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...terials through live online interaction between the teacher and the student. This is why the system is called i2istudy, ‘‘eye to eye”, based on the peer2peer principle (Benta, Bologa, & Dzitac, 2014; =-=Hsu, Jub, Yen, & Chang, 2007-=-; Osipov, Nikulchev, Volinsky, & Prasikova, in press; Osipov, Volinsky, & Grishin, 2015). This techproducts. 2. Recent explosive growth of mobile subscription value-added services in the foreign langu...

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...ople unfamiliar with each other, one acting as a teacher, and the other acting as a student could jointly follow the pre-defined lesson scenario using the step-by-step peer-to-peer system (Koa, 2012; =-=Renié & Chanier, 2006-=-). During the experiment, over 40,000 users registered in the i2istudy system. People registered as a result of advertising placed in the Facebook social network. The advertisement suggested registeri...

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...r. Typically, a person is capable of selecting the correct answer out of three options. The question can be quite complex and interesting, but the actual language implementation depends on the level (=-=Wang, 2008-=-). Example of the level-based questions and answers are given in Table 5. Pictures in the quiz should reflect the question rather than the answer. For example, the question about Benjamin Franklin sho...

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... ultimate goal of learning a foreign language. (2) No homework. Predefined learning materials are designed for the student to learn during the lesson, without homework, based on multiple repetitions (=-=Erena & Henderson, 2011-=-). The system allows better memorizing of new words, including their pronunciation. The student reads and hears the new word from the live native speaker, learning all of its possible uses. The studen...

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...i2istudy. In other words, i2istudy allows all native speakers, not necessarily professional teachers, to teach their native language in a network setting (Buga, Căpeneată, Chirasnel, & Popa, 2014; =-=Vick, Crosby, & Ashworth, 2000-=-; Zolfaghar & Aghaie, 2012). Every user is the teacher and the student in this system at the same time. As a student, the person learns foreign languages, and as a teacher s/he teaches others their na...

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...ow the main theme. There is no homework in the system, so the student learns the material during the course of a lesson. This positive learning experience makes them want to come back and learn more (=-=Tal & Yelenevskaya, 2012-=-). 2.1. Sequence of cards Teaching materials are presented as a sequence of information cards with text and pictures or video. The sequence of cards reflects the whole educational process: 1. Introduc...

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...dy allows all native speakers, not necessarily professional teachers, to teach their native language in a network setting (Buga, Căpeneată, Chirasnel, & Popa, 2014; Vick, Crosby, & Ashworth, 2000; =-=Zolfaghar & Aghaie, 2012-=-). Every user is the teacher and the student in this system at the same time. As a student, the person learns foreign languages, and as a teacher s/he teaches others their native language (Howatt, 200...

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...he same time. As a student, the person learns foreign languages, and as a teacher s/he teaches others their native language (Howatt, 2006). The system is based on the latest available web technology (=-=Girgin, 2011-=-; GE Georgia 149 IT Italy 148 SA Saudi Arabia 143 DZ Algeria 138 AZ Azerbaijan 134 AE United Arab Emirates 130 BO Bolivia, Plurinational State of 122 RO Romania 118 EE Estonia 104 IL Israel 88 UZ Uzbe...

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...is why the system is called i2istudy, ‘‘eye to eye”, based on the peer2peer principle (Benta, Bologa, & Dzitac, 2014; Hsu, Jub, Yen, & Chang, 2007; Osipov, Nikulchev, Volinsky, & Prasikova, in press; =-=Osipov, Volinsky, & Grishin, 2015-=-). This techproducts. 2. Recent explosive growth of mobile subscription value-added services in the foreign languages area. 3. Digitization efforts speared by the leading academic institutions. 4. Dig...

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...e student’s screen (Fig. 1(b)). 3.2. Interface hints for the student The teacher communicates with the student based on the predefined teaching materials, adding his or her own comments as necessary (=-=Yousefi, 2014-=-). These predefined teaching materials allow the teacher to stay on the topic of discussion. If the student I.V. Osipov et al. / Computers in Human Behavior 50 (2015) 476–488 479Fig. 1. English lesson...

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...the video chat. For each card presented to the student there is a corresponding card for the teacher containing step-by-step develo uages been growing by 22% annually, reaching $2.58 billion in 2016 (=-=Adkins, 2014-=-). The English language will account for 61.7% of the market in 2016. Thus, the overall foreign language online market will be $4.18 billion. According to the same study results, which were presented ...

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...sing pre-defined educational materials through live online interaction between the teacher and the student. This is why the system is called i2istudy, ‘‘eye to eye”, based on the peer2peer principle (=-=Benta, Bologa, & Dzitac, 2014-=-; Hsu, Jub, Yen, & Chang, 2007; Osipov, Nikulchev, Volinsky, & Prasikova, in press; Osipov, Volinsky, & Grishin, 2015). This techproducts. 2. Recent explosive growth of mobile subscription value-added...

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...language, they don’t know how to teach other people. Professional foreign language tutors developed two-way cards for the student and the teacher. While communicating using video and audio live feed (=-=Caws, 2013-=-), the student and the teacher follow their own version of the cards. Online interaction between the teacher and the student is facilitated by the interactive materials and prompts, presented in the l...

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... un dented growth of the smart phone and tablet markets. trends affected by the popularity of online foreign languages ing have been taken into account during the development of the technical system (=-=Duman, Orhon, & Gedik, 2014-=-). The shortage of professional native speaker teachers has been reflected in the system content development. As a result, bilateral cards have been developed for the student and the teacher, allowing...

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... lessons), Intermediate (5 lessons), and Advanced (2 lessons). 1.2. Learning and teaching principles The main learning and teaching principles of the i2istudy are: (1) Adults can learn like children (=-=Estes, 2014-=-). This means that the language learning materials were created as a game. Adults, similar to children, learn faster when information is logically presented in small portions, with increasing level of...

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...student can see and hear each other in real time. They also see synchronized teaching materials. In addition, there is a chat window, which allows both parties to type instant messages to each other (=-=Farr & Riordan, 2014-=-; Kim, 2014; Kötter, 2001). About 20% of the registered users fully participated in the project (Table 3). The rest were intimidated by the other party, or rejected invitations of the other users to c...

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...rs the new word from the live native speaker, learning all of its possible uses. The student can ask the teacher any question during the lesson to better memorize the word and its use in oral speech (=-=Gurkan & Yuksel, 2012-=-). (3) No emphasis on grammar. The main task is to learn the spoken language. The lesson is structured to allow the student to learn grammar while communicating with the teacher, like children learn t...

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...ghaie, 2012). Every user is the teacher and the student in this system at the same time. As a student, the person learns foreign languages, and as a teacher s/he teaches others their native language (=-=Howatt, 2006-=-). The system is based on the latest available web technology (Girgin, 2011; GE Georgia 149 IT Italy 148 SA Saudi Arabia 143 DZ Algeria 138 AZ Azerbaijan 134 AE United Arab Emirates 130 BO Bolivia, Pl...

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...talk about? The main achievement of the i2istudy system is allowing two strangers to carry on a conversation for 15 min in a foreign language. Most users had no problems talking to a stranger online (=-=Kim, 2003-=-). This conclusion is based on the average lesson duration registered by the system. The end of the lesson is based on all different registered scenarios, from completing the task to closing the brows...

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...ar each other in real time. They also see synchronized teaching materials. In addition, there is a chat window, which allows both parties to type instant messages to each other (Farr & Riordan, 2014; =-=Kim, 2014-=-; Kötter, 2001). About 20% of the registered users fully participated in the project (Table 3). The rest were intimidated by the other party, or rejected invitations of the other users to conduct the ...

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...e if two people unfamiliar with each other, one acting as a teacher, and the other acting as a student could jointly follow the pre-defined lesson scenario using the step-by-step peer-to-peer system (=-=Koa, 2012-=-; Renié & Chanier, 2006). During the experiment, over 40,000 users registered in the i2istudy system. People registered as a result of advertising placed in the Facebook social network. The advertisem...

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...tten tasks using the keyboard to type words in the chat). Typically, individuals are stronger in one type of cognition. Utilizing all types of cognition allows for learning the material more rapidly (=-=Rinaldi, 2014-=-). To facilitate this process (1) a special methodological system was designed, including (2) a unique interface, which allows users to understand each other without speaking a common language. The sy...