CONV AR

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Safa'a Abu Sa'a MET, UBC ETEC 523 65A 2022W2: Mobile and Open Learning Dr. David Vogt April 2, 2023

A3: Conv AR

Go!

References

App Features and Technologies Needed

A special relationship....

Why Mobile Technologies?

Solution

Problem

Rationale

Index

Hi! My name is Safa. My background is in English Language and Literature, and my practical experience is mainly in teaching ESL learners. As someone who spent years studying the English language, teaching it, and observing others learn it, I can attest to the fact that speaking is one area where so many learners struggle. In my view, one major reason is the lack of opportunities to practice this skill and use the foreign language in organic contexts. I still witness the huge positive impact working in an exclusively English-speaking department had on improving my speaking skills. Unfortunately, not all learners have this advantage. The affordances of technological tools, especially mobile ones, to solve such a problem have fascinated and inspired me to envision a mobile application that could transform the way second language learners learn and practice the speaking skill.

Rationale

One of the biggest challenges learners face when learning a foreign or second language is the anxiety associated with publicly speaking that language. The speaking skill is regarded one of the most difficult aspects of language learning. (Leong & Ahmadi, 2017). Horwitz, Horwitz & Cope, (1986) believe that anxiety undermines the process of foreign language learning. Language researchers generally agree that anxiety resulting from the language learning process is one of the primary obstacles that English as a Foreign Language (EFL) learners encounter when learning a foreign language (Alrabai, 2014; Wu, 2010). To analyze anxiety in terms of social contexts and educational environment, Horwitz (1986) established that communication apprehension is defined as the anxiety to communicate with people, to talk in front of others, and to talk in groups. Several factors lead to this anxiety such as inhibitions & low participation (Tuan & Mai, 2015), and low self-esteem (Mahmoodzadeh, 2013; Young,1991).

The Problem

What if the capabilities of AR, among other technologies, could be leveraged to produce an immersive learning experience that provides plenty of practice opportunities in a real-like environment so SL learners can increase their fluency levels, improve speaking skills, and raise their confidence. Conv AR is not a language learning app; it is simply designed for those who already know a certain language, but struggle with the speaking skill and need many opportunities to practice it in a safe environment where they are not afraid or embarrassed to make mistakes, stumble, and try again and again. The great thing about this app is that it provides the chance to hear the spoken language just like a native speaker would say it and have organic and naturally-flowing conversations on a wide variety of topics in many languages.

The Solution

Confidence in one’s oral skills comes from being comfortable when conversing, and this is the result of learning in a relaxed, sand-box like environment. And what better device to provide such comfort than our own mobile devices? Besides, mobile learing is still an emerging field awaiting plenty of innovation and development, which is why I predict that it will only take 3-5 years at the most for Convo AR to be a common app made for public consumption. Professor Vogt describes this special relationship between a mobile device and its owner. ‘’ From an education perspective this special relationship is significant in numerous ways. First, learning happens across a continuum of thought and experience, so the ever-present availability of this tool makes it immediately most ‘handy’ to the learning purpose. Second, in an emerging era of cloud data and visual analytics this device is the best positioned to gather data from all sources in order to enable the personalized mirrors and portraits of a well-supported learning experience. Third, individuals are highly unlikely to lend (or permit shared use of) their device, enabling simpler and more flexible ‘source validation’ processes. Fourth, as this is such an intimate tool, individuals are more inclined to ‘be themselves’ (and any of their complementary selves, depending on the audience) while using it, channeling honest and authentic expression more reliably than in a real-world conversation.’’ (2023).

Why mobile technologies? A very special relationship…

(Please click on each puzzle piece to view information)

5G

NLP

Adaptive Learning

Voice Bot

AI

AR

App Features and Technologies needed

Alrabai, F. (2014). A Model of Foreign Language Anxiety in the Saudi EFL Context. English language teaching, 7(7), 82-101. Dilmegani, C. (2023, February 9). Top 5 expectations regarding the future of NLP in 2023. AI Multiple. https://research.aimultiple.com/future-of-nlp/ Horwitz, E.K., Horwitz, M.B. & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70 (2), 125-132. Leong L, Ahmadi S M. (2017). An Analysis of Factors Influencing Learners’ English Speaking Skill. IJREE, 2 (1), 34-41. URL: http://ijreeonline.com/article-1-38-en.html. Mahmoodzadeh, M. (2013). Investigating foreign language anxiety in Iranian classrooms: The effect of gender. International Journal of Research Studies in Language Learning, 2(1), 61-70. Muali, C., Setyosari, P., Purnomo, P., & Yuliati, L. (2020). Effects of Mobile Augmented Reality and Self-Regulated Learning on Students’ Concept Understanding. International Journal of Emerging Technologies in Learning (iJET), 15(22), 218–229. https://doi.org/10.3991/ijet.v15i22.16387. Pombo, L. and Marques, M.M. (2019), "Improving students’ learning with a mobile augmented reality approach – the EduPARK game", Interactive Technology and Smart Education, 16(4), 392-406. https://doi.org/10.1108/ITSE-06-2019-0032. Continued on next page

References

Thillaisthanam, N. (2021, December 22). The future of NLP is bright. IT Business Guide. https://www.itbusinessedge.com/development/the-future-of-natural-language-processing-is- bright/ Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at LE Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8-23. Wu, K. H. (2010). The Relationship between Language Learners' Anxiety and Learning Strategy in the CLT Classrooms. International Education Studies, 3(1), 174-191191.

Thank You!