This research proposes to evaluate and analyze the decision matrix for learner's English mobile applications (EMAs) based on multi-objective heuristic decision making with a view to listening, speaking, reading, and writing. Because of the number of criteria, the significance of parameters, and variance in results, EMAs are difficult. Decision making has built on the combination of listening, speaking, reading, and writing and EMA evaluation criteria for students. The requirements are adapted from a framework of pre-school education. Six alternatives and 17 skills as a requirement are included in decision-making results. The six EMA are then assessed, with six English learning experts distributing a review form. The application subsequently is evaluated using the best-worst method and preference-order technique (TOPSIS) using multi-objective heuristic decision making methods. The best-worst method is used to measure requirements, whereas TOPSIS is used to test and assess the applications. In two cases, namely person and group, TOPSIS is used. Internal and external aggregations are used throughout the group context. In effect, the aim of evaluating the proposed study and comparing it to six relative studies with scenarios and benchmarking checklists is to develop an objectives validation framework for e-apps.

中文翻译：

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英语学习中移动应用程序的多目标启发式决策和基准测试

本研究建议评估和分析学习者英语移动应用程序（EMA）的决策矩阵，该决策矩阵基于多目标启发式决策，以听、说、读、写为视角。由于标准的数量、参数的重要性和结果的差异，EMA 很困难。决策建立在听、说、读、写和 EMA 学生评估标准的结合之上。这些要求改编自学前教育框架。决策结果中包含了 6 个备选方案和 17 项技能作为要求。然后评估六名 EMA，六名英语学习专家分发审查表。随后使用多目标启发式决策方法使用最佳最差方法和偏好顺序技术 (TOPSIS) 评估应用程序。最差方法用于测量需求，而 TOPSIS 用于测试和评估应用程序。在两种情况下，即个人和组，使用 TOPSIS。在整个组上下文中使用内部和外部聚合。实际上，评估拟议研究并将其与六项具有情景和基准检查清单的相关研究进行比较的目的是为电子应用程序开发目标验证框架。在整个组上下文中使用内部和外部聚合。实际上，评估拟议研究并将其与六项具有情景和基准检查清单的相关研究进行比较的目的是为电子应用程序开发目标验证框架。在整个组上下文中使用内部和外部聚合。实际上，评估拟议研究并将其与六项具有情景和基准检查清单的相关研究进行比较的目的是为电子应用程序开发目标验证框架。