Mobile Assisted Language Learning in Tunisia: The Use of Android Educational Applications both by Learners in English Clubs in the “Tunisian Houses of Culture” and by Academic Writers

Abstract

This paper spotlights the possibility of integrating mobile assisted Language Learning in “English Clubs” in the Tunisian “Houses of culture”. Four research methods will be implemented: (1) a hybrid model which addresses sentiment analysis from visual content to analyze Android educational applications, (2) an evaluative checklist for these applications which is based on a modified version of Walker (2010), Schrock (2011), Van Houten (2011) and Vincent (2012) rubrics and models, (3) “Moderate Participant Observation” to observe learners’ use of Android applications in “English Clubs and (4) a Semi-Structured Interview to record academic researchers views about the major subject of the study. The three ultimate purposes of this research are: (1) to examine the designer’s use of visual content in his/her application and the emotional effect he wishes to have on the user (learner, researcher), (2) to investigate the extent to which the Android applications in use contribute to the teaching of vocabulary, reading, grammar and writing in the English language clubs in the Tunisian “houses of culture” and (3) to explore how do academic researchers see Android applications as helpful tools during self-editing their research papers. In the light of the findings, suggestions are made as to ways to improve the design and implementation of Android applications in other ESL contexts.