Designing mobile language learning with Arabic speaking migrants

Abstract

Learning the language is crucial to be included in a new society. For migrants, the smartphone is a commonly used device for staying connected, which could also be used for language learning purposes. This research concerns mobile literacy with newly arrived Arabic speaking migrants to Sweden and the use of mobile learning as a means for integration. The purpose is to investigate how mobile technology can be designed to support migrants' language learning process. The research concerns technology development where versions of a mobile application (app) are explored from a bottom-up perspective with Arabic speaking migrants. A qualitative method approach is applied, built on design principles focusing on the construction of situated artefacts and evaluation of performance. The results show that intuitive design and engaging content with connections to everyday social situations play important parts in sustaining motivation to engage with an app.

Mobile Learning Applications for Refugees: A Systematic Literature Review

“…Most refugees own at least one mobile device [21][22][23]. It is considered vital for survival and used during refugees' escape trips and upon arrival in their host country [24,25].…”

An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

“…Refugee students find it difficult to cover these gaps while learning a new language and adjusting to their host country [10,31]. Issues such as low or zero acquisition of their native language, lack of knowledge of the host country's language and low level of a "universal" language (English) proficiency, in combination with low levels of literacy and skills due to their stay for extended periods in refugee camps, are usually common [19,22,26]. The "language barrier" is particularly challenging for students, who usually are accepted in the host country's formal educational system, but with no or little knowledge of the instruction language in schools, the chances of falling behind are rising [21,24].…”

“…Smart mobile devices differentiate based on their characteristics (connectivity, portability) from other electronic devices (such as computers and laptops) [23]. As a result, Mark and Chew [45] considered them the most widespread kind of electronic device in history, and their use seems to have an unprecedented role in people's daily lives [5,19,46,47]. According to United Nations Educational, Scientific and Cultural Organization (UNESCO) research, in 2017, 3.6 billion people worldwide used the Internet, which was thought to reach 4.7 billion users in 2020 [17].…”

“…As far as refugee populations are concerned, they seem to use mobile devices daily to face everyday difficulties [4,5,49,50]. The research revealed that most refugees own a mobile device, and more than 50% of young refugees use the Internet daily [19,50]. Refugees seem to relate their mobile devices and Internet connectivity to the basic needs for their survival [51,52].…”

“…In 2016, the European Commission proposed the use of technological breakthroughs (e.g., the Internet and smart mobile devices) together with the use of interactive learning through them, as a way of addressing the requirements for education and the faster integration of refugees [17,18]. Although many NGOs, European and UN agencies have invested in mobile devices to provide access and enhance refugees' education, there is limited research on the effect of mobile learning on refugees [14,19,20].…”