Online e-learning application for practicing foreign language skills with native speakers
© Osipov et al. 2016
Received: 15 November 2015
Accepted: 18 February 2016
Published: 1 March 2016
The paper describes an online e-learning web-based application for practicing foreign language skills with native speakers. Educational materials are a part of the application, along with the live audio–video feed between the participants.
The proposed technology is designed to supplement traditional methods of studying spoken language by bringing native speakers, students, and language-learning materials in one place. The main research question is whether strangers, first met on the internet can teach and learn languages using integrated training materials.
In the developed platform, any native speaker can perform a role of a teacher, i.e., facilitator of foreign language learning. Over 40,000 users registered in the system over a 6-month period. The system includes gamification as the part of user retention and virality mechanisms.
Keywordse-learning Mobile application Gamification
Verbal communication is based on speech activity, which can be developed and applied during foreign language learning. Learning foreign languages is also associated with acquiring the knowledge of other cultures, which is impossible without practical speech communication. Necessary properties of online applications, which provide language communication practice are the possibility of audio and visual contacts; teaching methodology, including conversation scenarios, allowing participants to actually start and carry on a conversation on a given topic and motivation of the participants.
However, it was noted that traditional language learning does not provide enough training of direct verbal communication. Without conversational practice, mastering the language is slow and inefficient. Techniques, such as trips to foreign countries, living in a foreign family, and even socializing with foreigners on the street, all increase the language-learning outcomes. However, these methods are expensive and are not feasible for mass education. Live conversations with native speakers using Skype can also help, but it is hard to find a companion to speak in the desired language. Furthermore, this companion needs to have some training skills, while an average native speaker does not know the teaching methodology and simply does not know what to say.
Computer training system in the form of a game was developed, called i2istudy, to implement all the necessary components of spoken communication for training spoken foreign language skills. This game consists of the computer-aided conversation and communication with native speakers. For example, English-speaking users can learn Spanish from Spanish-speaking users, and vice versa. The i2istudy system allows native speakers to teach others without knowing how to teach and without knowing foreign languages. In other words, i2istudy allows all native speakers, not necessarily professional teachers, to teach their native language as a part of collegial network game (Buga et al. 2014; Zolfaghar and Aghaie 2012). The main feature of the system consists of providing a common space with educational materials, including specifically designed lessons, which are simple and understandable step-by-step educational instructions aiding communication. The platform, which allows live audio–video communication, is built into the web interface, based on the modern Web real-time communications (WebRTC) technology.
The i2istudy is a social and informal approach to learning languages (Lai et al. 2013). It is not only a mere learning platform, but also a learning community that brings users together and builds relationships (Cohen 2014). Learning foreign languages is a universal international activity uniting like-minded individuals all over the World. While studying, the system users enter into an intense live communication process with a native speaker, not only by studying the language, but also the culture, behavior, and manners. They not only discuss the set topics, but can also enter into a more personal communication. Currently, the system supports four languages: English, Spanish, Russian, and German; however, more languages can be added without significant technical changes of the system (Osipov et al. 2015).
This capacity is provided through the combination of three components for the user interactions with each other. One component provides real-time audio–visual communication for users, the next component displays text and a scenario of topics used for communication in languages understood by the users, and the third component allows communicating by sending and receiving instant text messages in the chat. The system–user interface is shown in Fig. 1. The system automatically tracks the time, which is reported in user accounts for the purpose of time banking (Marks 2012). The user interface, user interaction, and the script are presented by means of individual cards (slides), connected by a mutual discussion topic. Each slide consists of a separate text, graphics, and video in an interface, which is clear and understandable to each user, in their own native language. Each slide consists of a set of common fields provided in two languages, or in each individual language.
For example, decisions on whether the students can independently take the interactive tests available in the system, along with assessing the competency level of the teacher, are taken by the controller. Currently, for the study of foreign languages in the form of a game, the system allows only two roles: the teacher and the student.
The developed application implements the following gamification methods:
The time banking principle
When user acts as a student by taking lessons, virtual system currency in minutes is spent from the user account. One minute of learning is debited from the account, while 1 min of teaching is credited to the account. Thus, the user acting as a teacher earns minutes, and the same user spends minutes as a student. In this way, all users participate in the virtual economy. Users are motivated to earn minutes, pushing the user to periodically assume the role of a teacher. Each user currently gets 30 min in the system as a part of the registration process. If all minutes are spent in the account, the system does not allow to study, but offers to teach to earn more minutes. Accumulated minutes are shown on the top of the interface screen in Fig. 1. The implemented time banking goal is to motivate users to teach in addition to learning (Osipov et al. 2015).
Sequential lessons presentation
Most computer games utilize gamification principles when the next game level becomes available after previous level has been completed. New lessons become available as the user goes through the previous lessons. Moreover, there is a grade displayed for each passed lesson as a single, dual, or triple star, reflecting how well the student passed the test at the end of each lesson. Sequential opening of the lessons in batches intrigues the user to find out what’s coming next, and boosts user engagement. Explicit visibility of the grade encourages user to retake lessons with poor grades.
Achievements and badges
The user acquires nominal status, positioned as an achievement, for learning and teaching in the system. The user gets status notifications by email, while other users also see these “achievements and badges,” and can select their learning partner based on this information. Basic list of “achievements and badges” includes “The First-grader; Middle school student, and High school student.” To make it short, these are presented by the first two letters of the achievement, displayed in the corresponding language next to the user name, and are called badges. Shortened badges are used to save the space in the list, and will be replaced with medals in the future for better visibility. The goal is to motivate users to receive awards as an external evaluation, thus motivating them to come back and spend more time in the system.
For positive behavior reinforcement and encouraging polite communication between the users, peer evaluation is implemented. After each lesson, both the teacher and the student can evaluate each other. There are two types in this kind of evaluation. The fist is simple like/dislike, which are accumulated for each user and displayed in the personal profile. This information is also visible to other users in the lists of teachers and students. Thus, polite and positive users are clearly visible, based on the large number of likes, while impolite and unpleasant users are also apparent due to dominating dislikes. In addition, there is an option to report indecent user behavior to the system moderator. However, this option is a part of system moderation, rather than gamification (Osipov et al. 2015).
Newly registered users’ distribution by the native language
New users by languages
Russian language, users
English language, users
German language, users
Spanish language, users
Newly registered users’ involvement in the learning/teaching process
Number of just registered users who made a call in period
Percent of just reg. users who made a call in period
Successful connections, based on the duration and quantity for each month
Successful connects duration, min
Number of successful connects
Average duration, min
Any kind of interaction interruption was taken into account, including closing the browser or turning off the computer, or successfully finishing the lesson materials. Regardless of the fact that the average connection time is not very long, the experiment showed that two unfamiliar and unprepared users can carry on a conversation in a foreign language for quite long. Besides, the average connection time continued to increase with the number of registered users, and reached 14.4 min in August 2014. Moreover, the most loyal and active users became apparent, spending more hours learning and teaching, and even repeating the same lessons (Osipov et al. 2015).
The users registered as a result of advertising placed in social networks and conducted lessons either as a teacher or a student, learned the system interface on their own, without any special training. There were users not specifically recruited to conduct initial proof of concept experiments. The users accepted roles of the teacher and the student on their own. The corresponding ratio of 6.4 “teacher” users to 10.6 “student” users indicates that an average user is not afraid to play the role of a teacher in the developed system.
Online foreign language learning application was developed, where native speakers can act as teachers using teaching materials and scenarios available in the system. Over 40,000 users registered in the system. Combining modern information technology, spoken language teaching methods and gamification allowed developing an effective and quite popular tool for improving speaking skills in the study of foreign languages. The system allows finding a partner for practicing foreign language. The system can be used for developing foreign language communication skills and accelerated learning of foreign languages. The combination of online communications technology, educational content delivery, and gamification methods allowed maintaining average session duration at 14 min, which is longer than an average conversation in a store or on the street between strangers. Further development the system should be based on maintaining user interest through interesting content and gamification techniques and will probably allow achieving greater involvement and retention of users.
IVO: Gamification; Experimental results; Literature review; Conclusions. AAV: Application, User interactions; Literature review; Conclusions. EN: Findings, Literature review; Conclusions. AYP: User interactions, Gamification; Experimental results. All authors read and approved the final manuscript.
The authors would like to thank the i2istudy.com team members for their dedicated efforts: Vadim Grishin, Ilya Poletaev, Andrei Poltanov, Elena Bogdanova, Vildan Garifulin, and Franziska Rinke.
The authors declare that they have no competing interests.
Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
- Buga R, Căpeneaţă I, Chirasnel C, Popa A (2014) Facebook in foreign language teaching—a tool to improve communication competences. Procedia Social Behav Sci 128:93–98View ArticleGoogle Scholar
- Cohen EL (2014) What makes good games go viral? The role of technology use, efficacy, emotion and enjoyment in players’ decision to share a prosocial digital game. Comput Human Behav 33:321–329View ArticleGoogle Scholar
- Hsu M-H, Jub TL, Yen CH, Chang C-M (2007) Knowledge sharing behavior in virtual communities: the relationship between trust, self-efficacy, and outcome expectations. Int J Human-Comput Stud 65(2):153–169View ArticleGoogle Scholar
- Lai K-W, Khaddage F, Knezek G (2013) Blending student technology experiences in formal and informal learning. J Comput Assist Learn 29(5):414–425View ArticleGoogle Scholar
- Marks M (2012) Time banking service exchange systems: a review of the research and policy and practice implications in support of youth in transition. Child Youth Serv Rev 34(7):1230View ArticleGoogle Scholar
- Osipov IV, Volinsky AA, Grishin VV (2015a) Gamification, virality and retention in educational online platform. Int J Adv Comput Sci Appl 6(4):11–18. doi:https://doi.org/10.14569/IJACSA.2015.060402 Google Scholar
- Osipov IV, Volinsky AA, Nikulchev E, Plokhov D (2015b) Study of monetization as a way of motivating freemium service users. Contemp Eng Sci 8(20):911–918. doi:https://doi.org/10.12988/ces.2015.57212 Google Scholar
- Osipov IV, Nikulchev E, Volinsky AA, Prasikova AY (2015c) Study of gamification effectiveness in online e-learning systems. Int J Adv Comput Sci Appl 6(2):71–77. doi:https://doi.org/10.14569/IJACSA.2015.060211 Google Scholar
- Osipov IV, Prasikova AY, Volinsky AA (2015d) Participant behavior and content of the online foreign languages learning and teaching platform. Comput Human Behav 50:476–488. doi:https://doi.org/10.1016/j.chb.2015.04.028 View ArticleGoogle Scholar
- Seufert EB (2014) Freemium Economics: Leveraging analytics and user segmentation to drive revenue (The Savvy Manager’s Guides). Morgan Kaufmann, WalthamGoogle Scholar
- Seyfang G, Longhurst N (2013) Growing green money? Mapping community currencies for sustainable development. Ecol Econ 86:65View ArticleGoogle Scholar
- Válek L, Jašíková V (2013) Time bank and sustainability: the permaculture approach. Procedia Social Behav Sci 92:986View ArticleGoogle Scholar
- Zolfaghar K, Aghaie A (2012) A syntactical approach for interpersonal trust prediction in social web applications: combining contextual and structural data. Knowl-Based Syst 26:93–102View ArticleGoogle Scholar