Development of Mobile Learning English Web Application: Adoption of Technology in the Digital Teaching and Learning Framework

Introduction

In many fields, the digital revolution has become a necessity for the transition from analog computation to digital technology (Leocadia, 2018). Distance education, also known as electronic learning (e-learning), has integrated education and technology systems (Gavrilovic et al., 2022). The e-learning system can be developed to support distance learning during the epidemic and disparities effectively. User requirements support an initiative for online software services that can be designed for use in a variety of educational systems (university, home, and workplace, among others), with various application options (Vasconcelos et al., 2020). By adopting information technology into the education system, e-learning has enabled students to acquire skills and knowledge through a variation of developments, including learning methodology (Kumar & Al-Besher, 2022; Lin et al., 2017; Nam et al., 2020), teaching technique (Farrow et al., 2019; Hardini et al., 2019), web and mobile learning platforms (Briz-Ponce et al., 2017; Cavus & Ibrahim, 2017; Hamidi & Jahanshaheefard, 2019), and new media interaction (Hsieh, 2016; Park et al., 2016; Pu & Zhong, 2018). Moreover, participation during a learning class is one of the most important aspects of distance education for young students, as the system can enhance the interactions between students, teachers, parents, media, and content regarding their intentions to use.

English proficiency is crucial for the education of today's children. English also is the second official language of Thailand. The Ministry of Education has established early childhood development policies and strategies (Siddoo et al., 2016). Thai students begin English instruction at a young age. With the advent of the digital age in the twenty-first century, the importance of English in Thai society has grown. The additional strategy for preparing children for the Association of Southeast Asian Nations (ASEAN) community emphasizes English as a means of communication with people of various cultural backgrounds. To increase competitiveness, English proficiency has become a required component of early childhood education (Hsieh, 2016; Lee et al., 2017). Birth to age six, the most formative years of a child's development, are ideal for learning because children quickly absorb, comprehend, and memorize information. The language processing and memory functions in children's brains are accurate and possess a large capacity for storage (Alnatour & Hijazi, 2018; Siddoo et al., 2016). Childhood is a crucial time and perspective for English acquisition (Jingjing & Xuelan, 2020). In addition, the challenging adaptation of e-learning can be applied to four learning English skills (speaking, writing, reading, and listening).