Rosell-Aguilar (2017) framework
| App 1 | App 2 | App 3 | App 4 | App 5 | App 6 | App 7 | App 8 | |
|---|---|---|---|---|---|---|---|---|
| Language learning | ||||||||
| Reading: Does the app provide texts in the target language? | no | yes | yes | n/a | yes | yes | yes | yes |
| Listening: Does the app provide audio in the target language? | yes | yes | yes | n/a | no | yes | yes | yes |
| Writing: Does the app offer opportunities to write in the target language? | no | no | yes | n/a | no | no | yes | yes |
| Speaking: Does the app offer opportunities to speak in the target language? | no | no | no | n/a | no | no | yes | no |
| Does the app offer specific activities for vocabulary acquisition? | no | yes | yes | n/a | yes | yes | yes | yes |
| Does the app offer specific activities for grammar practice? | no | no | no | n/a | no | no | yes | no |
| Does the app offer specific activities for pronunciation and intonation? | no | no | yes | n/a | no | yes | yes | yes |
| Does the app include information about customs and traditions in the areas where the language is spoken? | no | no | no | n/a | no | no | no | no |
| Are images and videos stereotypical or stock images? | yes | no | yes | n/a | yes | no | yes | yes |
| Does the app include different regional or national varieties of the language? | no | no | no | n/a | no | no | no | no |
| Pedagogy | ||||||||
| Does the app description match what the app does? | no | no | yes | n/a | no | yes | no | no |
| Does the app present, explain, or model language? | no | no | no | n/a | no | no | no | no |
| Does the app allow the user to track progress or see previous attempts? | no | no | yes | n/a | yes | no | yes | yes |
| Do activities in the app progress in difficulty in a way that supports the learner? | no | no | yes | n/a | no | no | yes | no |
| Does the app provide feedback? Is it just right/wrong or with meaningful explanations? | no | yes | yes | n/a | yes | no | yes | yes |
| Does the content have any errors/omissions? | yes | yes | no | n/a | yes | yes | no | no |
| Does the app make use of sound, images, and video in a meaningful way? | yes | no | yes | n/a | no | yes | yes | yes |
| Does the app offer different levels depending on ability? | no | no | yes | n/a | no | no | yes | no |
| Does the app keep the user engaged and interested? | no | no | yes | n/a | no | no | yes | yes |
| User experience | ||||||||
| Does the app allow users to interact with each other? | no | no | no | n/a | no | no | no | no |
| Is engagement with the app content active or passive? | no | yes | yes | n/a | yes | yes | yes | yes |
| Does the app allow or encourage sharing content? | no | no | no | n/a | no | no | no | no |
| Does the app provide recognition that can be shared on social media? | no | no | no | n/a | no | no | no | no |
| Does the user need to pay to download the app? | no | no | no | n/a | no | no | no | no |
| Does the app require the user to register? | no | no | no | n/a | no | no | no | no |
| Does the app include pop-up ads? Are these distracting? | yes | yes | yes | n/a | yes | no | no | yes |
| Technology | ||||||||
| Is the interface clear and uncluttered? | yes | yes | no | n/a | no | yes | no | no |
| Is the app intuitive to navigate, with clear menus and options? | yes | no | no | n/a | no | no | no | no |
| Instructions: Does the app offer instructions on how to use it? | no | no | yes | n/a | no | no | yes | no |
| Does the app freeze or crash? | no | no | no | n/a | no | no | no | no |
| Does the app have game-like features to increase engagement? | no | yes | yes | n/a | yes | no | yes | no |
| Does the app have a help section? | no | no | no | n/a | no | no | yes | yes |
| Does the app require an internet connection to work? | no | no | no | n/a | no | no | yes | no |
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© 2019 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Introduction
- Articles
- “It comes from you”: Agency in adult asylum seekers’ language learning through Process Drama
- Language teachers’ perceptions of multilingualism and language teaching: The case of the postgraduate programme “LRM”
- Wor(l)d order and coloniality in language education for migrants. Key ideas for thinking otherwise
- Mobile language learning applications for Arabic speaking migrants – a usability perspective
- Language learning and inclusion in Italy
- Reports
- Renaissance of the Gatekeepers: Establishing a culture of welcome for refugees and asylum seekers at the University of Leicester’s English Language Teaching Unit
- Le défi de l’intégration des réfugiés avec un niveau universitaire. Le programme Horizon académique de l’Université de Genève
- Preparing adolescent refugees for study and work in the Netherlands: Start-up of an academic pre-Bachelor’s programme
- “Cultura e accoglienza”: The inclusion of asylum seeker students in university language courses. Initial experience and data
- The Cara Syria programme – combining teaching of English for Academic Purposes and academic and research skills development
- A multilingual refugee, a personal experience
- Regular Articles
- Representing language education in Australian universities: An analysis of press reporting (2007–2016)
- The motivational self of the novice language learner
- Learning about Language: Preparing pre-service subject teachers for multilingual classroom realities
Artikel in diesem Heft
- Frontmatter
- Introduction
- Articles
- “It comes from you”: Agency in adult asylum seekers’ language learning through Process Drama
- Language teachers’ perceptions of multilingualism and language teaching: The case of the postgraduate programme “LRM”
- Wor(l)d order and coloniality in language education for migrants. Key ideas for thinking otherwise
- Mobile language learning applications for Arabic speaking migrants – a usability perspective
- Language learning and inclusion in Italy
- Reports
- Renaissance of the Gatekeepers: Establishing a culture of welcome for refugees and asylum seekers at the University of Leicester’s English Language Teaching Unit
- Le défi de l’intégration des réfugiés avec un niveau universitaire. Le programme Horizon académique de l’Université de Genève
- Preparing adolescent refugees for study and work in the Netherlands: Start-up of an academic pre-Bachelor’s programme
- “Cultura e accoglienza”: The inclusion of asylum seeker students in university language courses. Initial experience and data
- The Cara Syria programme – combining teaching of English for Academic Purposes and academic and research skills development
- A multilingual refugee, a personal experience
- Regular Articles
- Representing language education in Australian universities: An analysis of press reporting (2007–2016)
- The motivational self of the novice language learner
- Learning about Language: Preparing pre-service subject teachers for multilingual classroom realities
