New Qualitative Perspective in Human–Computer Interaction: Designing Mobile English for STEM

Abstract

The emerging field of human–computer interaction (HCI) opens up more opportunities for technology integration in language learning. Technology creates more workforces in the Science, Technology, Engineering, Mathematics (STEM) field, yet the number of STEM pursuers is declining due to poor command of the English language. There is a gap in English vocabulary for STEM, which needs a novel solution from the perspective of HCI. This study aims to explore the needs of STEM learners in creating an English language competency mobile module. The methodology used is through a qualitative study. Seven STEM learners, 17 years old, participated in semi-structured interviews. The results from the interview are divided into four main themes: (1) the importance of learning English, (2) problems of learners, (3) strategies of English language learning, and (4) learners' readiness in using a mobile app. This study is significant for mobile app designers, English language teachers, and course designers as the input will provide an overview of the STEM learners' needs in the English language. Plus, designing a mobile app from the learners' perspectives gives more effectiveness to HCI, rendering success to second language acquisition. Future work can design and develop a mobile app to enhance STEM learners' English language competency based on the learners' perspectives.

Mobile Instant Messaging (MIM) as a Tool in Teaching English Among ESL Learners: A Systematic Review (2019–2023)

“…Warman (2018) in the study done also added that learners' motivation to read and understand the text has improved with the help of MIM. It is supported by Rafiq et al (2022) in a study that motivation from teacher helps learners to elevate their language learning. The study by Warman (2018) also revealed that learners managed to gain new vocabularies during discussion with others which led to better grasp of the reading materials.…”

“…The study by Warman (2018) also revealed that learners managed to gain new vocabularies during discussion with others which led to better grasp of the reading materials. As highlighted in the findings of a study done by Rafiq et al (2022), vocabulary acquisition is a vital part in language learning apart from other skills. Aside from that, many studies investigated the effectiveness of MIM in helping ESL learners to improve speaking skill (Ajid et al, 2018;Binti Mistar & Embi, 2016;Bouhnik & Deshen, 2014;Ghee et al, 2019;So, 2016;Yin, 2016).…”

“…Additionally, instant messaging applications frequently provide a variety of services, including the ability to transfer files, make phone conversations and send images making them a more versatile tool for learners and teachers (So, 2016). Learners that actively participate in sharing, debate and cooperative efforts to resolve disputes via negotiation are engaging in meaningful learning (Rafiq et al, 2022;Yen et al, 2022).…”

“…The ease of assessment for the teachers and the facility to connect with learners instantly to give feedback for the writings are added values for the MIM to be implemented in English language sessions (Suhaimi et al, 2019). Apart from the basic skills in English, there are researches that include vocabulary and grammar in the language teaching using MIM (Almogheerah, 2021;Cetinkaya & Sutcu, 2019;Ghorbani & Ebadi, 2020;Rafiq et al, 2022). ESL learners can grasp on to the details and retain vocabulary via the help of text, audio and picture which facilitates their understanding and brings meaning to the words compared to just knowing them via textbooks (Cetinkaya & Sutcu, 2019).…”

A Systemic Review (2014–2023) on the Mobile-Assisted Blended Learning for English as a Foreign Language Education with a Focus on Empirical Studies

“…This communicative ability involves the capacity to receive information accurately and convey it proficiently [2]. With the substantial development of technology, mobile learning (M-learning) and blended learning (BL) Zhou et al have increasingly become two trendy methods in education [3][4][5][6]. The COVID-19 pandemic has further increased their popularity and significance, as they can be used to tackle the challenges that have emerged in the field of education during this period [6,7].…”