Exploring Perspectives of Students on Using Mobile Apps to Improve

English Vocabulary Through Youtube Videos: A Comparative Study

Otto Parra

, Edisson Reinozo and María Fernanda Granda

Department of Computer Science, University of Cuenca, Cuenca, Ecuador

Keywords: The English Vocabulary, Youtube Videos, Spaced-Learning, Multi-Criteria Decision Making.

Abstract: Currently, in countries where the mother tongue is not English language, globalization brings a very important

requirement related with level of English since it facilitates communication in any area, be it, business,

education, tourism, and so on. People need to have a good mastery of the English language, however, if the

mother tongue is different from English, dominating the English language can become a very serious problem.

Under these circumstances, in countries where the mother tongue is not English, educational institutions have

included meaningful learning of English as a second language in their curriculum for many years. Vocabulary

is one of the essential components of any language and it is required get a good level in order to have success

in the process of teaching/learning of the English. Spaced repetition has been widely implemented and

examined in mobile-assisted vocabulary learning as an important learning strategy. In this context, the purpose

of this comparative study was to investigate and compare university students’ perspectives utilizing two

mobile apps to improve English vocabulary in the Language Department at University of Cuenca (Ecuador):

the first application is Slango and the second was chosen applying multi-criteria decision making of a set of

mobile apps with similar features than Slango. Therefore, we did a comparative evaluation of the two mobile

apps in order to evaluate usability by using SUS questionnaire and desirability by using Microsoft Desirability

Test. Results show that Slango has similar features as ReadLang (the second app to compare) when it is used

to improve student English vocabulary using YouTube videos.

1 INTRODUCTION

In countries where the mother tongue is not English

language, it is presented as a mandatory requirement

in many areas of the society (education, tourism,

business, among others.) to achieve its

internationalization (Vallejo Jiménez et al., 2023),

also, it is even conceived as a differentiation

characteristic to achieve competitiveness. For this

reason, in some sectors of the population there is a

great interest in achieving a mastery of the English

language, to the point that it is the mandatory

language of the curricula of the countries of the

region. However, according to (Cronquist & Fiszbein,

2017) despite the importance of the English language,

educational systems have low English domain levels.

The rapid development of the technology related

to education (Web 2.0 and mobile-assisted learning)

has allowed the emergence of a set of applications

https://orcid.org/0000-0003-3004-1025

https://orcid.org/0000-0002-5125-8234

that try to help users learn/practice the English

language (Chen et al., 2020). Along with mobile

technology and applications that allow users to

practice English vocabulary, a well-known

methodology in the educational field called spaced

repetition has been used (Zhang et al., 2022), it is a

learning technique that distributes vocabulary

learning and practice into multiple sessions over a

period of time to optimize learning outcomes, is one

of the most important learning strategies that have

been widely integrated into mobile-assisted

vocabulary learning (Settles & Meeder, 2016).

Some authors claimed that vocabulary learning

might support the skills required to the

communication: listening, speaking, reading, and

writing (e.g. (Yunus & Saifudin Muhamad, 2019),

(A/P Prabha & Abdul Aziz, 2020)). The result showed

that most students claimed that vocabulary learning

strategies such as media, movies, internet materials,

Parra, O., Reinozo, E. and Granda, M.

Exploring Perspectives of Students on Using Mobile Apps to Improve English Vocabulary Through Youtube Videos: A Comparative Study.

DOI: 10.5220/0012741400003687

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 19th International Conference on Evaluation of Novel Approaches to Software Engineering (ENASE 2024), pages 769-776

ISBN: 978-989-758-696-5; ISSN: 2184-4895

769

note-taking, and concept mapping were very useful in

their learning process (Schimanke et al., 2013).

Currently, there are some mobile apps and

websites to learn English vocabulary or practice

known vocabulary, using spaced repetition

(Martínez-Valencia et al., 2021). In our research

work, we are interested in mobile apps because the

mobile devices have become useful instruments that

support the teaching and learning process due to their

ubiquity, multi-functionality and Internet

connectivity (Cabrera-Solano et al., 2020).

Then, the mobile apps of interest for our research

work are those that use YouTube videos to help users

improve their English vocabulary by using the spaced

repetition system (SRS) method. The use of YouTube,

social media and other Web 2.0 technologies in

education has been proposed as a tool to engage new

generation students (Sakkir et al., 2020). In this

context, we need two mobile apps to compare

university students’ perspectives utilizing them to

improve English vocabulary. The first mobile app is

Slango, a non-commercial application, it was

developed as part of our research work based on

requirements obtained with university students in

Cuenca (Ecuador). In order to obtain the second mobile

app, we consider five mobile (Table 1) to select the

second mobile app using multi-criteria decision

making (MCDM) method (Soniya et al., 2021).

Table 1: Mobile app selected.

Mobile App name URL

Memrise https://www.memrise.com/app

Quizlet htt

s://

uizlet.com

Duolin

o htt

s://en.duolin

o.co

rosetta Stone https://www.rosettastone.com

readLang https://readlang.com

Under this perspective, our work is justified from

different aspects, thus from a social perspective, the

Slango application represents a contribution to English

language teaching strategies, since it is based on the

SRS method, which is conceived as an evidence-based

learning technique, where new vocabulary is learned

and gives the possibility of reviewing several times,

thereby guaranteeing learning (Seibert Hanson &

Brown, 2019). The comparative evaluation is detailed

in the next sections and it is based on the university

students’ perspective when the usability evaluation and

the desirability test according to Microsoft Desirability

Test (Perez-Medina et al., 2021) are applied.

Therefore. the contribution of this paper is

twofold: (1) Slango, a non-commercial mobile app

for the Android platform, and (2) the comparison of

two mobile apps for learning English Vocabulary

through YouTube videos.

2 BACKGROUND

In this section, we include some concepts obtained

from the related literature with our research work.

According to (Tinsley & Board, 2014), the

Spanish language is one of the most widely spoken

language in the world with approximately 400 million

native speakers, however, following globalization,

there are more and more people who learn to speak

English as second language, due to the importance it

has at the academic and professional levels as it is

considered as part of the curriculum from the primary

level to the university.

(García et al., 2016) refer that the teaching of the

English language is going through several

transformations that are awarded to the constant

modification of educational systems, which seek to

innovate, and improve the teaching-learning process,

because to learn a foreign language, it is not enough

to limit yourself to understanding or writing texts, it

is also necessary for the student to develop auditory

and oral expression skills, with this the approach to

teaching includes the use of methods to develop them.

Advances related to the scientific field in

understanding the functioning of human memory

favours the development of models and systems that

allow the application of learning strategies in

computer programs. The curve of oblivion (or

Ebbinghaus Curve of Forgetting) (Dandan, 2020) and

the spacing effect became the two principles of

cognitive science that are key to the design of spaced

repetition algorithms that are commonly used by

several applications. This curve refers to the ease with

which you can forget the more time passes, if this

applied to education implies that, from the data

received by a student, there is less probability than

remember in a larger time period, which is why it

must be reinforced by repetitions over time, which is

called spaced learning or effect (Palomares, 2022).

(Wozniak, 2018) points out that the concept of

spaced repetition is an intuitive tradition with a

greater probability of remembering information when

a content review is carried out during a longer period

of time and in increasingly spaced intervals in time.

On the other hand, if it is necessary to select a

product/service from a set of alternatives based on a

set of characteristics that can be established and that

will help in the selection process, it is possible to use

the method called MCDM. It is the process of

determining the best solution to problems that are

criteria that commonly arise in everyday life (Soniya

et al., 2021). MCDM is the selective process of

finding a decision, gathering information, and

evaluating alternative outcomes. In MCDM, there are

ENASE 2024 - 19th International Conference on Evaluation of Novel Approaches to Software Engineering

770

some main methods: TOPSIS, AHP, PRAGMA,

SMART, etc. (Taherdoost & Madanchian, 2023). In

our research work, we are focused on TOPSIS. The

main idea of this technique, the preferred alternative

is the one with the closest to the positive ideal

solution and the further to the negative ideal solution

(Chakraborty, 2022).

Slango is a mobile app implemented in our

research work using Domain Driven Design (DDD)

approach (Evans, 2003) because it allows the

development of an mobile app that is extensible and

maintainable. DDD is nothing more than a collection

of principles and design patterns that allow the

development of complex systems. The mobile app

was developed to allow users to learn vocabulary in

English through YouTube videos. In the design

process, we consider the user-centred design and

define the user PERSONA with the aim of being able

to create representations of the users that the app will

have. The objective of these representations is to

generalize and identify the types of users of Slango.

Regarding ReadLang, is a multi-platform web

application designed with mobiles and tablets in mind

that helps students in understanding the reading text

of a foreign language. Each language consists of

several chapters and each chapter also has many

options which help to learn in a fun way. Reading the

text accompanied by the available translations of

words and phrases. This platform also has exercises

in the form of flash cards that can help learners in

remembering vocabulary lists in reading text. The use

of the Readlang is quite simple and easy to use and

can be accessed anywhere with an adequate internet

connection, either through smartphones or laptops

(Magfirah et al., 2022).

3 APPLYING TOPSIS TO SELECT

THE SECOND MOBILE APP

By means of a focus group session, the researchers

involved in the research work decided the features to

consider when someone requires to select a mobile

app to learn English vocabulary by using YouTube

videos. The list of mobile app features (Table 2) can

be summarized as follows:

i. Cost: we consider two options: (a) it specifies

how much cost the license of the app, and (b)

there is a free version of the app.

ii. Vocabulary manager: a component of the app

which permits that the user can manage the

vocabulary revised.

iii. Integration with YouTube: it is important

because in our research work, we consider

YouTube as required to practice vocabulary.

iv. Easy to use: students and teachers should use

the software without help and independently.

Error message must be clear and the system

should recover after failure.

v. Use spaced repetition: the software uses this

method to learn the English vocabulary.

vi. Usable and portable: the software should run

on any mobile device using any web browser.

In order to apply TOPSIS, we consider the

aforementioned five mobile app which use YouTube

videos to practice English vocabulary (Table 1). The

selection of the mobile apps and their features was

carried out through Web searches (Table 2).

In order to apply TOPSIS, in the process, we need

the following data:

a) decision matrix (Zaini et al., 2015), a nxm

numeric matrix (m alternatives - the number

of mobile apps - and n criterions) (Table 3).

b) the weights vector, a numeric vector with

length equal to number of columns in

decision matrix for weights of criterions

(Table 4).

c) A character vector of "+" and "-" signs for the

way that each criterion influences on the

alternatives.

The weights assigned to each feature were

determined in the aforementioned focus group where

each of the researchers who participating in a focus

group assigned a value to each feature included. The

weights assigned to each feature are included in the

Table 4, according to the importance of each feature

in the selection of a mobile app. Then, TOPSIS is

applied using R Studio obtaining the second mobile

app. The results obtained are:

1. readLang

2. Memrise,

3. Duolingo,

4. Quizlet

5. Rosetta stone

The results shows that ReadLang is the app

selected to use in the comparative evaluation.

4 PROBLEM STATEMENT

English language is presented as a mandatory

requirement in many areas of the society to reach its

internationalization and it is a differentiation

characteristic to achieve competitiveness.

Exploring Perspectives of Students on Using Mobile Apps to Improve English Vocabulary Through Youtube Videos: A Comparative Study

771

Table 2: Mobile app with their features.

Feature/app Cost of

license

Vocabulary

manager

Integration with

YouTube

Easy to use Use spaced

repetition

Usability and

portability

Memrise V V V V V V

Quizlet V V X V X V

Duolingo V V X V V V

Rosetta Stone V X X V V V

readLang V V V V V V

Table 3: Decision matrix.

Feature/app Cost of

license

Vocabulary

manager

Integration with

YouTube

Easy to use Use spaced

repetition

Usability and

portability

memrise 20 20 20 20 20 20

quizlet 10 10 0 10 0 10

duolingo 10 10 0 10 10 10

Rosetta stone 10 0 0 10 10 10

readLang 20 20 20 20 20 20

Table 4: Weights assigned to each feature.

Feature Weight

Cost 0.05

Vocabulary manager 0.25

Integration with YouTube 0.25

Easy to use 0.05

Use spaced repetition 0.20

Usability and portability 0.20

Total 1.00

Under this perspective, the teaching of English

seeks to be constantly evolving to establish new

strategies based on innovative resources such as new

technologies that contribute to meaningful learning

and in the acquisition of communication

competencies in English. In this regard, (Acosta et al.,

2018) refer to the need to generate new pedagogical

methodologies for the teaching of English, which

must be generated from the culture of Latin America

countries to obtain better results in the process.

In this regard, Ecuador is no stranger to the reality

of the Latin American region, according to (Cruz

Rizo et al., 2021) there is a generalized problem in the

teaching of the English language that deals with the

lack of linguistic - methodological interaction, to the

communicative didactic. Also, (Fernandez et al.,

2018) refer that in higher education institutions it is

important that teachers' skills be improved, especially

in the use of new technologies such as teaching tools,

as well as the constant search to improve the

professional profile of students, such as, for example,

by means of international certifications through

integration with other educational centres.

In this way, the use of new information

technologies is preponderant in the improvement of

English learning capacities. According to (Chumaña

et al., 2018), in Ecuador there are few initiatives that

integrate the technological part as means for teaching,

in most cases they are considered established

applications, without individualizing the educational

needs of the students.

The biggest challenge for teachers is to determine

how and with what they can improve the linguistic

and communicative skills of their students. The lack

of development of tools that correspond to Ecuador's

educational reality means that the only alternative is

already established tools. In order to solve this

situation, we develop a mobile app that using spaced

repetition method and YouTube videos become a tool

to that university students can improve their English

vocabulary.

4.1 Research Question

This paper attempts to answer the following research

questions (RQ): Regarding the English vocabulary

learning process, is there any significant difference

between the usability of SLANGO and ReadLang?

4.2 Research Hypothesis

The null hypothesis tested to address this research

question is: H0: “There is no difference between the

usability of SLANGO and ReadLang in the English

vocabulary learning process”.

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5 METHODOLOGY

This section describes the methodology used in this

research work which contains seven steps (Gorscheck

et al., 2006) (Figure 1).

Figure 1: Overview of research approach and technology

transfer model.

5.1 Population and Research Sample

The subjects who participated in the evaluation were

students of English courses from two departments:

Language Department and Computer Science

Engineering of the University of Cuenca (Ecuador).

The students belong to the English courses of levels

A1 and B2. The sample size was 50 students for the

evaluation of usability and desirability.

5.2 Instrumentation

For the execution of the evaluation, 4 instruments

were developed for the collection of information. All

the material required to support the experiment was

developed beforehand, including the preparation of

the experimental object, instruments and task

description documents (TDD) for data collection used

during the experiment. The instruments are described

here:

• Sociodemographic information: general data

about the participants.

• TDD: It describes the tasks to be performed in

the experiment using the SLANGO and

ReadLang. This document contains guidelines

to guide the participants throughout the

experiment.

• Microsoft Desirability: questionnaire that

measures the attitude of users towards the

proposed interface through a controlled

vocabulary test, in total several qualities were

presented where participants had to select the

5 characteristics according to the perception

the application describes.

• Systems Usability Scale Score (SUS):

measures satisfaction in terms of usability

using a 10-item questionnaire. The

participants were expected to rank their

perspectives on a 5-point Likert scale (1:

completely disagree, 5: completely agree).

In order to collect the information, the researchers

socialized basic notions such as the definition and

installation of Slango and ReadLang applications to

the study participants.

5.3 Validity of the Instruments

Regarding the validity of the instruments, the

sociodemographic questionnaire was assessed by two

members of the research group to ensure its construct

and content validity before its application to the

participants. The desirability questionnaire and the

SUS questionnaire are very known questionnaires in

the field of the human-computer interaction.

5.4 Data Collection

Before carrying out the data collection process, pilot

test was carried out in order to refine the process of

questions and tasks. Its main objective was to ensure

that there are no errors in the instruments and that the

time for doing the tasks and filling out the form does

not exceed the time delivered.

During the data collection related with the

activities proposed to the users in the comparative

evaluation, some vocabulary repetition tasks were

established, which consisted of user registration,

watching a video, adding vocabulary and the

respective review. Once these activities are

completed, the researcher conducts a brief orientation

on the proposed questionnaires.

The entire process lasted approximately 70

minutes, where phase 1 took 10 minutes, phase two

took 40 minutes and phase 3 about 20 minutes

Data were collected by means of Google Forms

containing the questions included in each

aforementioned instrument. The link was given to the

users by means of WhatsApp messages during the

session prepared to evaluate the mobile apps.

6 RESULTS AND DISCUSSION

This study compared university students' perspectives

on using two mobile app to improve vocabulary

learning. Descriptive and inferential statistics were

used to answer the research questions. The results

Exploring Perspectives of Students on Using Mobile Apps to Improve English Vocabulary Through Youtube Videos: A Comparative Study

773

obtained from the evaluation of the developed

application are detailed, so that the results reflect

information of usability and desirability evaluation.

6.1 Sociodemographic Results

Of the total number of participants in the execution of

the experiment, 62% identify with the male gender,

while women are represented by 36%.

Questions about the level of English proficiency

of the participants were included, where 50%

acknowledge having an intermediate B1 level. In

second place, with 28% of the study sample, it is

located in A2 (Basic level), in lower percentages (6%)

are those who have an intermediate B2 level.

In accordance with the purposes of the application

to use multimedia content, the frequency of use of the

YouTube platform was determined. 46% of the

participants, state that they rarely use these types of

resources, 22% state that they are useful with some

frequency, followed by 16% who admit to using them

many times. With this, the possibility of incorporating

an application that through the viewing of videos

strengthens the learning capacity in terms of

vocabulary in English is valid.

In relation to the intention of people to learn other

languages through YouTube, 36% consider that they

watch this type of video a few times a week, in

contrast, 22% admit that they use said platform most

days in the week, even 18% do this type of activity

every day. Thus, the incorporation of the application

that contributes to the learning of a language other

than Spanish encourages self-learning in a young

population segment that is interested in activities of

this nature.

Regarding to the perception of the participants in

using applications to learn English, the 38% of the

participants give a qualification of “good” because

the criteria are acceptable to the learning

mechanisms, followed by 26% who consider that the

previous experience is “very good”, while 14% points

an “excellent” rating. Consequently, most

participants prove to have a pleasant experience

around applications that encourage language

learning.

6.2 Desirability Results

The results of the Microsoft Desirability

questionnaire that was applied to the research

participants, are shown in the following two figures

in which the words that mentioned when describing

the two applications are compared, the first shows the

positive aspects and the second the negatives. Figure

2 shows regarding ReadLang app a greater number of

participants mentioned that it is attractive, creative,

friendly and fast, however, there is little difference

between the useful and easy-to-use option. With this

it is evident that from the user's perspective the

Readlang app has greater positive characteristics than

Slango.

Regarding the negative characteristics, it is

evident that ReadLang is mostly qualified in these

aspects, the majority refers that it is complex, it

requires a lot of time, it is rigid, it is not a refined app

and it is little attractive. For its part, Slango is

attributed the same negative aspects, in quantity users

who characterize it from this perspective are lower

(Figure 3).

Figure 2: Positive adjectives given to the applications.

Figure 3: Negative adjectives used to qualify both apps.

6.3 Usability Results

The results obtained in the evaluation of the usability

by means the SUS questionnaire are: 80 points to

Readlang and 78 points to Slango. When identifying

in the SUS scale, it is observed that Readlang is

considered as the best imaginable, while that Slango

as excellent.

ENASE 2024 - 19th International Conference on Evaluation of Novel Approaches to Software Engineering

774

The user experience evaluation is included in the

following paragraphs. Table 5

and Table 6 show that

the applications have similar values on average,

where the difference is not shown as significant;

Readlang presents greater values in attractiveness,

perspicuity, efficiency, and dependability; while

Slango presents a value of stimulation greater than

ReadLang. Finally, Slango and ReadLang presents

the same value about Novelty (1.58).

Next, the statistical analysis of the average value

is presented to identify whether there are significant

differences applying t-Student. Table 7 shows that

there are no statistically significant differences in the

dimensions that the UEQ evaluates, in consideration,

that the two obtained results above the average, it is

considered that the two represent a good experience

for the users.

Table 5: UEQ Results of SLANGO.

Scale Mean Comparison to

benchmark

Attractiveness 1.95 Excellent

Perspicuit

1.99Goo

Efficienc

1.51Goo

endabilit

1.44 Above avera

Stimulation 1.48 Goo

Novelt

1.58Goo

Table 6: UEQ Results of ReadLang.

Scale Mean Comparison to

benchmark

Attractiveness 1.98 Excellent

Perspicuit

2.09 Excellent

Efficienc

1.60Goo

endabilit

1.51 Goo

Stimulation 1.35 Above avera

Novelt

1.58Goo

Table 7: Results of t-Student.

Variable t-value Significance

Attractiveness 0.9112 No significant difference

Pers

icuit

0.6906 No si

nificant difference

Efficienc

0.7251 No si

nificant difference

endabilit

0.7254 No si

nificant difference

Stimulation 0.6512 No significant difference

Novelt

0.9897 No significant difference

7 CONCLUSIONS AND FUTURE

WORK

Without a doubt, in the learning process of a

language, the vocabulary plays an important role

since based on the acquired vocabulary, a person can

express their ideas or communicate with other people.

Therefore, if a person can have applications that help

to practice the vocabulary learned, especially if the

vocabulary is included in videos in the English

language which will help in the process of getting to

dominate the language under study.

In comparison with Readlang, a commercial

product, results have been obtained that shows that

Slango is an application that has a future in the field

of using YouTube videos to practice vocabulary, and

in general, the English language.

As future work, it is important that the system is

considered to be customized to the level of

knowledge of the English language of the user. This

may be reflected presenting videos based on the

student's level of knowledge or at a deeper level. It is

very interesting to explore with a system that

accompanies the user in the new vocabulary selection

flow while observing a video and recommends words

and phrases that can be useful, can learn and ignore

phrases outside their level of knowledge.

Another important consideration is to incorporate

a collective virtual learning environment that allows

users to learn in a group of friends, family or

colleagues, where vocabulary can be shared and learn

significantly.

ACKNOWLEDGEMENTS

This research paper is supported by the

Vicerrectorado de Investigación e Innovación of

University of Cuenca (VIUC).

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