Development of Intelligent Learning Tool for Improving Foreign Language Skills Based on EEG and Eye tracker

Traditional user interface (UI) optimization design mainly depends on the designer's manual adjustment, however it is a complex and inefficient process, and always dose not match the end users' preference. In order to solve this problem, this paper presents a new method that combines user's eye movement and electroencephalography (EEG) data to drive interactive genetic algorithm (IGA) and optimize UI design solutions automatically. We apply this method to optimize the UI of music player (panel of the software), and the pilot study proves that the method can evolve towards the user's preference and finally obtain the optimized aesthetic design solution that meets the user's preference.

Assistive and Wearable Robotics have the potential to support humans with different types of motor impairments to become independent and fulfil their activities of daily living successfully. The success of these robot systems, however, relies on the ability to meaningfully decode human action intentions and carry them out appropriately. Neural interfaces have been explored for use in such system with several successes, however, they tend to be invasive and require training periods in the order of months. We present a robotic system for human augmentation, capable of actuating the user's arm and fingers for them, effectively restoring the capability of reaching, grasping and manipulating objects; controlled solely through the user's eye movements. We combine wearable eye tracking, the visual context of the environment and the structural grammar of human actions to create a cognitive-level assistive robotic setup that enables the users in fulfilling activities of daily living, while conserving interpretability, and the agency of the user. The interface is worn, calibrated and ready to use within 5 minutes. Users learn to control and make successful use of the system with an additional 5 minutes of interaction. The system is tested with 5 healthy participants, showing an average success rate of 96.6% on first attempt across 6 tasks.

We investigate the visual and vocal modalities of interaction with computer systems. We focus our attention on the integration of visual and vocal interface as possible replacement and/or additional modalities to enhance human-computer interaction. We present a new framework for employing eye gaze as a modality of interface. While voice commands, as means of interaction with computers, have been around for a number of years, integration of both the vocal interface and the visual interface, in terms of detecting user's eye movements through an eye-tracking device, is novel and promises to open the horizons for new applications where a hand-mouse interface provides little or no apparent support to the task to be accomplished. We present an array of applications to illustrate the new framework and eye-voice integration.

Recently, a novel human-machine interface known as the eye-gaze input system has been reported. This system is operated solely through the user's eye movements. Therefore, it can be used by people suffering from severe physical disabilities. We propose an eye-gaze input system that uses a personal computer and home video camera. This system detects the users' eye-gaze through image analysis under natural light including fluorescent or LED light. Our proposed system also has a high-level accuracy and confidence; that is, users can easily move the mouse cursor to their gazing point. We confirmed a large difference in the duration of voluntary (conscious) and involuntary (unconscious) blinks through a precursor experiment. In addition, we confirmed that these durations vary significantly depending on the subject. By using the duration of eye blink, voluntary blink can be detected automatically. Through this method, we developed an eye-gaze input interface that uses information of voluntary blinks. That is, users can decide their input by performing voluntary blinks that represent mouse clicking.

This paper deals control and navigation of the wheelchair for elderly and disabled based on kinematic model iris motion and image processing. Cirrus Power Wheelchair was modelled as an wheeled mobile robot (WMR) with two driving and two free wheels (2DW/2FW). An input/output model of the wheel control system consisting of servo-amplifier, DC motor and gear reducer have been experimentally indentified. To control each driving wheel system, PI controller has been used. Pole placement method was used for tuning PI controller. A software solution was proposed for real-time computing of the wheelchair position based on data acquisition from whell encoders. A navigation system, based on iris movement and image processing, was real-time implemented in MATLAB. This navigation system identifies the user's eye movement in three directions: forward, left and right. Stop of the wheelchair is done by eye closing. Using a LabView platform, a graphic user interface has been designed and implemented, allowing user to control wheelchair movements.

Good information design depends on clarifying the meaningful structure in an image. We describe a computational approach to stylizing and abstracting photographs that explicitly responds to this design goal. Our system transforms images into a line-drawing style using bold edges and large regions of constant color. To do this, it represents images as a hierarchical structure of parts and boundaries computed using state-of-the-art computer vision. Our system identifies the meaningful elements of this structure using a model of human perception and a record of a user's eye movements in looking at the photo; the system renders a new image using transformations that preserve and highlight these visual elements. Our method thus represents a new alternative for non-photorealistic rendering both in its visual style, in its approach to visual form, and in its techniques for interaction.

Augmented reality (AR) is capable of providing students with proper situated scaffolding via overlaying rich media objects on the real‐world learning context. This paper examines the potential of AR to address existing problems with insufficient scaffolding in video learning materials for English as a foreign language (EFL) learners. Thus, an AR video‐enhanced learning (ARVEL) method was designed to assist students’ EFL learning. Furthermore, an experiment was carried out to investigate the influences of the implemented method on students' EFL learning outcomes. The experimental results displayed that the ARVEL method significantly improved the students' learning achievements and intrinsic motivation, and enhanced their satisfaction with EFL learning, compared to the students learning EFL with conventional video‐based learning. Practitioner Notes What is already known about this topic Learning experience of English as a foreign language (EFL) is highly related to the experience in actual learning contexts. The significance of providing students with proper assistance in a situated learning environment has been emphasized. Just observing videos might be inadequate for advancing students' reflection on learning tasks in video‐based learning. What this paper adds An augmented reality (AR) video‐enhanced learning method was proposed to assist students' EFL learning. An AR video‐enhanced learning (ARVEL) system was designed based on the implemented method. It was evidenced that the implemented method effectively improved students' learning achievements and motivation. The students display a higher degree of satisfaction with EFL learning than with the video‐enhanced learning method. Implications for practice and/or policy The ARVEL method could be a good reference for implementing an EFL learning environment. More kinds of assistance could be designed as scaffolding for assisting students' EFL learning. It is worth probing the influences of the ARVEL on students' learning of more abstract vocabulary and concepts.

The relevance of foreign language proficiency of university graduates led to the design and pilot study of the of non-linguistic students' language mediation development model. This model was implicated at the MGIMO of the Ministry of Foreign Affairs of Russia, the Odintsovo branch (Moscow Region) in the I-IV courses, Plekhanov University of Economics and the Kuzbass Institute of the Federal Penal Service of Russia (Novokuznetsk, Kemerovo region, in the I-II courses) in 2019-2021. The authors have disclosed the components of the model based on a set of cultural, competence and communicative approaches. Besides, mediation training methods and amendments to the content of language education were presented here. The working concepts of the study are specified: types of mediation (interactive, noninteractive and hybrid), approaches and methods of developing mediation skills. The principles of selecting the content of language education (development and development of practice-, cultural- and professionally-oriented variable topics;priority of dialogical forms of communication in the language in the field of the studied concept with an emphasis on mediation;conducting negotiations in the language, etc.) based on the results of mediation are substantiated. The pilot study highlighted that the content of education and teaching methods were the most flexible components of the designed model, that were quite easily transformed into any type of training (standard, mixed, hybrid and/or distance). The analysis of the language teaching methods used (debates, case studies, etc.) proved their compliance with the requirements of the current standard. The presented results of the pilot study, under the implementation of the developed model, including the period during the COVID-19 pandemic, verified by the data of control and pilot groups and measurement procedures, proved the effectiveness of the non-linguistic students' language mediation development model.

Validating and improving the correction of ocular artifacts in electro-encephalography

Foreign Language Speaking Anxiety: A Psycholinguistic Barrier Affecting Speaking Achievement of Saudi EFL Learners

In these days, smartphones are being widely used, people use them to store sensitive and private information. The password authentication is the most used authentication method, however, the password can be disclosure through shoulder surfing attack, since the users write their password in public places and they tend to make the password easy to remember which increase the vulnerability to attacks. Many authentications schemes were proposed to prevent shoulder surfing attack, but they still vulnerable to shoulder surfing attack or have accuracy problems or lack in usability. In this paper, we proposed a gaze-text based PIN entry method, which we called PathGazePIN. It will utilize the user's eye movement to enter the password. The main idea is allowing the user to authenticate by following numbers that move along fixed paths on the screen by using two authentication interfaces: random interface and sorted interface. The results represented that the proposed system will increase the security against shoulder surfing attack as well as usability and accuracy.

Introduction. The component structure of the content of modern foreign language education involves the inclusion of the emotionally-valuable component (EVC), the main purpose of which is the formation of students’ axiological attitude to educational material and the world around them; the acquisition of individual system of national and universal values. The process of implementing the EVC of the content of foreign language education involves the construction of its models at all levels of school foreign language education. The aim of this article is to present the invariant of the model which enables to make a selection of foreign texts of emotionally-valuable contents at the junior stage of foreign language education. Methodology and research methods. The methods of theoretical analysis (systemic-structural, organizational, functional, comparative, typological) were used in order to define basic theoretical and methodological concepts of the research. When projecting the model of the EVC of the content of foreign language education, adapted to the conditions of teaching foreign languages in elementary school, methods of designing and modelling were used. Scientific novelty and results. In the article the subcomponent structure of the EVC of the content of foreign language education is presented. It was proved that all the system subcomponents of the EVC are functional, and each of them has its own special role in elementary foreign language education. The concept of a foreign language text of emotionally-valuable contents is proposed. The choice of the form of such texts, and also the selection of an emotionally-valuable technique of work with, including conditions, means and methods, allowed us to design the invariant of the model of the EVC of the content of elementary foreign language education. Practical significance. The research materials can be useful in implementing scientifically-based selection of speech material within the discipline “Foreign Language” and the development of adequate techniques of working with texts of emotionally-valuable contents in primary school.

The process of teaching university lecturers foreign language professional discourse is shown, the aim and objectives of education are defined, and the importance of choosing proper educational content is specified. The significance of professional knowledge as to its capability to form lecturer's professional language competence in accordance with the modern state of scientific knowledge is proven. The necessity of taking into account specifics of lecturer's professional activities and including professional knowledge in the educational content is proven, and its components are defined. The principles which form the model of teaching university lecturers in the context of profession-oriented educational process, and the competency-based, cognitive, and student-centered approaches, are examined in detail. The components of educational content in teaching foreign languages are stated, representing the basis of foreign language education, centering on professional activity. Currently many Russian universities in an attempt to internationalize face the problem of high-quality education and right selection of academic staff, who can speak English at the required level. This situation is determined by the necessity of linguistic support of the education process (lectures in foreign languages, training international students) and research work (searching and studying sources in foreign languages, cooperation with foreign researchers etc.). Non-languages faculties of Russian universities are experiencing the lack of specialists, who have the required level of English (developing and presenting lecture courses, work programs, evaluation methods, laboratory works). So the whole range of the problems forms the relevance of the study. As the primary research method experienced teachers training is used.

The article is devoted to the topic of school professional competence formation in future foreign language teachers, who in short period of time will come to work with children in the New Ukrainian School. The main idea of the research is to analyze the modern scientific concepts conceptual aspects of future training teachers made by domestic and foreign scientists. Theoretical and methodological foundations of professional education of New Ukrainian School teachers, the features of their professional training and formation of foreign language competence are presented by the authors of this article too. Professional competence future teachers of the New Ukrainian School is defined as an integrative value and personal-professional trait based on special knowledge and skills, the teacher’s responsible attitude to professional communication activity, his\her awareness of its motives. It provides the ability of the individual to the implementation of adequate foreign language, intercultural communication in various forms. The basic components of the structure of this phenomenon are as: motivational (value and professionally important personal qualities); language (a set of formed foreign language knowledge as a means of activating consciousness and verbal expression of thought and speech in a foreign language); speech (formation of foreign language skills - cognitive actions aimed at solving communicative tasks that require deep knowledge foreign language). The integration of multi-subject knowledge in primary general education is especially relevant, since younger schoolchildren do not have a fragmented perception of the objects of the surrounding world, but a holistic one. Integration as a phenomenon of fundamental sciences is the opposite of differentiation. Differentiation is the separation, dismemberment of something into separate separate objects, and integration is the unification of something into a single whole. In Ukraine, in the draft of the New State Standard of Primary Education, developed in accordance with the Law of Ukraine «On Education», the Law of Ukraine «On General Secondary Education», it is emphasized that on the basis of the basic curriculum it is possible to carry out full or partial integration of various educational fields, which should be reflected in the educational program and curriculum of the general primary education institution. The content of primary education is developed on the basis of a competence approach: not knowledge for the sake of knowledge, but the ability to apply it in real life. Competences are also an integrated result of the educational activity of students and they are formed primarily on the basis of mastering the integral content of primary education.

Introduction.The revaluation of the tasks and results of school foreign-language education in our country updated the role of the emotionally-val- uable component (EVC) of the content of foreign-language courses. There is broad agreement that the compliance of its criteria today is the most important prerequisite of foreign languages viability.Theaimof this article is to provide a scientific answer to the question if there is necessary background for the implementation of the EVC of the content of foreign-language education in the current study course “Spotlight”.Methodology and research methods.As the fundamental methodological tool the emotionally-valuable (axiological) approach to the study was applied. A number of complementary methods were used: a theoretical systemic-structural and comparative analysis; an analytical experiment - the content-analysis of the current English- language study course for a secondary school; a constructive (creative) experiment (experiential learning); a method and principles of visibility (a tabular and graphical presentation of information); methods of mathematical statistics.Results and scientific novelty.It is proved that the EVC in the linear structure of the school subject “A foreign-language” is able to ensure an integral formation of a student’s personality with developed intellectual, volitional and emoti- onally-valuable spheres. A practical implementation of this component is possible through students’ work with speech patterns of emotionally-valuable context. The indicators of emotional value of teaching materials are selected. The content- analysis of the text library of the study course “Spotlight” showed that it does not fully meet the requirements for super-phrasal units of the EVC, intended to maintain an appropriate level of language skills and encourage the acquisition of various kinds of foreign-language speech activities: speaking, listening, reading and written speech. Therefore, additional adjustment of a number of speech samples is required in order to create all the necessary background for the exploitation of the EVC of the school programme content at different stages of foreign-language training. The results of experiential learning a foreign language, involving carefully selected texts of a sufficient and high degree of emotional value, and the use by teachers of special techniques of work, adequate to the axiological potential of speech samples, prove the appropriateness of such an approach to the organisation of an educational process. The axiological orientation of the training content significantly improves students’ speech activities and contributes to the development of their emotionally-valuable relations with the surrounding world.Practical significance.The materials in this publication may be in demand when making constructive changes and additions to the content and technologies of school foreign-language education.