Mobile Application for Teaching Below 4th Grade Students
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This assignment focuses on designing a mobile application to ease the difficulties of teaching students in grades below 4th. It includes a survey questionnaire targeting teachers to understand their needs and challenges in educating young learners. The design should consider factors like accessibility, student engagement, and support for diverse learning styles. The project aims to develop a user-friendly application that enhances the English alphabet learning skills of Arabic students.
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Running head: DESIGN OF E-LEARNING APPLICATION
“Design E-Learning application to ease the difficulties of teaching English below
4th grade Arabic students”
“Design E-Learning application to ease the difficulties of teaching English below
4th grade Arabic students”
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1DESIGN OF E-LEARNING APPLICATION
Acknowledgement
The examination is directed to advance the experience of my life. The exploration upgrades my
insight and aptitudes on the chose examine theme. With picking up of the learning, it gives me
chance to confront a few difficulties and beat them. Without the direction of my educators, loved
ones, I would not ready to finish the investigation. They all contribute me to upgrade my insight
on the exploration point. I might likewise want to thank my supervisor __________ for giving
me consistent help and direction amid the whole research process. Without all their assistance, I
am not ready to gather essential information and significant assets. At long last, I might likewise
want to thank my college instructors who help me to take an interest in the review. It additionally
gives us profitable outcomes to the venture work. All their help moves and illuminates me to
experience the examination procedure.
Heartfelt thanks and warmest wishes,
Yours Sincerely,
Acknowledgement
The examination is directed to advance the experience of my life. The exploration upgrades my
insight and aptitudes on the chose examine theme. With picking up of the learning, it gives me
chance to confront a few difficulties and beat them. Without the direction of my educators, loved
ones, I would not ready to finish the investigation. They all contribute me to upgrade my insight
on the exploration point. I might likewise want to thank my supervisor __________ for giving
me consistent help and direction amid the whole research process. Without all their assistance, I
am not ready to gather essential information and significant assets. At long last, I might likewise
want to thank my college instructors who help me to take an interest in the review. It additionally
gives us profitable outcomes to the venture work. All their help moves and illuminates me to
experience the examination procedure.
Heartfelt thanks and warmest wishes,
Yours Sincerely,
2DESIGN OF E-LEARNING APPLICATION
Abstract
In this modern technological world, the evolution of mobile learning has changed the teaching
and learning ways for students. With the increasing use of the mobile devices, mobile learning is
becoming an important factor related to teaching as well as learning in the educational sector.
The aim of this paper is to implement mobile application for the purpose of teaching English to
the Arabic students below 4th grade. This study includes the implementation of a mobile
application so that the students below 4th grade Arabic students are able to easily learn English.
This particular paper describes the mobile application implementation which facilitates a word
game being developed for the students so that they can easily learn English. It was designed to
serve as an alternative method of teaching English to the below 4th grade Arabic students. The
mobile application consists of developing various English words being shown on the screen
which will in turn show some points on behalf of every correct word. This mobile application
intends to bring leaning closer to the students. Result of the user evaluation is that it has good
usability based on usefulness as well as ease of use.
Abstract
In this modern technological world, the evolution of mobile learning has changed the teaching
and learning ways for students. With the increasing use of the mobile devices, mobile learning is
becoming an important factor related to teaching as well as learning in the educational sector.
The aim of this paper is to implement mobile application for the purpose of teaching English to
the Arabic students below 4th grade. This study includes the implementation of a mobile
application so that the students below 4th grade Arabic students are able to easily learn English.
This particular paper describes the mobile application implementation which facilitates a word
game being developed for the students so that they can easily learn English. It was designed to
serve as an alternative method of teaching English to the below 4th grade Arabic students. The
mobile application consists of developing various English words being shown on the screen
which will in turn show some points on behalf of every correct word. This mobile application
intends to bring leaning closer to the students. Result of the user evaluation is that it has good
usability based on usefulness as well as ease of use.
3DESIGN OF E-LEARNING APPLICATION
Table of Contents
Chapter 1: Introduction....................................................................................................................9
1.1 Introduction............................................................................................................................9
1.2 Need for the Application.......................................................................................................9
1.3 Project Goals and Objectives...............................................................................................10
1.4 Research Questions..............................................................................................................11
1.5Scope of the Project..............................................................................................................11
1.6 Project Background.............................................................................................................12
1.7 Rationale of the Project.......................................................................................................13
1.8 Summary..............................................................................................................................13
Chapter 2: Research Plan...............................................................................................................15
2.1 Project Phases......................................................................................................................15
2.2 Project Methods...................................................................................................................17
Chapter 3: Theoretical Background/Literature Review.................................................................19
3.1 Android Framework.............................................................................................................19
3.2 Brief Android History..........................................................................................................20
3.3 Development Methods used................................................................................................20
3.4 Agile Software Development Method.................................................................................21
3.5 Software Testing..................................................................................................................22
3.6 Review of literature in context to the developed objectives................................................23
Table of Contents
Chapter 1: Introduction....................................................................................................................9
1.1 Introduction............................................................................................................................9
1.2 Need for the Application.......................................................................................................9
1.3 Project Goals and Objectives...............................................................................................10
1.4 Research Questions..............................................................................................................11
1.5Scope of the Project..............................................................................................................11
1.6 Project Background.............................................................................................................12
1.7 Rationale of the Project.......................................................................................................13
1.8 Summary..............................................................................................................................13
Chapter 2: Research Plan...............................................................................................................15
2.1 Project Phases......................................................................................................................15
2.2 Project Methods...................................................................................................................17
Chapter 3: Theoretical Background/Literature Review.................................................................19
3.1 Android Framework.............................................................................................................19
3.2 Brief Android History..........................................................................................................20
3.3 Development Methods used................................................................................................20
3.4 Agile Software Development Method.................................................................................21
3.5 Software Testing..................................................................................................................22
3.6 Review of literature in context to the developed objectives................................................23
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4DESIGN OF E-LEARNING APPLICATION
3.6.1 Enhancing English alphabet learning skills of Arabic students with mobile application
...............................................................................................................................................23
3.6.2 Increasing fundamental vocabulary skills of Arabic students using interactive
technologies...........................................................................................................................26
3.6.3 Improving the English teaching process using mobile application..............................27
3.6.4 Further recommendations about smart learning and teaching techniques....................29
3.7 Literature review on Design of E-Learning application to ease the difficulties of teaching
English below 4th grade Arabic students..................................................................................32
3.7.1 A Case study of Palestine.............................................................................................32
3.7.2 A Case study of K-12 Education System.....................................................................34
3.7.3 A Case Study of Active Learning to Improve English Teaching and Learning in Saudi
Arabia....................................................................................................................................36
3.7.4 A Case Study on teaching of Remedial English and the Problems of the Students.....38
3.7.5 A Case Study on effectiveness of using English language teaching software in Omani
basic education.......................................................................................................................40
Chapter 4 – Research Methodology..............................................................................................42
4.1 Introduction..........................................................................................................................42
4.2 Research philosophy............................................................................................................42
4.3 Research approach...............................................................................................................44
4.4 Research design...................................................................................................................45
4.5 Data sources.........................................................................................................................47
3.6.1 Enhancing English alphabet learning skills of Arabic students with mobile application
...............................................................................................................................................23
3.6.2 Increasing fundamental vocabulary skills of Arabic students using interactive
technologies...........................................................................................................................26
3.6.3 Improving the English teaching process using mobile application..............................27
3.6.4 Further recommendations about smart learning and teaching techniques....................29
3.7 Literature review on Design of E-Learning application to ease the difficulties of teaching
English below 4th grade Arabic students..................................................................................32
3.7.1 A Case study of Palestine.............................................................................................32
3.7.2 A Case study of K-12 Education System.....................................................................34
3.7.3 A Case Study of Active Learning to Improve English Teaching and Learning in Saudi
Arabia....................................................................................................................................36
3.7.4 A Case Study on teaching of Remedial English and the Problems of the Students.....38
3.7.5 A Case Study on effectiveness of using English language teaching software in Omani
basic education.......................................................................................................................40
Chapter 4 – Research Methodology..............................................................................................42
4.1 Introduction..........................................................................................................................42
4.2 Research philosophy............................................................................................................42
4.3 Research approach...............................................................................................................44
4.4 Research design...................................................................................................................45
4.5 Data sources.........................................................................................................................47
5DESIGN OF E-LEARNING APPLICATION
4.6 Data collection techniques...................................................................................................47
4.6.1 Population and sampling size.......................................................................................48
4.7 Ethical consideration...........................................................................................................49
4.8 Project Methodology...........................................................................................................50
4.8.1Gantt chart.....................................................................................................................53
4.8.2 Work breakdown structure...........................................................................................54
4.8.3 Network diagram..........................................................................................................55
4.8.4Review of project methodology.....................................................................................55
Chapter 5: Results and Analysis....................................................................................................57
5.1 Introduction..........................................................................................................................57
5.2 Analysis...............................................................................................................................57
5.3 Review of the analysis.........................................................................................................77
Chapter 6: Critical Appraisal.........................................................................................................78
6.1 Introduction..........................................................................................................................78
6.2 Features of current mobile application for learning of English for Arabic students...........78
6.3 Concept of MapALL............................................................................................................79
6.4 Positive and negative aspects of mobile application...........................................................79
6.5 Learning theories in relation to MapALL............................................................................80
6.6 Review of critical appraisal.................................................................................................81
Chapter 7: Conclusion and Recommendations..............................................................................82
4.6 Data collection techniques...................................................................................................47
4.6.1 Population and sampling size.......................................................................................48
4.7 Ethical consideration...........................................................................................................49
4.8 Project Methodology...........................................................................................................50
4.8.1Gantt chart.....................................................................................................................53
4.8.2 Work breakdown structure...........................................................................................54
4.8.3 Network diagram..........................................................................................................55
4.8.4Review of project methodology.....................................................................................55
Chapter 5: Results and Analysis....................................................................................................57
5.1 Introduction..........................................................................................................................57
5.2 Analysis...............................................................................................................................57
5.3 Review of the analysis.........................................................................................................77
Chapter 6: Critical Appraisal.........................................................................................................78
6.1 Introduction..........................................................................................................................78
6.2 Features of current mobile application for learning of English for Arabic students...........78
6.3 Concept of MapALL............................................................................................................79
6.4 Positive and negative aspects of mobile application...........................................................79
6.5 Learning theories in relation to MapALL............................................................................80
6.6 Review of critical appraisal.................................................................................................81
Chapter 7: Conclusion and Recommendations..............................................................................82
6DESIGN OF E-LEARNING APPLICATION
7.1 Conclusion...........................................................................................................................82
7.2 Linking with objectives.......................................................................................................83
7.3 Recommendations................................................................................................................86
7.4 Future work..........................................................................................................................87
References......................................................................................................................................88
Appendix........................................................................................................................................97
1. Reflection...............................................................................................................................97
2. Survey Questionnaire.............................................................................................................98
7.1 Conclusion...........................................................................................................................82
7.2 Linking with objectives.......................................................................................................83
7.3 Recommendations................................................................................................................86
7.4 Future work..........................................................................................................................87
References......................................................................................................................................88
Appendix........................................................................................................................................97
1. Reflection...............................................................................................................................97
2. Survey Questionnaire.............................................................................................................98
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7DESIGN OF E-LEARNING APPLICATION
Table of Figures
Figure 4.1: Gantt chart...................................................................................................................48
Figure 4.2: Work breakdown structure..........................................................................................49
Figure 4.3: Network diagram.........................................................................................................50
Figure 5.1: Gender.........................................................................................................................53
Figure 5.2: Internet access.............................................................................................................54
Figure 5.3: Time as teacher in present institute.............................................................................55
Figure 5.4: Use of mobile app for teaching purposes....................................................................56
Figure 5.5: Number of students in class........................................................................................57
Figure 5.6: Disable student into class............................................................................................58
Figure 5.7: Support from colleagues.............................................................................................59
Figure 5.9: Frequency of taking exam...........................................................................................61
Figure 5.10: Examination processes..............................................................................................62
Figure 5.11: Support for learners...................................................................................................63
Figure 5.12: Mobile application appropriates for the learners......................................................64
Figure 5.13: Mobile application enhances Arabic students’ English alphabet learning skills......65
Figure 5.14: Impacts of the mobile application for e-learning below 4th grade students...............67
Figure 5.15: Issues into the mobile application for 4th grade students...........................................68
Figure 5.16: Mobile application access of quality education........................................................69
Figure 5.17: Mobile application provides new and innovative opportunities into learning and
teaching..........................................................................................................................................71
Table of Figures
Figure 4.1: Gantt chart...................................................................................................................48
Figure 4.2: Work breakdown structure..........................................................................................49
Figure 4.3: Network diagram.........................................................................................................50
Figure 5.1: Gender.........................................................................................................................53
Figure 5.2: Internet access.............................................................................................................54
Figure 5.3: Time as teacher in present institute.............................................................................55
Figure 5.4: Use of mobile app for teaching purposes....................................................................56
Figure 5.5: Number of students in class........................................................................................57
Figure 5.6: Disable student into class............................................................................................58
Figure 5.7: Support from colleagues.............................................................................................59
Figure 5.9: Frequency of taking exam...........................................................................................61
Figure 5.10: Examination processes..............................................................................................62
Figure 5.11: Support for learners...................................................................................................63
Figure 5.12: Mobile application appropriates for the learners......................................................64
Figure 5.13: Mobile application enhances Arabic students’ English alphabet learning skills......65
Figure 5.14: Impacts of the mobile application for e-learning below 4th grade students...............67
Figure 5.15: Issues into the mobile application for 4th grade students...........................................68
Figure 5.16: Mobile application access of quality education........................................................69
Figure 5.17: Mobile application provides new and innovative opportunities into learning and
teaching..........................................................................................................................................71
8DESIGN OF E-LEARNING APPLICATION
Table of Tables
Table 5.1: Gender..........................................................................................................................53
Table 5.2: Internet access..............................................................................................................54
Table 5.3: Time as teacher in present institute..............................................................................55
Table 5.4: Use of mobile app for teaching purposes.....................................................................56
Table 5.5: Number of students in class..........................................................................................57
Table 5.6: Disable student into class.............................................................................................58
Table 5.7: Support from colleagues...............................................................................................59
Table 5.8: Timely examination of learners....................................................................................60
Table 5.9: Frequency of taking exam............................................................................................61
Table 5.10: Examination processes...............................................................................................62
Table 5.11: Support for learners....................................................................................................63
Table 5.12: Mobile application appropriates for the learners........................................................64
Table 5.13: Mobile application enhances Arabic students’ English alphabet learning skills.......65
Table 5.14: Impacts of the mobile application for e-learning below 4th grade students................66
Table 5.15: Issues into the mobile application for 4th grade students............................................68
Table 5.16: Mobile application access of quality education..........................................................69
Table 5.17: Mobile application provides new and innovative opportunities into learning and
teaching..........................................................................................................................................70
Table of Tables
Table 5.1: Gender..........................................................................................................................53
Table 5.2: Internet access..............................................................................................................54
Table 5.3: Time as teacher in present institute..............................................................................55
Table 5.4: Use of mobile app for teaching purposes.....................................................................56
Table 5.5: Number of students in class..........................................................................................57
Table 5.6: Disable student into class.............................................................................................58
Table 5.7: Support from colleagues...............................................................................................59
Table 5.8: Timely examination of learners....................................................................................60
Table 5.9: Frequency of taking exam............................................................................................61
Table 5.10: Examination processes...............................................................................................62
Table 5.11: Support for learners....................................................................................................63
Table 5.12: Mobile application appropriates for the learners........................................................64
Table 5.13: Mobile application enhances Arabic students’ English alphabet learning skills.......65
Table 5.14: Impacts of the mobile application for e-learning below 4th grade students................66
Table 5.15: Issues into the mobile application for 4th grade students............................................68
Table 5.16: Mobile application access of quality education..........................................................69
Table 5.17: Mobile application provides new and innovative opportunities into learning and
teaching..........................................................................................................................................70
9DESIGN OF E-LEARNING APPLICATION
Chapter 1: Introduction
1.1 Introduction
In recent modernized era, smart gadgets and applications people use on daily basis for
general and specific reasons. As mentioned by Brown et al. (2017), several users exist in current
world, where they cannot imagine a day without favorite applications, smart device and using
smart systems. Generally, people uses application for everything; finding information, staying
connected between friends and family, finding out routes, decision-making, and several other
things.
In often scenario of teaching and learning of younger students, people came to certain
point where they require a specific application so that suitable teaching process can be followed
to mitigate learning issues for 4th grade or younger students (Brown, Englehardt and Mathers
2016). However, there is no suitable application to perform these requirements. Teaching 4th
grade students is quite a hectic process for teachers and most teaching processes fail due to lack
of effective learning apps and services (Chen et al. 2017). ICT tools, apps, and services are
accessible to children and below 4th grade students; therefore, these tools can act as effective
learning app tools over several development aspects. The project is conducted to develop an
android application for mitigating difficulties in teaching for 4th grade or lower standard students.
1.2 Need for the Application
In opinion of Hanafi et al. (2017), while ICT is integrated in educational curriculum as
vital teaching element, the children acquire capability of using natural tools of learning. These
tools have positive impact on learning process by improving children’s motivation and
Chapter 1: Introduction
1.1 Introduction
In recent modernized era, smart gadgets and applications people use on daily basis for
general and specific reasons. As mentioned by Brown et al. (2017), several users exist in current
world, where they cannot imagine a day without favorite applications, smart device and using
smart systems. Generally, people uses application for everything; finding information, staying
connected between friends and family, finding out routes, decision-making, and several other
things.
In often scenario of teaching and learning of younger students, people came to certain
point where they require a specific application so that suitable teaching process can be followed
to mitigate learning issues for 4th grade or younger students (Brown, Englehardt and Mathers
2016). However, there is no suitable application to perform these requirements. Teaching 4th
grade students is quite a hectic process for teachers and most teaching processes fail due to lack
of effective learning apps and services (Chen et al. 2017). ICT tools, apps, and services are
accessible to children and below 4th grade students; therefore, these tools can act as effective
learning app tools over several development aspects. The project is conducted to develop an
android application for mitigating difficulties in teaching for 4th grade or lower standard students.
1.2 Need for the Application
In opinion of Hanafi et al. (2017), while ICT is integrated in educational curriculum as
vital teaching element, the children acquire capability of using natural tools of learning. These
tools have positive impact on learning process by improving children’s motivation and
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10DESIGN OF E-LEARNING APPLICATION
supporting their learning process along with development needs. Integration of ICT has its good
changes to some industries and cast bad changes to some of the industries. Kenny, Gunter and
Campbell (2017) opined that in educational institutions and industries, the teaching and learning
process yet not changed radically after ICT incorporation to curriculum. In educational
curriculum for below 4th Grade students, the teaching process lagged in following these ICT-
trends and the educational facilities are beginning to face its wake (LaBelle, Alsulami and Leone
2016). Therefore, it is mandatory to implement an effective learning app for below 4th Grade
students to ease out teaching difficulties. In order to develop the application, in-depth research is
required regarding teaching requirements, learning curriculum requirements especially for below
4th Grade students.
1.3 Project Goals and Objectives
Primary goal of the project is to design mobile application for Arabic Students. This
particular application is aimed to include fundamental vocabulary learning and teaching
activities for Arabic students. Based on the project aims, some specific objectives of the mobile
application are stated as following:
A. To design an Android mobile application for enhancing the interest of Arabic
students below 4th Grade towards learning English.
B. To increase the fundamental vocabulary skills of Arabic students below 4th Grade
with the help of an Android Word Game in English Language.
C. To improve English teaching process for Arabic students with mobile application
utilization.
supporting their learning process along with development needs. Integration of ICT has its good
changes to some industries and cast bad changes to some of the industries. Kenny, Gunter and
Campbell (2017) opined that in educational institutions and industries, the teaching and learning
process yet not changed radically after ICT incorporation to curriculum. In educational
curriculum for below 4th Grade students, the teaching process lagged in following these ICT-
trends and the educational facilities are beginning to face its wake (LaBelle, Alsulami and Leone
2016). Therefore, it is mandatory to implement an effective learning app for below 4th Grade
students to ease out teaching difficulties. In order to develop the application, in-depth research is
required regarding teaching requirements, learning curriculum requirements especially for below
4th Grade students.
1.3 Project Goals and Objectives
Primary goal of the project is to design mobile application for Arabic Students. This
particular application is aimed to include fundamental vocabulary learning and teaching
activities for Arabic students. Based on the project aims, some specific objectives of the mobile
application are stated as following:
A. To design an Android mobile application for enhancing the interest of Arabic
students below 4th Grade towards learning English.
B. To increase the fundamental vocabulary skills of Arabic students below 4th Grade
with the help of an Android Word Game in English Language.
C. To improve English teaching process for Arabic students with mobile application
utilization.
11DESIGN OF E-LEARNING APPLICATION
D. To provide further recommendations about smart learning and teaching
techniques can be implemented alongside designed mobile application.
1.4 Research Questions
The questions that have been designed for conducting this particular research are listed as
below:
Do you think that a mobile application will ease the difficulties of teaching
English below 4th grade Arabic students?
Do you think that there is scope to increase fundamental vocabulary skills of
Arabic students through interactive technologies?
Do you think that there is a way to improve English teaching process for the
Arabic students using mobile application?
How further recommendations can be provided about smart learning and teaching
besides designing a mobile application?
1.5 Scope of the Project
Due to time, budget and expertise limits, the scope of the project is narrowed down. As
teaching and learning is a quite massive task especially for below 4th Grade students to
comprehend in terms of aspects:
1) Fundamentals of English such as vocabulary skills, comprehension skills,
narration skills, fictional and non-fictional story writing skills;
2) Fundamental of Mathematics; basic multiplication, division, addition, subtraction,
fractions, decimal, basic geometrical vocabularies and ideas;
D. To provide further recommendations about smart learning and teaching
techniques can be implemented alongside designed mobile application.
1.4 Research Questions
The questions that have been designed for conducting this particular research are listed as
below:
Do you think that a mobile application will ease the difficulties of teaching
English below 4th grade Arabic students?
Do you think that there is scope to increase fundamental vocabulary skills of
Arabic students through interactive technologies?
Do you think that there is a way to improve English teaching process for the
Arabic students using mobile application?
How further recommendations can be provided about smart learning and teaching
besides designing a mobile application?
1.5 Scope of the Project
Due to time, budget and expertise limits, the scope of the project is narrowed down. As
teaching and learning is a quite massive task especially for below 4th Grade students to
comprehend in terms of aspects:
1) Fundamentals of English such as vocabulary skills, comprehension skills,
narration skills, fictional and non-fictional story writing skills;
2) Fundamental of Mathematics; basic multiplication, division, addition, subtraction,
fractions, decimal, basic geometrical vocabularies and ideas;
12DESIGN OF E-LEARNING APPLICATION
The scope of the project is to include fundamental vocabulary learning and teaching
activities for Arabic students in the learning application. The interface of the application,
functionalities, and features should address improvements in learning process for students under
4th grade. The application will be developed as a prototype and tested results will be presented in
report evaluation activities.
Out of scope part of this project is further addition of other learning activities and
creating website for desktop application. The project scope is limited to developing only the
prototype of the mobile android application for fundamental vocabulary skills application and
picture wise word identification.
1.6 Project Background
Instead of additional efforts from Arabic curriculum authorities in Oman, the learning
process is limited in nature for teaching procedures and following effective way to teach under
4th grade students. The teaching methods are still limited and dependent on traditional processes
and teachers’ discretion is main presentation for knowledge (Lee et al. 2017). Currently, the
teaching process neither does exploit several types of modernized ICT applications, services, and
tools; nor delivered information to the children is in concrete form and closer to reality where
he/she belongs. However, the education of children under 4th grade requires much attention,
proper focus and use of reality senses that are excluded from learning process (Majid et al.
2016). Usage of ICT tools, services, and applications at below 4th grade teaching level is lower
compared to traditional teaching methods. This identified problem can be adhered to introduction
of interactive mobile application for Arabic students’ teaching and learning process
improvement. Primary motivation of application should be to make teaching and learning
The scope of the project is to include fundamental vocabulary learning and teaching
activities for Arabic students in the learning application. The interface of the application,
functionalities, and features should address improvements in learning process for students under
4th grade. The application will be developed as a prototype and tested results will be presented in
report evaluation activities.
Out of scope part of this project is further addition of other learning activities and
creating website for desktop application. The project scope is limited to developing only the
prototype of the mobile android application for fundamental vocabulary skills application and
picture wise word identification.
1.6 Project Background
Instead of additional efforts from Arabic curriculum authorities in Oman, the learning
process is limited in nature for teaching procedures and following effective way to teach under
4th grade students. The teaching methods are still limited and dependent on traditional processes
and teachers’ discretion is main presentation for knowledge (Lee et al. 2017). Currently, the
teaching process neither does exploit several types of modernized ICT applications, services, and
tools; nor delivered information to the children is in concrete form and closer to reality where
he/she belongs. However, the education of children under 4th grade requires much attention,
proper focus and use of reality senses that are excluded from learning process (Majid et al.
2016). Usage of ICT tools, services, and applications at below 4th grade teaching level is lower
compared to traditional teaching methods. This identified problem can be adhered to introduction
of interactive mobile application for Arabic students’ teaching and learning process
improvement. Primary motivation of application should be to make teaching and learning
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13DESIGN OF E-LEARNING APPLICATION
process fun and beneficial for achieving knowledge with effective manner (Mohamad, Lakulu
and Samsudin 2016). Hence, it is essential for shifting traditional learning method in order to
present information to mobile application. The development approach should be characterized
with consolidating represented information to children’s mind.
1.7 Rationale of the Project
The rationale of the project states to develop android application for improving Arabic
students’ learning process. The application should address fundamental requirements of
application such as including alphabet wise word building, vocabulary testing, basic grammar,
and pictorial fundamentals (Papadakis, Kalogiannakis and Zaranis 2016). As per narrowed down
scope of the project, the application will focus on developing functionalities regarding basic
vocabulary knowledge and fundamental English word ideas. The project rationale suggests to
develop application to make teaching process easy for teachers so that under 4th grade students
can be able to learn fundamental words in English.
1.8 Summary
In case of teaching and learning scenario, there should be a specific application for
resolving learning issues for under 4th Grade students. Teaching 4th Grade students is major
activity for teachers and without ICT apps, tools, and services, most teaching process fails. For
developing mobile application, detailed study is required for stating curriculum requirements and
learning process specifically for under 4th Grade students. The project scope was to use
fundamental vocabulary learning and teaching process for Arabic students for developing this
learning application. Interface of application, functionalities of application, and features of
application should be added to improve learning process for below 4th grade students. Using ICT
process fun and beneficial for achieving knowledge with effective manner (Mohamad, Lakulu
and Samsudin 2016). Hence, it is essential for shifting traditional learning method in order to
present information to mobile application. The development approach should be characterized
with consolidating represented information to children’s mind.
1.7 Rationale of the Project
The rationale of the project states to develop android application for improving Arabic
students’ learning process. The application should address fundamental requirements of
application such as including alphabet wise word building, vocabulary testing, basic grammar,
and pictorial fundamentals (Papadakis, Kalogiannakis and Zaranis 2016). As per narrowed down
scope of the project, the application will focus on developing functionalities regarding basic
vocabulary knowledge and fundamental English word ideas. The project rationale suggests to
develop application to make teaching process easy for teachers so that under 4th grade students
can be able to learn fundamental words in English.
1.8 Summary
In case of teaching and learning scenario, there should be a specific application for
resolving learning issues for under 4th Grade students. Teaching 4th Grade students is major
activity for teachers and without ICT apps, tools, and services, most teaching process fails. For
developing mobile application, detailed study is required for stating curriculum requirements and
learning process specifically for under 4th Grade students. The project scope was to use
fundamental vocabulary learning and teaching process for Arabic students for developing this
learning application. Interface of application, functionalities of application, and features of
application should be added to improve learning process for below 4th grade students. Using ICT
14DESIGN OF E-LEARNING APPLICATION
tools, services, and app for below 4th grade students teaching level is lower in comparison to
traditional teaching methods. Identified problem in this project can be resolved with interactive
Mobile Application development.
tools, services, and app for below 4th grade students teaching level is lower in comparison to
traditional teaching methods. Identified problem in this project can be resolved with interactive
Mobile Application development.
15DESIGN OF E-LEARNING APPLICATION
Chapter 2: Research Plan
Research plan and project development planning are followed with some certain steps
related with a project methodology. The methods are discussed in the discussion for stating
particular activities that should be included during this application development project.
2.1 Project Phases
The project phases are important for following in this particular project along with setting
some pre-requirements over every next phase. The project phases are identified so that the
developers are able to create a well-structured project along with thesis paper.
Creation of product backlog: The product backlog is prepared in the project and it
defined the expected outcomes and features of the application (Reeves, Gunter and Lacey 2017).
In the end of the thesis paper, the product backlog will determine which feature is to be
developed into the prototype and which feature will be postponed for further development in the
product.
Formulation of theory background and familiarizing android development: Some
information sources are chosen in the research project for using them as base of android
application development (Safar, Al-Jafar and Al-Yousefi 2017). The information sources are
chosen as online books, articles, recommendations, and tutorials. The researchers require
processing the theoretical background in practical development process. In this step, the
researcher needs to analyze importance of each of every source and for development of
application, more importantly practical knowledge is required rather than theoretical background.
Chapter 2: Research Plan
Research plan and project development planning are followed with some certain steps
related with a project methodology. The methods are discussed in the discussion for stating
particular activities that should be included during this application development project.
2.1 Project Phases
The project phases are important for following in this particular project along with setting
some pre-requirements over every next phase. The project phases are identified so that the
developers are able to create a well-structured project along with thesis paper.
Creation of product backlog: The product backlog is prepared in the project and it
defined the expected outcomes and features of the application (Reeves, Gunter and Lacey 2017).
In the end of the thesis paper, the product backlog will determine which feature is to be
developed into the prototype and which feature will be postponed for further development in the
product.
Formulation of theory background and familiarizing android development: Some
information sources are chosen in the research project for using them as base of android
application development (Safar, Al-Jafar and Al-Yousefi 2017). The information sources are
chosen as online books, articles, recommendations, and tutorials. The researchers require
processing the theoretical background in practical development process. In this step, the
researcher needs to analyze importance of each of every source and for development of
application, more importantly practical knowledge is required rather than theoretical background.
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16DESIGN OF E-LEARNING APPLICATION
Creation of appropriate environment and procurement of all essential tools: In this
step, the researcher needs installing essential environment requirements for further android
application development (Sung, Chang and Liu 2016). The environment requirement is better
and recommended for using fresh installation so that the development process can be preceded
without unnecessary software. Android SDK tool is to be downloaded and installed with Eclipse;
Java runtime environment is to be installed, and application will use cloud infrastructure for
choosing web service.
Model designing for Future Application: In this step, the developer requires designing
future format of the android application in light of proposal of android group and item
overabundance arranged.
Implementation of concept into prototype application: The actual application within the
environment should be implemented; layouts should be implemented along with classes. The
prototype application should be connected with one of the web services (Tingir et al. 2017).
When the android application is created the framework was discussed with technologies
implementation.
Prototype testing: In the project, the researcher need to perform functional testing to the
application based on interface of the application along with Android Emulator tool (Kucuk and
Sisman 2017). The researcher will design several use cases so that functionality testing can be
performed with the prototype.
Creation of appropriate environment and procurement of all essential tools: In this
step, the researcher needs installing essential environment requirements for further android
application development (Sung, Chang and Liu 2016). The environment requirement is better
and recommended for using fresh installation so that the development process can be preceded
without unnecessary software. Android SDK tool is to be downloaded and installed with Eclipse;
Java runtime environment is to be installed, and application will use cloud infrastructure for
choosing web service.
Model designing for Future Application: In this step, the developer requires designing
future format of the android application in light of proposal of android group and item
overabundance arranged.
Implementation of concept into prototype application: The actual application within the
environment should be implemented; layouts should be implemented along with classes. The
prototype application should be connected with one of the web services (Tingir et al. 2017).
When the android application is created the framework was discussed with technologies
implementation.
Prototype testing: In the project, the researcher need to perform functional testing to the
application based on interface of the application along with Android Emulator tool (Kucuk and
Sisman 2017). The researcher will design several use cases so that functionality testing can be
performed with the prototype.
17DESIGN OF E-LEARNING APPLICATION
2.2 Project Methods
In this particular thesis, the researchers are using several methods; the methods are
theoretically discussed along with development aspects. In this thesis, the discussion is essential
for both theoretical and practical aspects.
Theoretical method
In the theoretical method, the research is conducted in terms of literature reviewing and
collecting theoretical base (Crompton, Burke and Gregory 2017). Different online and offline
articles, books, journals, and tutorials are used in this study so that different group of sources can
be used for gaining ideas regarding android, development, structure, and technologies in
development of android application. Various available resources over the internet as well as
offline resources were used for determining the requirements in developing an Android
application. The ideas for developing the mobile application are gained from the previous studies
depicting the use of mobile application for teaching English to the students below 4th Grade. The
previous articles and journals on the chosen topic were critically analyzed and evaluated to
determine the challenges being faced while teaching English to the Arabic students below 4th
Grade.
Development method
Agile development method is used for producing high quality system over lower cost and
timeline schedule. The agile approach for building up a mobile application basically focal points
of adaptable arranging, contribution of client, hazard administration and proceeds with
assessment. This procedure encourages advancement group to plan a last item decisively
according to the desire of their client. Today, Agile is the item improvement approach in which
2.2 Project Methods
In this particular thesis, the researchers are using several methods; the methods are
theoretically discussed along with development aspects. In this thesis, the discussion is essential
for both theoretical and practical aspects.
Theoretical method
In the theoretical method, the research is conducted in terms of literature reviewing and
collecting theoretical base (Crompton, Burke and Gregory 2017). Different online and offline
articles, books, journals, and tutorials are used in this study so that different group of sources can
be used for gaining ideas regarding android, development, structure, and technologies in
development of android application. Various available resources over the internet as well as
offline resources were used for determining the requirements in developing an Android
application. The ideas for developing the mobile application are gained from the previous studies
depicting the use of mobile application for teaching English to the students below 4th Grade. The
previous articles and journals on the chosen topic were critically analyzed and evaluated to
determine the challenges being faced while teaching English to the Arabic students below 4th
Grade.
Development method
Agile development method is used for producing high quality system over lower cost and
timeline schedule. The agile approach for building up a mobile application basically focal points
of adaptable arranging, contribution of client, hazard administration and proceeds with
assessment. This procedure encourages advancement group to plan a last item decisively
according to the desire of their client. Today, Agile is the item improvement approach in which
18DESIGN OF E-LEARNING APPLICATION
the entire procedure is isolated into various distinctive advancement cycles. In this strategy, it
requires partitioning a whole errand into various sub undertakings and accordingly, every one of
sub assignments turn into a different module for an advancement group. For top of the line
venture advancement, designation of assignment to a capable and proficient individual and in
addition setting up correspondence between the improvement group and client all through the
improvement procedure is turns into an establishment of the task. Taking care of various method
of the undertaking and the group turns into a mind boggling errand for the venture supervisor. In
this way, in such circumstance, choosing agile method for mobile application improvement turns
into a wise choice.
the entire procedure is isolated into various distinctive advancement cycles. In this strategy, it
requires partitioning a whole errand into various sub undertakings and accordingly, every one of
sub assignments turn into a different module for an advancement group. For top of the line
venture advancement, designation of assignment to a capable and proficient individual and in
addition setting up correspondence between the improvement group and client all through the
improvement procedure is turns into an establishment of the task. Taking care of various method
of the undertaking and the group turns into a mind boggling errand for the venture supervisor. In
this way, in such circumstance, choosing agile method for mobile application improvement turns
into a wise choice.
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19DESIGN OF E-LEARNING APPLICATION
Chapter 3: Theoretical Background/Literature Review
Background information and theory in this particular paper considers major purpose of
developing the mobile application. Background theoretical base helps the researcher to
understand development principles and technologies for Android development (Cheung, Hew
and Chua 2016). Moreover, the researcher provides idea of further structure and architecture of
android project prototype. The android prototype should be developed based on fundamental
concepts of android framework and logical base.
3.1 Android Framework
Android is well-known for being open source platforms, the framework is developed
from Google and Open Handset Alliance owned the framework. Primary goal of the framework
is to increase innovation scopes in mobile devices and certainly, android framework takes major
field of mobile innovation (Chen et al. 2017). Android framework is free and open sourced
platform as this is deferment than hardware with software running it. Moreover, the android
framework is considered to be popular operating system for running same application in most of
the smart phone devices. The android framework provides possibility of friendly environment for
more developers and users. Android framework is considered as complete package for any smart
mobile device and in the beginning, android team offered developing tools and frameworks as
kits (Burden 2016). The developing kits are used for creating mobile applications with ease of
use and in least time-consuming way.
In certain cases and scenarios, the developers do not need an android phone to develop an
application; however, android devices are easier to use. Out-of-the-box use popularized android
devices and most importantly, the phone can be customized at users’ will (Araujo et al.
Chapter 3: Theoretical Background/Literature Review
Background information and theory in this particular paper considers major purpose of
developing the mobile application. Background theoretical base helps the researcher to
understand development principles and technologies for Android development (Cheung, Hew
and Chua 2016). Moreover, the researcher provides idea of further structure and architecture of
android project prototype. The android prototype should be developed based on fundamental
concepts of android framework and logical base.
3.1 Android Framework
Android is well-known for being open source platforms, the framework is developed
from Google and Open Handset Alliance owned the framework. Primary goal of the framework
is to increase innovation scopes in mobile devices and certainly, android framework takes major
field of mobile innovation (Chen et al. 2017). Android framework is free and open sourced
platform as this is deferment than hardware with software running it. Moreover, the android
framework is considered to be popular operating system for running same application in most of
the smart phone devices. The android framework provides possibility of friendly environment for
more developers and users. Android framework is considered as complete package for any smart
mobile device and in the beginning, android team offered developing tools and frameworks as
kits (Burden 2016). The developing kits are used for creating mobile applications with ease of
use and in least time-consuming way.
In certain cases and scenarios, the developers do not need an android phone to develop an
application; however, android devices are easier to use. Out-of-the-box use popularized android
devices and most importantly, the phone can be customized at users’ will (Araujo et al.
20DESIGN OF E-LEARNING APPLICATION
2016).For manufacturers, android is considered to be free and ready-made solution for individual
devices. Instead of specific drivers’ requirement, android community delivers equipment to
create the devices. Android is considered to be application development framework as it is free
and open sourced platform; project cost can be handled without paying for the framework.
3.2 Brief Android History
In an overall, the actual history of Android started when Google purchased Android Inc.
during the year 2005. However, the development was not initiated immediately after the
purchasing. Actual development on android platform initiated during the year 2007 when Open
Handset Appliance announced Android as Open Source Platform (Crompton, Burke and Gregory
2017). The android is declared as Open Source Platform after some years of Android SDK 1.0;
in same year, HTC produced G1 phone and retailed within T-mobile carrier. During next two
years, four versions came out consecutively for android. During the year 2010, at least 60
devices existed for running android platform and it is considered as second after Blackberry
being best spread mobile platforms.
3.3 Development Methods used
There are several forms of development and methods exist for supporting development
process for any project. The development methods are identified as:
1) Prototyping method
2) Waterfall method
3) Agile software development method
4) Rapid application development method
5) Spiral development method
2016).For manufacturers, android is considered to be free and ready-made solution for individual
devices. Instead of specific drivers’ requirement, android community delivers equipment to
create the devices. Android is considered to be application development framework as it is free
and open sourced platform; project cost can be handled without paying for the framework.
3.2 Brief Android History
In an overall, the actual history of Android started when Google purchased Android Inc.
during the year 2005. However, the development was not initiated immediately after the
purchasing. Actual development on android platform initiated during the year 2007 when Open
Handset Appliance announced Android as Open Source Platform (Crompton, Burke and Gregory
2017). The android is declared as Open Source Platform after some years of Android SDK 1.0;
in same year, HTC produced G1 phone and retailed within T-mobile carrier. During next two
years, four versions came out consecutively for android. During the year 2010, at least 60
devices existed for running android platform and it is considered as second after Blackberry
being best spread mobile platforms.
3.3 Development Methods used
There are several forms of development and methods exist for supporting development
process for any project. The development methods are identified as:
1) Prototyping method
2) Waterfall method
3) Agile software development method
4) Rapid application development method
5) Spiral development method
21DESIGN OF E-LEARNING APPLICATION
6) Incremental development method
7) Object-oriented development method
8) System testing method
9) Top-down programming method
10) Unified process (CMS 2008) method
However, based on researchers’ requirements, in limited time frame of the project, two
most suitable methods can be used. The methods are identified as Rapid Application
Development method and Agile Software Development method.
3.4 Agile Software Development Method
Agile Software Development method is considered as part of other different
methodologies with several iterative and incremental analysis processes. Most popular agile
methodologies include Scrum, Dynamic Systems Development Method (DSDM), Lean
Development, Feature-Driven Development (FDD), Extreme Programming, and Crystal. When
agile methodologies are achieved for adopting a specific approach; the methodologies follow
common vision and some core values such as in Agile Manifesto (Harvey 2017). The Agile
development fundamentally delivers the software systems and refining the system. Moreover, the
development process includes continuous planning, testing, integration, and evolution with
project and software. The processes are lightweight as those are compared to traditional waterfall
method processes and these processes are inherently adaptable (Kucuk and Sisman 2017).
Moreover, the agile method is important for focusing on empowerment of people with
collaborating and certain decision-making with quick and effective responses.
6) Incremental development method
7) Object-oriented development method
8) System testing method
9) Top-down programming method
10) Unified process (CMS 2008) method
However, based on researchers’ requirements, in limited time frame of the project, two
most suitable methods can be used. The methods are identified as Rapid Application
Development method and Agile Software Development method.
3.4 Agile Software Development Method
Agile Software Development method is considered as part of other different
methodologies with several iterative and incremental analysis processes. Most popular agile
methodologies include Scrum, Dynamic Systems Development Method (DSDM), Lean
Development, Feature-Driven Development (FDD), Extreme Programming, and Crystal. When
agile methodologies are achieved for adopting a specific approach; the methodologies follow
common vision and some core values such as in Agile Manifesto (Harvey 2017). The Agile
development fundamentally delivers the software systems and refining the system. Moreover, the
development process includes continuous planning, testing, integration, and evolution with
project and software. The processes are lightweight as those are compared to traditional waterfall
method processes and these processes are inherently adaptable (Kucuk and Sisman 2017).
Moreover, the agile method is important for focusing on empowerment of people with
collaborating and certain decision-making with quick and effective responses.
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22DESIGN OF E-LEARNING APPLICATION
Agile methodology is the best path for the mobile application improvement that
guarantee the work coordination of specialists and the lasting correspondence between the client
and undertaking advancement group. Utilizing the self-association, duty, adaptability and
administration, a deft strategy makes conceivable to build up a reasonable, amazing versatile
application. It likewise helps in defeating a few issues that designers confront utilizing the
conventional application advancement techniques, for example, arranged requests of clients,
consistent improvement, diverse working frameworks, surprising revision from client amid
venture improvement and significantly more. The key preferences of utilizing Agile being
developed of portable application is it includes proceeds with correspondence between and inside
the gathering. The persistent communication between the client and advancement group make
the procedure straightforward and adaptable. Henceforth, at any stage, if the client brings new
request up in the undertaking, it has no effect on whatever is left of the procedure. The extra
changes can be done by the one of the worry group and therefore, the speed of the advancement
procedure does not influence.
3.5 Software Testing
Software testing in this paper is considered as significant way to address specifications of
the product along with testing aspects. The testing efforts are considered with high-level effort
over perfection so that all the system flaws can be detected (Lauricella, Blackwell and Wartella
2017). The flaws should be mitigated in order to improve system performance and the test cases
should be prepared for satisfying the testing criteria. The testing criteria should depend on
application nature and scope of the development. Analysis of background theories and findings
in form of literature review is part of investigation over specific subject; the reviewing of theory
should be managed based on known and unknown facts (Lu et al. 2017). The final, precise, and
Agile methodology is the best path for the mobile application improvement that
guarantee the work coordination of specialists and the lasting correspondence between the client
and undertaking advancement group. Utilizing the self-association, duty, adaptability and
administration, a deft strategy makes conceivable to build up a reasonable, amazing versatile
application. It likewise helps in defeating a few issues that designers confront utilizing the
conventional application advancement techniques, for example, arranged requests of clients,
consistent improvement, diverse working frameworks, surprising revision from client amid
venture improvement and significantly more. The key preferences of utilizing Agile being
developed of portable application is it includes proceeds with correspondence between and inside
the gathering. The persistent communication between the client and advancement group make
the procedure straightforward and adaptable. Henceforth, at any stage, if the client brings new
request up in the undertaking, it has no effect on whatever is left of the procedure. The extra
changes can be done by the one of the worry group and therefore, the speed of the advancement
procedure does not influence.
3.5 Software Testing
Software testing in this paper is considered as significant way to address specifications of
the product along with testing aspects. The testing efforts are considered with high-level effort
over perfection so that all the system flaws can be detected (Lauricella, Blackwell and Wartella
2017). The flaws should be mitigated in order to improve system performance and the test cases
should be prepared for satisfying the testing criteria. The testing criteria should depend on
application nature and scope of the development. Analysis of background theories and findings
in form of literature review is part of investigation over specific subject; the reviewing of theory
should be managed based on known and unknown facts (Lu et al. 2017). The final, precise, and
23DESIGN OF E-LEARNING APPLICATION
appropriate representation of the product should be managed with research-based theory and
knowledge.
In developing software, everything requirements to twofold check before discharging the
item. It is essential to have an analyzer group who will test programming and contribute exertion
and information to ensure that item is sans deformity. Programming testing will call attention to
the blunders that happen amid the improvement stages. It ensures that the application's
exhibitions are sufficient and that clients are happy with it. At the point when the conveyed item
is of value, it helps in picking up the certainty of the clients. Programming testing with strict test
execution guarantees bring down upkeep cost. There cannot be any disappointments since it can
be extremely costly in the later phases of the advancement. For remaining in business, having a
product testing is basic. A basic deformity left undetected can cause misfortunes in business.
Each genuine organization will put resources into an analyzer group and discover specialists
will's identity fit for distinguishing issues and defects in a product item
3.6 Review of literature in context to the developed objectives
3.6.1 Enhancing English alphabet learning skills of Arabic students with mobile application
With the versatile advancements being bit by bit coordinated into learning and the
transformative improvement of Smartphone, the market of instructive portable applications,
particularly for second/outside dialect learning, has been quickly developing. Be that as it may,
look into on utilizing portable applications to cultivate English dialect learning stays sparse. The
point of this examination is to research the pertinent learning hypotheses supporting the ebb and
flow portable applications for English talking taking in, the academic highlights of these
applications, and the assessments of the applications basically from the students' viewpoint.
appropriate representation of the product should be managed with research-based theory and
knowledge.
In developing software, everything requirements to twofold check before discharging the
item. It is essential to have an analyzer group who will test programming and contribute exertion
and information to ensure that item is sans deformity. Programming testing will call attention to
the blunders that happen amid the improvement stages. It ensures that the application's
exhibitions are sufficient and that clients are happy with it. At the point when the conveyed item
is of value, it helps in picking up the certainty of the clients. Programming testing with strict test
execution guarantees bring down upkeep cost. There cannot be any disappointments since it can
be extremely costly in the later phases of the advancement. For remaining in business, having a
product testing is basic. A basic deformity left undetected can cause misfortunes in business.
Each genuine organization will put resources into an analyzer group and discover specialists
will's identity fit for distinguishing issues and defects in a product item
3.6 Review of literature in context to the developed objectives
3.6.1 Enhancing English alphabet learning skills of Arabic students with mobile application
With the versatile advancements being bit by bit coordinated into learning and the
transformative improvement of Smartphone, the market of instructive portable applications,
particularly for second/outside dialect learning, has been quickly developing. Be that as it may,
look into on utilizing portable applications to cultivate English dialect learning stays sparse. The
point of this examination is to research the pertinent learning hypotheses supporting the ebb and
flow portable applications for English talking taking in, the academic highlights of these
applications, and the assessments of the applications basically from the students' viewpoint.
24DESIGN OF E-LEARNING APPLICATION
To inspect the momentum portable applications for English talking learning, 34
applications were first sought and chose on Google Play. These applications were then broke
down as indicated by the scientific structure of MapALL set up in this examination. From that
point forward, 5 agent applications were recognized for assist assessment. Open-finished polls
were sent to five members and gathering meeting was directed to gather the students' criticism on
the picked applications and their impression of versatile applications helped dialect learning
encounters.
The novel idea of MapALL and a scientific structure have been initially proposed in this
examination. The outcomes have demonstrated that behaviorist learning hypothesis is the
prevailing hypothesis supporting the present portable applications for English talking getting the
hang of, considering that bore and practices are the most well-known exercises in these
applications. Five classifications were distinguished for the English-talking applications, in
particular articulation, discussion, video lesson, reference, and genuine substance. Concerning
students' input, both the clients' online audits and the exploration members' remarks have
demonstrated their uplifting demeanors toward utilizing current portable applications for English
dialect learning, in spite of the fact that two or three mechanical confinements still exist. In
synopsis, portable applications have supported energizing open doors for customized and student
focused situations with adaptable access to learning materials whenever and anyplace. The novel
and charming methods for learning would have an extraordinary potential to expand learning
inspiration and empower deep rooted learning propensities. More research will be required in the
youthful documented of MapALL so as to recommend the correct heading to powerful dialect
learning.
To inspect the momentum portable applications for English talking learning, 34
applications were first sought and chose on Google Play. These applications were then broke
down as indicated by the scientific structure of MapALL set up in this examination. From that
point forward, 5 agent applications were recognized for assist assessment. Open-finished polls
were sent to five members and gathering meeting was directed to gather the students' criticism on
the picked applications and their impression of versatile applications helped dialect learning
encounters.
The novel idea of MapALL and a scientific structure have been initially proposed in this
examination. The outcomes have demonstrated that behaviorist learning hypothesis is the
prevailing hypothesis supporting the present portable applications for English talking getting the
hang of, considering that bore and practices are the most well-known exercises in these
applications. Five classifications were distinguished for the English-talking applications, in
particular articulation, discussion, video lesson, reference, and genuine substance. Concerning
students' input, both the clients' online audits and the exploration members' remarks have
demonstrated their uplifting demeanors toward utilizing current portable applications for English
dialect learning, in spite of the fact that two or three mechanical confinements still exist. In
synopsis, portable applications have supported energizing open doors for customized and student
focused situations with adaptable access to learning materials whenever and anyplace. The novel
and charming methods for learning would have an extraordinary potential to expand learning
inspiration and empower deep rooted learning propensities. More research will be required in the
youthful documented of MapALL so as to recommend the correct heading to powerful dialect
learning.
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25DESIGN OF E-LEARNING APPLICATION
This section gives an audit of important writing in the field of portable learning and
versatile helped dialect learning (MALL). It comprises of four noteworthy parts. The initial
segment of the writing survey centers on the idea of versatile learning. The second part tries to
distinguish the current learning hypotheses in connection to portable learning. From that point
forward, the ideas of versatile helped dialect learning (MALL) and its distinction to PC helped
dialect learning (CALL) are checked on. Cases of examination and assessment of the usage of
MALL and current portable applications for dialect learning are additionally inspected.
Nobody could deny the way that the entire world is going versatile. The across the board
responsibility for telephones and other convenient and remote gadgets has been drastically
changing our getting the hang of, imparting, and even ways of life. Utilization of these portable
advances ends up being all around lined up with instructive objectives, for example, expanding
learning openings, enhancing understudy accomplishment, supporting separation of adapting
needs, objectives and learning styles, and convey genuine learning materials to understudies who
might some way or another have no entrance to them. Despite the fact that it is by all accounts
universal, there is yet no concurred meaning of 'portable learning' or 'm-learning'. It's anything
but a steady idea in light of the fact that the field of versatile learning is experiencing fast
development, with expanding accessibility of new and more modern handheld gadgets available.
Another reason is that the present elucidations of 'portable' are not sufficiently express. By the
by, numerous scientists have featured the 'portability' of versatile learning.
Concerning innovations, 'versatile' for the most part implies individual and compact
characterize portable learning as learning with remote gadgets, for example, Smartphone,
individual advanced aide (PDA), iPod, palmtop, PC, and so forth. In spite of the fact that we
could contend that versatile learning includes the utilization of any compact learning materials,
This section gives an audit of important writing in the field of portable learning and
versatile helped dialect learning (MALL). It comprises of four noteworthy parts. The initial
segment of the writing survey centers on the idea of versatile learning. The second part tries to
distinguish the current learning hypotheses in connection to portable learning. From that point
forward, the ideas of versatile helped dialect learning (MALL) and its distinction to PC helped
dialect learning (CALL) are checked on. Cases of examination and assessment of the usage of
MALL and current portable applications for dialect learning are additionally inspected.
Nobody could deny the way that the entire world is going versatile. The across the board
responsibility for telephones and other convenient and remote gadgets has been drastically
changing our getting the hang of, imparting, and even ways of life. Utilization of these portable
advances ends up being all around lined up with instructive objectives, for example, expanding
learning openings, enhancing understudy accomplishment, supporting separation of adapting
needs, objectives and learning styles, and convey genuine learning materials to understudies who
might some way or another have no entrance to them. Despite the fact that it is by all accounts
universal, there is yet no concurred meaning of 'portable learning' or 'm-learning'. It's anything
but a steady idea in light of the fact that the field of versatile learning is experiencing fast
development, with expanding accessibility of new and more modern handheld gadgets available.
Another reason is that the present elucidations of 'portable' are not sufficiently express. By the
by, numerous scientists have featured the 'portability' of versatile learning.
Concerning innovations, 'versatile' for the most part implies individual and compact
characterize portable learning as learning with remote gadgets, for example, Smartphone,
individual advanced aide (PDA), iPod, palmtop, PC, and so forth. In spite of the fact that we
could contend that versatile learning includes the utilization of any compact learning materials,
26DESIGN OF E-LEARNING APPLICATION
for instance, books, convenient radios and DVD players, portable learning has for the most part
been secured on the utilization of portable innovation. The sort of cell phones assumes a critical
part in instructing and learning. Research has demonstrated that in excess of seventy five percent
of every single cell phone utilized as a part of instructive settings are cell phones and PDAs.
Later reasoning of versatile learning has accentuated the more extensive setting of learning as a
major aspect of a portable way of life instead of just concentrating on innovation angle. Creators
have alluded portable figuring out how to either formal or casual learning interceded by means of
handheld gadgets and possibly accessible whenever anyplace. As recommended by another
creator, portable learning comprises of a consolidated affair as they learn by methods for cell
phones: versatility in physical space, portability of innovation, portability in theoretical space,
versatility in social space, and learning scattered after some time. By versatility in physical
space, they mean the spatial development of students. Individuals can learn anyplace without
constraints on area. With respect to of innovation, creators not just show that the devices and
assets are convenient yet in addition specify the exchange consideration crosswise over gadgets.
3.6.2 Increasing fundamental vocabulary skills of Arabic students using interactive
technologies
Numerous past investigations demonstrated that innovation has a positive impact in
dialect learning. For instance, creators recommend that innovation utilize can enable
understudies to take responsibility for learning, make them self-governing and certain about their
learning and empower thoughtful understudies to cooperate all the more uninhibitedly.
Moreover, creator found that the utilization of innovation has prompted higher execution in
definite examination comes about and has expanded understudies' capacities in the
accompanying zones: perception, investigation, discourse and activity, alongside its social, social
for instance, books, convenient radios and DVD players, portable learning has for the most part
been secured on the utilization of portable innovation. The sort of cell phones assumes a critical
part in instructing and learning. Research has demonstrated that in excess of seventy five percent
of every single cell phone utilized as a part of instructive settings are cell phones and PDAs.
Later reasoning of versatile learning has accentuated the more extensive setting of learning as a
major aspect of a portable way of life instead of just concentrating on innovation angle. Creators
have alluded portable figuring out how to either formal or casual learning interceded by means of
handheld gadgets and possibly accessible whenever anyplace. As recommended by another
creator, portable learning comprises of a consolidated affair as they learn by methods for cell
phones: versatility in physical space, portability of innovation, portability in theoretical space,
versatility in social space, and learning scattered after some time. By versatility in physical
space, they mean the spatial development of students. Individuals can learn anyplace without
constraints on area. With respect to of innovation, creators not just show that the devices and
assets are convenient yet in addition specify the exchange consideration crosswise over gadgets.
3.6.2 Increasing fundamental vocabulary skills of Arabic students using interactive
technologies
Numerous past investigations demonstrated that innovation has a positive impact in
dialect learning. For instance, creators recommend that innovation utilize can enable
understudies to take responsibility for learning, make them self-governing and certain about their
learning and empower thoughtful understudies to cooperate all the more uninhibitedly.
Moreover, creator found that the utilization of innovation has prompted higher execution in
definite examination comes about and has expanded understudies' capacities in the
accompanying zones: perception, investigation, discourse and activity, alongside its social, social
27DESIGN OF E-LEARNING APPLICATION
and scholastic advantages. Creator additionally demonstrates a few favorable circumstances of
utilizing innovation in Teaching English as a Foreign Language (TEFL). They are: expanding
understudies inspiration, giving understudies prompt input, giving more fun, requiring less time
and exertion in the classroom, creating dialect abilities, cultivating individualization, giving more
chances to learn outside the classroom. He additionally outlined that the execution of innovation
prompts the reconciliation of the four etymological abilities (tuning in, talking, perusing and
composing). Experts have likewise discovered that utilizing innovation has enhanced dialect
learning in both gainful and open aptitudes. Likewise, writer appears in his investigation of PC
helped perusing direction real change in understudies' perusing velocity and perception. The
discoveries of creator likewise demonstrated that PC programming for elocution learning helped
Italian youngsters enhance their articulation aptitudes in taking in the English dialect. Creator
additionally announced this finding. They found that the utilization of innovation expanded
understudies' level of accomplishment in elocution, talking, perusing and vocabulary in English
as Foreign Language (EFL) instruction. Different specialists have likewise announced the
adequacy of utilizing advances in creating general dialect abilities. Comparable discoveries were
additionally revealed in the AL setting. Creators for instance, inspected the impression of
educators towards showing materials, which were planned utilizing a mix of story and innovation
in ALT in Thailand. The outcomes demonstrated that AL educators specified that these
innovative learning instruments were powerful for the ALT.
3.6.3 Improving the English teaching process using mobile application
An examination led by creators to comprehend the view of AL students in the Malaysian
Islamic International University likewise demonstrates that students had a positive pattern
towards taking in the AL utilizing web diversions and also some customary computer games.
and scholastic advantages. Creator additionally demonstrates a few favorable circumstances of
utilizing innovation in Teaching English as a Foreign Language (TEFL). They are: expanding
understudies inspiration, giving understudies prompt input, giving more fun, requiring less time
and exertion in the classroom, creating dialect abilities, cultivating individualization, giving more
chances to learn outside the classroom. He additionally outlined that the execution of innovation
prompts the reconciliation of the four etymological abilities (tuning in, talking, perusing and
composing). Experts have likewise discovered that utilizing innovation has enhanced dialect
learning in both gainful and open aptitudes. Likewise, writer appears in his investigation of PC
helped perusing direction real change in understudies' perusing velocity and perception. The
discoveries of creator likewise demonstrated that PC programming for elocution learning helped
Italian youngsters enhance their articulation aptitudes in taking in the English dialect. Creator
additionally announced this finding. They found that the utilization of innovation expanded
understudies' level of accomplishment in elocution, talking, perusing and vocabulary in English
as Foreign Language (EFL) instruction. Different specialists have likewise announced the
adequacy of utilizing advances in creating general dialect abilities. Comparable discoveries were
additionally revealed in the AL setting. Creators for instance, inspected the impression of
educators towards showing materials, which were planned utilizing a mix of story and innovation
in ALT in Thailand. The outcomes demonstrated that AL educators specified that these
innovative learning instruments were powerful for the ALT.
3.6.3 Improving the English teaching process using mobile application
An examination led by creators to comprehend the view of AL students in the Malaysian
Islamic International University likewise demonstrates that students had a positive pattern
towards taking in the AL utilizing web diversions and also some customary computer games.
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28DESIGN OF E-LEARNING APPLICATION
Creators have additionally explored the effect of instructive programming on first grade
rudimentary understudies towards ALL. The discoveries showed that understudies who
considered utilizing sounds with pictures performed much superior to anything the individuals
who utilized content with pictures. The examination inferred that the utilization of sounds with
pictures was an imperative impetus for ALL. The change and the spread of programming
innovation have changed the conventional class condition. Contrasted with conventional
classrooms, it makes student focused classrooms. Nonetheless, such a suspicion couldn't be
accomplished unless educators have positive convictions and discernments towards the
utilization of innovation. Undoubtedly, innovation does not have the favorable circumstances in
itself; the preferences will be accomplished just when educators actualize it in the learning and
instructing process. As per creators, instructors' discernments toward innovation are viewed as a
vital factor that can emphatically impact understudies' learning and give them more trust in
innovation execution. Creator additionally demonstrates that understanding instructor'
dispositions about educating, learning, and utilizing PCs, can help in the outline and execution of
EFL guideline. Creators additionally found that coordinating innovation in the dialect classroom
relies upon educators' approach and on their mentalities of their own parts. This is in accordance
with the contention set forward by creators. They bring up that educators' discernments
importantly affect the utilization of PC programming in dialect learning. Afrin (2014)
additionally featured that educators' view of utilizing innovation for dialect instructing affect
instructors' innovation utilize. In dialect showing settings, instructors who have a positive view
of innovation, utilize distinctive full of feeling approaches to enhance understudies' semantic
abilities and make significant correspondence open doors for their understudies to rehearse the
dialect for instance, affirmed that the part of educators in dialect learning settings is more vital
Creators have additionally explored the effect of instructive programming on first grade
rudimentary understudies towards ALL. The discoveries showed that understudies who
considered utilizing sounds with pictures performed much superior to anything the individuals
who utilized content with pictures. The examination inferred that the utilization of sounds with
pictures was an imperative impetus for ALL. The change and the spread of programming
innovation have changed the conventional class condition. Contrasted with conventional
classrooms, it makes student focused classrooms. Nonetheless, such a suspicion couldn't be
accomplished unless educators have positive convictions and discernments towards the
utilization of innovation. Undoubtedly, innovation does not have the favorable circumstances in
itself; the preferences will be accomplished just when educators actualize it in the learning and
instructing process. As per creators, instructors' discernments toward innovation are viewed as a
vital factor that can emphatically impact understudies' learning and give them more trust in
innovation execution. Creator additionally demonstrates that understanding instructor'
dispositions about educating, learning, and utilizing PCs, can help in the outline and execution of
EFL guideline. Creators additionally found that coordinating innovation in the dialect classroom
relies upon educators' approach and on their mentalities of their own parts. This is in accordance
with the contention set forward by creators. They bring up that educators' discernments
importantly affect the utilization of PC programming in dialect learning. Afrin (2014)
additionally featured that educators' view of utilizing innovation for dialect instructing affect
instructors' innovation utilize. In dialect showing settings, instructors who have a positive view
of innovation, utilize distinctive full of feeling approaches to enhance understudies' semantic
abilities and make significant correspondence open doors for their understudies to rehearse the
dialect for instance, affirmed that the part of educators in dialect learning settings is more vital
29DESIGN OF E-LEARNING APPLICATION
than any time in recent memory since educators can rouse and urge understudies to utilize dialect
innovation for important and emotional dialect learning. Creators likewise attest that the dialect
instructors' part in the new universe of innovation isn't just to give information, yet to enable
understudies to obtain learning and perceive the benefit of utilizing the product innovation for
autonomous dialect learning. This guarantees the importance of examining educators' impression
of utilizing learning innovations on the whole, which this investigation has endeavored to do.
Eleven of the educators showed that this product was viable in making ALL more
adaptable and pleasant. Along these lines, this, as per them, decidedly added to the level of
understudies' accomplishment and inspiration to learn Arabic. One instructor clarified this by
saying, "I have seen how these understudies were sitting tight for Arabic classes and continue
asking when they can go to the Learning Resources Room to utilize the product" (Teacher M).
As indicated by them, this energy appeared to be related with the nature of this product. One of
them stated, "The immediate introduction of the sound and the photos and also the phonetic
diversions through the product has made the introduction of Arabic lessons to be more far
reaching and charming" (Teacher L). Another instructor stated, "it includes tests, word
coordinating, sentence culminations, and fun recreations; all these make understudies eager for
Arabic classes" (Teacher D).
3.6.4 Further recommendations about smart learning and teaching techniques
Writing on instructors' view of the utilization of PC innovation assets in dialect
instructing demonstrates that giving PC innovation assets to dialect educators does not generally
guarantee instructors' utilization of these by and by. Numerous examinations have shown that
there are a few factors that control the gainful utilization of innovation and that may prompt
disappointment in innovation utilize. These variables could be assembled into fiscally related
than any time in recent memory since educators can rouse and urge understudies to utilize dialect
innovation for important and emotional dialect learning. Creators likewise attest that the dialect
instructors' part in the new universe of innovation isn't just to give information, yet to enable
understudies to obtain learning and perceive the benefit of utilizing the product innovation for
autonomous dialect learning. This guarantees the importance of examining educators' impression
of utilizing learning innovations on the whole, which this investigation has endeavored to do.
Eleven of the educators showed that this product was viable in making ALL more
adaptable and pleasant. Along these lines, this, as per them, decidedly added to the level of
understudies' accomplishment and inspiration to learn Arabic. One instructor clarified this by
saying, "I have seen how these understudies were sitting tight for Arabic classes and continue
asking when they can go to the Learning Resources Room to utilize the product" (Teacher M).
As indicated by them, this energy appeared to be related with the nature of this product. One of
them stated, "The immediate introduction of the sound and the photos and also the phonetic
diversions through the product has made the introduction of Arabic lessons to be more far
reaching and charming" (Teacher L). Another instructor stated, "it includes tests, word
coordinating, sentence culminations, and fun recreations; all these make understudies eager for
Arabic classes" (Teacher D).
3.6.4 Further recommendations about smart learning and teaching techniques
Writing on instructors' view of the utilization of PC innovation assets in dialect
instructing demonstrates that giving PC innovation assets to dialect educators does not generally
guarantee instructors' utilization of these by and by. Numerous examinations have shown that
there are a few factors that control the gainful utilization of innovation and that may prompt
disappointment in innovation utilize. These variables could be assembled into fiscally related
30DESIGN OF E-LEARNING APPLICATION
components, instructor related factors, for example, full of feeling or other individual states of
mind and convictions and money related issues that are more connected to the absence of
specialized help and the absence of materials at schools. Creator for example, found that
educators in the Arab World, and in Jordan specifically, experienced issues in utilizing learning
innovation. These troubles were identified with an inadequate number of PCs, specialized issues,
the requirement for more instructors preparing, and the high cost. Creator likewise found that
educators of both Arabic and English announced comparable challenges that block their
reconciliation of innovation in instructing. They are absence of innovation assets at schools,
absence of time required for planning and usage of innovation, deficiency of innovation support
and inadequate lab-gear. Creators likewise revealed that elements of deficient time for course
arranging, not having the capacity to get to PCs and programming and inadequate specialized
and regulatory help additionally influence the utilization of the innovation. Different factors such
are educators' convictions and states of mind, and trust in PC utilize are likewise regularly
referred to in the writing which influences the usage of the innovation.
The discoveries of this examination will bolster both hypothetical and observational
investigations about utilizing programming innovation in the ALT setting, which should be
recognized, since most research in this field has been centered on the English dialect instructing
(ELT) setting. Also, the discoveries of this investigation will give huge input to the examination
group to know its points of interest, how it can be produced by the educators' viewpoints and
refer to the boundaries hindering its execution. This defines plans for transformation,
advancement and change of the present programming and the improvement of further
programming that can cover distinctive needs in ALTL. Hence, the discoveries of this
examination want to give essential bits of knowledge to enhance the nature of the product and in
components, instructor related factors, for example, full of feeling or other individual states of
mind and convictions and money related issues that are more connected to the absence of
specialized help and the absence of materials at schools. Creator for example, found that
educators in the Arab World, and in Jordan specifically, experienced issues in utilizing learning
innovation. These troubles were identified with an inadequate number of PCs, specialized issues,
the requirement for more instructors preparing, and the high cost. Creator likewise found that
educators of both Arabic and English announced comparable challenges that block their
reconciliation of innovation in instructing. They are absence of innovation assets at schools,
absence of time required for planning and usage of innovation, deficiency of innovation support
and inadequate lab-gear. Creators likewise revealed that elements of deficient time for course
arranging, not having the capacity to get to PCs and programming and inadequate specialized
and regulatory help additionally influence the utilization of the innovation. Different factors such
are educators' convictions and states of mind, and trust in PC utilize are likewise regularly
referred to in the writing which influences the usage of the innovation.
The discoveries of this examination will bolster both hypothetical and observational
investigations about utilizing programming innovation in the ALT setting, which should be
recognized, since most research in this field has been centered on the English dialect instructing
(ELT) setting. Also, the discoveries of this investigation will give huge input to the examination
group to know its points of interest, how it can be produced by the educators' viewpoints and
refer to the boundaries hindering its execution. This defines plans for transformation,
advancement and change of the present programming and the improvement of further
programming that can cover distinctive needs in ALTL. Hence, the discoveries of this
examination want to give essential bits of knowledge to enhance the nature of the product and in
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31DESIGN OF E-LEARNING APPLICATION
this manner, add to the progression of Arabic instructing and learning. Past analysts regularly
graphically reviewed instructors' discernments about the utilization of instructive programming
and the factors related with its usage. This examination, in any case, by utilizing subjective
research strategies, gives data that would give more understanding about what makes the
utilization of this product powerful for educators in Arabic classrooms. Seeing how AL
programming improves dialect learning and how it is connected to learning results may help
instructors to outline and utilize successful programming and incorporate it in the educational
modules for Omani understudies. The present investigation is likewise anticipated that would
make a reason for additionally examines here. In any case, the discoveries are restricted to an
Omani setting and to ATLT.
All educators taking an interest in this examination demonstrated that they observed this
product to be useful for enhancing general AL abilities. They revealed that the introduction of
sound and the photos by means of the perusing material had made the dialect displayed for these
understudies seem more fathomable and more viable in creating dialect abilities. For instance,
one of them clarified this by saying, "By utilizing various arrangement of exercises, for example,
articulation through word acknowledgment word and recreations, I consider this product
astoundingly viable in creating dialect abilities, for example, perusing, vocabulary, tuning in, and
elocution" (Teacher A). Another educator additionally stated, "The product was extremely viable
in building tuning in and perusing abilities. Understudies can tune in to various listening subjects
and in addition perusing distinctive assets, and manage various dialect exercises that enhanced
their general dialect abilities" (Teacher C). Another instructor affirmed this and stated,
"Understudies have more chances to tuning in to some lesson exhibited by stunning characters
that they collaborate with in the product and this was extremely useful in influencing these
this manner, add to the progression of Arabic instructing and learning. Past analysts regularly
graphically reviewed instructors' discernments about the utilization of instructive programming
and the factors related with its usage. This examination, in any case, by utilizing subjective
research strategies, gives data that would give more understanding about what makes the
utilization of this product powerful for educators in Arabic classrooms. Seeing how AL
programming improves dialect learning and how it is connected to learning results may help
instructors to outline and utilize successful programming and incorporate it in the educational
modules for Omani understudies. The present investigation is likewise anticipated that would
make a reason for additionally examines here. In any case, the discoveries are restricted to an
Omani setting and to ATLT.
All educators taking an interest in this examination demonstrated that they observed this
product to be useful for enhancing general AL abilities. They revealed that the introduction of
sound and the photos by means of the perusing material had made the dialect displayed for these
understudies seem more fathomable and more viable in creating dialect abilities. For instance,
one of them clarified this by saying, "By utilizing various arrangement of exercises, for example,
articulation through word acknowledgment word and recreations, I consider this product
astoundingly viable in creating dialect abilities, for example, perusing, vocabulary, tuning in, and
elocution" (Teacher A). Another educator additionally stated, "The product was extremely viable
in building tuning in and perusing abilities. Understudies can tune in to various listening subjects
and in addition perusing distinctive assets, and manage various dialect exercises that enhanced
their general dialect abilities" (Teacher C). Another instructor affirmed this and stated,
"Understudies have more chances to tuning in to some lesson exhibited by stunning characters
that they collaborate with in the product and this was extremely useful in influencing these
32DESIGN OF E-LEARNING APPLICATION
understudies to tune in and cooperate, read and include in some composition exercises" (Teacher
G). Furthermore, the members trusted that one of the benefits of this product was that it
expanded understudies' vocabulary learning. For instance, one educator clarified this by saying,
"Display new words every now and again and over and over in input this assistance the students
to get more comfortable with the vocabulary and they will probably recall what they have learnt
as they are passed on in an understandable way" (Teacher K).
Every one of the instructors who have utilized the planned programming grumbled of not
having an uncommon PC space for Arabic dialect educating. They announced that the PC offices
are just put in the Learning Resources Room, For instance, one of them stated, "To have the
capacity to gain admittance to the PCs we have just the Learning Resources Room. This is for us
a tricky issue on the grounds that there is no exceptional dialect PC room or a dialect lab for
educating the Arabic dialect and even so the span of this room isn't sufficiently huge" (Teacher
L). Some of them likewise alluded to the constrained PCs in a few schools, which are, not cover
every one of the understudies. One of them clarified, "The quantity of the PCs isn't sufficient for
all understudies, at some point here and there I need to utilize my PC and get PCs from my
partners" (Teacher G).
3.7 Literature review on Design of E-Learning application to ease the difficulties of
teaching English below 4th grade Arabic students
3.7.1 A Case study of Palestine
As indicated by Sahito et al. (2017), the quick development of ICT, particularly the
Internet, opens up the likelihood of another educating and learning worldview. The e-learning
approach has universally been regarded important to empower twenty-first century students to
understudies to tune in and cooperate, read and include in some composition exercises" (Teacher
G). Furthermore, the members trusted that one of the benefits of this product was that it
expanded understudies' vocabulary learning. For instance, one educator clarified this by saying,
"Display new words every now and again and over and over in input this assistance the students
to get more comfortable with the vocabulary and they will probably recall what they have learnt
as they are passed on in an understandable way" (Teacher K).
Every one of the instructors who have utilized the planned programming grumbled of not
having an uncommon PC space for Arabic dialect educating. They announced that the PC offices
are just put in the Learning Resources Room, For instance, one of them stated, "To have the
capacity to gain admittance to the PCs we have just the Learning Resources Room. This is for us
a tricky issue on the grounds that there is no exceptional dialect PC room or a dialect lab for
educating the Arabic dialect and even so the span of this room isn't sufficiently huge" (Teacher
L). Some of them likewise alluded to the constrained PCs in a few schools, which are, not cover
every one of the understudies. One of them clarified, "The quantity of the PCs isn't sufficient for
all understudies, at some point here and there I need to utilize my PC and get PCs from my
partners" (Teacher G).
3.7 Literature review on Design of E-Learning application to ease the difficulties of
teaching English below 4th grade Arabic students
3.7.1 A Case study of Palestine
As indicated by Sahito et al. (2017), the quick development of ICT, particularly the
Internet, opens up the likelihood of another educating and learning worldview. The e-learning
approach has universally been regarded important to empower twenty-first century students to
33DESIGN OF E-LEARNING APPLICATION
adjust to worldwide changes. This paper investigates the capability of e-learning strategies in
strife circumstance with versatility confinements to upgrade the instructive procedure and to give
persistent figuring out how to understudies beneath fourth grade in Palestine. An intuitive
electronic application model called the Alaws Educational Network (AEN) created giving an
assortment of techniques to an understudy focused learning process including virtual classrooms,
an exchange discussion and e-instructional classes (Alrashidi, Phan and Ngu 2016). Understudies
and educators were solicited to assess diverse perspectives from the AEN as far as convenience,
self-viability, eagerness and difficulties as signs of their capacity and status to grasp e-learning.
The outcomes demonstrate that the two understudies and educators have inspirational
dispositions towards the handiness of e-learning techniques however that they may not yet be
prepared to embrace them.
This paper additionally features a few difficulties to executing e-learning in government
funded schools in creating nations and examines the open doors offered by e-learning advances
in a contention setting. As of late, instructive foundations in Palestine have progressively pushed
toward the utilization of e-learning as a supplement to classes conveyed eye to eye. All
Palestinian colleges have embraced some type of the e-learning conveyance mode for a few
courses (Al-Harbi and Alshumaimeri 2016). The expanded interest for instruction and the
constrained assets accessible for customary learning, combined with physical and security
hindrances, have made the proposed e-learning advancements practical. A standout amongst the
most critical ramifications of the continuous clash in Palestine is ICT expansion. Palestinians
consider ICT a fundamental apparatus for their survival, encouraging the development of more
associated social orders whose texture winds up solidified through access to the Internet and
data. As a result, for Palestinians, the utilization of ICT has turned into a staple element of
adjust to worldwide changes. This paper investigates the capability of e-learning strategies in
strife circumstance with versatility confinements to upgrade the instructive procedure and to give
persistent figuring out how to understudies beneath fourth grade in Palestine. An intuitive
electronic application model called the Alaws Educational Network (AEN) created giving an
assortment of techniques to an understudy focused learning process including virtual classrooms,
an exchange discussion and e-instructional classes (Alrashidi, Phan and Ngu 2016). Understudies
and educators were solicited to assess diverse perspectives from the AEN as far as convenience,
self-viability, eagerness and difficulties as signs of their capacity and status to grasp e-learning.
The outcomes demonstrate that the two understudies and educators have inspirational
dispositions towards the handiness of e-learning techniques however that they may not yet be
prepared to embrace them.
This paper additionally features a few difficulties to executing e-learning in government
funded schools in creating nations and examines the open doors offered by e-learning advances
in a contention setting. As of late, instructive foundations in Palestine have progressively pushed
toward the utilization of e-learning as a supplement to classes conveyed eye to eye. All
Palestinian colleges have embraced some type of the e-learning conveyance mode for a few
courses (Al-Harbi and Alshumaimeri 2016). The expanded interest for instruction and the
constrained assets accessible for customary learning, combined with physical and security
hindrances, have made the proposed e-learning advancements practical. A standout amongst the
most critical ramifications of the continuous clash in Palestine is ICT expansion. Palestinians
consider ICT a fundamental apparatus for their survival, encouraging the development of more
associated social orders whose texture winds up solidified through access to the Internet and
data. As a result, for Palestinians, the utilization of ICT has turned into a staple element of
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34DESIGN OF E-LEARNING APPLICATION
arrangement proposals by universal bodies, for example, the World Bank, the United Nations
Development Program (UNDP) and the European Union. In Palestine, access to the Internet
began as right on time as the start of the 1990s. In 2009, the Internet World Stats1 referred to a
14.4% infiltration rate of Internet utilization among the number of inhabitants in 2.4 million in
the West Bank and a development rate of 915.7% in the vicinity of 2000 and 2009. This pattern
demonstrates that the extent of the advanced separation might limit after some time (Alhajya and
Guenaga 2016). In any case, there is worry that an Israeli assault or military invasion could
whenever interfere with the Internet association for a timeframe. When all is said in done, at state
funded schools, there are numerous persuaded and fit instructors, who are actualizing a wide
assortment of e-hones, from PowerPoint introductions in class to energized video introductions,
yet these practices bolster e-educating as opposed to e-learning. Student focused instruction isn't
yet outstanding and comprehended by most educationists in Palestine. A few workshops and
national gatherings have been led to bring issues to light of the significance of presenting an e-
learning approach. The WiZiQ platform4 was produced the online courses conveyed by the
AEN. The central point in deciding this decision was monetary assets, since the AEN is an
individual task. WiZiQ gives a free virtual classroom condition for instructors to connect on the
web and to educate understudies.
3.7.2 A Case study of K-12 Education System
This paper investigates the utilization of YouTube as a supplementary asset in showing
English at K-12 Education System. The scientists Al-Nouh, Abdul-Kareem and Taqi (2015), find
that the utilization of YouTube in concentrate English is an intriguing; valuable, and allow
understudies to get all the more comprehension of the novel and its occasions. The impact of the
YouTube program was estimated by utilizing an accomplishment test, which contains 10
arrangement proposals by universal bodies, for example, the World Bank, the United Nations
Development Program (UNDP) and the European Union. In Palestine, access to the Internet
began as right on time as the start of the 1990s. In 2009, the Internet World Stats1 referred to a
14.4% infiltration rate of Internet utilization among the number of inhabitants in 2.4 million in
the West Bank and a development rate of 915.7% in the vicinity of 2000 and 2009. This pattern
demonstrates that the extent of the advanced separation might limit after some time (Alhajya and
Guenaga 2016). In any case, there is worry that an Israeli assault or military invasion could
whenever interfere with the Internet association for a timeframe. When all is said in done, at state
funded schools, there are numerous persuaded and fit instructors, who are actualizing a wide
assortment of e-hones, from PowerPoint introductions in class to energized video introductions,
yet these practices bolster e-educating as opposed to e-learning. Student focused instruction isn't
yet outstanding and comprehended by most educationists in Palestine. A few workshops and
national gatherings have been led to bring issues to light of the significance of presenting an e-
learning approach. The WiZiQ platform4 was produced the online courses conveyed by the
AEN. The central point in deciding this decision was monetary assets, since the AEN is an
individual task. WiZiQ gives a free virtual classroom condition for instructors to connect on the
web and to educate understudies.
3.7.2 A Case study of K-12 Education System
This paper investigates the utilization of YouTube as a supplementary asset in showing
English at K-12 Education System. The scientists Al-Nouh, Abdul-Kareem and Taqi (2015), find
that the utilization of YouTube in concentrate English is an intriguing; valuable, and allow
understudies to get all the more comprehension of the novel and its occasions. The impact of the
YouTube program was estimated by utilizing an accomplishment test, which contains 10
35DESIGN OF E-LEARNING APPLICATION
questions in view of the novel cognizance. The example of the investigation comprises of 10
understudies. The present examination goes for exploring the impact of strategy for showing
English on the understudies' accomplishment, and analyzing whether YouTube program
enhances understudies' accomplishment. The outcomes demonstrated that understudies
composed positive remarks with respect to the utilization of YouTube in a writing course, and
utilize this learning instrument successfully. This investigation prescribes the utilization of
YouTube as a supplementary hotspot for educating writing. This investigation is under
hypothesis of dialect and innovation. Particularly it is electronic hypothesis (Shell 2016). That
can be portrayed as instruction that happens just through the Web, that is, it doesn't comprise of
any physical learning materials issued to understudies.
Numerous investigates attested that innovation bolster understudies in great techniques
that assistance them in understanding dialect, particularly English dialect. The analysts here
spotlight on one of the utilization of online destinations that is YouTube. Utilizing YouTube in
English classes will furnish educators with new fascinating methods for abusing movies of books
in class exercises. It turns out to be extremely famous, particularly with youthful grown-ups,
helps students of English dialect to learn English and enhance their levels by furnishing them
with credible cases of regular English. Al-Busaidi et al. (2016) demonstrated that video material
could be an extremely helpful hotspot for the dialect instructing learning process. Also, as the
course determination proposed that to depict any plans for creating and enhancing the course, for
example, (e.g. Expanded utilization of IT or online reference material), and Use Web-CT for
transferring material, yet this isn't actualized in the real writing classroom there. The scientists
build up this course by including YouTube for writing class. Thus, the analysts here propose
another strategy for showing English novel by utilizing YouTube. Subsequently, the point of the
questions in view of the novel cognizance. The example of the investigation comprises of 10
understudies. The present examination goes for exploring the impact of strategy for showing
English on the understudies' accomplishment, and analyzing whether YouTube program
enhances understudies' accomplishment. The outcomes demonstrated that understudies
composed positive remarks with respect to the utilization of YouTube in a writing course, and
utilize this learning instrument successfully. This investigation prescribes the utilization of
YouTube as a supplementary hotspot for educating writing. This investigation is under
hypothesis of dialect and innovation. Particularly it is electronic hypothesis (Shell 2016). That
can be portrayed as instruction that happens just through the Web, that is, it doesn't comprise of
any physical learning materials issued to understudies.
Numerous investigates attested that innovation bolster understudies in great techniques
that assistance them in understanding dialect, particularly English dialect. The analysts here
spotlight on one of the utilization of online destinations that is YouTube. Utilizing YouTube in
English classes will furnish educators with new fascinating methods for abusing movies of books
in class exercises. It turns out to be extremely famous, particularly with youthful grown-ups,
helps students of English dialect to learn English and enhance their levels by furnishing them
with credible cases of regular English. Al-Busaidi et al. (2016) demonstrated that video material
could be an extremely helpful hotspot for the dialect instructing learning process. Also, as the
course determination proposed that to depict any plans for creating and enhancing the course, for
example, (e.g. Expanded utilization of IT or online reference material), and Use Web-CT for
transferring material, yet this isn't actualized in the real writing classroom there. The scientists
build up this course by including YouTube for writing class. Thus, the analysts here propose
another strategy for showing English novel by utilizing YouTube. Subsequently, the point of the
36DESIGN OF E-LEARNING APPLICATION
examination was to investigate the impact of utilizing YouTube on EFL students' Performance in
writing. The utilization of YouTube in this present examination has been expressed for some
reasons, that is, to make understudies anxious to go to writing class, in light of the fact that
numerous understudies dropped from writing courses, numerous understudies affirmed that
writing class is exhausting and they can't comprehend the setting of writing lessons. Also,
Students entirely the need of building up their capacities are to comprehend and appreciate
writing lessons. Recordings on YouTube joins visual setting with talked dialect, and give
understudies a superior comprehension to keep the occasions in the memory for quite a while.
Utilizing YouTube in the classroom draw in understudies' consideration regarding be in the
circumstance (Johnson 2015). It is viewed as a wellspring of intuitive dialect learning. In
YouTube lesson, understudies' can remark and make inquiries about the video. Therefore, this
will improve writing class with more discourse to get all the more understanding.
3.7.3 A Case Study of Active Learning to Improve English Teaching and Learning in Saudi
Arabia
English is educated as a remote dialect in schools and colleges of Saudi Arabia. Lately,
authorities and educationists have communicated their worries relating to students‟ low levels of
English accomplishment. As indicated by Tamim et al. (2015), to enhance English learning and
accomplishment in Saudi Arabia, numerous exploration thinks about have demonstrated that four
noteworthy pointers of dynamic adapting, to be specific: (a) bunch work, (b) expounded input,
(c) arranged learning, and (d) Information Communication Technology [ICT], effect on
students‟ inclining and fruitful accomplishment. This article gives a review of these four markers
of dynamic learning and their significance to English learning and educating. Likewise, the
article reveals insight into how these four pointers of dynamic learning may be utilized by
examination was to investigate the impact of utilizing YouTube on EFL students' Performance in
writing. The utilization of YouTube in this present examination has been expressed for some
reasons, that is, to make understudies anxious to go to writing class, in light of the fact that
numerous understudies dropped from writing courses, numerous understudies affirmed that
writing class is exhausting and they can't comprehend the setting of writing lessons. Also,
Students entirely the need of building up their capacities are to comprehend and appreciate
writing lessons. Recordings on YouTube joins visual setting with talked dialect, and give
understudies a superior comprehension to keep the occasions in the memory for quite a while.
Utilizing YouTube in the classroom draw in understudies' consideration regarding be in the
circumstance (Johnson 2015). It is viewed as a wellspring of intuitive dialect learning. In
YouTube lesson, understudies' can remark and make inquiries about the video. Therefore, this
will improve writing class with more discourse to get all the more understanding.
3.7.3 A Case Study of Active Learning to Improve English Teaching and Learning in Saudi
Arabia
English is educated as a remote dialect in schools and colleges of Saudi Arabia. Lately,
authorities and educationists have communicated their worries relating to students‟ low levels of
English accomplishment. As indicated by Tamim et al. (2015), to enhance English learning and
accomplishment in Saudi Arabia, numerous exploration thinks about have demonstrated that four
noteworthy pointers of dynamic adapting, to be specific: (a) bunch work, (b) expounded input,
(c) arranged learning, and (d) Information Communication Technology [ICT], effect on
students‟ inclining and fruitful accomplishment. This article gives a review of these four markers
of dynamic learning and their significance to English learning and educating. Likewise, the
article reveals insight into how these four pointers of dynamic learning may be utilized by
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37DESIGN OF E-LEARNING APPLICATION
instructors and teachers in their showing rehearses or potentially mediation programs. English is
the main remote dialect educated in schools and colleges of Saudi Arabia. Understudies begin
taking in English from the fourth grade of rudimentary stage up to tertiary instruction (Al-Hassan
and Shukri 2017). Lately, the Saudi Arabian government and instructors have communicated
genuine worries about the low level of capability in English among Saudi understudies. While
the legislature of Saudi Arabia connected awesome push to enhance English educating and
learning, measures of accomplishment in English among understudies in schools and colleges are
unsuitable and far beneath desires. Scientists have contended that, albeit Saudi understudies
ponder English for a long time in government funded training (from the fourth grade through
twelfth grade) and around four years in advanced education, a large portion of them graduate
with a low ability in English. Various late research examines have talked about and point by
point the principle explanations for students‟ low execution in English dialect in contemporary
Saudi Arabia. These reasons incorporate the instructor focused instead of understudy focused
English educating and learning, teachers‟ dependence on the utilization of Arabic to instruct the
English dialect, students‟ reliance on remembrance as the principle learning procedure, the
absence of a social target condition in which understudies can rehearse the English dialect, and
students‟ absence of inspiration and consolation from their educators. These issues, as per
Atoum et al. (2017), have added to students‟ low ability in English. Consequently, the
requirement for development in students‟ capability in English is basic to empower understudies
and the nation all in all, to augment their advantages from learning English (e.g., the part English
plays in the Saudi economy).
The utilization of ICT devices can fill in as a viable instructing device to create Saudi
students‟ English capability and accomplishment in classroom settings. In showing rehearses as
instructors and teachers in their showing rehearses or potentially mediation programs. English is
the main remote dialect educated in schools and colleges of Saudi Arabia. Understudies begin
taking in English from the fourth grade of rudimentary stage up to tertiary instruction (Al-Hassan
and Shukri 2017). Lately, the Saudi Arabian government and instructors have communicated
genuine worries about the low level of capability in English among Saudi understudies. While
the legislature of Saudi Arabia connected awesome push to enhance English educating and
learning, measures of accomplishment in English among understudies in schools and colleges are
unsuitable and far beneath desires. Scientists have contended that, albeit Saudi understudies
ponder English for a long time in government funded training (from the fourth grade through
twelfth grade) and around four years in advanced education, a large portion of them graduate
with a low ability in English. Various late research examines have talked about and point by
point the principle explanations for students‟ low execution in English dialect in contemporary
Saudi Arabia. These reasons incorporate the instructor focused instead of understudy focused
English educating and learning, teachers‟ dependence on the utilization of Arabic to instruct the
English dialect, students‟ reliance on remembrance as the principle learning procedure, the
absence of a social target condition in which understudies can rehearse the English dialect, and
students‟ absence of inspiration and consolation from their educators. These issues, as per
Atoum et al. (2017), have added to students‟ low ability in English. Consequently, the
requirement for development in students‟ capability in English is basic to empower understudies
and the nation all in all, to augment their advantages from learning English (e.g., the part English
plays in the Saudi economy).
The utilization of ICT devices can fill in as a viable instructing device to create Saudi
students‟ English capability and accomplishment in classroom settings. In showing rehearses as
38DESIGN OF E-LEARNING APPLICATION
well as instructive mediations, instructors and teachers may utilize PowerPoint slides (joined
where suitable with recordings, pictures, writings, tables, and so on. These PowerPoint slides
might be utilized as a part of each lesson, for instance, to give a rundown of the past point,
present another subject, and clarify the key parts of the theme (Dweikat and Aqel 2017). For
instance, to clarify a composition lesson about the framework of a passage, educators can
demonstrate understudies a five-minute video on the best way to compose a decent layout for a
section. Moreover, in a sentence structure lesson, for example, educators may indicate
understudies pictures through PowerPoint to clarify the contrast amongst countable and
uncountable things. Aside from the utilization of PowerPoint with representations in each lesson,
understudies may be offered chances to visit the PC lab amid their examination and additionally
intercession programs.
3.7.4 A Case Study on teaching of Remedial English and the Problems of the Students
The examination paper is intended to investigate the accomplishment of the points and
destinations of educating medicinal English. It likewise expects to know the significance of the
course and the issues of the understudies with respect to the educating of healing English at
AlAlameen International School. In such manner numerous endeavors were taken by the
mentors, speakers, right hand educators, teachers and the organization of the school to upgrade
the abilities and efficiencies of the understudies of undergrad level (Cárdenas-Claros 2015). All
understudies and the instructors who take medicinal English classes are constituted as the
Population of the investigation. Five (n=5) educators who instruct therapeutic classes and forty
(n=40) understudies from various divisions were selected as the example of the examination
through purposive and irregular testing strategies. Meetings were led from understudies and
guides who go to and educate medicinal English course separately. 90% understudies discovered
well as instructive mediations, instructors and teachers may utilize PowerPoint slides (joined
where suitable with recordings, pictures, writings, tables, and so on. These PowerPoint slides
might be utilized as a part of each lesson, for instance, to give a rundown of the past point,
present another subject, and clarify the key parts of the theme (Dweikat and Aqel 2017). For
instance, to clarify a composition lesson about the framework of a passage, educators can
demonstrate understudies a five-minute video on the best way to compose a decent layout for a
section. Moreover, in a sentence structure lesson, for example, educators may indicate
understudies pictures through PowerPoint to clarify the contrast amongst countable and
uncountable things. Aside from the utilization of PowerPoint with representations in each lesson,
understudies may be offered chances to visit the PC lab amid their examination and additionally
intercession programs.
3.7.4 A Case Study on teaching of Remedial English and the Problems of the Students
The examination paper is intended to investigate the accomplishment of the points and
destinations of educating medicinal English. It likewise expects to know the significance of the
course and the issues of the understudies with respect to the educating of healing English at
AlAlameen International School. In such manner numerous endeavors were taken by the
mentors, speakers, right hand educators, teachers and the organization of the school to upgrade
the abilities and efficiencies of the understudies of undergrad level (Cárdenas-Claros 2015). All
understudies and the instructors who take medicinal English classes are constituted as the
Population of the investigation. Five (n=5) educators who instruct therapeutic classes and forty
(n=40) understudies from various divisions were selected as the example of the examination
through purposive and irregular testing strategies. Meetings were led from understudies and
guides who go to and educate medicinal English course separately. 90% understudies discovered
39DESIGN OF E-LEARNING APPLICATION
unsatisfied from the organization of the classes and they focused on that the classes ought to be
led independently at division level and they requested for the fundamental required offices amid
the classes, for example, the office of dialect lab, accessibility of PCs, sight and sound, sound
and video assets with a specific end goal to quicken and upgrade the showing learning procedure
to enhance English dialect abilities.
Through this investigation the components and causes are distinguished which increment
the issues of understudies to learn well and get decent evaluations in their examinations. The
impact of the variables could be kept an eye on the smooth running of the educating learning
procedure of healing English at school level. In this association the physical offices are analyzed
and accessibility of human and material assets are likewise checked keeping in mind the end goal
to discover the issues of understudies (Al Musawi et al. 2017). The proposals would be given for
the change of the strategies and the practices which were actualized amid earlier years. It would
likewise be checked and might be recommended that the instructing learning procedure can be
enhanced through the collaboration, coordination, the sound showing learning condition and the
immediate and roundabout support of the instructors, heads and accessibility of required physical
offices in every single office and AlAlameen International School with a specific end goal to
meet the advanced prerequisites of the world. On the bases of gathered information the
conclusion is that the significance of English dialect and its learning is acknowledged by the
understudies with the profundity of their heart and mind and the program of therapeutic English
is additionally valued by them. Be that as it may, there are some looked for of issues who do not
enable the framework to run easily to accomplish the points and goals of the program (El Omari,
Ayasrah., and Al-Jabali 2016). That is the reason the item implies the understudies of the
AlAlameen International School are as yet not happy with the arranging and strategy of the
unsatisfied from the organization of the classes and they focused on that the classes ought to be
led independently at division level and they requested for the fundamental required offices amid
the classes, for example, the office of dialect lab, accessibility of PCs, sight and sound, sound
and video assets with a specific end goal to quicken and upgrade the showing learning procedure
to enhance English dialect abilities.
Through this investigation the components and causes are distinguished which increment
the issues of understudies to learn well and get decent evaluations in their examinations. The
impact of the variables could be kept an eye on the smooth running of the educating learning
procedure of healing English at school level. In this association the physical offices are analyzed
and accessibility of human and material assets are likewise checked keeping in mind the end goal
to discover the issues of understudies (Al Musawi et al. 2017). The proposals would be given for
the change of the strategies and the practices which were actualized amid earlier years. It would
likewise be checked and might be recommended that the instructing learning procedure can be
enhanced through the collaboration, coordination, the sound showing learning condition and the
immediate and roundabout support of the instructors, heads and accessibility of required physical
offices in every single office and AlAlameen International School with a specific end goal to
meet the advanced prerequisites of the world. On the bases of gathered information the
conclusion is that the significance of English dialect and its learning is acknowledged by the
understudies with the profundity of their heart and mind and the program of therapeutic English
is additionally valued by them. Be that as it may, there are some looked for of issues who do not
enable the framework to run easily to accomplish the points and goals of the program (El Omari,
Ayasrah., and Al-Jabali 2016). That is the reason the item implies the understudies of the
AlAlameen International School are as yet not happy with the arranging and strategy of the
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40DESIGN OF E-LEARNING APPLICATION
healing English program. Still after numerous times of presenting the program the college is
rotating around the primary targets of the program and still two mammoth destinations are left to
chip away at them to accomplish the great outcomes.
3.7.5 A Case Study on effectiveness of using English language teaching software in Omani
basic education
This paper is a piece of a vital research venture that meant to evaluate the viability of the
outline and utilization of new programming for English dialect learning. In any case, the focal
point of this paper is to comprehend Arabic instructors' view of the adequacy of the product that
was planned intentionally by the undertaking's group to encourage ALL at Omani Basic
Education schools (Alrawashdeh and Al-zayed 2017). All the more particularly, by utilizing two
strategies, a concentration assemble meeting and semi-organized meetings, this subjective
examination endeavored to think about the manners by which utilizing programming innovation
is changing the calling of Arabic dialect educating and learning. The example of the
concentration amass talk with comprised of 12 Arabic female educators from Muscat Basic
Education schools. Nine of them took an interest in semi-organized meetings. These meetings
explored the apparent level of the adequacy and hindrances of utilizing the English dialect
programming in instructing the English dialect alongside the educators' recognitions for
expanding its viability. Generally speaking, discoveries show that instructors saw the composed
programming as a compelling device to elevate understudies' learning and to manage their
learning challenges (Johnson 2015). In any case, a few factors that appeared to impact the usage
of this product, and some change components were proposed by these educators to build the
level of the adequacy of this product.
healing English program. Still after numerous times of presenting the program the college is
rotating around the primary targets of the program and still two mammoth destinations are left to
chip away at them to accomplish the great outcomes.
3.7.5 A Case Study on effectiveness of using English language teaching software in Omani
basic education
This paper is a piece of a vital research venture that meant to evaluate the viability of the
outline and utilization of new programming for English dialect learning. In any case, the focal
point of this paper is to comprehend Arabic instructors' view of the adequacy of the product that
was planned intentionally by the undertaking's group to encourage ALL at Omani Basic
Education schools (Alrawashdeh and Al-zayed 2017). All the more particularly, by utilizing two
strategies, a concentration assemble meeting and semi-organized meetings, this subjective
examination endeavored to think about the manners by which utilizing programming innovation
is changing the calling of Arabic dialect educating and learning. The example of the
concentration amass talk with comprised of 12 Arabic female educators from Muscat Basic
Education schools. Nine of them took an interest in semi-organized meetings. These meetings
explored the apparent level of the adequacy and hindrances of utilizing the English dialect
programming in instructing the English dialect alongside the educators' recognitions for
expanding its viability. Generally speaking, discoveries show that instructors saw the composed
programming as a compelling device to elevate understudies' learning and to manage their
learning challenges (Johnson 2015). In any case, a few factors that appeared to impact the usage
of this product, and some change components were proposed by these educators to build the
level of the adequacy of this product.
41DESIGN OF E-LEARNING APPLICATION
Writing on instructors' view of the utilization of PC innovation assets in dialect
instructing demonstrates that giving PC innovation assets to dialect educators does not generally
guarantee instructors' utilization of these by and by. Numerous investigations Safar, Al-Jafarand
Al-Yousefi (2017), have demonstrated that there are a few factors that control the advantageous
utilization of innovation and that may prompt disappointment in innovation utilize. These
elements could be gathered into fiscally related elements, instructor related factors, for example,
emotional or other individual mentalities and convictions and money related issues that are more
connected to the absence of specialized help and the absence of materials at schools. Aldhafeeri
and Khan (2016), for example, found that educators in the Arab World, and in Jordan
specifically, experienced issues in utilizing learning innovation. These challenges were identified
with a lacking number of PCs, specialized issues, the requirement for more educators preparing,
and the high cost. Jwaifell, Al-Mouhtadi and Aldarabah (2015), additionally found that educators
of both Arabic and English revealed comparable troubles that deter their joining of innovation in
instructing. They are absence of innovation assets at schools, absence of time required for
readiness and execution of innovation, deficiency of innovation upkeep and inadequate lab-gear.
Gokah, Gupta and Ndiweni (2015), likewise announced that variables of lacking time for course
arranging, not having the capacity to get to PCs and programming and inadequate specialized
and managerial help additionally influence the utilization of the innovation.
Writing on instructors' view of the utilization of PC innovation assets in dialect
instructing demonstrates that giving PC innovation assets to dialect educators does not generally
guarantee instructors' utilization of these by and by. Numerous investigations Safar, Al-Jafarand
Al-Yousefi (2017), have demonstrated that there are a few factors that control the advantageous
utilization of innovation and that may prompt disappointment in innovation utilize. These
elements could be gathered into fiscally related elements, instructor related factors, for example,
emotional or other individual mentalities and convictions and money related issues that are more
connected to the absence of specialized help and the absence of materials at schools. Aldhafeeri
and Khan (2016), for example, found that educators in the Arab World, and in Jordan
specifically, experienced issues in utilizing learning innovation. These challenges were identified
with a lacking number of PCs, specialized issues, the requirement for more educators preparing,
and the high cost. Jwaifell, Al-Mouhtadi and Aldarabah (2015), additionally found that educators
of both Arabic and English revealed comparable troubles that deter their joining of innovation in
instructing. They are absence of innovation assets at schools, absence of time required for
readiness and execution of innovation, deficiency of innovation upkeep and inadequate lab-gear.
Gokah, Gupta and Ndiweni (2015), likewise announced that variables of lacking time for course
arranging, not having the capacity to get to PCs and programming and inadequate specialized
and managerial help additionally influence the utilization of the innovation.
42DESIGN OF E-LEARNING APPLICATION
Chapter 4 – Research Methodology
4.1 Introduction
Keeping in mind the end goal to lead the exploration on "Outlining E-learning application
to facilitate the troubles for showing English dialect to underneath the fourth grade Arabic
Students" it is important to receive the most appropriate research system (Volk, Stengel and
Schultmann 2014). One might say that, with the assistance of fitting examination system, the
scientist will have the capacity to increase expected resultants. For acquiring better expository
outcomes on the examination theme legitimate technique ought to be joined. Research procedure
will help the designers of the E-learning application to facilitate all operational and useful
troubles that the educators are confronting while at the same time instructing the understudies
who are underneath fourth grades (Johnston 2014). Keeping in mind the end goal to layout the
examination theme legitimate research reasoning, look into approaches, inquire about plan,
information accumulation and information methods are required to be picked by the scientist. On
the off chance that legitimate research techniques are viewed as then it is normal that the scientist
will have the capacity to meet the necessity.
4.2 Research philosophy
Three unique sorts of research methods of insight are there, for example, positivism,
authenticity and interpretive. Among three of these exploration methods of insight in light of the
examination point the most appropriate research theory is should have been chosen by the
scientist (Fletcher 2017). The reasoning procedure for the assessment of the point differs.
Consequently, the determination of the theory is required to be more powerful and it ought to
have precise arrangement also. While building up the E-learning application to limit the
Chapter 4 – Research Methodology
4.1 Introduction
Keeping in mind the end goal to lead the exploration on "Outlining E-learning application
to facilitate the troubles for showing English dialect to underneath the fourth grade Arabic
Students" it is important to receive the most appropriate research system (Volk, Stengel and
Schultmann 2014). One might say that, with the assistance of fitting examination system, the
scientist will have the capacity to increase expected resultants. For acquiring better expository
outcomes on the examination theme legitimate technique ought to be joined. Research procedure
will help the designers of the E-learning application to facilitate all operational and useful
troubles that the educators are confronting while at the same time instructing the understudies
who are underneath fourth grades (Johnston 2014). Keeping in mind the end goal to layout the
examination theme legitimate research reasoning, look into approaches, inquire about plan,
information accumulation and information methods are required to be picked by the scientist. On
the off chance that legitimate research techniques are viewed as then it is normal that the scientist
will have the capacity to meet the necessity.
4.2 Research philosophy
Three unique sorts of research methods of insight are there, for example, positivism,
authenticity and interpretive. Among three of these exploration methods of insight in light of the
examination point the most appropriate research theory is should have been chosen by the
scientist (Fletcher 2017). The reasoning procedure for the assessment of the point differs.
Consequently, the determination of the theory is required to be more powerful and it ought to
have precise arrangement also. While building up the E-learning application to limit the
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43DESIGN OF E-LEARNING APPLICATION
challenges for the both the understudies and instructors of Arab nation scientist ought to use
authenticity inquire about reasoning since it is depends upon the thoughts of true independency
and are additionally in light of suppositions and information advancement factors. So as to break
down the shrouded certainties detail perception and information accumulation is required. Both
the interpretive and authenticity rationalities ought to be maintained a strategic distance from
because of time confinement (Prabowo and Jaya 2015). The positivism logic restricts the part of
the specialist for controlling rather assessing the data that leads in minimization of the
information level blunders. An exploration logic is a conviction about the manner by which
information about a wonder ought to be accumulated, investigated and utilized. The term
epistemology (what is known to be valid) rather than psalm (what is accepted to be valid)
envelops the different methods of insight of research approach.
Positivist’s trust that the truth is steady and can be watched and portrayed from a target
perspective i.e. without meddling with the wonders being considered. They battle that marvels
ought to be detached and that perceptions ought to be repeatable. This frequently includes
control of reality with varieties in just a solitary autonomous variable in order to distinguish
regularities in, and to frame connections between, a portions of the constituent components of the
social world. Forecasts can be made based on the already watched and clarified substances and
their between connections. "Positivism has a long and rich authentic custom. It is so inserted in
our general public that information claims not grounded in positivist idea are essentially rejected
as logical and in this way invalid". This view is in a roundabout way upheld in an audit of 902 IS
inquire about articles, found that all the experimental investigations were positivist in approach.
Positivism has likewise had an especially fruitful relationship with the physical and characteristic
sciences.
challenges for the both the understudies and instructors of Arab nation scientist ought to use
authenticity inquire about reasoning since it is depends upon the thoughts of true independency
and are additionally in light of suppositions and information advancement factors. So as to break
down the shrouded certainties detail perception and information accumulation is required. Both
the interpretive and authenticity rationalities ought to be maintained a strategic distance from
because of time confinement (Prabowo and Jaya 2015). The positivism logic restricts the part of
the specialist for controlling rather assessing the data that leads in minimization of the
information level blunders. An exploration logic is a conviction about the manner by which
information about a wonder ought to be accumulated, investigated and utilized. The term
epistemology (what is known to be valid) rather than psalm (what is accepted to be valid)
envelops the different methods of insight of research approach.
Positivist’s trust that the truth is steady and can be watched and portrayed from a target
perspective i.e. without meddling with the wonders being considered. They battle that marvels
ought to be detached and that perceptions ought to be repeatable. This frequently includes
control of reality with varieties in just a solitary autonomous variable in order to distinguish
regularities in, and to frame connections between, a portions of the constituent components of the
social world. Forecasts can be made based on the already watched and clarified substances and
their between connections. "Positivism has a long and rich authentic custom. It is so inserted in
our general public that information claims not grounded in positivist idea are essentially rejected
as logical and in this way invalid". This view is in a roundabout way upheld in an audit of 902 IS
inquire about articles, found that all the experimental investigations were positivist in approach.
Positivism has likewise had an especially fruitful relationship with the physical and characteristic
sciences.
44DESIGN OF E-LEARNING APPLICATION
Interpretivists fight that exclusive through the subjective translation of and mediation
actually would that be able to the truth be completely comprehended. The investigation of
marvels in their indigenous habitat is critical to the interpretivist theory, together with the
affirmation that researchers can't abstain from influencing those wonders they think about. They
concede that there might be numerous translations of reality, however keep up that these
elucidations are in themselves a piece of the logical learning they are seeking after.
Interpretivism has a custom that is no less transcendent than that of positivism, nor is it shorter.
It has regularly been watched precisely that no single research approach is inherently
superior to some other philosophy, numerous creators requiring a mix of research techniques
with a specific end goal to enhance the nature of research. Similarly, a few organizations have
had a tendency to embrace a specific "house style" philosophy; this is by all accounts nearly in
rebellion of the way that, given the abundance and many-sided quality of this present reality, a
technique most appropriate to the issue under thought, and the targets of the analyst, ought to be
picked.
4.3 Research approach
Two various types of research approaches are there, for example, deductive and
inductive. In any case, in view of the exploration point and research foundation the reasonable
research approach is to be chosen. With a specific end goal to think about the exploration theme,
if enough measures of information are not accessible at that point, inductive research approach
ought to be embraced (Bryman and Bell 2015). Perception causes the scientists to increase
applicable data to manufacture the way of the exploration work likewise.
Interpretivists fight that exclusive through the subjective translation of and mediation
actually would that be able to the truth be completely comprehended. The investigation of
marvels in their indigenous habitat is critical to the interpretivist theory, together with the
affirmation that researchers can't abstain from influencing those wonders they think about. They
concede that there might be numerous translations of reality, however keep up that these
elucidations are in themselves a piece of the logical learning they are seeking after.
Interpretivism has a custom that is no less transcendent than that of positivism, nor is it shorter.
It has regularly been watched precisely that no single research approach is inherently
superior to some other philosophy, numerous creators requiring a mix of research techniques
with a specific end goal to enhance the nature of research. Similarly, a few organizations have
had a tendency to embrace a specific "house style" philosophy; this is by all accounts nearly in
rebellion of the way that, given the abundance and many-sided quality of this present reality, a
technique most appropriate to the issue under thought, and the targets of the analyst, ought to be
picked.
4.3 Research approach
Two various types of research approaches are there, for example, deductive and
inductive. In any case, in view of the exploration point and research foundation the reasonable
research approach is to be chosen. With a specific end goal to think about the exploration theme,
if enough measures of information are not accessible at that point, inductive research approach
ought to be embraced (Bryman and Bell 2015). Perception causes the scientists to increase
applicable data to manufacture the way of the exploration work likewise.
45DESIGN OF E-LEARNING APPLICATION
Then again, the deductive approach is a procedure that is broadly utilized for portraying
the handy utilization of various hypotheses for accessing the substance of the examination theme
(Bernard 2017). So as to dissect the exploration theme in a vastly improved manner legitimate
choice of research approach is critical.
Be that as it may, among two of these methodologies, for example, deductive and
inductive for this specific research theme, the most appropriate approach is deductive in light of
the fact that it gets entrance from particulars of information investigation also (Fletcher 2017).
For the E-learning application advancement venture the deductive research will center on the
strategies for testing speculation. Be that as it may, it neglects to empower the different
reasoning of the analysts. As the analyst neglects to underscore new idea in this manner, the
inductive approach ought to be totally maintained a strategic distance from. Studies empower the
specialist to get information about practices, circumstances or perspectives at one point in time
through surveys or meetings. Quantitative systematic procedures are then used to draw
derivations from this information with respect to existing connections. The utilization of studies
allow an analyst to contemplate a greater number of factors at one time than is regularly
conceivable in research facility or field tests, while information can be gathered about genuine
conditions. A key shortcoming is that it is exceptionally hard to acknowledge experiences
identifying with the reasons for or forms associated with the wonders estimated. There are,
moreover, a few wellsprings of predisposition, for example, the conceivably self-choosing nature
of respondents, the point in time when the study is led and in the scientist him/herself through the
outline of the review itself.
4.4 Research design
Then again, the deductive approach is a procedure that is broadly utilized for portraying
the handy utilization of various hypotheses for accessing the substance of the examination theme
(Bernard 2017). So as to dissect the exploration theme in a vastly improved manner legitimate
choice of research approach is critical.
Be that as it may, among two of these methodologies, for example, deductive and
inductive for this specific research theme, the most appropriate approach is deductive in light of
the fact that it gets entrance from particulars of information investigation also (Fletcher 2017).
For the E-learning application advancement venture the deductive research will center on the
strategies for testing speculation. Be that as it may, it neglects to empower the different
reasoning of the analysts. As the analyst neglects to underscore new idea in this manner, the
inductive approach ought to be totally maintained a strategic distance from. Studies empower the
specialist to get information about practices, circumstances or perspectives at one point in time
through surveys or meetings. Quantitative systematic procedures are then used to draw
derivations from this information with respect to existing connections. The utilization of studies
allow an analyst to contemplate a greater number of factors at one time than is regularly
conceivable in research facility or field tests, while information can be gathered about genuine
conditions. A key shortcoming is that it is exceptionally hard to acknowledge experiences
identifying with the reasons for or forms associated with the wonders estimated. There are,
moreover, a few wellsprings of predisposition, for example, the conceivably self-choosing nature
of respondents, the point in time when the study is led and in the scientist him/herself through the
outline of the review itself.
4.4 Research design
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46DESIGN OF E-LEARNING APPLICATION
Research configuration is alluded to as structure that gathers and dissect set of data
assembled from various sources. For influencing legitimate portrayals of the exploration to
outline, the analysts ought to consider exact plan (Bernard 2017). Three unique sorts of
configuration approaches are there, for example, informative, exploratory and distinct.
Nonetheless, from three of these plans the most reasonable outline ought to be embraced by the
specialist.
Logical research configuration causes the analyst to recognize various types of thoughts
and considerations also those are required for finishing the exploration subject effectively. Then
again, the informative outline depicts the event of various occasions and relating happenings of
the occasions (Bryman and Bell 2015). The examination has turned out to be restricted because
of to a great degree smaller clarification of both the reason and its effect. Keeping in mind the
end goal to pick up the points of interest of happened states and its occasions, the unmistakable
research is helpful.
For the examination point "Outline of E-learning application for facilitate the challenges
of instructing English to underneath fourth grade Arabic understudies "the informative research
configuration is kept away from in light of the fact that it just exhibits the longitudinal
investigation. Through expressive research, the application engineers and instructors can gather
extensive arrangement of data. To think about the convictions, demeanors and conduct of the
beneath fourth grades Arabic Students the study comes about is especially helpful.Case considers
include an endeavor to depict connections that exist as a general rule, all the time in a solitary
association. Contextual analyses might be positivist or interpretivist in nature, contingent upon
the approach of the specialist, the information gathered and the logical procedures utilized.
Reality can be caught in more noteworthy detail by a spectator analyst, with the examination of a
Research configuration is alluded to as structure that gathers and dissect set of data
assembled from various sources. For influencing legitimate portrayals of the exploration to
outline, the analysts ought to consider exact plan (Bernard 2017). Three unique sorts of
configuration approaches are there, for example, informative, exploratory and distinct.
Nonetheless, from three of these plans the most reasonable outline ought to be embraced by the
specialist.
Logical research configuration causes the analyst to recognize various types of thoughts
and considerations also those are required for finishing the exploration subject effectively. Then
again, the informative outline depicts the event of various occasions and relating happenings of
the occasions (Bryman and Bell 2015). The examination has turned out to be restricted because
of to a great degree smaller clarification of both the reason and its effect. Keeping in mind the
end goal to pick up the points of interest of happened states and its occasions, the unmistakable
research is helpful.
For the examination point "Outline of E-learning application for facilitate the challenges
of instructing English to underneath fourth grade Arabic understudies "the informative research
configuration is kept away from in light of the fact that it just exhibits the longitudinal
investigation. Through expressive research, the application engineers and instructors can gather
extensive arrangement of data. To think about the convictions, demeanors and conduct of the
beneath fourth grades Arabic Students the study comes about is especially helpful.Case considers
include an endeavor to depict connections that exist as a general rule, all the time in a solitary
association. Contextual analyses might be positivist or interpretivist in nature, contingent upon
the approach of the specialist, the information gathered and the logical procedures utilized.
Reality can be caught in more noteworthy detail by a spectator analyst, with the examination of a
47DESIGN OF E-LEARNING APPLICATION
bigger number of factors than is normally conceivable in test and review explore. Contextual
investigations can be viewed as frail as they are ordinarily limited to a solitary association and it
is hard to sum up discoveries since it is elusive comparative cases with comparable information
that can be dissected in a factually important manner. Moreover, unique analysts may have
distinctive translations of similar information, along these lines including research inclination
into the condition.
4.5 Data sources
With a specific end goal to direct any examination subject two distinct kinds of
information sources are accessible, for example, essential and optional. For this specific research
theme, essential information sources ought to be accumulated through the assistance of poll
review. With a specific end goal to make a specific research subject more point by point both of
these information sources are assessed to be similarly useful. In any case, for this examination
work the analyst should utilize essential information sources through game plan of overview
questions. Essential sources incorporate communication with the current E-learning application
clients and engineers who have been confronting utilitarian and operational dangers at the same
time. In this way, for this exploration subject the analysts should utilize blended information
accumulation (essential information sources and auxiliary sources).
4.6 Data collection techniques
Two distinct information accumulation systems are there regarding subjective and
quantitative. Keeping in mind the end goal to record account type of information, which
incorporates better depiction of E-learning application and its application for the recognizable
proof and alleviation of challenges subjective information are should have been assembled and
bigger number of factors than is normally conceivable in test and review explore. Contextual
investigations can be viewed as frail as they are ordinarily limited to a solitary association and it
is hard to sum up discoveries since it is elusive comparative cases with comparable information
that can be dissected in a factually important manner. Moreover, unique analysts may have
distinctive translations of similar information, along these lines including research inclination
into the condition.
4.5 Data sources
With a specific end goal to direct any examination subject two distinct kinds of
information sources are accessible, for example, essential and optional. For this specific research
theme, essential information sources ought to be accumulated through the assistance of poll
review. With a specific end goal to make a specific research subject more point by point both of
these information sources are assessed to be similarly useful. In any case, for this examination
work the analyst should utilize essential information sources through game plan of overview
questions. Essential sources incorporate communication with the current E-learning application
clients and engineers who have been confronting utilitarian and operational dangers at the same
time. In this way, for this exploration subject the analysts should utilize blended information
accumulation (essential information sources and auxiliary sources).
4.6 Data collection techniques
Two distinct information accumulation systems are there regarding subjective and
quantitative. Keeping in mind the end goal to record account type of information, which
incorporates better depiction of E-learning application and its application for the recognizable
proof and alleviation of challenges subjective information are should have been assembled and
48DESIGN OF E-LEARNING APPLICATION
broke down at the same time. With the assistance of the subjective information the hypothetical
idea could be included effectively even in the reasonable field which would lead the specialist to
increase better comprehension of E-learning application and its use in the field of learning.
What's more, to collect significant factual information the analyst ought to take after subjective
procedure. Along these lines, in the wake of considering the foundation for this subject the
analysts should utilize subjective information accumulation strategies. The clients of the E-
learning applications are considered for the subjective research for social event data through
various overview.
In interviews data is acquired through request and recorded by enumerators. Organized
meetings are performed by utilizing review shapes, though open meetings are notes taken while
chatting with respondents. The notes are in this manner organized (deciphered) for assist
investigation. Open-finished meetings, which should be translated and investigated
notwithstanding amid the meeting, must be completed by very much prepared spectators or
potentially enumerators.
As in setting up a poll, it is essential to pilot test shapes intended for the meetings. The
best endeavor to clear up and center by the creator can't foresee all conceivable respondent
understandings. A little scale test preceding real use for information accumulation will guarantee
better information and abstain from sitting around idly and cash.
Albeit organized meetings can be utilized to get any data, as with surveys, data depends
on sincere belief. Information on factors, for example, catch or exertion are possibly subject to
huge mistakes, because of poor assessments or purposeful blunders of touchy data.
4.6.1 Population and sampling size
broke down at the same time. With the assistance of the subjective information the hypothetical
idea could be included effectively even in the reasonable field which would lead the specialist to
increase better comprehension of E-learning application and its use in the field of learning.
What's more, to collect significant factual information the analyst ought to take after subjective
procedure. Along these lines, in the wake of considering the foundation for this subject the
analysts should utilize subjective information accumulation strategies. The clients of the E-
learning applications are considered for the subjective research for social event data through
various overview.
In interviews data is acquired through request and recorded by enumerators. Organized
meetings are performed by utilizing review shapes, though open meetings are notes taken while
chatting with respondents. The notes are in this manner organized (deciphered) for assist
investigation. Open-finished meetings, which should be translated and investigated
notwithstanding amid the meeting, must be completed by very much prepared spectators or
potentially enumerators.
As in setting up a poll, it is essential to pilot test shapes intended for the meetings. The
best endeavor to clear up and center by the creator can't foresee all conceivable respondent
understandings. A little scale test preceding real use for information accumulation will guarantee
better information and abstain from sitting around idly and cash.
Albeit organized meetings can be utilized to get any data, as with surveys, data depends
on sincere belief. Information on factors, for example, catch or exertion are possibly subject to
huge mistakes, because of poor assessments or purposeful blunders of touchy data.
4.6.1 Population and sampling size
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49DESIGN OF E-LEARNING APPLICATION
For this examination point, the aggregate quantities of individuals who are
straightforwardly and in a roundabout way included are 100. The populace considered for the
review comprises of the two designers and instructors of the E-learning application who are
utilizing the idea E-learning application improvement to facilitate the troubles looking by the
educators while educating the underneath fourth grade understudies of Arab Country. The
example for the study was done through irregular likelihood inspecting with no specific thought
of determination.
4.7 Ethical consideration
Before beginning the examination work, the analysts ought to consider precise set of
accepted rules, which is useful to make segregation between the good and bad arrangement of
things. Amid investigation the practices required while directing the examination works are as
per the following:
Information application: The present patterns of educators and students in Arab Country
and the use of E-learning application to facilitate the challenges of the instructor appropriate
information investigation in precise spots are particularly essential. Keeping in mind the end goal
to make the discoveries entirely restricted inside the scholarly limit business use of information
ought to be stayed away from.
Association of the respondents: The respondents of the examination theme must not be
remotely affected while gathering criticism from the application designers and clients too.
For this examination point, the aggregate quantities of individuals who are
straightforwardly and in a roundabout way included are 100. The populace considered for the
review comprises of the two designers and instructors of the E-learning application who are
utilizing the idea E-learning application improvement to facilitate the troubles looking by the
educators while educating the underneath fourth grade understudies of Arab Country. The
example for the study was done through irregular likelihood inspecting with no specific thought
of determination.
4.7 Ethical consideration
Before beginning the examination work, the analysts ought to consider precise set of
accepted rules, which is useful to make segregation between the good and bad arrangement of
things. Amid investigation the practices required while directing the examination works are as
per the following:
Information application: The present patterns of educators and students in Arab Country
and the use of E-learning application to facilitate the challenges of the instructor appropriate
information investigation in precise spots are particularly essential. Keeping in mind the end goal
to make the discoveries entirely restricted inside the scholarly limit business use of information
ought to be stayed away from.
Association of the respondents: The respondents of the examination theme must not be
remotely affected while gathering criticism from the application designers and clients too.
50DESIGN OF E-LEARNING APPLICATION
Anonymity of the respondents: The respondents must not be rationally or physically
hassled amid their association.
Social consideration
Social consideration for this research project is concerned about some different factors in
terms of individual interest, groups, and communities as well as for a whole society. The social
consideration basically includes the inherent economic mechanism within the interventions. It
has been analyzed that the social issues are all bout trends and situation and the conflict in the
society and most of the times they do not possess only one right or wrong answers. All standard
social and situational conflict associated to society should be avoided with the standard social
consideration.
Legal consideration
The research must identify the anticipated risks associated to the research topic or should
be designed to minimize these risks. The resources those are informants may feel very much
coerced during the participation. The privacy if the informants should keep secured. In case of
the negotiating different permission for doing the study the researcher should make clear that
proper agreements are initially prepared in terms of legal consideration. Moreover the research
must be design considering basic legal laws.
4.8 Project Methodology
The undertaken project topic is cross sectional in nature, in this way this segment
depends on project plan which allotted time to think about the task. In this specific examination,
cross sectional investigation is being led within limited timeframe. A Gantt chart has been
Anonymity of the respondents: The respondents must not be rationally or physically
hassled amid their association.
Social consideration
Social consideration for this research project is concerned about some different factors in
terms of individual interest, groups, and communities as well as for a whole society. The social
consideration basically includes the inherent economic mechanism within the interventions. It
has been analyzed that the social issues are all bout trends and situation and the conflict in the
society and most of the times they do not possess only one right or wrong answers. All standard
social and situational conflict associated to society should be avoided with the standard social
consideration.
Legal consideration
The research must identify the anticipated risks associated to the research topic or should
be designed to minimize these risks. The resources those are informants may feel very much
coerced during the participation. The privacy if the informants should keep secured. In case of
the negotiating different permission for doing the study the researcher should make clear that
proper agreements are initially prepared in terms of legal consideration. Moreover the research
must be design considering basic legal laws.
4.8 Project Methodology
The undertaken project topic is cross sectional in nature, in this way this segment
depends on project plan which allotted time to think about the task. In this specific examination,
cross sectional investigation is being led within limited timeframe. A Gantt chart has been
51DESIGN OF E-LEARNING APPLICATION
prepared with the end goal of effortlessly completing the work. Gantt chart is prepared to divide
the study into various parts as per requirement of the study and it helps in better fulfillment of the
project within estimated time. Following table demonstrates the plan for execution of the project:
WBS Task Name Duration Start Finish
0 Dissertation project plan 135 days Wed 1/3/18 Tue 6/19/18
1 Searching the idea for project 14 days Wed 1/3/18 Tue 1/16/18
2 Gathering of information 15 days Wed 1/17/18 Wed 1/31/18
3 Submitting the project proposal 2 days Thu 2/1/18 Fri 2/2/18
4 Background research on mobile
application for teaching English 23 days Sat 2/3/18 Tue 3/13/18
4.1 Understanding the working of
application 10 days Sat 2/3/18 Mon 2/12/18
4.2 Review of previous study and
available literature 5 days Thu 3/1/18 Mon 3/5/18
4.3 Understanding the need for mobile
application 2 days Tue 3/6/18 Wed 3/7/18
4.4 Feasibility study for the mobile
application 1 day Thu 3/8/18 Thu 3/8/18
4.5 Selection of proper methodology 5 days Fri 3/9/18 Tue 3/13/18
4.5.1 Collection of primary data 3 days Fri 3/9/18 Sun 3/11/18
4.5.2 Analysis of Quantitative data using
statistical tools 2 days Mon 3/12/18 Tue 3/13/18
5 Gathering of requirements 24 days Wed 3/14/18 Mon 4/23/18
5.1 Identifying the suitable features for
mobile app 2 days Wed 3/14/18 Sun 4/1/18
5.2 Determining the scope 4 days Mon 4/2/18 Thu 4/5/18
5.3 Analysis of requirements 4 days Fri 4/6/18 Mon 4/9/18
5.4 Analysis of requirements for student
learning 3 days Tue 4/10/18 Thu 4/12/18
5.5 Identifying the requirements of project 3 days Fri 4/13/18 Sun 4/15/18
5.6 Estimating the budget 1 day Mon 4/16/18 Mon 4/16/18
5.7 Estimation of resources for the project 3 days Tue 4/17/18 Thu 4/19/18
5.8 Identifying and mitigating the risks 4 days Fri 4/20/18 Mon 4/23/18
6 Design phase 12 days Tue 4/24/18 Sat 5/5/18
6.1 Design of the mobile application 7 days Tue 4/24/18 Mon 4/30/18
6.2 Design of the m-learning system 3 days Tue 5/1/18 Thu 5/3/18
6.3 Documenting the design 2 days Fri 5/4/18 Sat 5/5/18
7 Development phase 21 days Sun 5/6/18 Sat 5/26/18
7.1 Coding of the Android application 10 days Sun 5/6/18 Tue 5/15/18
prepared with the end goal of effortlessly completing the work. Gantt chart is prepared to divide
the study into various parts as per requirement of the study and it helps in better fulfillment of the
project within estimated time. Following table demonstrates the plan for execution of the project:
WBS Task Name Duration Start Finish
0 Dissertation project plan 135 days Wed 1/3/18 Tue 6/19/18
1 Searching the idea for project 14 days Wed 1/3/18 Tue 1/16/18
2 Gathering of information 15 days Wed 1/17/18 Wed 1/31/18
3 Submitting the project proposal 2 days Thu 2/1/18 Fri 2/2/18
4 Background research on mobile
application for teaching English 23 days Sat 2/3/18 Tue 3/13/18
4.1 Understanding the working of
application 10 days Sat 2/3/18 Mon 2/12/18
4.2 Review of previous study and
available literature 5 days Thu 3/1/18 Mon 3/5/18
4.3 Understanding the need for mobile
application 2 days Tue 3/6/18 Wed 3/7/18
4.4 Feasibility study for the mobile
application 1 day Thu 3/8/18 Thu 3/8/18
4.5 Selection of proper methodology 5 days Fri 3/9/18 Tue 3/13/18
4.5.1 Collection of primary data 3 days Fri 3/9/18 Sun 3/11/18
4.5.2 Analysis of Quantitative data using
statistical tools 2 days Mon 3/12/18 Tue 3/13/18
5 Gathering of requirements 24 days Wed 3/14/18 Mon 4/23/18
5.1 Identifying the suitable features for
mobile app 2 days Wed 3/14/18 Sun 4/1/18
5.2 Determining the scope 4 days Mon 4/2/18 Thu 4/5/18
5.3 Analysis of requirements 4 days Fri 4/6/18 Mon 4/9/18
5.4 Analysis of requirements for student
learning 3 days Tue 4/10/18 Thu 4/12/18
5.5 Identifying the requirements of project 3 days Fri 4/13/18 Sun 4/15/18
5.6 Estimating the budget 1 day Mon 4/16/18 Mon 4/16/18
5.7 Estimation of resources for the project 3 days Tue 4/17/18 Thu 4/19/18
5.8 Identifying and mitigating the risks 4 days Fri 4/20/18 Mon 4/23/18
6 Design phase 12 days Tue 4/24/18 Sat 5/5/18
6.1 Design of the mobile application 7 days Tue 4/24/18 Mon 4/30/18
6.2 Design of the m-learning system 3 days Tue 5/1/18 Thu 5/3/18
6.3 Documenting the design 2 days Fri 5/4/18 Sat 5/5/18
7 Development phase 21 days Sun 5/6/18 Sat 5/26/18
7.1 Coding of the Android application 10 days Sun 5/6/18 Tue 5/15/18
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52DESIGN OF E-LEARNING APPLICATION
7.2 Coding the mobile app 5 days Wed 5/16/18 Sun 5/20/18
7.3 Linking with designed system 6 days Mon 5/21/18 Sat 5/26/18
8 Evaluation (Testing phase) 18 days Sun 5/27/18 Wed 6/13/18
8.1 Unit testing 4 days Sun 5/27/18 Wed 5/30/18
8.2 System testing 5 days Thu 5/31/18 Mon 6/4/18
8.3 Usability testing 3 days Tue 6/5/18 Thu 6/7/18
8.4 User acceptance testing 2 days Fri 6/8/18 Sat 6/9/18
8.5 Debugging 4 days Sun 6/10/18 Wed 6/13/18
9 Closure phase 6 days Thu 6/14/18 Tue 6/19/18
9.1 Preparing the final thesis 4 days Thu 6/14/18 Sun 6/17/18
9.2 Submission of final project 2 days Mon 6/18/18 Tue 6/19/18
7.2 Coding the mobile app 5 days Wed 5/16/18 Sun 5/20/18
7.3 Linking with designed system 6 days Mon 5/21/18 Sat 5/26/18
8 Evaluation (Testing phase) 18 days Sun 5/27/18 Wed 6/13/18
8.1 Unit testing 4 days Sun 5/27/18 Wed 5/30/18
8.2 System testing 5 days Thu 5/31/18 Mon 6/4/18
8.3 Usability testing 3 days Tue 6/5/18 Thu 6/7/18
8.4 User acceptance testing 2 days Fri 6/8/18 Sat 6/9/18
8.5 Debugging 4 days Sun 6/10/18 Wed 6/13/18
9 Closure phase 6 days Thu 6/14/18 Tue 6/19/18
9.1 Preparing the final thesis 4 days Thu 6/14/18 Sun 6/17/18
9.2 Submission of final project 2 days Mon 6/18/18 Tue 6/19/18
53DESIGN OF E-LEARNING APPLICATION
4.8.1Gantt chart
Figure 4.1: Gantt chart
(Source: Created by author)
4.8.1Gantt chart
Figure 4.1: Gantt chart
(Source: Created by author)
54DESIGN OF E-LEARNING APPLICATION
4.8.2 Work breakdown structure
Dissertation project plan
Searching the idea
for project
Gathering of
information
Submitting the
project proposal
Background research on
mobile application for
teaching English
Understanding the
working of
application
Review of previous
study and available
literature
Understanding the
need for mobile
application
Feasibility study for
the mobile
application
Selection of proper
methodology
Collection of primary
data
Analysis of
Quantitative data
using statistical
tools
Gathering of
requirements
Identifying the suitable
features for mobile
app
Determining the
scope
Analysis of
requirements
Analysis of
requirements for
student learning
Identifying the
requirements of
project
Estimating the
budget
Estimation of
resources for the
project
Identifying and
mitigating the risks
Design phase
Design of the mobile
application
Design of the
m-learning system
Documenting the
design
Development phase
Coding of the
Android application
Coding the mobile
app
Linking with
designed system
Evaluation (Testing
phase)
Unit testing
System testing
Usability testing
User acceptance
testing
Debugging
Closure phase
Preparing the final
thesis
Submission of final
project
Figure 4.2: Work breakdown structure
(Source: Created by author)
4.8.2 Work breakdown structure
Dissertation project plan
Searching the idea
for project
Gathering of
information
Submitting the
project proposal
Background research on
mobile application for
teaching English
Understanding the
working of
application
Review of previous
study and available
literature
Understanding the
need for mobile
application
Feasibility study for
the mobile
application
Selection of proper
methodology
Collection of primary
data
Analysis of
Quantitative data
using statistical
tools
Gathering of
requirements
Identifying the suitable
features for mobile
app
Determining the
scope
Analysis of
requirements
Analysis of
requirements for
student learning
Identifying the
requirements of
project
Estimating the
budget
Estimation of
resources for the
project
Identifying and
mitigating the risks
Design phase
Design of the mobile
application
Design of the
m-learning system
Documenting the
design
Development phase
Coding of the
Android application
Coding the mobile
app
Linking with
designed system
Evaluation (Testing
phase)
Unit testing
System testing
Usability testing
User acceptance
testing
Debugging
Closure phase
Preparing the final
thesis
Submission of final
project
Figure 4.2: Work breakdown structure
(Source: Created by author)
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55DESIGN OF E-LEARNING APPLICATION
4.8.3 Network diagram
Dissertation project plan
Background research on mobile application for teaching English
Selection of proper methodology
Gathering of requirements
Design phase
Development phase
Evaluation (Testing phase)
Closure phase
1
2
3
5
6
7
8
10
11
13
14
15
16
17
18
19
20
22
23
24
26
27
28
30
31
32
33
34
36
37
Searching the idea for
project
Gathering of
information
Submitting the project
proposal
Understanding the
working of application
Review of previous
study and available
literature
Understanding the
need for mobile
application
Feasibility study for the
mobile application
Collection of primary
data
Analysis of Quantitative
data using statistical
tools
Identifying the suitable
features for mobile app Determining the scope Analysis of
requirements
Analysis of
requirements for
student learning
Identifying the
requirements of project Estimating the budget Estimation of resources
for the project
Identifying and
mitigating the risks
Design of the mobile
application
Design of the
m-learning system
Documenting the
design
Coding of the Android
application Coding the mobile app Linking with designed
system
Unit testing System testing Usability testing User acceptance
testing Debugging
Preparing the final
thesis
Submission of final
project
14 days 0%
1/3/18 1/16/18
15 days 0%
1/17/18 1/31/18
2 days 0%
2/1/18 2/2/18
10 days 0%
2/3/18 2/12/18 5 days 0%
3/1/18 3/5/18
2 days 0%
3/6/18 3/7/18
1 day 0%
3/8/18 3/8/18
3 days 0%
3/9/18 3/11/18 2 days 0%
3/12/18 3/13/18
2 days 0%
3/14/18 4/1/18
4 days 0%
4/2/18 4/5/18 4 days 0%
4/6/18 4/9/18 3 days 0%
4/10/18 4/12/18
3 days 0%
4/13/18 4/15/18
1 day 0%
4/16/18 4/16/18 3 days 0%
4/17/18 4/19/18
4 days 0%
4/20/18 4/23/18
7 days 0%
4/24/18 4/30/18
3 days 0%
5/1/18 5/3/18
2 days 0%
5/4/18 5/5/18
10 days 0%
5/6/18 5/15/18
5 days 0%
5/16/18 5/20/18 6 days 0%
5/21/18 5/26/18
4 days 0%
5/27/18 5/30/18
5 days 0%
5/31/18 6/4/18
3 days 0%
6/5/18 6/7/18 2 days 0%
6/8/18 6/9/18
4 days 0%
6/10/18 6/13/18
4 days 0%
6/14/18 6/17/18
2 days 0%
6/18/18 6/19/18
Figure 4.3: Network diagram
(Source: Created by author)
4.8.4 Review of project methodology
The present part depicts the distinctive research devices which are required to better
examination of the chose project subject. The scientist is endeavored to line up with nature of
this project think about alongside accessible undertaking strategies to such an extent that perhaps
4.8.3 Network diagram
Dissertation project plan
Background research on mobile application for teaching English
Selection of proper methodology
Gathering of requirements
Design phase
Development phase
Evaluation (Testing phase)
Closure phase
1
2
3
5
6
7
8
10
11
13
14
15
16
17
18
19
20
22
23
24
26
27
28
30
31
32
33
34
36
37
Searching the idea for
project
Gathering of
information
Submitting the project
proposal
Understanding the
working of application
Review of previous
study and available
literature
Understanding the
need for mobile
application
Feasibility study for the
mobile application
Collection of primary
data
Analysis of Quantitative
data using statistical
tools
Identifying the suitable
features for mobile app Determining the scope Analysis of
requirements
Analysis of
requirements for
student learning
Identifying the
requirements of project Estimating the budget Estimation of resources
for the project
Identifying and
mitigating the risks
Design of the mobile
application
Design of the
m-learning system
Documenting the
design
Coding of the Android
application Coding the mobile app Linking with designed
system
Unit testing System testing Usability testing User acceptance
testing Debugging
Preparing the final
thesis
Submission of final
project
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Figure 4.3: Network diagram
(Source: Created by author)
4.8.4 Review of project methodology
The present part depicts the distinctive research devices which are required to better
examination of the chose project subject. The scientist is endeavored to line up with nature of
this project think about alongside accessible undertaking strategies to such an extent that perhaps
56DESIGN OF E-LEARNING APPLICATION
best task systems are chosen. The best possible undertaking approach which is reasonable for
this project considered is agile methodology which breaks down the execution of portable
application better for understudy learning purposes. This specific approach licenses to separate
the bigger number of project prerequisites into reasonable lumps alongside it empowers to
augment usage of the assets. It is outlined that exploration design directs the writing survey and
gather of hypothetical data from the diary articles. The analyst should utilize hypothetical
strategies talking about the advancement angles. Further discussion is required in light of
hypothetical and additionally useful angles in the following part.
best task systems are chosen. The best possible undertaking approach which is reasonable for
this project considered is agile methodology which breaks down the execution of portable
application better for understudy learning purposes. This specific approach licenses to separate
the bigger number of project prerequisites into reasonable lumps alongside it empowers to
augment usage of the assets. It is outlined that exploration design directs the writing survey and
gather of hypothetical data from the diary articles. The analyst should utilize hypothetical
strategies talking about the advancement angles. Further discussion is required in light of
hypothetical and additionally useful angles in the following part.
57DESIGN OF E-LEARNING APPLICATION
Chapter 5: Results and Analysis
5.1 Introduction
In this chapter, the researcher is showing and analyzing the collected data on the design
of mobile application for learning to ease the difficulties of teaching English below 4th grade
Arabic students. The data analysis method helps the researcher to enhance quality of the
information for better analysis of gathered data. The selected data analysis method for this
project study is qualitative data which is in light of the hypothetical idea in the down to earth
handle which would lead the analyst to increase better comprehension of E-learning application
and its utilization in the field of learning. The impact of the mobile application for e-learning is
analyzed based on the responses which are surveyed from the participants. The project researcher
analyzes the findings of the research into process of collecting of data.
5.2 Analysis
The total number of participants selected for this project study is 100 and therefore the
sample size is 100. The qualitative data analysis understands the impact of the Android based
mobile application for understanding of E-learning application and its usage in the field of
learning. Following questions are surveyed for this project study such as:
Q1. What is your gender?
Total responses Percentage of responses
Male 47 47%
Female 53 53%
Chapter 5: Results and Analysis
5.1 Introduction
In this chapter, the researcher is showing and analyzing the collected data on the design
of mobile application for learning to ease the difficulties of teaching English below 4th grade
Arabic students. The data analysis method helps the researcher to enhance quality of the
information for better analysis of gathered data. The selected data analysis method for this
project study is qualitative data which is in light of the hypothetical idea in the down to earth
handle which would lead the analyst to increase better comprehension of E-learning application
and its utilization in the field of learning. The impact of the mobile application for e-learning is
analyzed based on the responses which are surveyed from the participants. The project researcher
analyzes the findings of the research into process of collecting of data.
5.2 Analysis
The total number of participants selected for this project study is 100 and therefore the
sample size is 100. The qualitative data analysis understands the impact of the Android based
mobile application for understanding of E-learning application and its usage in the field of
learning. Following questions are surveyed for this project study such as:
Q1. What is your gender?
Total responses Percentage of responses
Male 47 47%
Female 53 53%
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58DESIGN OF E-LEARNING APPLICATION
Table 5.1: Gender
Figure 5.1: Gender
It is analyzed that among 100 respondents, 53% are female and 47% are male. From the
analyzed data, it is observed that the female participants are more involved and interested to use
of the mobile application for learning to ease the difficulties of teaching English below 4th grade
Arabic students.
Q2. Ease of access to internet for student learning
Total responses Percentage of responses
Good 30 30%
Moderate 58 58%
Bad 12 12%
Table 5.1: Gender
Figure 5.1: Gender
It is analyzed that among 100 respondents, 53% are female and 47% are male. From the
analyzed data, it is observed that the female participants are more involved and interested to use
of the mobile application for learning to ease the difficulties of teaching English below 4th grade
Arabic students.
Q2. Ease of access to internet for student learning
Total responses Percentage of responses
Good 30 30%
Moderate 58 58%
Bad 12 12%
59DESIGN OF E-LEARNING APPLICATION
Table 5.2: Internet access
Figure 5.2: Internet access
It is analyzed that among 100 respondents, 52% feel easier to access of internet for
learning purposes. While 30% are good and 12% are bad use of the internet. With the use of
internet, the student can easily access to the daily learning activities. Internet helps to easily
access to the mobile application which becomes easier to learn English language below 4th grade
Arabic students. It becomes easier to access to the educational database.
Q3. How long have you been a teacher in the present institute?
Total responses Percentage of responses
0-1 years 11 11%
1-4 years 40 40%
5-10 years 43 43%
More than 10 years 6 6%
Table 5.2: Internet access
Figure 5.2: Internet access
It is analyzed that among 100 respondents, 52% feel easier to access of internet for
learning purposes. While 30% are good and 12% are bad use of the internet. With the use of
internet, the student can easily access to the daily learning activities. Internet helps to easily
access to the mobile application which becomes easier to learn English language below 4th grade
Arabic students. It becomes easier to access to the educational database.
Q3. How long have you been a teacher in the present institute?
Total responses Percentage of responses
0-1 years 11 11%
1-4 years 40 40%
5-10 years 43 43%
More than 10 years 6 6%
60DESIGN OF E-LEARNING APPLICATION
Table 5.3: Time as teacher in present institute
Figure 5.3: Time as teacher in present institute
It is analyzed that among 100 respondents, 43% of the teachers are involved into teaching
occupation for 5-10 years while 40% are between the years 1-4 years. It is also observed that
11% are involved for 0-1 years while very few that is 6% are as teacher in present institute for
more than 10 years. Therefore, most of the teachers are between 5-10 years those have involved
into the e-learning purposes to prevent the difficulties into learning of English language.
Q4. Do you use mobile app for teaching purposes?
Total responses Percentage of responses
Yes 81 81%
No 19 19%
Table 5.3: Time as teacher in present institute
Figure 5.3: Time as teacher in present institute
It is analyzed that among 100 respondents, 43% of the teachers are involved into teaching
occupation for 5-10 years while 40% are between the years 1-4 years. It is also observed that
11% are involved for 0-1 years while very few that is 6% are as teacher in present institute for
more than 10 years. Therefore, most of the teachers are between 5-10 years those have involved
into the e-learning purposes to prevent the difficulties into learning of English language.
Q4. Do you use mobile app for teaching purposes?
Total responses Percentage of responses
Yes 81 81%
No 19 19%
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61DESIGN OF E-LEARNING APPLICATION
Table 5.4: Use of mobile app for teaching purposes
Figure 5.4: Use of mobile app for teaching purposes
It is analyzed that among 100 respondents, 81% of the teachers are used of mobile
application for the teaching purposes while 19% are not used of the mobile application. The
Android based mobile application enhanced interaction among the students and teachers with
better engagement with them into the educational institution. The innovation of this mobile
application raised interests among the teachers to facilitate of teaching as well as learning. The
application empowers the educators for creating of app for both teaching as well as learning
purposes. It is observed that AI for the educators is focused on teaching of programming to the
K-16 students with knowledge of programming. With the research findings, the study revealed
success in use of AI for teaching the students on the English language.
Table 5.4: Use of mobile app for teaching purposes
Figure 5.4: Use of mobile app for teaching purposes
It is analyzed that among 100 respondents, 81% of the teachers are used of mobile
application for the teaching purposes while 19% are not used of the mobile application. The
Android based mobile application enhanced interaction among the students and teachers with
better engagement with them into the educational institution. The innovation of this mobile
application raised interests among the teachers to facilitate of teaching as well as learning. The
application empowers the educators for creating of app for both teaching as well as learning
purposes. It is observed that AI for the educators is focused on teaching of programming to the
K-16 students with knowledge of programming. With the research findings, the study revealed
success in use of AI for teaching the students on the English language.
62DESIGN OF E-LEARNING APPLICATION
Q5. How many students you have in your classes?
Total responses Percentage of responses
15-20 5 5%
20-30 37 37%
30-40 39 39%
40-50 19 19%
Table 5.5: Number of students in class
Figure 5.5: Number of students in class
It is analyzed that among 100 respondents, 39% of the responses come that there are 30-
40 students into the class. 37% responses for 20-30 students, 19% for 40-50 students while 5%
for 15-20 students.
Q5. How many students you have in your classes?
Total responses Percentage of responses
15-20 5 5%
20-30 37 37%
30-40 39 39%
40-50 19 19%
Table 5.5: Number of students in class
Figure 5.5: Number of students in class
It is analyzed that among 100 respondents, 39% of the responses come that there are 30-
40 students into the class. 37% responses for 20-30 students, 19% for 40-50 students while 5%
for 15-20 students.
63DESIGN OF E-LEARNING APPLICATION
Q6. Do you have any disable student in your class?
Total responses Percentage of responses
Yes 51 51%
No 49 49%
Table 5.6: Disable student into class
Figure 5.6: Disable student into class
It is analyzed that among 100 respondents, 49% of the students are not disabled while
51% of the students are not disabled. It will be difficult for disabled person to use of the mobile
application for e-learning. Mainly, the mobile application is designed for below 4th grade of
Arabic students those have less knowledge on the English language. Therefore, 49% of the
students are encouraged to use of the application so that it benefits the teaching and learning
processes for both students as well as teachers.
Q6. Do you have any disable student in your class?
Total responses Percentage of responses
Yes 51 51%
No 49 49%
Table 5.6: Disable student into class
Figure 5.6: Disable student into class
It is analyzed that among 100 respondents, 49% of the students are not disabled while
51% of the students are not disabled. It will be difficult for disabled person to use of the mobile
application for e-learning. Mainly, the mobile application is designed for below 4th grade of
Arabic students those have less knowledge on the English language. Therefore, 49% of the
students are encouraged to use of the application so that it benefits the teaching and learning
processes for both students as well as teachers.
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Q7. Do you get enough support from your colleagues?
Total responses Percentage of responses
Yes 80 80%
No 20 20%
Table 5.7: Support from colleagues
Figure 5.7: Support from colleagues
It is analyzed that among 100 respondents, 80% of the respondents get enough support
from the colleagues to design of the mobile application or e-learning application for the students
so that the teaching purposes are modified and the teaching becomes easier for the teachers.
Support from the side of colleagues help them to develop the application and prevent the
difficulties that the students and teachers face while learning of English language.
Q7. Do you get enough support from your colleagues?
Total responses Percentage of responses
Yes 80 80%
No 20 20%
Table 5.7: Support from colleagues
Figure 5.7: Support from colleagues
It is analyzed that among 100 respondents, 80% of the respondents get enough support
from the colleagues to design of the mobile application or e-learning application for the students
so that the teaching purposes are modified and the teaching becomes easier for the teachers.
Support from the side of colleagues help them to develop the application and prevent the
difficulties that the students and teachers face while learning of English language.
65DESIGN OF E-LEARNING APPLICATION
Q8. Do you take timely examination of your learners?
Total responses Percentage of responses
Yes 82 82%
No 18 18%
Table 5.8: Timely examination of learners
Figure 5.8: Timely examination of learners
It is analyzed that among 100 respondents, 82% of the responses said that there are timely
examination of the learners are taken and 18% of the respondents said that there are no such
timely examination of the learners are provided. The teachers can able to evaluate the knowledge
of student by providing examinations only at middle end of quarter. Throughout performing the
examination, the teacher can track the regular work of the student. It helps to develop problem
solving of the students. It tracks the student’s work regularly basis that develop their learning
skills due to lack of knowledge on English.
Q8. Do you take timely examination of your learners?
Total responses Percentage of responses
Yes 82 82%
No 18 18%
Table 5.8: Timely examination of learners
Figure 5.8: Timely examination of learners
It is analyzed that among 100 respondents, 82% of the responses said that there are timely
examination of the learners are taken and 18% of the respondents said that there are no such
timely examination of the learners are provided. The teachers can able to evaluate the knowledge
of student by providing examinations only at middle end of quarter. Throughout performing the
examination, the teacher can track the regular work of the student. It helps to develop problem
solving of the students. It tracks the student’s work regularly basis that develop their learning
skills due to lack of knowledge on English.
66DESIGN OF E-LEARNING APPLICATION
Q9. How often do you take their exam?
Total responses Percentage of responses
Weekly 17 17%
Daily 38 38%
Monthly 31 31%
Quarterly 14 14%
Table 5.9: Frequency of taking exam
Figure 5.9: Frequency of taking exam
It is analyzed that among 100 respondents, 38% of the exam are taken in account for
daily purposes. 31% respondents are for monthly, 17% for weekly and 14% for quarterly.
Therefore, mostly on daily basis, the exams are taken place. It helps to track the academic skills
of the students along with intellectual development. It checks for student’s assessments of
learning skills. The examination estimates, checks and documents on how well they are
performing to learn the English language.
Q9. How often do you take their exam?
Total responses Percentage of responses
Weekly 17 17%
Daily 38 38%
Monthly 31 31%
Quarterly 14 14%
Table 5.9: Frequency of taking exam
Figure 5.9: Frequency of taking exam
It is analyzed that among 100 respondents, 38% of the exam are taken in account for
daily purposes. 31% respondents are for monthly, 17% for weekly and 14% for quarterly.
Therefore, mostly on daily basis, the exams are taken place. It helps to track the academic skills
of the students along with intellectual development. It checks for student’s assessments of
learning skills. The examination estimates, checks and documents on how well they are
performing to learn the English language.
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Q10. What are the different examination processes you follow?
Total responses Percentage of responses
Online exam 73 73%
Offline exam 27 27%
Table 5.10: Examination processes
Figure 5.10: Examination processes
It is analyzed that among 100 respondents, 73% of the respondents use of online
examination processes while 27% are preferred for offline examination processes. The online
examination helps to evaluate the student’s learning purposes through the automated system.
This examination processes help to automate the procedure of conducting exams. It eliminates
the requirement to monitor the exams when the exam is being conducted. The exams can be
conducted anywhere as well as anytime with use of internet connection. The students can give
the exam over wide spread of different locations.
Q10. What are the different examination processes you follow?
Total responses Percentage of responses
Online exam 73 73%
Offline exam 27 27%
Table 5.10: Examination processes
Figure 5.10: Examination processes
It is analyzed that among 100 respondents, 73% of the respondents use of online
examination processes while 27% are preferred for offline examination processes. The online
examination helps to evaluate the student’s learning purposes through the automated system.
This examination processes help to automate the procedure of conducting exams. It eliminates
the requirement to monitor the exams when the exam is being conducted. The exams can be
conducted anywhere as well as anytime with use of internet connection. The students can give
the exam over wide spread of different locations.
68DESIGN OF E-LEARNING APPLICATION
Q11. Do you think the learners are getting sufficient support from you end?
Total responses Percentage of responses
Yes 83 83%
No 17 17%
Table 5.11: Support for learners
Figure 5.11: Support for learners
It is analyzed that among 100 respondents, 83% of the respondents said that the learners
can get sufficient support from the end while 17% are not getting that the learners cannot get
sufficient support from the end. The learners can get educational support into technology
enhanced learning. The mobile devices for the learning purposes are considered as part of the
online ICT. It is facilitating of autonomous learning into the educational sector. In last few of the
years, the mobile applications for the education are improved. The Android platform supports
Q11. Do you think the learners are getting sufficient support from you end?
Total responses Percentage of responses
Yes 83 83%
No 17 17%
Table 5.11: Support for learners
Figure 5.11: Support for learners
It is analyzed that among 100 respondents, 83% of the respondents said that the learners
can get sufficient support from the end while 17% are not getting that the learners cannot get
sufficient support from the end. The learners can get educational support into technology
enhanced learning. The mobile devices for the learning purposes are considered as part of the
online ICT. It is facilitating of autonomous learning into the educational sector. In last few of the
years, the mobile applications for the education are improved. The Android platform supports
69DESIGN OF E-LEARNING APPLICATION
enhancement of quality of mobile application and also facilitates of autonomous learning into
educational sector.
Q12. Do you agree that a mobile application will be appropriate for the learners?
Total responses Percentage of responses
Yes 81 81%
No 19 19%
Table 5.12: Mobile application appropriates for the learners
Figure 5.12: Mobile application appropriates for the learners
It is analyzed that among 100 respondents, 81% of the respondents said that mobile
application is appropriate for the learners while 19% said that it is not appropriate for the
learners. The mobile devices are powerful as well as portable for the learners for their learning
purposes. With an advance into the mobile technology, there is an issue of the mobile learning
which is investigated into the e-learning research. Most of the researchers are considered it as
enhancement of quality of mobile application and also facilitates of autonomous learning into
educational sector.
Q12. Do you agree that a mobile application will be appropriate for the learners?
Total responses Percentage of responses
Yes 81 81%
No 19 19%
Table 5.12: Mobile application appropriates for the learners
Figure 5.12: Mobile application appropriates for the learners
It is analyzed that among 100 respondents, 81% of the respondents said that mobile
application is appropriate for the learners while 19% said that it is not appropriate for the
learners. The mobile devices are powerful as well as portable for the learners for their learning
purposes. With an advance into the mobile technology, there is an issue of the mobile learning
which is investigated into the e-learning research. Most of the researchers are considered it as
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70DESIGN OF E-LEARNING APPLICATION
important for integrate of mobile technologies into learning environments. It is focused on
investigating the impact of mobile applications into the learning strategies.
Q13. How much do you agree that the mobile application enhances Arabic students’
English alphabet learning skills?
Total responses Percentage of responses
Strongly agree 19 19%
Agree 55 55%
Neutral 18 18%
Disagree 6 6%
Strongly disagree 2 2%
Table 5.13: Mobile application enhances Arabic students’ English alphabet learning
skills
Figure 5.13: Mobile application enhances Arabic students’ English alphabet
learning skills
important for integrate of mobile technologies into learning environments. It is focused on
investigating the impact of mobile applications into the learning strategies.
Q13. How much do you agree that the mobile application enhances Arabic students’
English alphabet learning skills?
Total responses Percentage of responses
Strongly agree 19 19%
Agree 55 55%
Neutral 18 18%
Disagree 6 6%
Strongly disagree 2 2%
Table 5.13: Mobile application enhances Arabic students’ English alphabet learning
skills
Figure 5.13: Mobile application enhances Arabic students’ English alphabet
learning skills
71DESIGN OF E-LEARNING APPLICATION
It is analyzed that among 100 respondents, 55% of the respondents are agreed that mobile
application enhances Arabic student’s English alphabet learning skills. On the other hand, 19%
are strongly agreed, 18% are neutral, 6% are disagreeing and 2% are strongly disagreeing. The
mobile application is useful to teach English as second language to the Arabic students. The app
is integrated into learning field with development of Smartphone especially for the second
language learning that is growing quickly. The English learning app is designed for the adult
learners. This app targets the young adults. As far as the dialect capability level of the objective
clients, the application is planned and there are halfway English dialect students.
Q14. What are the impacts of the mobile application for e-learning below 4th grade
students?
Total responses Percentage of responses
Save time of the students 20 20%
Increase into learning skills 34 34%
Help to search updated
information
22 22%
Improvement over English
language
20 20%
Table 5.14: Impacts of the mobile application for e-learning below 4th grade students
It is analyzed that among 100 respondents, 55% of the respondents are agreed that mobile
application enhances Arabic student’s English alphabet learning skills. On the other hand, 19%
are strongly agreed, 18% are neutral, 6% are disagreeing and 2% are strongly disagreeing. The
mobile application is useful to teach English as second language to the Arabic students. The app
is integrated into learning field with development of Smartphone especially for the second
language learning that is growing quickly. The English learning app is designed for the adult
learners. This app targets the young adults. As far as the dialect capability level of the objective
clients, the application is planned and there are halfway English dialect students.
Q14. What are the impacts of the mobile application for e-learning below 4th grade
students?
Total responses Percentage of responses
Save time of the students 20 20%
Increase into learning skills 34 34%
Help to search updated
information
22 22%
Improvement over English
language
20 20%
Table 5.14: Impacts of the mobile application for e-learning below 4th grade students
72DESIGN OF E-LEARNING APPLICATION
Figure 5.14: Impacts of the mobile application for e-learning below 4th grade
students
It is analyzed that among 100 respondents, as per 34% of the respondents, there is an
increase into learning skills, 22% goes for helping to search updated information, 20% goes for
save time of the students and remaining 20% goes for improvement over English language.
Therefore, from the analyzed data, the impact of the mobile application for e-learning is increase
into English learning skills. The app develops the online courses and improves over the learning
skills of the Arabic students those have lack of knowledge on English language. The e-learning
mobile application reduces the cost of training. It improves literacy level, numeracy as well as
participation into the education among younger learners. The mobile application for e-learning
maintains literacy skills along with constant access to the learning information. The mobile app
has ability to make of learning mobiles away from the classroom.
Figure 5.14: Impacts of the mobile application for e-learning below 4th grade
students
It is analyzed that among 100 respondents, as per 34% of the respondents, there is an
increase into learning skills, 22% goes for helping to search updated information, 20% goes for
save time of the students and remaining 20% goes for improvement over English language.
Therefore, from the analyzed data, the impact of the mobile application for e-learning is increase
into English learning skills. The app develops the online courses and improves over the learning
skills of the Arabic students those have lack of knowledge on English language. The e-learning
mobile application reduces the cost of training. It improves literacy level, numeracy as well as
participation into the education among younger learners. The mobile application for e-learning
maintains literacy skills along with constant access to the learning information. The mobile app
has ability to make of learning mobiles away from the classroom.
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73DESIGN OF E-LEARNING APPLICATION
Q15. What are the issues into the mobile application for 4th grade students?
Total responses Percentage of responses
Technical issue 23 23%
Unable to understand the language 20 20%
Performance issue 16 16%
Teaching and learning issue 41 41%
Table 5.15: Issues into the mobile application for 4th grade students
Figure 5.15: Issues into the mobile application for 4th grade students
It is analyzed that among 100 respondents, as per 41% of the respondents, there is an
issue into the mobile application for 4th grade students is teaching and learning issue. 23% of the
respondents go for technical issue, 20% for unable to understand the language and 16% of
performance issue. The use of mobile application enhances the student learning. The learning
issues are developed and frustrated for the students.
Q15. What are the issues into the mobile application for 4th grade students?
Total responses Percentage of responses
Technical issue 23 23%
Unable to understand the language 20 20%
Performance issue 16 16%
Teaching and learning issue 41 41%
Table 5.15: Issues into the mobile application for 4th grade students
Figure 5.15: Issues into the mobile application for 4th grade students
It is analyzed that among 100 respondents, as per 41% of the respondents, there is an
issue into the mobile application for 4th grade students is teaching and learning issue. 23% of the
respondents go for technical issue, 20% for unable to understand the language and 16% of
performance issue. The use of mobile application enhances the student learning. The learning
issues are developed and frustrated for the students.
74DESIGN OF E-LEARNING APPLICATION
Q16. How much do you agree that the mobile application access of quality education?
Total responses Percentage of responses
Strongly agree 13 13%
Agree 50 50%
Neutral 28 28%
Disagree 8 8%
Strongly disagree 1 1%
Table 5.16: Mobile application access of quality education
Figure 5.16: Mobile application access of quality education
Q16. How much do you agree that the mobile application access of quality education?
Total responses Percentage of responses
Strongly agree 13 13%
Agree 50 50%
Neutral 28 28%
Disagree 8 8%
Strongly disagree 1 1%
Table 5.16: Mobile application access of quality education
Figure 5.16: Mobile application access of quality education
75DESIGN OF E-LEARNING APPLICATION
It is analyzed that among 100 respondents, 50% is agreed that mobile application
provides of quality education to the students. 28% are neutral, 13% are strongly agreed, 8% are
disagreed and 1% is strongly disagreed. The mobile application transforms the education along
with improves the experience level of students. The students and teachers can easily and quickly
access to the information. It also tracks the activities as well as schedule for getting of timely
information. The mobile application gets to know on improvement over the students those are
learning of English language. It helps the students to improve problem solving and learning skills
along with critical thinking to get access to accurate as well as up-to-date information.
Q17. How much do you agree that the mobile application provide new and innovative
opportunities into learning and teaching?
Total responses Percentage of responses
Strongly agree 13 13%
Agree 49 49%
Neutral 30 30%
Disagree 5 5%
Strongly disagree 3 3%
Table 5.17: Mobile application provides new and innovative opportunities into
learning and teaching
It is analyzed that among 100 respondents, 50% is agreed that mobile application
provides of quality education to the students. 28% are neutral, 13% are strongly agreed, 8% are
disagreed and 1% is strongly disagreed. The mobile application transforms the education along
with improves the experience level of students. The students and teachers can easily and quickly
access to the information. It also tracks the activities as well as schedule for getting of timely
information. The mobile application gets to know on improvement over the students those are
learning of English language. It helps the students to improve problem solving and learning skills
along with critical thinking to get access to accurate as well as up-to-date information.
Q17. How much do you agree that the mobile application provide new and innovative
opportunities into learning and teaching?
Total responses Percentage of responses
Strongly agree 13 13%
Agree 49 49%
Neutral 30 30%
Disagree 5 5%
Strongly disagree 3 3%
Table 5.17: Mobile application provides new and innovative opportunities into
learning and teaching
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76DESIGN OF E-LEARNING APPLICATION
Figure 5.17: Mobile application provides new and innovative opportunities into
learning and teaching
It is analyzed that among 100 respondents, 49% of the respondents agreed that mobile
application provides new and innovative opportunities into learning and teaching. 30% are
neutral, 13% are strongly agreed, 5% are disagreed and 3% are strongly disagreed. The mobile
application changes the entire way of learning. The students become connected with internet to
improve learning as well as there is larger engagement of the students along with teachers. The
e-learning is a new way to provide a new educational content and make possible of information
access where the students are located. It empowers a learning environment which transforms for
students into the organization. The mobile is provided of benefits throughout new learning and
teaching applications.
Figure 5.17: Mobile application provides new and innovative opportunities into
learning and teaching
It is analyzed that among 100 respondents, 49% of the respondents agreed that mobile
application provides new and innovative opportunities into learning and teaching. 30% are
neutral, 13% are strongly agreed, 5% are disagreed and 3% are strongly disagreed. The mobile
application changes the entire way of learning. The students become connected with internet to
improve learning as well as there is larger engagement of the students along with teachers. The
e-learning is a new way to provide a new educational content and make possible of information
access where the students are located. It empowers a learning environment which transforms for
students into the organization. The mobile is provided of benefits throughout new learning and
teaching applications.
77DESIGN OF E-LEARNING APPLICATION
5.3 Review of the analysis
From the analysis chapter, it is reviewed that there are a strong relationship between
students and teachers for implementation of e-learning application to ease the difficulties for the
4th grade Arabic students to improve their English learning skills. From the primary research, it is
observed that the mobile application provides a positive impact on the students and teachers.
5.3 Review of the analysis
From the analysis chapter, it is reviewed that there are a strong relationship between
students and teachers for implementation of e-learning application to ease the difficulties for the
4th grade Arabic students to improve their English learning skills. From the primary research, it is
observed that the mobile application provides a positive impact on the students and teachers.
78DESIGN OF E-LEARNING APPLICATION
Chapter 6: Critical Appraisal
6.1 Introduction
The mobile application e-learning is an emerging solution to the challenges which are
faced by the education. This chapter provides the discussion of the project findings. There is
structured section of the theoretical as well as practical aspects on use of the mobile application
for learning English language. The literature review also linked with the project findings and
explanations.
6.2 Features of current mobile application for learning of English for Arabic
students
The project study is focused on the features of mobile application when it is analyzed and
evaluated the current English speaking app. The features are analytical framework of the
MapALL and reputations. Analysis of selected mobile applications has some of the features.
Most of the English language learning is designed for the adult learners. The result from the
literature review shows that speaking application is targeted the young adults only. Based on
language proficiency of the targeted users, the mobile app is designed to being as well as
intermediate the learners of English language. It is considered that most English language
learners are at lower levels. The research study is based on designing of mobile application to
enhance the Arabic student’s English alphabet into learning skills. With utilization of the mobile
app, the Arabic students are increased fundamental vocabulary skills into the interactive
technologies. The principle motivation behind this goal is to incorporate of four semantic
abilities (tuning in, talking, perusing and composing). In light of the substance and also
educational highlights, the present versatile application for the learning of English is grouped
Chapter 6: Critical Appraisal
6.1 Introduction
The mobile application e-learning is an emerging solution to the challenges which are
faced by the education. This chapter provides the discussion of the project findings. There is
structured section of the theoretical as well as practical aspects on use of the mobile application
for learning English language. The literature review also linked with the project findings and
explanations.
6.2 Features of current mobile application for learning of English for Arabic
students
The project study is focused on the features of mobile application when it is analyzed and
evaluated the current English speaking app. The features are analytical framework of the
MapALL and reputations. Analysis of selected mobile applications has some of the features.
Most of the English language learning is designed for the adult learners. The result from the
literature review shows that speaking application is targeted the young adults only. Based on
language proficiency of the targeted users, the mobile app is designed to being as well as
intermediate the learners of English language. It is considered that most English language
learners are at lower levels. The research study is based on designing of mobile application to
enhance the Arabic student’s English alphabet into learning skills. With utilization of the mobile
app, the Arabic students are increased fundamental vocabulary skills into the interactive
technologies. The principle motivation behind this goal is to incorporate of four semantic
abilities (tuning in, talking, perusing and composing). In light of the substance and also
educational highlights, the present versatile application for the learning of English is grouped
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79DESIGN OF E-LEARNING APPLICATION
into five of the categories such as: pronunciation, lesson from video, authentic content,
conversation as well as reference.
6.3 Concept of MapALL
In best of the information, idea of MapALL is presented in the undertaking study. The
method of reasoning of this examination in new research is rapidly growing. It is analyzed that
mobility of the MapALL is main features which is considered to create of opportunities for better
utilization of the mobile application with language learning. The participants those are interested
to provide their feedback on experiences of the learning English speaking via use of mobile
application in the project study is demonstrated with advantages of mobility of the application.
6.4 Positive and negative aspects of mobile application
The positive outcome of this study is that the participants have provided flexibility of
accessing the mobile application. From the project study, it is concluded that the student is used
of vocabulary apps while moving as well as making best use of the mobile learning via the
Smartphone application. In order to analyze as well as evaluate the features of proposed mobile
app for the English language learning, it is required to explore the learning ideal models
identified with hypotheses of MALL; the explanatory structure of MapALL is being produced
for this undertaking study. Explanatory system of MapALL is model of the structure to
investigate and assess, as it is developed to target the mobile applications for the English
speaking learning. Further development into the study is required to broaden the scope of this
framework to investigate the English skills and language learning via utilization of mobile
applications. The negative outcome of this study is that there is literature as well as practical
into five of the categories such as: pronunciation, lesson from video, authentic content,
conversation as well as reference.
6.3 Concept of MapALL
In best of the information, idea of MapALL is presented in the undertaking study. The
method of reasoning of this examination in new research is rapidly growing. It is analyzed that
mobility of the MapALL is main features which is considered to create of opportunities for better
utilization of the mobile application with language learning. The participants those are interested
to provide their feedback on experiences of the learning English speaking via use of mobile
application in the project study is demonstrated with advantages of mobility of the application.
6.4 Positive and negative aspects of mobile application
The positive outcome of this study is that the participants have provided flexibility of
accessing the mobile application. From the project study, it is concluded that the student is used
of vocabulary apps while moving as well as making best use of the mobile learning via the
Smartphone application. In order to analyze as well as evaluate the features of proposed mobile
app for the English language learning, it is required to explore the learning ideal models
identified with hypotheses of MALL; the explanatory structure of MapALL is being produced
for this undertaking study. Explanatory system of MapALL is model of the structure to
investigate and assess, as it is developed to target the mobile applications for the English
speaking learning. Further development into the study is required to broaden the scope of this
framework to investigate the English skills and language learning via utilization of mobile
applications. The negative outcome of this study is that there is literature as well as practical
80DESIGN OF E-LEARNING APPLICATION
issues; therefore the researcher has deleted technological features but added popularity of
application among target groups.
6.5 Learning theories in relation to MapALL
As the project study is focused on the mobile application for learning of English
speaking, therefore the selected mobile application for learning materials deliver and learn
practice to improve both pronunciation as well as speaking skills. The learning theories along
with learning and teaching support the learning paradigms which are not found among the
proposed mobile application. The learners have favorable attitudes towards use of current mobile
application for the language learning. It is examined that MapALL is an innovative ways to deal
with learn and Smartphone clients are willed to utilize potential elements of the cell phones for
learning. In this project study, the participants have shown readiness for new ways towards
learning. It is found that mobile application provides learner centered learning opportunities with
flexible resources along with app activities. The app is offered of personalization as it is
customized to the learning pathway. Therefore, the learners can able to access to the learning
materials from anyplace and at any time.
The proposed e-learning app enhances learning motivational level along with confidence
into speaking of English which encourages the learners to develop of learning habits. It is seen
that current app for the language learning is tend to provide of fragmented language practices,
and some of the applications are reviewed to offer of contextualized follows. The learners are
happy to get the mobile app which helps them on future use for learning of English. The
innovation of this mobile application raised interests among the teachers to facilitate of teaching
as well as learning. The main purpose of the mobile application is to evaluate the knowledge of
issues; therefore the researcher has deleted technological features but added popularity of
application among target groups.
6.5 Learning theories in relation to MapALL
As the project study is focused on the mobile application for learning of English
speaking, therefore the selected mobile application for learning materials deliver and learn
practice to improve both pronunciation as well as speaking skills. The learning theories along
with learning and teaching support the learning paradigms which are not found among the
proposed mobile application. The learners have favorable attitudes towards use of current mobile
application for the language learning. It is examined that MapALL is an innovative ways to deal
with learn and Smartphone clients are willed to utilize potential elements of the cell phones for
learning. In this project study, the participants have shown readiness for new ways towards
learning. It is found that mobile application provides learner centered learning opportunities with
flexible resources along with app activities. The app is offered of personalization as it is
customized to the learning pathway. Therefore, the learners can able to access to the learning
materials from anyplace and at any time.
The proposed e-learning app enhances learning motivational level along with confidence
into speaking of English which encourages the learners to develop of learning habits. It is seen
that current app for the language learning is tend to provide of fragmented language practices,
and some of the applications are reviewed to offer of contextualized follows. The learners are
happy to get the mobile app which helps them on future use for learning of English. The
innovation of this mobile application raised interests among the teachers to facilitate of teaching
as well as learning. The main purpose of the mobile application is to evaluate the knowledge of
81DESIGN OF E-LEARNING APPLICATION
student in English language. Based on the language proficiency level of the target users, the
application is planned and there are transitional English language learners. The mobile
application for e-learning is preserved of literacy skills along with stable access to the learning
information. The mobile app has capability to create of learning mobiles away from the
classroom. The mobile application gets to recognize on enhancement over the students those are
learning of English language. It helps the students to recover problem solving in addition to
learning skills along with vital thinking. Therefore, mobile application provides new and
innovative opportunities into learning and teaching programs, especially below the 4th grade
Arabic students.
6.6 Review of critical appraisal
In this chapter, the researcher has discussed about the findings of the project study based
on literature and analysis of collected data. The findings from the literature into theoretical
aspects are included of concept of MapALL, which is considered as developed analytical
framework for MapALL. It underpins the used mobile app on the market. The present features of
mobile application for English language are critically discussed.
student in English language. Based on the language proficiency level of the target users, the
application is planned and there are transitional English language learners. The mobile
application for e-learning is preserved of literacy skills along with stable access to the learning
information. The mobile app has capability to create of learning mobiles away from the
classroom. The mobile application gets to recognize on enhancement over the students those are
learning of English language. It helps the students to recover problem solving in addition to
learning skills along with vital thinking. Therefore, mobile application provides new and
innovative opportunities into learning and teaching programs, especially below the 4th grade
Arabic students.
6.6 Review of critical appraisal
In this chapter, the researcher has discussed about the findings of the project study based
on literature and analysis of collected data. The findings from the literature into theoretical
aspects are included of concept of MapALL, which is considered as developed analytical
framework for MapALL. It underpins the used mobile app on the market. The present features of
mobile application for English language are critically discussed.
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82DESIGN OF E-LEARNING APPLICATION
Chapter 7: Conclusion and Recommendations
7.1 Conclusion
It is analyzed that with use of the mobile application, it helps in teaching and learning
processes of younger students. The application can mitigate the learning issues for 4th grade or
younger students. The application is helpful into the educational sector as teaching to 4th grade
students is a critical process for the teachers and the teaching processes are failed because of
effective learning application. The main purpose of the project is to develop of android
application to mitigate difficulties in teaching and learning for 4th grade or lower standard
students. The application provides of positive impact on the learning processes of students and
teaching processes of teachers. Mainly, the application is designed for the Arabic students for
increasing their vocabulary learning and teaching activities by means of interactive technologies.
The app also improves English teaching processes of the students. The app will become easier to
mitigate the difficulties which are raised among the 4th grade Arabic students. The mobile
application is based on Android platform which takes of major field into development of app.
This particular framework is user friendly for the developer and application users. In order to
develop the mobile app, agile software development method is used which delivers the proposed
software system along with system refining. It is focused on decision making to develop the app
based on project’s requirements. The targeted groups those are involved with implementing the
mobile application are students and lecturers. After the project work is completed, there is
required to analyze the user interface of the mobile application for better understanding its
features and respective functionalities. With use of the application, there is proper availability of
information to the students. Because of mobile application implementation along with its
Chapter 7: Conclusion and Recommendations
7.1 Conclusion
It is analyzed that with use of the mobile application, it helps in teaching and learning
processes of younger students. The application can mitigate the learning issues for 4th grade or
younger students. The application is helpful into the educational sector as teaching to 4th grade
students is a critical process for the teachers and the teaching processes are failed because of
effective learning application. The main purpose of the project is to develop of android
application to mitigate difficulties in teaching and learning for 4th grade or lower standard
students. The application provides of positive impact on the learning processes of students and
teaching processes of teachers. Mainly, the application is designed for the Arabic students for
increasing their vocabulary learning and teaching activities by means of interactive technologies.
The app also improves English teaching processes of the students. The app will become easier to
mitigate the difficulties which are raised among the 4th grade Arabic students. The mobile
application is based on Android platform which takes of major field into development of app.
This particular framework is user friendly for the developer and application users. In order to
develop the mobile app, agile software development method is used which delivers the proposed
software system along with system refining. It is focused on decision making to develop the app
based on project’s requirements. The targeted groups those are involved with implementing the
mobile application are students and lecturers. After the project work is completed, there is
required to analyze the user interface of the mobile application for better understanding its
features and respective functionalities. With use of the application, there is proper availability of
information to the students. Because of mobile application implementation along with its
83DESIGN OF E-LEARNING APPLICATION
respective features, the student and lecturer can understand its pace and make learning and
teaching processes easier.
7.2 Linking with objectives
The project findings are linked with four of the project objectives which are discussed as
below:
Objective 1: To design mobile application for enhancing Arabic students’ English
alphabet learning skills
The proposed mobile application or e-learning application is ease to the difficulties of
teaching below 4th grade students. The app can enhance Arabic students’ English alphabet
learning skills by develop the application into Android platform or Smartphone. The study is
based on fostering the English language learning. Into the English speaking application, five
categorizes are identified such as pronunciation, conversation, video lesson, reference, and
authentic content. It is analyzed that there are positive attitude towards the mobile application for
English language learning. The app also reduces cost of learning into the learning processes
which are done throughout online mode. It encouraged of opportunities for learner-centered
environments with access towards learning materials from anywhere and any period of time. The
study is focused on mobile-assisted language learning. Into the educational sector, the mobile
technologies extends the learning opportunities with improvement over the achievement of
students, supports into differentiation of learning needs and delivering of authentic learning
materials to the students so that no third party student can able to access to other student’s
learning documents. It is argued that the e-learning is involved with use of any portable learning
respective features, the student and lecturer can understand its pace and make learning and
teaching processes easier.
7.2 Linking with objectives
The project findings are linked with four of the project objectives which are discussed as
below:
Objective 1: To design mobile application for enhancing Arabic students’ English
alphabet learning skills
The proposed mobile application or e-learning application is ease to the difficulties of
teaching below 4th grade students. The app can enhance Arabic students’ English alphabet
learning skills by develop the application into Android platform or Smartphone. The study is
based on fostering the English language learning. Into the English speaking application, five
categorizes are identified such as pronunciation, conversation, video lesson, reference, and
authentic content. It is analyzed that there are positive attitude towards the mobile application for
English language learning. The app also reduces cost of learning into the learning processes
which are done throughout online mode. It encouraged of opportunities for learner-centered
environments with access towards learning materials from anywhere and any period of time. The
study is focused on mobile-assisted language learning. Into the educational sector, the mobile
technologies extends the learning opportunities with improvement over the achievement of
students, supports into differentiation of learning needs and delivering of authentic learning
materials to the students so that no third party student can able to access to other student’s
learning documents. It is argued that the e-learning is involved with use of any portable learning
84DESIGN OF E-LEARNING APPLICATION
materials. The versatile learning comprises of a shared affair as they learn by methods for cell
phones.
Objective 2: To increase Arabic students’ fundamental vocabulary skills throughout
interactive technologies
It is analysed that technology provides positive influences into language learning.
Interactive technologies can help the students into learning processes and make them confidence
to interact with others freely. The mobile application also increases motivational level of student,
providing the students with feedback, requires of less time and efforts into classroom for
learning, development of English language skills and providing opportunities outside of the
classroom. The fundamental reason for this goal is to coordinate of four semantic aptitudes
(tuning in, talking, perusing and composing). The application enhances the perusing pace and
understanding of the understudies. It enhances articulation abilities in taking in the English
dialect inside the classroom. In this manner, the proposed application builds up the dialect
aptitudes alongside accomplishment in elocution, talking, perusing and vocabulary in English.
The discoveries dissected that the educators specified that mechanical learning apparatuses are
more compelling for the understudies in learning procedures and speakers for instructing forms.
English is the main remote dialect which is instructed in schools notwithstanding the colleges of
Saudi Arabia. The understudies are begun taking in the English dialect from the fourth grade of
basic stage up to tertiary training. The present investigation goes for looking at the impact of
procedure of showing English on the understudy's achievement.
materials. The versatile learning comprises of a shared affair as they learn by methods for cell
phones.
Objective 2: To increase Arabic students’ fundamental vocabulary skills throughout
interactive technologies
It is analysed that technology provides positive influences into language learning.
Interactive technologies can help the students into learning processes and make them confidence
to interact with others freely. The mobile application also increases motivational level of student,
providing the students with feedback, requires of less time and efforts into classroom for
learning, development of English language skills and providing opportunities outside of the
classroom. The fundamental reason for this goal is to coordinate of four semantic aptitudes
(tuning in, talking, perusing and composing). The application enhances the perusing pace and
understanding of the understudies. It enhances articulation abilities in taking in the English
dialect inside the classroom. In this manner, the proposed application builds up the dialect
aptitudes alongside accomplishment in elocution, talking, perusing and vocabulary in English.
The discoveries dissected that the educators specified that mechanical learning apparatuses are
more compelling for the understudies in learning procedures and speakers for instructing forms.
English is the main remote dialect which is instructed in schools notwithstanding the colleges of
Saudi Arabia. The understudies are begun taking in the English dialect from the fourth grade of
basic stage up to tertiary training. The present investigation goes for looking at the impact of
procedure of showing English on the understudy's achievement.
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85DESIGN OF E-LEARNING APPLICATION
Objective 3: To improve English teaching process for Arabic students with mobile
application utilization
This objective helps to understand the perception level of AL learners and it also showed
that the learners can have positive trend towards the learning processes. The examination is
explored the effect of instructive programming on first grade rudimentary understudies. The
proposed e-learning or portable application makes of student focused classrooms for the
understudies with the goal that the understudies can make change into English showing forms for
the Arabic understudies. There is favorable position of intuitive advances when it is actualized
into learning and educating forms. The observation from the instructors has more noteworthy
effect on use of the PC programming in dialect learning. The instructors those are comprised of
positive view of innovation can utilization of different approaches to enhance the understudies'
phonetic aptitudes and shape noteworthy correspondence open doors for their understudies to
incorporate the dialect. This undertaking study guarantees about hugeness to examine the
impression of the educators with utilization of learning advances. The excitement of the
instructors alongside understudies is appeared to connect with programming's quality. The
versatile application sounds and pictures by means of programming have made the introduction
of Arabic lessons to be all the more comprehensive and pleasurable. In this way, the utilization
of mobile application improves English teaching process for Arabic students.
Objective 4: To provide further recommendations about smart learning and
teaching techniques can be implemented alongside designed mobile application
The keen learning and showing strategies are utilized to demonstrate the PC innovation
assets for the dialect educators to guarantee for instructors' utilization of these in practice. The
Objective 3: To improve English teaching process for Arabic students with mobile
application utilization
This objective helps to understand the perception level of AL learners and it also showed
that the learners can have positive trend towards the learning processes. The examination is
explored the effect of instructive programming on first grade rudimentary understudies. The
proposed e-learning or portable application makes of student focused classrooms for the
understudies with the goal that the understudies can make change into English showing forms for
the Arabic understudies. There is favorable position of intuitive advances when it is actualized
into learning and educating forms. The observation from the instructors has more noteworthy
effect on use of the PC programming in dialect learning. The instructors those are comprised of
positive view of innovation can utilization of different approaches to enhance the understudies'
phonetic aptitudes and shape noteworthy correspondence open doors for their understudies to
incorporate the dialect. This undertaking study guarantees about hugeness to examine the
impression of the educators with utilization of learning advances. The excitement of the
instructors alongside understudies is appeared to connect with programming's quality. The
versatile application sounds and pictures by means of programming have made the introduction
of Arabic lessons to be all the more comprehensive and pleasurable. In this way, the utilization
of mobile application improves English teaching process for Arabic students.
Objective 4: To provide further recommendations about smart learning and
teaching techniques can be implemented alongside designed mobile application
The keen learning and showing strategies are utilized to demonstrate the PC innovation
assets for the dialect educators to guarantee for instructors' utilization of these in practice. The
86DESIGN OF E-LEARNING APPLICATION
teachers into the Arabic world along with Jordan are faced of difficulties to use of learning
technologies. There are number of troubles into the intuitive advancements, for example,
inadequate number of PCs, specialized issues, the requirement for more educators preparing, and
the abnormal state of cost. According to the venture discoveries, it is dissected that instructors of
both Arabic and English are looked of same challenges into coordination of innovation in
educating strategies. The conviction and demeanors of educators into utilization of PC influences
the execution of innovation. The discoveries of this specific examination demonstrate that there
is giving of noteworthy input to the exploration group to think about the benefits of the portable
innovation into learning and educating forms. The examination additionally gives of key
noteworthy bits of knowledge to advance the nature of the product alongside add to the
improvement of Arabic instructing notwithstanding learning. There are absence of social target
surroundings in which understudies can apply the English dialect, and understudy's need of
motivation and support from their instructors. The intuitive innovative instruments serve of
compelling instructing apparatus to create Saudi understudy's English capability and
accomplishment in classroom settings. The instructors' impression of the utilization of PC
innovation assets in dialect educating are appeared to give PC innovation assets to dialect
educators. Therefore, the researcher should develop of mobile application by adding of extra
features so that it is helpful for teaching and learning purposes.
7.3 Recommendations
There are some of the recommendations which are suggested so that the proposed mobile
application should be more helpful and useful for the lecturers and also for the students.
Improvement into the mobile application can enhance the e-learning processes of the student as
follows:
teachers into the Arabic world along with Jordan are faced of difficulties to use of learning
technologies. There are number of troubles into the intuitive advancements, for example,
inadequate number of PCs, specialized issues, the requirement for more educators preparing, and
the abnormal state of cost. According to the venture discoveries, it is dissected that instructors of
both Arabic and English are looked of same challenges into coordination of innovation in
educating strategies. The conviction and demeanors of educators into utilization of PC influences
the execution of innovation. The discoveries of this specific examination demonstrate that there
is giving of noteworthy input to the exploration group to think about the benefits of the portable
innovation into learning and educating forms. The examination additionally gives of key
noteworthy bits of knowledge to advance the nature of the product alongside add to the
improvement of Arabic instructing notwithstanding learning. There are absence of social target
surroundings in which understudies can apply the English dialect, and understudy's need of
motivation and support from their instructors. The intuitive innovative instruments serve of
compelling instructing apparatus to create Saudi understudy's English capability and
accomplishment in classroom settings. The instructors' impression of the utilization of PC
innovation assets in dialect educating are appeared to give PC innovation assets to dialect
educators. Therefore, the researcher should develop of mobile application by adding of extra
features so that it is helpful for teaching and learning purposes.
7.3 Recommendations
There are some of the recommendations which are suggested so that the proposed mobile
application should be more helpful and useful for the lecturers and also for the students.
Improvement into the mobile application can enhance the e-learning processes of the student as
follows:
87DESIGN OF E-LEARNING APPLICATION
Extension into the mobile application functionalities: The functionalities of the mobile
application should require improving so that student’s satisfaction level should be improved. The
user should use and provide functionality which helps to improve into the application by setting
of some authentication mechanism.
Other mobile platform: The proposed mobile application should implement on other
mobile application platform other than Android platform so that it can run on other devices also.
Therefore, the student and lecturer can use of the application on Smartphone as well as on other
mobile devices.
7.4 Future work
Further project study is required to be conducted which offers of greater potential and
benefits to the students and teachers. The present investigation is additionally anticipated that
would make a reason for additionally contemplates around there. Be that as it may, the
discoveries are restricted to an Omani setting and to ATLT. The project researcher is required to
capture and encode of the technical knowledge which is helpful to develop the mobile
application. In order to develop the mobile application, the project researcher is require
discussing with the students and teachers about what type of application should be helpful into
learning and teaching processes.
Extension into the mobile application functionalities: The functionalities of the mobile
application should require improving so that student’s satisfaction level should be improved. The
user should use and provide functionality which helps to improve into the application by setting
of some authentication mechanism.
Other mobile platform: The proposed mobile application should implement on other
mobile application platform other than Android platform so that it can run on other devices also.
Therefore, the student and lecturer can use of the application on Smartphone as well as on other
mobile devices.
7.4 Future work
Further project study is required to be conducted which offers of greater potential and
benefits to the students and teachers. The present investigation is additionally anticipated that
would make a reason for additionally contemplates around there. Be that as it may, the
discoveries are restricted to an Omani setting and to ATLT. The project researcher is required to
capture and encode of the technical knowledge which is helpful to develop the mobile
application. In order to develop the mobile application, the project researcher is require
discussing with the students and teachers about what type of application should be helpful into
learning and teaching processes.
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88DESIGN OF E-LEARNING APPLICATION
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Lee, L.K., Chau, C.H., Chau, C.H. and Ng, C.T. (2017), June. Using Augmented Reality to
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Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five
approaches. Health promotion practice, 16(4), pp.473-475.
Liu, H.H. and Kuo, F.H. (2017). Operating efficiency and its effect from innovative teaching
through digital mobile e-learning for public and private high schools. Research in Applied
Economics, 9(3), pp.70-90.
Lu, Y.H., Ottenbreit-Leftwich, A.T., Ding, A.C. and Glazewski, K. (2017). Experienced iPad-
Using Early Childhood Teachers: Practices in the One-to-One iPad Classroom. Computers in the
Schools, 34(1-2), pp.9-23.
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Masrom, M., Mahmood, N.H.N., Zakaria, W.N.W. and Ali, N.R.M. (2017). Assessing Use and
Attitude towards Mobile Learning App for Research Methodology Course among Graduate
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(JETERAPS), 8(5), pp.254-260.
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randomized controlled trial. Mathematics Education Research Journal, pp.1-15.
pedagogical insights in computers and human behavior for the “new school”. Computers in
Human Behavior, 66, pp.282-290.
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for arabic early reading: Challenges and opportunities. Journal of engineering and applied
sciences, 11(3), pp.380-383.
Papadakis, S., Kalogiannakis, M. and Zaranis, N. (2016). Developing fundamental programming
concepts and computational thinking with ScratchJr in preschool education: a case
study. International Journal of Mobile Learning and Organisation, 10(3), pp.187-202.
Papadakis, S., Kalogiannakis, M. and Zaranis, N. (2018). Educational apps from the Android
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160.
Reeves, J.L., Gunter, G.A. and Lacey, C. (2017). Mobile Learning in Pre-Arabic: Using Student
Feedback to Inform Practice. Educational Technology & Society, 20(1), pp.37-44.
Safar, A.H., Al-Jafar, A.A. and Al-Yousefi, Z.H. (2017). The Effectiveness of Using Augmented
Reality Apps in Teaching the English Alphabet to Arabic Children: A Case Study in the State of
Kuwait. Eurasia Journal of Mathematics, Science & Technology Education, 13(2).
Sahito, Z., Siddiqui, A., Khawaja, M., Shaheen, A., Saeed, H. and Laghari, S.H. (2017).
Teaching of Remedial English and the Problems of the Students: A Case of University of Sindh,
Jamshoro, Sindh, Pakistan.
Schacter, J. and Jo, B. (2017). Improving preschoolers’ mathematics achievement with tablets: a
randomized controlled trial. Mathematics Education Research Journal, pp.1-15.
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language and their preferences for instructional strategies in Grades 9-12 at Pan-Asia
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Applications to Increase Independence. TEACHING Exceptional Children,
p.0040059917704971.
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teaching and learning on students' learning performance: A meta-analysis and research
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AMONG PRESCHOOLERS SHOULD MATTER TO TEACHERS? A PILOT
STUDY. Education Sciences & Psychology, 39(3).
Shell, M.B. (2016). A comparative study of students' motivation for learning English as a foreign
language and their preferences for instructional strategies in Grades 9-12 at Pan-Asia
International School, Bangkok, Thailand.
Shepley, S.B. (2017). Self-Instructing With Mobile Technology: Considerations and
Applications to Increase Independence. TEACHING Exceptional Children,
p.0040059917704971.
Sung, Y.T., Chang, K.E. and Liu, T.C. (2016). The effects of integrating mobile devices with
teaching and learning on students' learning performance: A meta-analysis and research
synthesis. Computers & Education, 94, pp.252-275.
Tamim, R.M., Pickup, D., Borokhovski, E., Bernard, R.M. and El Saadi, L. (2015). Tablets for
teaching and learning: A systematic review and meta-analysis.
Tingir, S., Cavlazoglu, B., Caliskan, O., Koklu, O. and Intepe‐Tingir, S. (2017). Effects of
mobile devices on K–12 students' achievement: a meta‐analysis. Journal of Computer Assisted
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research. Waikato Journal of Education, 12(1).
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AMONG PRESCHOOLERS SHOULD MATTER TO TEACHERS? A PILOT
STUDY. Education Sciences & Psychology, 39(3).
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97DESIGN OF E-LEARNING APPLICATION
Appendix
1. Reflection
In an aim to complete the project study, I had collected the data and information related
to selected topic. The project topic is based on “Design E-Learning application to ease the
difficulties of teaching English below 4th grade Arabic students”. From the journal articles, I had
gathered the data. I had reviewed the statements of various authors’ and then wrote the literature
review part. In order to complete the data analysis part, I had conducted an online survey where
I had made a questionnaire and then emailed the question paper to the research participants. The
interested candidates then provide their feedback which I had collected for my study. I had taken
of possible feedback from the supervisor to do changes into my work. After completion of every
chapter of this project work, I had taken their feedback so that I can able to deliver a better
project report. Based on different features, I had designed the mobile application for the students
and teachers so that it helps them in learning and teaching purposes. I had designed the
application based on project aim, project purpose, project questions and project objectives. I am
also able to complete the work on time so that I should prevent from deadline miss. At the last, I
had provided of recommendations to develop the mobile application in future.
Appendix
1. Reflection
In an aim to complete the project study, I had collected the data and information related
to selected topic. The project topic is based on “Design E-Learning application to ease the
difficulties of teaching English below 4th grade Arabic students”. From the journal articles, I had
gathered the data. I had reviewed the statements of various authors’ and then wrote the literature
review part. In order to complete the data analysis part, I had conducted an online survey where
I had made a questionnaire and then emailed the question paper to the research participants. The
interested candidates then provide their feedback which I had collected for my study. I had taken
of possible feedback from the supervisor to do changes into my work. After completion of every
chapter of this project work, I had taken their feedback so that I can able to deliver a better
project report. Based on different features, I had designed the mobile application for the students
and teachers so that it helps them in learning and teaching purposes. I had designed the
application based on project aim, project purpose, project questions and project objectives. I am
also able to complete the work on time so that I should prevent from deadline miss. At the last, I
had provided of recommendations to develop the mobile application in future.
98DESIGN OF E-LEARNING APPLICATION
2. Survey Questionnaire
Section A: Demographic Profile
1. What is your gender?
a. Male
b. Female
2. Ease of access to internet for student learning
a. Good
b. Moderate
c. Bad
3. How long have you been a teacher in the present institute?
a. 0 – 1 years
b. 1 – 4 years
c. 5 – 10 years
d. More than 10 years.
2. Survey Questionnaire
Section A: Demographic Profile
1. What is your gender?
a. Male
b. Female
2. Ease of access to internet for student learning
a. Good
b. Moderate
c. Bad
3. How long have you been a teacher in the present institute?
a. 0 – 1 years
b. 1 – 4 years
c. 5 – 10 years
d. More than 10 years.
99DESIGN OF E-LEARNING APPLICATION
Section B: Designing e-learning application to ease the difficulties of teaching below
4th grade students
1. Do you use mobile app for teaching purposes?
a. Yes
b. No
2. How many students you have in your classes?
a. 15-20
b. 20-30
c. 30-40
d. 40-50
3. Do you have any disable student in your class?
a. Yes
b. No
4. Do you get enough support from your colleagues?
a. Yes
b. No
5. Do you take timely examination of your learners?
a. Yes
Section B: Designing e-learning application to ease the difficulties of teaching below
4th grade students
1. Do you use mobile app for teaching purposes?
a. Yes
b. No
2. How many students you have in your classes?
a. 15-20
b. 20-30
c. 30-40
d. 40-50
3. Do you have any disable student in your class?
a. Yes
b. No
4. Do you get enough support from your colleagues?
a. Yes
b. No
5. Do you take timely examination of your learners?
a. Yes
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100DESIGN OF E-LEARNING APPLICATION
b. No
6. How often do you take their exam?
a. Weekly
b. Daily
c. Monthly
d. Quarterly
7. What are the different examination processes you follow?
a. Online exam
b. Offline exam
8. Do you think the learners are getting sufficient support from you end?
a. Yes
b. No
9. Do you that a mobile application will be appropriate for the learners?
a. Yes
b. No
10. How much do you agree that the mobile application enhances Arabic students’ English
alphabet learning skills?
a. Strongly agree
b. No
6. How often do you take their exam?
a. Weekly
b. Daily
c. Monthly
d. Quarterly
7. What are the different examination processes you follow?
a. Online exam
b. Offline exam
8. Do you think the learners are getting sufficient support from you end?
a. Yes
b. No
9. Do you that a mobile application will be appropriate for the learners?
a. Yes
b. No
10. How much do you agree that the mobile application enhances Arabic students’ English
alphabet learning skills?
a. Strongly agree
101DESIGN OF E-LEARNING APPLICATION
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
11. What are the impacts of the mobile application for e-learning below 4th grade students?
a. Save time of the students
b. Increase into learning skills
c. Help to search updated information
d. Improvement over English language
12. What are the issues into the mobile application for 4th grade students?
a. Technical issue
b. Unable to understand the language
c. Performance issue
d. Teaching and learning issue
13. How much do you agree that the mobile application access of quality education?
a. Strongly agree
b. Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
11. What are the impacts of the mobile application for e-learning below 4th grade students?
a. Save time of the students
b. Increase into learning skills
c. Help to search updated information
d. Improvement over English language
12. What are the issues into the mobile application for 4th grade students?
a. Technical issue
b. Unable to understand the language
c. Performance issue
d. Teaching and learning issue
13. How much do you agree that the mobile application access of quality education?
a. Strongly agree
b. Agree
102DESIGN OF E-LEARNING APPLICATION
c. Neutral
d. Disagree
e. Strongly Disagree
14. How much do you agree that the mobile application provide new and innovative
opportunities into learning and teaching?
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
c. Neutral
d. Disagree
e. Strongly Disagree
14. How much do you agree that the mobile application provide new and innovative
opportunities into learning and teaching?
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree
1 out of 103
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