DEVELOPMENT OF A MOBILE APPLICATION TO

TEACH ENGLISH: SUNRISE 12

A THESIS SUBMITTED TO THE GRADUATE

SCHOOL OF APPLIED SCIENCES
OF
NEAR EAST UNIVERSITY

By
PESHRAW SALAM ABDALQADIR

In Partial Fulfillment of the Requirements for

the Degree of Master of Science
in
Computer Information Systems

NICOSIA, 2017
DEVELOPMENT OF A MOBILE APPLICATION TO
TEACH ENGLISH: SUNRISE 12

A THESIS SUBMITTED TO THE GRADUATE

SCHOOL OF APPLIED SCIENCES
OF
NEAR EAST UNIVERSITY

By
PESHRAW SALAM ABDALQADIR

In Partial Fulfillment of the Requirements for

the Degree of Master of Science
in
Computer Information Systems

NICOSIA, 2017
I hereby declare that all information in this document has been obtained and presented in
accordance with academic rules and ethical conduct. I also declare that, as required by these
rules and conduct, I have fully cited and referenced all material and results that are not original
to this work.

Name, Last name: Peshraw Salam Abdalqadir

Signature:

Date:
To my parents ...
 ACKNOWLEDGEMENTS

My appreciation goes to my patient and kind supervisor Prof. Dr. Dogan Ibrahim, for
her persistent encouragement, guidance, tolerance and continued moral support she
gave to me through the duration of my thesis.
I came across a lot of people who were so helpful to me during my educational
journey over the past 2 years at Near East University and I am so grateful to them all.
To all the students and staff of the Department of Computer Information Systems and
the faculty at large, I am so grateful to you all for your help in one way or the other, I
am truly honored.
My thesis would have been a whole nightmare that would have never ended if my
lovely friends were not there to assist my limitations and share their enormous
experiences with me.
To Temitope Mobolade, Sardasht M-Raouf MahmoodHusain, Omed Sadiq,Yunusa
Haruna, Adnan Azadin,Marriwan Muhama,Twan Othman. Thank you so much for
being so supportive in every special way you could, it meant a lot to me and added a
lot to my life.
Special thanks to my beautiful wife and wonderful son for being so patient and
supportive throughout my master‟s program and thesis. To my lovely parents, siblings
and extended family for supporting my education this far, continued moral support and
prayers, I will forever be grateful to you.
Lastly to the Allah who gave me the grnhyace and strength to finish my thesis and
who has always been there for me, I say a big thank you.

i
 ABSTRACT

In recent time, the development of Mobile learning applications had received lots of attention
whilst some researchers referring it as the future of learning. These learning applications are a
replacement of the traditional way of learning with some added advantages such as learning
anywhere, anytime. Therefore it is quite important to exploit this new trending technology to
develop a learning application to teach the English language as a second dialect to the northern
Iraqi communities. The study aims to develop a mobile learning application for teaching
English language with a case study of northern Iraq. Utilizing mobile improved application is
basic in enhancing the learning abilities of students. The application helps students learn at
their leisure times without the presence of their instructor or teacher. The development of the
application adopted the Google Android Studio in designing and developing this application.
The application can be accessed through the Google play market store. The application
contains lots of functionalities such as quiz, listening, reading, grammar, essay, verbs and
lastly text to speech. The application will significantly help students wanting to learn the
English language at a high pace. The development of the application will help to learn the
English language anytime, anywhere and also optimizes learning English language result.

Keywords: Mobile application development; interactive mobile for teaching and learning;
supplementary tool; language learners; Android operation

ii
 ÖZET

Son zamanlarda mobil öğrenme uygulamaları çok artmıştır ve bazı araştırmacılar bu durumu
öğrenmenin geleceği olarak görmektedirler. Bu öğrenme uygulamaları klasik olan öğrenme
metodlarının yerini almakta ve herhangibir yerde ve herhangibir zamanda öğrenme gibi
avantajları bulunmaktadır. Bundan dolayı, Kuzey İrakta İngilizce dilini öğretmek için bir
mobil uygulama geliştirmek önem kazanmıştır. Mobil cihaz kullanarak öğretmek öğrencinin
öğrenme kabiliyetini artırmaktadır. Bu tür uygulamalr öğrencilere öğretmenleri olmadan ve
isteniten zamanda öğrenim sağlamaktdalir. Bu tezde Google Android Studio kullanılarak
geliştirilmiş olan bir sistemin tasarımından bahsedilmektedir. Uygulamada, soru, dinleme,
okuma, ve dil bilgisi gibi çerşitli bölümler bulunmaktadır. Uygulama öğrencilerin İngilizce
dilini öğrenmelerine büyük ölçüde yardımcı olacaktır. Uygulama ile öğrenciler herhangi bir
zamanda ve herhangi bir yerde ingilizce öğrenimlerini artıracaklardır.

Anahtar kelimeler: Mobil uygulama geliştirmek; öğretmek ve öğrenmek için interaktif mobil
uygulama; lisan öğrenimi; Android işletim sistemi

iii
 TABLE OF CONTENTS

ACKNOWLEDGEMENTS .......................................................................................................i
ABSTRACT .............................................................................................................................. ii
ÖZET ........................................................................................................................................ iii
TABLE OF CONTENTS .........................................................................................................iv
LIST OF FIGURES ................................................................................................................ vii
LIST OF TABLES ....................................................................................................................ix
LIST OFABBREVIATIONS .................................................................................................... x

CHAPTER 1 INTRODUCTION.............................................................................................. 1
1.1 Introduction ............................................................................................................................ 1
1.2 The Problem .......................................................................................................................... 2
1.3 Purpose of Study.................................................................................................................... 3
1.4 Importance of the Study ........................................................................................................ 3
1.5 Limitation of the Study .......................................................................................................... 3

CHAPTER 2 LITERATURE REVIEW ................................................................................. 4

2.1 Mobile Learning .................................................................................................................... 4
2.2 Impact of Mobile Assisted Language Learning (MALL) on ESL ........................................ 9
2.3 Learning Based on Mobile Technology .............................................................................. 10
2.3.1 Learning technology ..................................................................................................... 10

2.3.2 Definitions of mobile learning ...................................................................................... 11

2.3.3 Mobile technologies and systems ................................................................................. 12

2.4 Mobile Learning and Learning Cultures in Workplaces ..................................................... 12

CHAPTER 3 THEORETICAL FRAMEWORK ................................................................. 14

3.1 System Information for Learning ........................................................................................ 14
3.1.1 Education technology ................................................................................................... 14

3.2 Mobile Information System (MIS) ...................................................................................... 17

iv
 3.2.1 Mobile technology ........................................................................................................ 18

3.2.2 Mobile learning ............................................................................................................. 20

3.2.2.1 Five types of mobile learning............................................................................... 20

3.2.3 Mobile applications....................................................................................................... 21

3.2.4 Architecture for personal mobile information system .................................................. 22

3.3 Sunrise12 ............................................................................................................................. 23

3.3.2 What is sunrise 12? ....................................................................................................... 26

3.3.2 .1 Grammar ............................................................................................................. 27

3.3.2.2 Listening activity.................................................................................................. 29

CHAPTER 4 SYSTEM DEVELOPMENT ........................................................................... 30

4.1 System Description .............................................................................................................. 30
4.2 Technology and Language Learning ................................................................................... 30
4.3 Mobile Android Operating System...................................................................................... 31
4.3.1 Android ......................................................................................................................... 31

4.3.2 Android advantages ...................................................................................................... 33

4.3.3 Disadvantages android .................................................................................................. 33

4.3.5 Android software development kit (SDK) .................................................................... 35

4.3.6 Java development kit (JDK) ......................................................................................... 37

4.3.7 Intel hardware accelerated execution manager (HAXM) ............................................. 37

4.3Flow Chart ............................................................................................................................ 37

4.5 Sequence Diagram ............................................................................................................... 43
4.6 Class Diagram ..................................................................................................................... 44
4.7 Database Design .................................................................................................................. 45
4.8 System Development Methodologies .................................................................................. 48
4.9 System Requirements .......................................................................................................... 52
4.9.1 Computer Tools ............................................................................................................ 52

4.9.2 Android Device ............................................................................................................. 52

v
4.10 User Interface .................................................................................................................... 52

CHAPTER 5 SYSTEM IMPLEMENTATION .................................................................... 55

5.1 Description of Application .................................................................................................. 55
5.2 Registration Page Testing .................................................................................................... 55
5.3 Login .................................................................................................................................... 56
5.4 Main Form ........................................................................................................................... 57
5.4.1 Quiz ............................................................................................................................... 58

5.4.2 Listening ....................................................................................................................... 60

5.4.3 Reading ......................................................................................................................... 61

5.4.4 Grammar ....................................................................................................................... 63

5.4.5 Essay ............................................................................................................................. 65

5.4.6 Irregular Verbs .............................................................................................................. 66

5.4.7 Text to Speech .............................................................................................................. 67

5.4.8 Feedback Quiz .................................................................................................................. 68

CHAPTER 6 CONCLUSION AND RECOMMENDATIONS ........................................... 69

6.1 Conclusion ........................................................................................................................... 69
6.2 Recommendations ............................................................................................................... 70

REFERENCES ........................................................................................................................ 71

vi
 LIST OF FIGURES

Figure 3.1: The three concepts of mobile learning ................................................................... 18

Figure 3.2: PDA technology .................................................................................................... 20
Figure 3.3: Architecture for personal mobile information system .......................................... 23
Figure 3.4: Sunrise 12 .............................................................................................................. 27
Figure 3.5: Sample of grammar ................................................................................................ 28
Figure 4.1: Technology and Language Learning ..................................................................... 31
Figure 4.2: Worldwide smartphone OS market share .............................................................. 32
Figure 4.3: Android program language .................................................................................... 34
Figure 4.4: Apps use four main components ............................................................................ 35
Figure 4.5: API Level supported by each version of the Android platform ............................. 36
Figure 4.6: Flow Chart of theApplication ................................................................................ 38
Figure 4.7: Flow chart of Login and Register .......................................................................... 40
Figure 4.8: Interview Panel ...................................................................................................... 42
Figure 4.9: Administrator And Teacher sequence Diagram ..................................................... 43
Figure 4.10: Student Sequence Diagram .................................................................................. 44
Figure 4.11: Application Diagram ............................................................................................ 45
Figure 4.12: Wampserver ......................................................................................................... 46
Figure 4.13: List of Database Serves ........................................................................................ 46
Figure 4.14: Create a Database Using a SQL Helper ............................................................... 47
Figure 4.15: Mobile-D methodology in development of mobile applications ......................... 49
Figure 4.16: The mobile-d Process comprises of five phases .................................................. 49
Figure 4.17: Mobile-D phases and stages; Source ................................................................... 50
Figure 4.18: Scope meaning stage, adapted from .................................................................... 51
Figure 4.19: finalize the software architecture design ............................................................. 51
Figure 4.20: Mobile development method projected in ........................................................... 51
Figure 4.21: User interface (all screen) .................................................................................... 54
Figure 5.1: Register Form ........................................................................................................ 55
Figure 5.2: Login Form ............................................................................................................ 56

vii
Figure 5.3: Main form .............................................................................................................. 57
Figure 5.4: Main quiz forms ..................................................................................................... 58
Figure 5.5: Quiz Forms ............................................................................................................ 59
Figure 5.6: Listening Forms ..................................................................................................... 60
Figure 5.7: Main reading forms ................................................................................................ 61
Figure 5.8: Reading Forms ....................................................................................................... 62
Figure 5.9: Main grammar forms ............................................................................................. 63
Figure 5.10: Grammars Forms ................................................................................................. 64
Figure 5.11: Essay and Sample essay Forms............................................................................ 65
Figure 5.12:Irregular verbs Form ............................................................................................. 66
Figure 5.13: Text to speech Form............................................................................................. 67
Figure 5.14: Feedback Quiz Forms .......................................................................................... 68

viii
 LIST OF TABLES

Table 3.1: Five Type of Mobile Learning ................................................................................ 21

Table 4.1: Growth of smartphones .......................................................................................... 33

ix
 LIST OFABBREVIATIONS

API: Application Programming Interfaces

AVD: Android Virtual Device

BC: British Columbia's

BaaS: Backend as a Service

BNC: British National Corpus

CPS: Classroom Performance System

DITA: Darwin Information Typed Architecture

EFL: English as Foreign Language

ESL English as a Second Language

GAE: Google App Engine

GDP: Gross Domestic Product

GPRS: General Packet Radio Service

GPS: Global Positioning System

GSM C: Global System for Mobile Communications

GUI Graphical User Interface

HTMI: The Hypertext Transfer Protocol

HTTP: Hyper Text Markup Language

IaaS: Infrastructure as a Service

x
ID: Identifier

IOS: Iphone Operating Systems

J2EE: Java ME, a Java Platform

J2ME: Java 2 Micro Edition

JDK: Java development kit

KNN: K-Nearest Neighbors

LO: Learning Object

MALL Mobile Assisted Language Learning

MIS: Mobile Information System

M-Learning Mobile Learning

MMS: Multimedia Messaging

MOLT: Mobile Learning Too

MSL: Mobile Second Language

OS: Operating System

PC: Personal Computer

PIMS Personalized Intelligent Mobile learning System

PMIS: Personale Mobile Information System

PDF: Portable Document Format

PPP: Paradigm of presentation practice and production

PDA: Personal Digital Assistant

PISA: Programmer for International Student Assessment

xi
RFID: Radio-Frequency Identification

SaaS: Software as Service

SDK: Software Development Kit

SMS: Short Messaging` services

SQL: Structured Query Language

URL: Uniform Resource Identifier

WAP: Wireless Application protocol

Wi-Fi: Wireless Fidelity

XML: Extensible markup language

xii
 CHAPTER 1

INTRODUCTION

1.1 Introduction

Mobile learning applications are rapidly picking up force. There is an expansive and differing
assortment of them accessible in market store like Google play. In addition, this research
proposes a mobile app for educational purpose and to categories different skills such as listing,
reading, writing and speaking. This research discusses mobile learning application the advance
higher-arrange intuition will be accounted for in the literature review. This study aims to
explore the roles of Learning English for education during the processes of learning and
teaching in an educational environment. Mobile computing and mobile based learning are two
of the six major trends that will have a huge impact on learning projections found in the New
Media Consortium‟s 2011 K-12 edition of Horizon report. Mobile devices are already being
used in classroom around the world.

Mobile application for learning and teaching are one of my favorite exercises in the
commercial test platform that find ways to apply them in the curriculum. With a little out-of
the box thinking that there are many mobile application that offer a wealth of learning
opportunities. Such as education, simply we have to apply our craft to design the learning
environment that fosters a connection between gaming experiences students and our standard
curriculum. Here are some mobile applications within different platforms matched with a
concept of education that we have used successfully with our students, along with some
additional ideas for mobile application development can explore with their own students.
Whether it is used in the outside classrooms after school club in your media center or as part
of regular classroom instruction, these mobile applications have great potential for learning.

There are diverse sorts of mobile education models utilized for educating and learning English
as a moment dialect. Utilizing a mobile phone or enhancing English understudy preparing is

1
more successful and more pleasant contrasted with the utilization of similar materials on paper
(Basoglu and Akdemir, 2010, Ibrahim and Cavus, 2008). Mobile Assisted Language Learning
people groups to take in a dialect by means of portable (Miangha and Nezarat, 2012). Mobile
increment inspiration, make the procedure all the more fascinating and charming learning and
help enhance the abilities of understudies decidedly (Chen and Huss, 2008). Understudies can
learn through visual and verbal channels (Khazaie, 2011; Ozdamli and Cavus, 2011). There
are distinctive sorts of programming for mobile phones used to learn English as a moment
dialect and English abilities enhance understudy's learning result. Godwin-Jones (2011)
uncovered that the custom itself, mobile learning is not another idea, but rather the gadget
updated with better offices have prompted a considerable increment in interest, which has
been grasped by individuals in the field of instruction dialect understudies and others. Forward
advancement on mobile phones permit the utilization of interactive media applications with
sound and video quality, and this has brought about the arrangement of numerous instruction
materials, particularly in the field of dialect learning (Huang and Sun, 2010) . This and
comparative reviews found in the writing have writers in picking the strategy they have taken.

1.2 The Problem

At present there are many individuals in Northern Iraq who want to learn or improve their
English language as a second lingua franca but their shortage of means. It‟s difficult to get an
application that teaches the English language effectively for the locals. This situation needs to
be improved by designing and developing a mobile application that teaches English language
through various means.

In addition, there is no enough mobile application to be used for educational purposes in

educational environment. Besides, teachers and students are in a great need to have a mobile
application for educational purposes. They might use the application for learning language of
mobile learning in educational as tool that primary school communication between them
whilst producing challenges.

2
1.3 Purpose of Study

The purpose of this study is to design a Mobile application development for educational
purpose, the aim of importance study to discover the capability of utilizing the created
intuitive mobile application the learning abilities such test, tuning in, perusing, syntax and
article. It can be utilized as an option route for the learners of the second dialect without the
assistance of a teacher.

1.4 Importance of the Study

The application is handy for students who study sunrise for education English program
(grammar, quiz, reading, listening, essay, text to speech and Irregular verbs). They also can
exercise activity on application mobile devices anytime and anywhere. The system includes
second language and show feedback just in time to prompt students. Another important point
of this structure is using cloud storage in quiz results.

1.5 Limitation of the Study

This developed application has some limitation attached to it in the following list.

 The applications runs only on android 4.4.2 devices or more

 The application is dependent on the sunrise 12 framework
 The application needs a memory space of 100mb to function well

3
 CHAPTER 2

LITERATURE REVIEW

2.1 Mobile Learning

In order to make a road map and understand the missing gap in other studies amid building the
research model, some theoretical perspectives related based on the results of analysis of
literature are briefly described in this section to serve as a common basis. The quick
improvement of mobile application for learning instruction has empowered individuals to
helpfully the data assets at whatever time and anyplace without limitations of time or place.
The progressed accessible technology, for example, mobile technology, and advanced
handheld gadget have created a room for the development of M-learning, in which learning
objects have begun to expand conventional learning way towards generally utilized everyday
life.

The fast invasion of logically refined technology into each face of society getting on basic
moves where, how and when we work, how people, associations, and even nations grasp and
deal with themselves, and how enlightening systems should be sorted out to arrange
understudies feasibly for life in the 21st century. School developed youths universal are
growing up doused in a media-rich, unavoidable, "always related" world. Stresses over the
need to change the enlightening system to satisfactorily prepare understudies for a
significantly more development driven, interconnected and forceful "level world" are being
voiced by government authorities, educators, gatekeepers, and others over the world (Burke,
2010; Reimers, 2008). Ongoing to give undefined sorts of preparing to understudies from the
world continues changing won't function admirably for them.

Mobile taking in, the utilization of compact electronic gadgets to get to and share information,
is an example in cutting edge training, and is reexamining the way in which learning happens
and how it is instructed (Geist, 2011; Miller, 2012). Mobile offers understudies and experts the

4
exceptional chance to right away get to data paying little respect to area (Rossing, Miller,
Cecil and Stamper, 2012.) This implies learning can happen anyplace and whenever using
these gadgets. The gadgets ordinarily utilized are cell phones with Windows®, LG Android ™
or Apple® working frameworks, or tablets.

In spite of the fact that usage of cell phone utilize is very much archived in essential and
auxiliary instruction, with 1.5 million tablets as of now utilized as a part of government funded
school areas, there is constrained research supporting the utilization of these apparatuses in
advanced education (Kessler, 2012). Nonetheless, the writing identified with the utilization of
gadgets at the school level is ended up being certain and persuasive in understudy learning.
For instance, Seton Hill University and George Fox University are among the various
advanced education establishments that have perceived the capability of utilizing cell phones
to improve learning and have coordinated gadgets into their educational module (Kolowich,
2012). Momentum look into has approved the capability of these gadgets, since they have
been found to encourage engagement and support in dialog when utilized as a part of the
classroom (Rossing et al., 2012). Moreover, understudies report that utilizing cell phones
enables them to tailor course substance to fit their learning style and pace (Rossing et al.,
2012).

It has additionally been demonstrated that Mobile learning gadgets are compelling in the
utilization of data, one of its most eminent limits being its convenience as an electronic peruse.
Understudies are purchasing eBooks that they can without much of a stretch download onto
their tablets, while instructors are stacking content parts as PDF records and offer them with
understudies (Geist, 2011). Distributers are searching for approaches to remain suitable in this
new market and look to abuse the capacities of tablets by making visual and sight and sound
interfaces incorporated with their eBooks to make adapting more intelligent ("iPad in
Education") Particularly imperative as A review by Rossing et. Al (2012) found that the visual
and material learning openings introduced by these gadgets made the learning knowledge
more "down to earth". Essentially, examines have found that tablets have applications that fill
in as study helps and profitability apparatuses for understudies. Not exclusively could
understudies utilize "applications" to cause make cheat sheets to ponder, however they could

5
likewise get to and alter records in Google archives for assignments (Miller, 2012). The tablet-
pcs configuration joins electronic perusing abilities with web perusing, and also a variety of
uses, or "applications" that encourage the incorporation of data by making moment availability
(Rossing et al., 2012). Due to these abilities and their capability to alter instruction, these
devices are exceedingly important to advanced education.

In the classroom, the utilization of cell phones has been found to add to the learning
knowledge and draw in understudies amid meetings. Understudies see that the PC tablet is
compelling in enhancing their learning condition. Then again, understudies provide details
regarding the PC tablet to encourage their capacity to comprehend key ideas and tweak their
learning knowledge (Schuler et al., 2012). Concerning bunch work, a review by Schuler et al.
(2012), found that the utilization of PC tablets made a helpful learning condition among
understudies. Understudies could share data all the more productively, figure answers to
inquiries, and increment their awareness of other's expectations. Inside the specific situation,
obligation regarding learning is vital to cultivate in postgraduate understudies, as they are
urged to act naturally coordinated understudies. In this way, it is important to examine
techniques to incorporate the utilization of cell phones in advanced education, particularly in
postgraduate reviews.

As college foundations perceive the outlook change in the utilization of cell phones, rethinking
how data is expended, dispersed and utilized, more reviews around there are basic (Geist,
2011). Cell phones will without a doubt change the way guideline is conveyed in advanced
education settings, and it is critical to examine and apply these ideas to instructing procedures

As stated by Bill Gates (2005) at the National Educational Summit on High Schools,
"Preparing the work drive of tomorrow with the secondary schools of today resembles
attempting to show kids about today's PCs on a50-year-old centralized computer. It's the
wrong device for the circumstances." For made nations who have evidently valued a pleasing
association between high GDP per capita and positive educational execution, the 2012
Programmer for International Student Assessment (PISA) occurs, which showed the United
States as ordinary in scrutinizing and science however underneath typical in number juggling
differentiated and diverse countries, fill in as "a notice and an open door. High salary nations
6
can't underestimate that they will always keep their near leeway in 'human capital" (Gurría,
2010).

The difficulties constrained by the snappy rate of mechanical change on society are
imperative, as the capacities and learning offered by a set up preparing are at no time later on
observed as palatable game plan for achievement in life. The rising of various "21st century
capacities" logical arrangements and structures highlights the creating divergence between
current educational outcomes and the skill sets anticipated that would win in the swiftly
moving world. The cutting-edge period of vocations will be depicted by extended
advancement use, expansive basic considering, and complex correspondence (Levy and
Murnane, 2004). These are capacities that go past average examining, forming, and math of
years past. It's not exactly what understudies need to find that is moving, moreover how and
when they learn. Understudies of today are growing up with convenient workstations, tablets,
cell phones, and video calls, and they would like to use this development in daily
communications (NCREL and Metiri, 2003).

One and of critical guarantee in such manner is a development toward the utilization of
instructive computer games as learning apparatuses in schools. In light of this advancement, a
couple business and extraordinarily planned PC diversions have been used as a piece of K-12
classrooms over the world to enhance understudies' learning foundation (Wastiau, Kearney,
and Van den Berghe, 2009). Patrons of Mobile learning in cutting edge training allude to the
limit of electronic preoccupations to teach and reinforce capacities basic for future
occupations, for instance, composed exertion, basic considering, and correspondence. While in
the past instructors have been reluctant to use PC diversions or PC entertainments in the
classroom, there is an extending excitement transversely over wide and changed parts of the
educational establishment to look at the use of cutting edge amusements as certified learning
and assessment mechanical assemblies. In 2005, the Federation of American Scientists, the
Entertainment Software Association, and the National Science Foundation brought to get the
right around 100 pros to consider ways to deal with make front line learning Mobile
applications.

7
They found that a number of the abilities required for achievement in amusements, for
example, considering, arranging, learning, and specialized aptitudes are additionally looked
for by bosses (Federation of American Scientists, 2006). In Secretary of Education Arne
Duncan's 2010 National Education Technology Plan, he calls for research in how "evaluation
advancements, for example, reenactments, community conditions, virtual universes,
recreations, and subjective mentors, can be utilized to draw in and persuade learners while
surveying complex aptitudes" (United States Department of Education, 2010: p. 15).The
presumption many are making is that advanced recreations are appropriate to enhance
direction and separate learning while likewise giving more compelling and less meddlesome
estimation than customary evaluations offer.

Mobile learning is implemented in handheld computers or mobile phones. Most handheld

computers now include mobile phone features. Similarly, mobile phones now have features
such as palm trees, such as calendar, database, organizer, alarm, etc. These are often referred
to as "smart phone". Smith (2003) suggests that in the next three years the mobile phone used
by the youngest student migrate to smartphones. While a PDA or PDA phone allow not be
popular, except where of course support specialists. Also a number of hybrid device are now
available that combine phone functionality and palm.

Miangah and Nezarat (2012) Mentioned that innovation bolstered gadgets are Rapidly
Developing, and That Widespread access to sophisticate such gadgets economical and learning
has changed from multiple points of view. As Mobile phone with high abilities stretch out into
human life, remote specialized gadgets Have Become open for almost everybody all over the
place. The elements incorporate easygoing taking in the learning of the OCCURS That
Whenever and wherever the learner has the need, inspiration, and open door for learning.

Additionally the principle qualities of Mobile learning is portrayed by their learning potential
to be customized, omnipresent, unconstrained and intermittent (Marsick and Watkins, 2001;
Miangah and Nezarat, 2012). Godwin-Jones (2011) additionally said that Mobile phones are
ideal for easygoing individualized learning. The client can figure out which applications for
Mobile phones and how to utilize them.

8
Language instructors ought to empower and help understudies wind up noticeably self-
governing and give the way to understudies to join both formal and casual learning. Also,
Mobile learning has a tendency to be most helpful for exercises outside the classroom that
associate understudy adapting all the more specifically with genuine encounters. Additionally,
Mobile learning enables understudies to learn without being constrained by space and time.
Understudies can associate their encounters with certifiable situations identified with learning
content and enhance their learning capacity (Hwang and Chang, 2011; Kukulska-Hulme,
2009; Miangah and Nezarat, 2012).

2.2 Impact of Mobile Assisted Language Learning (MALL) on ESL

Mobile phones have seen tremendous growth since Chickering and Ehrmann (1996) coined
the term MALL (Mobile Assisted Language Learning). More recently, the term has been
associated with mobile phones. These phones with user-friendly interfaces, ubiquitous access,
and improved data storage and retrieval offer a good platform For learning (Gabarre, Gabarre,
Din, Shah, and Karim, 2014; Godwin-Jones, 2011; Miangah and Nezarat, 2012). Insights
CALL (Computer Assisted Language Learning) can be used to inform the learning activities
presented through Mobile phones (Kukulska-Hulme, 2005). Because these phones the
miniature form of PCs with the added benefit of Portability that outperforms laptops. This
technology breakthrough of the return to the palm has literally given a potential Language
learning tool in the hands of teachers and their students (Kukulska-Hulme, 2009). Our lives
are deeply immersed in technology. The same view was held by a majority of participants
(Huw Jarvis and Achilleos, 2013). Mobile phones can offer exciting, engaging and motivating
learning activities. Students like these mobile affordances technology in which they can
connect with their peers to complete learning activities (Palalas, 2011). Complete learning
collaborative tasks through mobile phones were found effective (Lan, Sung, and Chang, 2007,
Lim Abdullah, Hussin, Asra, and Zakaria, 2013). From the point of view of transactional
distance, also mobile phones have an advantage. The instructors can initiate students in a
learning environment where they provide an initial scaffold and then gradually withdraw
support to enable students to take charge of their learning (Park, 2011). MALL fits perfectly in
PPP (Paradigm of presentation, practice and production). Mobile phones can present rich

9
learning material in multimodal ways (HA Jarvis, 2015, Mayer, 2003). Evaluation of six pilot
projects in developing countries (Valk, Rashid, and Elder, 2010) he concluded that mobile
phones have the potential to provide instruction. They have the potential to help create a
environment conducive to a variety of learning scenarios such as formal and informal learning
(Wong, 2012).

SMS is considered the application of ace in the mobile industry. More than 150 billion text
messages were sent only in the UK in 2011 (https://www.textmarketer.co.uk). It seems to be
the most used option in language delivery instruction too. In many studies, positive results
were used and reported on their efficacy (Alavinia and Qoitassi, 2013; Chen, Hsieh and
Kinshuk, 2008; Motallebzadeh and Ganjali, 2011; Yang, 2013). In addition, the skills area the
choice seems to be the acquisition of vocabulary (Duman, Orhon, and Gedik, 2015, H.-S.
Kim, 201 Kim and Kwon, 2012).

Both teachers and students have embraced the idea of mobile learning with great enthusiasm.
Most recent characteristics of this learning are mobility and ubiquitous access. The teachers
liked the idea because it gives them many options to present didactic material of interesting
forms (Oz, 2015). Students also like the idea of mobile learning due to its mobility
functionality, the convenience it offers in terms of time management and the option to
participate in group work (Anaraki, 2009; Deng and Shao, 2011; Tai, 2012 Wong and Looi,
2010). The design of the MALL tasks you need special attention. The tasks should be easy to
use, sensitive to the social and cultural context and short. Built around these guidelines,
MALL tasks have a lot of potential to learn (Stockwell and Hubbard, 2013).

2.3 Learning Based on Mobile Technology

2.3.1 Learning technology

Over the most recent two decades there is by all accounts an outlook change from instruction
to preparing to learning; From educator focused to understudy focused training; From direct
figuring out how to learning as reflection; And up close and personal separation and e-learning
(Griffin, Jarvia and Holfors, 2003). A key component of this change is the imaginative use of
innovation to enhance the conveyance of training. The development of another learning
10
approach described e-learning has prompted new points of view on learning exhibited through
various hypothetical focal points (Oliver and Conole, 2007). The instructive potential offered
by convenient gadgets is one of these points of view called m-Learning. Portable learning, as
it is presently referred to, has developed as an expansion of the e-learning boondocks, from
less research enthusiasm to various noteworthy ventures in schools, working environments,
exhibition halls, urban areas and provincial ranges far and wide (Sharples, 2007). This influx
of enthusiasm for the instructive capability of handheld innovation is viewed as a consider
push to "train" cell phones for instructive purposes (Bachmair, 2007). Joined with web 2.0
advancements, cell phones are presently considered as offering new learning conceivable
outcomes that speak to a dynamic change in the techniques utilized by understudies and their
generation and utilization of learning items (Conole et al., 2008). There are forms of learning
and attractiveness (Naismith et al., 2004).

2.3.2 Definitions of mobile learning

Very few meanings can be found in the writing on Mobile learning and points of view driven
by the specific circumstance. Quinn (2000) has characterized Mobile learning as "eLearning
Through versatile processing gadgets, "a definition like the Common assention that m-learning
is eLearning through Mobile figuring gadgets " (Ronchetti and Trifonova, 2003) Taking a
more spatial viewpoint, (O "Malley et al, 2003) Mobile learning has been characterized as "a
discovering that happens when the understudy is not Fixed default area or discovering that
happens when the understudy exploits the Learning openings offered by Mobile innovations.
"In this sense" the field alludes with the portability of understudies as in understudies ought to
have the capacity to take part exercises without the restrictions of doing it in a physical casing
delimiter Environment "(Kukulska-Hulme, 2005). Consequently," Mobile learning is not just
about getting the hang of Using compact gadgets, but rather learning through settings
"(Walker, 2007).

Different components that recognize Mobile gaining from different types of e-learning can be
found. Highlights incorporate site-particular learning and the level of Ownership and control
over the learning procedure (Laurillard, 2007); personalization, Adaptation, duty, self-
assessment and reflection with respect to the understudy (Stead, 2006); change In the physical
11
connections between the instructor and the understudy, the setting produced by the understudy
and the understudy (Winters 2007, p.7-8); And the full of feeling measurement offered by the
Mobile learning background (Issroff, Scanlon and Jones 2007). Learning exercises
purportedly Supported by m-adapting likewise indicate some qualification

2.3.3 Mobile technologies and systems

The difficulties postured by the specialized functionalities of mobile phones Learning has been
drawn nearer by Trinder (2005). In a balanced discourse, the specific circumstance and
structure for understanding the specialized condition and frameworks inside the mobile
learning works by tending to both developing and built up frameworks.

2.4 Mobile Learning and Learning Cultures in Workplaces

Is the guarantee of mobile advancements as a trigger for producing sensible learning societies?
Furthermore, it is M-Learning more inclined to build enthusiasm for learning than some other
type of conveyance? Articles on the connection between mobile advancements and learning
associations appear to

Three categories:

 A database approach that captures organizational knowledge

 A human systems approach allowing synchronous communication and information
share in the workplace
 A learning development approach that suggests that learning about new technologies
generates a more general impulse for learning

The concentration of the database has moved toward becoming, to an expansive degree, the
intelligence acknowledged in associations that utilization organized procedures for gathering,
coding and overseeing learning. Mobile innovations can possibly gather a more prominent
range and rate of information, through action enrollment gadget (and ensuing investigation of
the examples of access to data or data sources) and through the decrease of paper-based
records, for example, electronic frameworks field. The capacity of Mobile innovation to give
synchronous correspondence and shared learning Can give benefits Human (or delicate). Proof
12
of these Benefits state Informed by Ragus (2004a), Who found that m-Learning Encouraged at
the same time self-improvement, Such as systems And socialization, Unusual working Groups
- a surprising, And positive aftereffect of m-Learning articles.

The idea of "learning apparatuses prompts learning society" is more shaky and has gotten
Attention in the m-Learning writing. In any case, members in the Ragus' business (2004b)
New Practices found that m-Learning had created new thoughts for the fuse of Technology in
the work environment, demonstrating an energy for learning Through the m-Learning
knowledge. Brodsky (2003) looks at drivers in learning associations and reasons that client,
(for example, mechanized alternatives for phone request or online installments or enrollment
of administration needs) will prompt changes in the way of client administration preparing.

Brodsky proposes that the robotization of routine exchanges implies that the part of the
customer administration or deals work force, there is a more prominent need to oversee
complex exchanges, with a level of information and association and that accordingly,
preparing so instinctive that innovation will never again be the concentration, however the
emphasis will be on how application addresses the issues of the organization. The writing
portrays a scope of employments of m-advancements for adapting, some of which testing, and
others where Mobile phones are normal or in regular utilize, and are acknowledged as should
be expected some portion of learning.

13
 CHAPTER 3

THEORETICAL FRAMEWORK

This chapter defines the structure of prospectus program in college or other learning units. The
systems structure of the education prospectus programs, mobilizing those systems. Also in this
chapter, cloud computing system is reveled. Then a chapter display role of cloud computing in
application normally, in mobile applications personally. And the rest of this chapter is keen to
debating mobile application for sunrise as a prospectus program cloud computing

3.1 System Information for Learning

The purpose of this thesis is to reflect on understand the position of mobile learning in
education. It also hopes to develop succinct definition application in the context of college
education. Reports project and pilot studies of mobile learning project.

3.1.1 Education technology

The most basic however propelled thought for plotting rule in this setting are the recognizing
confirmation of advancement. The most versatile and learning material and Mobile
development, for instance, helpful devices, Mobile learning or m-learning - can be considered
from the findings that happens when intervened through a Mobile phone and a type of
discovering that sets up the Legitimacy of migrant learners.

These are the advancements that have made Mobile telephones key mechanical assemblies the
ability to pass on educational rule in a way that was never expected when the principle models
of these devices were arranged and stamped. This makes development a particularly viable
instrument for passing on and reinforcing content that would somehow be identified with the
propelled training "establishment". The sort of easygoing getting the hang of utilizing Mobile
telephones makes it an essentially more extraordinary gadget of educational correspondence
than standard structures and strategies for ordinary preparing. These dynamic changes were
delivered from the unforeseen noteworthiness of human social life when all is said in
14
accomplished more "Versatile", creative and adroit, than the formal strategies for standard
guideline.

3.1.2 Learning English as a second language (ESL)

Student for whom English is a minute vernacular are a creating piece of British Columbia's K-
12 school people. Since 1990, the amount of understudies recognized as requiring ESL
benefits in BC has significantly increased. All area have felt the impact of this advancement,
and the need to give adequate ESL organizations is transforming into an issue for locales all
through the BC district.

Investigate into second vernacular learning exhibits that ESL understudies in the English-lingo
instructive framework require appropriate English tongue reinforce. Teachers have an
obligation to propel the unprejudiced venture of ESL understudies in B.C. Schools. An
unmistakable cognizance of ESL understudies and their needs is a fundamental for the
instructive framework to engage them to develop their individual potential. This record is
planned to support the Ministry's available approach for ESL understudies and to highlight
some present parts of data as for reasonable practices.

 The ELS learner

There are no customary ESL understudies. They begin from various phonetic and social
establishments and have had a wide arrangement of life experiences. They can basically
upgrade school life and help improve learning for all understudies. Not all need a comparative
kind of offer assistance.

Some are imagined in Canada yet enter the school having contrasting degrees of introduction
to the etymological and social models of most English-speaking Canadians. They may need to
supplement their underlying youth and lingo experiences with expansive and genuine ESL
support, including a variety of social traversing experiences, if they are to win in the English-
tongue instructive framework.

Some have moved to British Columbia with their families in the wake of getting some formal
direction in their countries of starting point. At times, they have learned English as a remote
15
lingo at school. Given reasonable ESL reinforce, including social framework experiences,
these understudies generally move well in their new schools, particularly if their people
support their academic attempts and creating bilingualism.

Some land in Canada as evacuees. These understudies may have become besides zero
preparing in their country of root. They have experienced the traumatic conditions achieved by
political, social and money related turmoil. They have every now and again left their country
unintentionally, perhaps relinquishing key relatives. Despite ESL support, these understudies
may require specific coordinating and additionally training in their tongue (s) of beginning
stage to reinforce their academic achievement in English. Some discussion a tongue of English
that is sufficiently not the same as the English vernacular taught at school that makes it
troublesome for them to learn at school. This social event may join First Nations understudies.

Some are worldwide visa understudies who are recognized by individual school areas. These
understudies, who are not met all requirements to get financing from the Ministry, pay costs
that are wanted to deal with the cost of additional organizations (human and resource) they
require. Generally in BC without their families, they abide in "home stay" conditions. They
feel goliath weight to perform well, despite domains of issue with English. Your informative
needs will vary broadly.

 ESL and uncommon requirements

ESL understudies who similarly have interesting necessities oblige organizations to address
both their tongue capacity and their extraordinary needs. Understudies with one of a kind
needs have insightful, physical, unmistakable, energetic or behavioral insufficiencies, or have
a learning powerlessness or have phenomenal favors or enrichments.

 Adjustment Phases for Newly Arriving ESL Students

Understudies who have a confined zone of English/school and gathering who are new to
British Columbia's lifestyle and instructive framework require a period of acclimation to feel
awesome in school and prepared to intensify their learning potential. A sentiment partition
damage that newcomers as a less than dependable rule experience may make them look pulled

16
back, depleted or uninvolved. Instructors should know about this credibility if they have to
make correct assessments of understudies' honest to goodness capacities and necessities.

 Purpose

While classroom teachers share the obligation of training ESL understudies, the ESL master
has particular planning in the field of English as a minute vernacular (ie, an obsession,
affirmation, or ESL degree from the Faculty of Education Of an apparent school, leads), and
can help make beginning evaluation, position and booking decisions. The specific teacher can
similarly give information on the etymological, social, academic and social modification of
ESL understudies at all ages and grades.

This guide has been delivered with the venture of ESL specialists all through the domain. It
intends to help ESL specific teachers, including district specialists, educators, or voyaging
teachers who work with understudies from a couple of one of a kind schools.

3.2 Mobile Information System (MIS)

At the point when a totally new application is composed, a considerable measure of exertion
goes into its advancement and testing to concoct a steady item. Reuse of existing assets offers
different advantages as far as lessening time, cost and exertion required in create ping an
application. Reuse is the act of consolidating a benefit in more than one framework. Most
instructive organizations as of now have their online data frameworks set up which implies
they have web server/application server on which the site is facilitated and a database
containing all school related information (counting understudy Data).If we reuse existing
foundation and programming, existing procedures don't get tremendously affected and we
primarily concentrate on settling the new components. Additionally, by utilizing
administration situated engineering, on the off chance that we constructed independent web
administrations for various parts of required data framework, they can be reused by various
shopper applications over numerous stages by putting in next to no additional exertion.

This tripartite division of portability is obvious in the present writing regarding the matter and
planners who have utilized versatile innovation for instructive purposes have affirmed this.

17
Figure 3.1 is a realistic delineation of the three divisions of cell phones that can convey a more
elevated amount of instructive direction. By and by, the innovation, the learner and the real
learning process work in a continuous continuum inside the social setting of instruction. The
subversion of the signifier here (that works to the benefit of the teacher and the informed) is
that cell phones were developed and advertised as types of innovation, planned exclusively to
advance and upgrade the social and individual existences of clients. The fruitful conveyance of
higher instructive guideline relies on upon the tripartite essentialness of the word portability as
it is utilized as a part of the setting of cutting edge instruction. These three segments are
connected and are likewise basic in making mobile phones attainable as instruments for the
conveyance of advanced education instructional substance.

Figure 3.1: The three concepts of mobile learning

In like manner, the article's writers characterize mobile learning as learning ecological in light
of mobility of technology, mobility of learners and portability of discovering that expands the
higher instructive scene.

3.2.1 Mobile technology

The Mobile innovation alluded to in this theory is more best in class Mobile telephones,
however there are distinctive sorts of development, for instance, "sharp" phone automated
camera, streak circles, iPods and individual propelled help devices (PDAs). Cell phone used to
pass on preparing content rule can in like manner work as sound player, media-player and
mechanized cameras. Propelled Mobile phone are outfitted with Wireless Application
18
convention (WAP) and Wireless Fidelity (Wi-Fi) limits so that a client can associate with the
Internet by methods for his or her PDA (Trinder, 2005)

The Mobile gadgets specified above have the ability to connection to the Internet and convey
substance and direction that can empower learners to learn at whatever time and anyplace in
an organization that is socially prestigious among individuals in a similar age and learning. It
is correctly the portability of these gadgets that makes them exceedingly prestigious and in this
manner alluring as instruments of learning among learners in a similar age gathering. Indeed
they are very esteemed by youngsters

The primary organizers of this strategy for transport were to an extraordinary degree keen in
the course in which they manhandled the eminence and well known estimation of Mobile
telephones among adolescents in their twenties. Educationists have fundamentally skillfully
utilized a champion among the most intense pictures of wealth, eminence and form among the
young. Direction by techniques for Mobile telephones is subsequently nothing if not
progressive in its plan techniques, suggestions and results.

Trinder (2005, pp. 7-8) clarifies the functionalities of the most prominent and costly Mobile
phone advances. These fuse an organizer, camcorder, telephone, GPS and film player. They
also join preoccupations, computerized book, email office Internet get to and melodic MP3s.
Be that as it may, the most surely understood limits in all Mobile telephone remain the short
advising organization (SMS) and the sight and sound illuminating organization (MMS) – a
great part of the time used limits in the transport of cutting edge training bearings. This
headway has been discussed in regards to Tinder's (2005) gathering of PDA value.

19
 Figure 3.2: PDA technology (Source: Trinder, 2005, p. 7)

3.2.2 Mobile learning

Described it sometime recently, as basically finding that occurs with the help of PDAs, or the
meeting of adaptable figuring (the utilization of little, advantageous, and remote enlisting and
concentrated devices) and e-learning (learning empowered and supported utilizing information
and correspondence development) portrayed it sometime recently, as basically finding that
occurs with the help of PDAs, or the union of flexible figuring (the utilization of little,
advantageous, and remote enrolling and concentrated contraptions) and e-learning (learning
energized and reinforced utilizing information and correspondence advancement)

3.2.2.1 Five types of mobile learning

There are some of the agile methodologies for software development. Meanwhile, Mobile-D,
RaPiD7, Hybrid methodology Design, MASAM, and SLeSS are some of the existing
methodologies for mobile application specifically as shown in table.

20
 Table 3.1: Five types of mobile learning

Mobile
Mobile Development Process Description Year Techniques
Process

An Agile Approach for Mobile Application XP, Crystal

Mobile_D 2004
Development ,RUP

PaPiD 7 Rapid Production of Documentation _ Steps 2005 AM

Hybrid Designing an Agile Methodology for Mobile

Methodology Software Development _A Hybrid Method 2007 ASD, NDP
Design Engineering Approach

Development Process of Mobile Approach SW XP, RUP,

MASAM 2008
Based on Agile Methodology STEM

A Scrum And Lean Six Sigma Integration

Scrum, lean Six
SLeSS Approach for the Development of Software 2011
Sigma
Customization for Mobile Phones

3.2.3 Mobile applications

Applications are projects that keep running on versatile processors, which bolster input, yield,
Internet get to and tablet association through application programming interfaces (APIs)
running on various frameworks to perform distinctive assignments. The versatile organizations
have an internet advertising like play store or application store, that permit to download and to
purchase its preparations. Some of these organizations are open source frameworks like the
Android framework, dissimilar to others; they are shut source framework like IOS framework
(Quinn, 2011). Moreover, Flash innovation is another program used to make versatile
applications. These programming dialects are utilized as a part of scopes of assortments, for
example, wellbeing, training, play, and so forth. Today a few organizations, media

21
organizations made a specific application to bond a few operations or to exhibit and publicize
their preparations.

3.2.4 Architecture for personal mobile information system

Figure 3.3 gives an overall point of view of the Personale Mobile Information System System
configuration proposed. The system design starts with the customers of the structure which are
the General User and the Police User.

The PMIS was formed thusly to help both customers in performing specific endeavors viably
and decisively, in this manner shielding the uprightness of the PMIS information. To fabricate
confide in the PMIS, the teacher application is protected essentially in view of the sensitive
method for understudy data made by the instructor. Likewise there ought to be a system that
can create a reputation for being a reliable source by guaranteeing the veracity of such
information that is scattered.

Like Sennett's arrangement, the proposed system is customer driven, suggesting that the
achievement of the structure seriously relies on upon the customers' support of the data. Any
information that ought to be submitted or requested from the PMIS will be done through the
customer's application as a HTTP GET sent over a versatile data affiliation. The request would
be gotten by the application server running Apache. This affiliation is set up in an
establishment string. The structure is formed thusly in light of the fact that in adaptable data
relationship, all over responses put aside a long chance to either be sent or got. Consequently,
the customer may have a terrible association with applications, for instance, direct response
time in light of the way that the crucial string is blocked.

Right when the application server has constantly gotten the relationship from the customer's
application, it will set up a relationship with the PMIS database server and execute set away
frameworks to either remove or submit information to the database. This proposed system uses
MySQL as both the database server and database. The customer relationship of structure is
showed up in Figure 2 by techniques for use case diagram.

22
 Figure 3.3: Architecture for personal mobile information system

3.3 Sunrise12

3.3.1 Who is sunrise 12 for?

Sunrise is particularly composed to address the issues of understudies in their last year of
auxiliary training in the Northern Iraq.

The content:

• Its vibrant and simple to take after.

• Its rousing and agreeable.

• It got clear points and gives general amendment and testing.

• It‟s socially suitable for the Kurdish young people and has significant social, social and
chronicled data identified with contemporary Kurdistan.

• It can be utilized for understudies with various levels of capacity.

The Instructor's Book gives some discretionary exercises to help the educator adjust to various
showing circumstances, and the Activity Book gives additional exercise where required.

Sunrise 12 merges and augments dialect effort completed in Grades 10 and 11 now that
understudies have achieved the finish of the high-ranking auxiliary stage. It unites dialect that
was instructed independently in before evaluations and creates it to more elevated amounts of
23
multifaceted nature and differentiation. Sunrise 12 reuses, expands and finishes different
practical and linguistic strings which have been produced over the course. Vocabulary is
likewise solidified and reached out with the utilization of systems of procurement and
association to create learner autonomy.

Expanding on these semantic components will likewise significantly lift understudies' tuning
in, talking, perusing and composing aptitudes.

What are the parts of Sunrise 12?

 Learner's Book
 Activity Book
 Teacher's Book
 CD

Student’s Book

The main teaching units: There are eight parts in the Student's Book, six of which are the
primary showing (Units 1, 2, 3, 5, 6, and 7). These principle showing units concentrate on
points which are intriguing, essential and helpful for the understudies, for example, protection,
abilities required for forthcoming work and study, sustaining a developing populace and
cooperating for a superior world.

Revision units: Units 4 and 8 are update units. Unit 4 modifies Units 1, 2 and 3. Unit 8
modifies Units 5, 6 and 7. Amendment units concentrate on the sentence structure and
vocabulary things of the past units.

Role plays: There are six pretends situated after the primary showing units and correction
parts in the Student's Book. The pretends are to be utilized with every principle showing unit
(1, 2, 3, 5, 6 and 7). They offer understudies the chance to reuse the dialect and vocabulary of
the unit in a significant and persuading oral setting identified with subject of the unit.

Literary Reader: The eight scenes of the Literary Reader (Treasure Island by Robert Louis
Stevenson) are situated after the pretends in the Student's Book. The Literary Reader is

24
expected to build understudies' perusing aptitudes and acquaint them with the propensity for
broad perusing for joy.

The structure of the main teaching units: The center of each fundamental showing unit
comprises of six lessons.

Each twofold page contains two lessons. Quite far, there is one page for every lesson, and
every lesson is finished in itself. On the off chance that a lesson is longer than one page, a
spotted red line over the page shows where the lesson ought to end. After Lesson 6 in the
principle showing units, there is a two-page Language Focus segment.

Lessons 1 and 2 present a portion of the principle sentence structure and vocabulary of the
unit, chiefly through tuning in and talking exercises. These lessons additionally unite and add
to the known vocabulary to gather valuable word fields.

Lessons 3 and 4 present a further language structure and vocabulary in a more drawn out bit
of perusing. Vocabulary is systemically created through the Activity Book by presenting word
groupings through linguistic and semantic connections.

Lessons 5 and 6 reuse the language structure and vocabulary of the initial four lessons during
the time spent creating tuning in, talking and composing abilities. They likewise incorporate
exercises to create articulation.

Ordinarily, a twofold page of programs in the Student's Book is bolstered by a twofold page of
vocabulary and syntax practices in the Activity Book. These resources are intended to be
usable for homework by and large. Nonetheless, it is for you, the educator, to choose whether
to utilize them like this or whether to do some of work in class. In the event that you set
material for homework, you ought to enable some an opportunity to set up the exercises with
the class so understudies know about how they ought to do the activity. You ought to likewise
give consistent input on understudies' work. You might need to utilize marks given for this
work as a major aspect of your progressing evaluation of understudies.

25
3.3.2 What is sunrise 12?

English is the most prevalent dialect on the planet. Sunrise12 is an English program for twelfth
grade understudies which are the top of the line of secondary schools in Iraq-Kurdistan. The
time of understudies contemplating Sunraise12 is 17-18 years. The Sunrise12 program is
distributed by Macmillan Publications and is claimed by the Ministry of Education in Iraq-
Kurdistan (Macfarlane, 2009). The segments of Sunrise12 are:

Understudy Book: It is the principle educational programs book comprising of ten units (seven
primary units and three modification units). Every unit is partitioned into four lessons
including linguistic use, talking, tuning in, and perusing exercises.

• Book of exercises: It is book of supplements for the understudy book. It additionally contains
eight units, including distinctive homework related understudy book that understudies can
hone at home.

• Audio CD: The educational programs likewise has a CD supplement that incorporates sound
records that are utilized to tune in to exercises in the classroom and at home.

In a few nations, designers utilized compact gadgets in the instructive procedure (Qiang,
2013). The present application prepares Sunrise12 in light of the fact that it is a vital program
to learn English that incorporates vital parts of the English dialect like language structure,
vocabulary, talking, tuning in and exercises. Then again, the time of understudies considering
Sunrise12, is appropriate for the utilization of cell phones. Figure 3.4 demonstrates the cover
picture of the understudy's book of Sunrise12.

26
 Figure 3.4: Sunrise 12

Sunrise12 curriculum includes seven units, each unit divided into six lessons. The contents of
the Sunrise12 curriculum are grammar, vocabulary, listening, speaking, and homework‟s. The
present application contains lessons (1, 2, 3, and 4) from unit one of the program as a case study
to develop the application. In the future, it is possible to add the rest of other units of the
Sunrise12 for this project.

3.4.2 .1 Grammar

The most main elements of Sunrise12 are grammar idea. Then, this study chose the grammar
part of the student‟s book.

27
 Figure 3.5: Sample of grammar

Figure 3.5 shows the grammar point page in Sunrise12 book which is chosen and put into
the grammar part of the developed system because the students need to look at this page for
preparing him/hers elf to do a quiz which is another part in the developed system. The
quiz also includes some questions about the grammar parts.

28
3.3.2.2 Listening activity

Sunrise12 program has a supplement CD, which contains the sound documents that record
of them are discourse convers activities. The understudy need to hear them out,
comprehend them and answer the inquiries concerning the discussions.

Figure 3.5: Sample of listening

Figure 3.5 shows, listening page of the book which is chosen and put into the listening part
of Sunrise12 application. The students use this part on the developed system to test
themselves and improve their listening.

29
 CHAPTER 4

SYSTEM DEVELOPMENT

4.1 System Description

The chapter, the Sunrise12 application system will be discussed in feature. And analysis
mobile application for sunrise12 is described, also the system construction of the up-to-date
application is explained for well understanding of how the system was made. In
addition, mobile development of this application is publicized. This application entails the
real-time e-learning plus social concept that offers a dependable mobile learning application.
This application is real time application and offers free of charge e-learning.

4.2 Technology and Language Learning

My business of appearing on the web has put me in a voyage of disclosure. Innovative
adaptability it has given me boundless resources and learning materials, and the ability to
show understudies from all sides of the globe. I am honest to goodness aficionado to the
centrality of development in the classroom and learning as a phase for training. In any case, an
always expanding number of understudies are using phones to interface with the web.

Learning Mobile (or m-learning) is the limit of learn in wherever and at whatever point
through a device electronic advantageous. Convenient of learning is less sorted out that the
adjusting, however as I would see it supplements perfectly.

30
 Figure 4.1: Technology and language learning

4.3 Mobile Android Operating System

4.3.1 Android

Android is an item pile for mobile phones which fuses employed structure and crucial
applications. However, android is an item stage and working structure for mobile phones in
light of the Linux working system and made by Google and the Open Handset Alliance.
Android, open source cell phones stage in view of the Linux operating systems.

The assemble numerous different portable operating system such aggregate telephone, add up
to advanced mobile phone, Android, IOS, windows telephone, RM, and other telephone. The
current made application executes on cell phones in light of the operating system Android.
The best broad operating system Android, Now. Figure the working framework was
prominent and ask for it enhanced for 2014 to 2016 years in piece of the overall industry.

31
 Figure 4.2: Worldwide smartphone OS market share (Llamas, 2016)

The general PDA promote grew 1.1% year over year in 2016Q3, with 363.2 million
shipments, as shown by data from the International Data Corporation (IDC). Shipments grew
5.2% QoQ, appeared differently in relation to the 345.5 million units in the second quarter of
2016. IDC would like to see a detectable stoppage in phone shipments in 2016 with China
showing a more create advancement plan. Android overpowered the market with 86.8% offer
in 2016Q3. Samsung continued with its overall expert regardless of the Galaxy Note 7 audit.

32
 Table 4.1: Growth of smartphones (Lomas, 2016)

Period Android IOS Windows phone Other

2015Q4 79.6% 18.7% 1.2% 0.5%

2016Q1 83.5% 15.4% 0.8% 0.4%

2016Q2 87.6% 11.7% 0.4% 0.3%

2016Q3 86.8% 12.5% 0.3% 0.4%

4.3.2 Android advantages

1. Android is termed open source – This means that it‟s free for use by anyone

2. Multitasking - Android telephones can run numerous applications; it implies you can peruse
while tuned in to the tune.

3. Can introduce an adjusted ROM - We now and again locate an informal ROM. That is the
rendition that was not as per the detail discharge our receivers, the last way is change. Does
not stress there is numerous conventional ROM that you can use on Android telephones, and
ensured not to hurt your gadget.

4. Gadget – With the gadgets on the home screen, you can without much of a stretch get to an
assortment of settings rapidly and effortlessly.

4.3.3 Disadvantages android

1. Require web association - Android requires a dynamic web association. At any rate there
should be a GPRS web relationship in your general region, so that the device is set up to go
web according to our requirements.

2. Publicizing - Application in the Android telephones can for sure be obtained easily and to
no end, yet the results in each of these applications, will reliably be commercials on display,
either the top or base of the application.
33
3. Inefficient Battery - Android more wasteful than some other working system, since this
working structure is a huge amount of "process" beyond anyone's ability to see that incite the
battery quickly exhausts.

4. Numerous applications comprise virus - the infection installed android applications

including Counter Strike Ground Force is photo, et cetera. Android Application contain
disease moreover display in the Android Market.4.3.4 Android program language

Android bolsters numerous dialects. All of the significantly utilized dialects are bolstered and
the rundown goes more than 100. With this element android can without much of a stretch
adjust. Google claims 900,000 android device activations

Figure 4.3: Android program language

34
  Android apps implement on Dalvik VM, a “clean-room” execution of JVM
–  Dalvik improved for effective implementation
–  Java .class byte code translated to Dalvik Executable (DEX) byte code, which
Dalvik interprets
 Android apps written in Java 5
–  Actually, a Java dialect (Apache Harmony)
 Apps use four main components:
–  Activity: A “single screen” that‟s visible to user
–  Service: Long-running background “part” of app (not separate process or thread)
–  Broadcast Receiver: Module that eavesdrops for specific Android system “events”,
e.g., “found wireless device”, and replies consequently

Figure 4.4: Apps use four main components

4.3.5 Android software development kit (SDK)

The API level identifier plays a key role in ensuring the best users and application developers:

35
  It lets the Android platform describe the maximum framework API revision that
it supports
 It lets applications describe the framework API revision that therequire
 It lets the system negotiate the installation of applications on the user's device,
such that version-incompatible applications are not installed.

The following table specifies the API level supported by each version of Android platform

Figure 4.5: API Level supported by each version of the android platform

36
4.3.6 Java development kit (JDK)

A Java Development Kit (JDK) is a program advancement condition for compose Java applets
and applications. It encompasses of a runtime area that "is in top "layer of the working
framework, and also the devices and programming that engineers need to incorporate,
investigate and execute applets and applications inscribed in the Java dialect JDK version
1.8.0_25 is used in this project.

4.3.7 Intel hardware accelerated execution manager (HAXM)

Intel (r) HAXM is the Intel® Hardware Accelerated Execution Manager is a Hardware-helped
virtualization motor (hypervisor) utilizing Intel virtualization Technology (Intel (r) VT) to
quicken copying of Android applications on a host machine. In Combination with Android
x86 emulator pictures given by Intel and Android SDK Manager, HAXM empowers quicker
copying of Android in Intel VT Enabled. The Intel HAXM driver keeps running inside the
emulator, and in the Host machine. It keeps running on a few adaptations of Windows, Linux
and Mac OS. The following platforms are compatible with Intel HAXM processor.

 Windows 8 and 8.1 (32/64-bit)

 Windows 7 (32/64-bit)
 Windows Vista (32/64-bit)

4.3 Flow Chart

The flow chart is a graphical representation of the application system functionalities, features
and other operations. It serves as a road map of the whole system design during the
development of the application.

The following Figure 4.6 shows the application flow chart which includes the system
functions from „Open Application‟ to displaying several options for the user to where the user
quits the application.

37
Figure 4.6: Flow chart of the application

38
1. After login with username and secret word, Role for that specific client will confirm from
server database.

2. In the event that client is executive, after choices might be overseen.

 Quiz
 Question and Answer
 Report
 Users

Over four alternatives can be included, alter and erase by executive.

3. Score report will show to director in read just mode.

4. In the event that client is interviewee, all dynamic test records will empower for giving test.

5. Test will execute with certain time restrain. Test will complete after that time or all address
replied

4.4.2 Login and enroll

 Open the application

Give username and secret key. Username is characterizing as the email deliver to
concern client.
 After tap on login catch application speak with server and check whether the gave
username and watchword is right or not.
 If gave data found at server end and match with part "Administrator" or "Interviewee"
then open the craving entryway. One part is characterized as "others" for future
extension.
 If client is manager the client, question and reply, Report, client catch is empowering.
 If client is interviewee, all test which are dynamic will show up and he/she can choose
from those to begin test.

39
Figure 4.7: Flow chart of login and register

40
Login and Register secret key approval has designed with the accompanying way.

 should contain no less than one digit

 should contain no less than one lower case
 should contain no less than one capitalized
 should contain no less than 6 from the specified characters
 Email Validation has likewise designed.

4.4.3 Interview board

 Any competitor who approaches this application will get the rundown of dynamic
inquiries
 After signing in
 The applicant will pick the challenge of wishes to take an interest in the test.
 After finishing any test, the applicant can't sit for that test twice.
 Result (where M = Correct Answers) will appear (if empowered) in the wake of
finishing the poll and put away in the database for particular competitors.

41
Figure 4.8: Interview panel

42
4.5 Sequence Diagram

Figure 6: Administrator and teacher sequence diagram

43
 Figure 4.10: Student sequence diagram

4.6 Class Diagram

The subsequent simplified figure shows the central classes of the scheme. This is a reference
the extended class diagram that includes the features and operations of the classes. In addition,
in the following diagram, the classes that belong to the admin package and the
classes(JSONParser, ServiceFunctions) are not shown, because each of the other classes has
dependencies (arrows) on them, and then the pattern is not easily readable.

44
 Figure 4.11: Application Diagram

4.7 Database Design

Wampserver : Implies an item stack for the Microsoft windows working framework, make by
Remain Bourdon and containing the web server, Open SSL for SSL support, MySQL database
and PHP programming tongue shown in figure

45
 Figure 4.12: Wampserver

Figure 4.13: List of database servers

46
SQLite database: Part of the primary standards of the SQL databases is the pattern: an
official announcement in what way the database is sorted out. The composition is reproduced
in the SQL proclamations that you use to make your database.

An agreement class is a holder for constants that characterize names for URIs, tables, and
segments. The agreement class enables you to utilize similar constants over the various classes
in a similar bundle. This gives you a chance to change a section label in one abode and have it
engender all through your cipher

Figure 4.14: Create a database using a SQL helper

privatestaticfinalString SQL_CREATE_ENTRIES =
"CREATE TABLE "+Query.NameOfTheTable+" ("+
Query._ID +" INTEGER PRIMARY KEY,"+
Query.NameOfTheCol+" TEXT,"+
Query.NameOfTheSubtitle +" TEXT)";

privatestaticfinalString Query =
"DROP TABLE IF EXISTS "+ Query.NameOfTheTable;

47
4.8 System Development Methodologies

To perceive how swift practices can be executed in An adaptable wander, the investigated
investigate papers on Development of uses using Agile systems. In this way, the found four
deft strategies, some with the mix from non-Agile systems: Mobile-D, HME, MASAM and
SLeSS as depicted underneath.

The Mobile D

One of the leading considers in deft approach is by Abrahamsson. Spry flexible D framework
to hold change down and ensure bewildering programming versatile application vendors must
approach programming headway with feeling of obligation in regards to inside efficiencies. it
is move to iterativeand incremental transport procedures to remain mindful of the snappy pace
and unfaltering change inborn in the business. It relies on upon blend of ridiculous
programming similar to hones, valuable stone gathering of approachs in gatherings of
flexibility and normal bound together process in the terms of life-cycle scope. It shows that
agile progression gives a strong match to adaptable application change Environment and
proposes an approach called Mobile-D. It depends on XP, Crystal and Rational Unified
philosophies Process (RUP) and is prescribed to be utilized by little, Co-found groups dealing
with short advancement cycles.

In the claim expressing the school of data report that these nine constituents must be enmeshed
inside the different strategy related with the cycle of advancement Phasing and placing.

1. Architecture line
2. Mobile test-driven development
3. Continuous integration
4. Pair programming
5. Metrics
6. Agile software process improvement
7. Off-site customer
8. User-centered fouce

48
 Figure 4.15: Mobile-D methodologies in development of mobile applications

The idea of this application is to help tourists who visit the city of pula so they can so they can
easily go sightseeing.

Figure 4.16: The mobile-d process comprises of five phases

Mobile-D has as of now been executed being developed undertakings, and a few favorable
circumstances have as the expanded perceivability of advance, revelation and repair

49
specialized issues, low deformity thickness in the last item and an advance improvement
(Abrahamsson, et al., 2004). Different utilizations of the technique are introduced in
(Pikkarainen, Salo, and Still, 2005) and (Hulkkoand Abrahamsson, 2005).

Figure 4.17: Mobile-D phases and stages; Source: (VTT Electronics, 2006)
Planning has direct impact on project success and represents the major part of the mobile app
Development

 Establishing the stakeholder group

 Defining goals of the mobile app
 Choosing members
 Deadlines
 Development environment

This stage can only start when the previous stage explore is finished. The stage places
emphasis on exploring the requirements and architecture of future mobile application and
preparation of technical and human resources. The third stage and its aim is to implement the
principal functionality of the mobile application.

50
 Figure 4.18: Scope meaning stage, adapted from (VTT Electronics, 2006)
Finalize the implementation and the documentation of the mobile application. Improve and
ensure the quality of the mobile application.

Figure 4.19: Finalize the software architecture design

The last of the five stages is aimed to test the system according to the documentation, provide
information on the possible shortcomings, allow the team to remove defects and deliver the
mobile application without errors if it is possible.

Figure 4.20: Mobile development method projected in (Ramsin and Rahimian, 2008)
Below is the summary of mobile -D methodology

 Grounded in agile processes

 No more than 10 team member

51
  Product turnaround in 10 weeks
 Cohesive, communicative team

4.9 System Requirements

The following need the system of hardware and software, as tools and mobile devices

4.9.1 Computer Tools

The used to make application for English teacher learning developer as mobile Application as
follows

 Android studio the software for editing the project codes.

 Personal computer on windows 7 (32 bit) operating system was used.
 (JDK) Java Development Kits, version java 8 and java SE Development Kit 8 with
android studio to run and deploy the java programming language code using
application.
 (SDK) is needed to android studio for develop the application (API 17 -24) includes
tools (emulator, debugger, libraries).
 (AVD) an emulator for showing output project run code project application.

4.9.2 Android Device

The application is suitable for Samsung Galaxy s5 devices which have these features:

 Android OS v4.4.2.
 Size 5.1 inches (~69.6% screen-to-body ratio).
 Resolution 1080 x 1920 pixels (~432 ppi pixel density).
 Dimensions 142 x 72.5 x 8.1 mm (5.59 x 2.85 x 0.32 in).

4.10 User Interface

The following Figure 4.21 depicts all the application user interfaces such as login, register,
main forum, quiz form, listening form, reading form, grammar form, essay form, text to
speech form, Irregular verbs form.

52
53
Figure 4.21: User interface (all screen)
54
 CHAPTER 5

SYSTEM IMPLEMENTATION

5.1 Description of Application

This is a mobile application for learning English without teacher to improve Quiz, Listing,
Writing, Reading, Grammar, Essay, Irregular verbs and text to speaking can learn anytime
anywhere, some of the models have self-test.

5.2 Registration Page Testing

The following screenshot shows that the registration page.

Figure 5.1: Register form

55
5.3 Login

Login screen will appear when the student‟s registration has been done successfully. Then,
they should enter username and password to the desire field. Hint text indicates where you
want to input username and password. Tap the login button to open the main form and to see
the full functionality of the application (Figure 5.2).

Figure 5.2: Login form

56
5.4 Main Form

This is the proposed mobile English learning application main page; this page consists of eight
categories and sub categories. After exceeding login successfully the main interface of the
student is appeared. Figure 5.3 shows the action as follows:

 Quiz leaves (Level A, Level B, Level C)

 Listening
 Reading
 Grammar
 Irregular Verb
 Essay
 Text to speech

Figure 5.3: Main form

57
5.4.1 Quiz

Quiz section has been categorized into three levels which are level A, B and C (Figure 5.4 and
Figure 5.5). In this proposed mobile application, the quiz category has 3 levels in order of
difficulties, the level A is for the beginners while level B for the intermediary and level C for
experts. In this application three levels of quiz have been chosen based on the examination in
Kurdistan Regional Government in Iraq. The students can do different exams in order which
are first-term exam, second term exam and final exam. Based on the materials have been
taught within our secondary school, we have exams three different times. The level A is for
the beginner which means that the first part of the materials is included within the first term
exam. The level B is for the intermediate which means that the second part of the materials is
included within the second term exam. The final level is C, it is difficult one because all the
materials are included within the final examination. The student should select one answer (s)
before moving on to the next questions. The correct answer will be presented to the student.

Figure 5.4: Main quiz forms

58
Figure 5.5: Quiz forms

59
5.4.2 Listening

The listening section is organized as a podcast which are Dialogs, then, the user will be able to
listen to different dialogs according to his desired selection, which are categorized in order of
difficulties. This helpful app will help you listen to English and speak English more fluently.
There are many lessons divided into different lessons (Figure 5.6).

Figure 5.6: Listening forms

60
5.4.3 Reading

The reading page consists of an English passage or short essay where a reader will answer
some series of questions after reading the full passage (Figure 5.7 and Figure 5.8). Then the
user will be able to do a quiz afterward. . Each set of questions in this section is based on a
single passage or a pair of passages. The questions are to be answered on the basis of what
is stated or implied in the passage or pair of passages. For some of the questions, more than
one of the choices could conceivably answer the question. However, you are to choose
the best answer; that is, the response that most accurately and completely answers the
question, and blacken the corresponding space on your answer sheet.

Figure 5.7: Main reading forms

61
Figure 5.8: Reading forms

62
5.4.4 Grammar

This Grammar menu lets an individual makes it possible to read and learn lots of English
grammar with plenty of resources (Figure 5.9 and Figure 5.10). This section explains different
grammar tenses or rules with enough examples. Then the student should answer the followed
questions about the explained grammar. This grammar test is the best way to improve your
English grammar knowledge. Stunning minimalist design and clear user interface make it easy
to test your English language skills. This English Grammar Test app is perfect for sunrise12.
Each one contains four tests with four or three exercises.

Figure 5.9: Main grammar forms

63
Figure 5.10: Grammars forms
64
5.4.5 Essay

This essay page has lots of essay that each consist of 200-300 words for reading, essays about
„life in the city‟ as an example (Figure 5.11). It is an application that can help you work with
the essay in English or writing task that your teacher gives you. Sometimes it is difficult to
start the first paragraph. With this application, you can find which topic is related to what you
are going to read and there will be some ideas or opinions you can draw from it. As a result, it
can help you how to write a short essay effectively.

Figure 5.11: Essay and sample essay forms

65
5.4.6 Irregular Verbs

The irregular verb section gives lots of English verbs which consist of infinite, simple past and
past participle (Figure 5.12). For the grammar test, you will find four topics within each level.
Some topics are: prepositions and irregular verbs for easy level, gerunds and more for medium
level, modal and conjunctions for hard level. Most of the questions came in the form of
multiple options, but always with time limits.

Figure 5.12: Irregular verbs form

66
5.4.7 Text to Speech

Android's text-to-speech has been an integral part of Android. It is used to read translations
and pronunciations of words, to read books, to give navigation step by step and to improve the
accessibility in the whole system. After one of the most recent updates, Google Text-to-speech
can also be invoked by any third-party application that supports both text selection and
sharing. Add a text-to-speech option (with different speeds). This is very useful for students -
reading and listening to text simultaneously is much more efficient (Figure 5.13).

Figure 5.13: Text to speech form

67
5.4.8 Feedback Quiz

In Quiz Level, at the beginning there is a default time limitation 1 minute for 10 questions.
The question is displayed along with various options to select from the most appropriate
answer, with each question having its own score (Figure 5.14). Answering the right question
will update green 'Right' label at the top of the screen, otherwise the 'Wrong' label is updated.
Pressing the check button will determine if the selected option is right or wrong. However, the
green signifies right answer while red signifies wrong answer. In addition, the result will be
displayed and updated at the top of the screen based on the right answer. In addition, the result
will be displayed and updated at the top of the screen based on the right answer. This
application shows feedback to the learners in two different ways. Firstly, it shows the wrong
and right answers directly on the application while you practice on quiz level by changing the
color. The other one, while the quiz or all answered questions are finished, the learners will be
able to click on „check your answer‟ button to see the all answered result as a text. At the same
time, it shows that the answer is correct or not and then shows the correct answer while the
learners picked the wrong answers.

Figure 5.14: Feedback quiz forms

68
 CHAPTER 6

CONCLUSION AND RECOMMENDATIONS

This chapter concludes the design and development of mobile application that teaches the
English language through the use of an interactive process such as quiz, listening, reading,
grammar and essay, and as well contains recommendations for future studies.

6.1 Conclusion

Conclusively, the study shows how to design and develop a mobile learning application to
teach basically English language through various interactive practices adopting the northern
Iraq as a case study. Before embarking on the study literature review of related research to
provide with a depth understanding of how previous researches on this topic area were
conducted, the review of literature help sharpened the study focus. The system was developed
using the android studio framework and the MySQL backend based on the proposed mobile
learning model. The system is android based which implies it runs solely on android based
operating systems. However, the application consists of various features such as quiz,
listening, reading, grammar, essay, verbs and text to speech modules. The developed
application consisted of three levels for the quiz module ranging from basic to expert. The
development application should make it easy to learn English as a second language.

Lastly, this developed English learning mobile android based application will help students
interested in learning English language quickly and efficiently because of its coupled
interactive features which had shown to be very effective in mobile learning activities.

69
6.2 Recommendations

Regarding the design and development of this developed mobile learning application that
teaches English language to non-English natives, the platform dependencies should be
eliminated in such a way that the application will run across all platforms not restricted to just
android based smartphones. Below are some additional suggested recommendations. The user
interface should be more interactive and pictures should be used to make some expression.
The speed of the application should be considered, functionality, reliability, efficiency,
maintainability, portability, quality in use, quality of content, loading time, and most
importantly ease of use. In addition the mobile application should be in conformance with the
learning goal which is learning English. Finally, further study should be carried out in more
cities.

70
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