Mobile Language Class: Language Learning through Mobile Gaming

Introduction

Mobile devices have become pervasive objects as soon as people started using mobile phones, smart phones and PDAs on move “anywhere, anytime”. A paradigm shift has been identified from e-learning to m-learning (Upadhyay, 2006). In the recent years, with the shift from an instructional paradigm to a learner-oriented approach towards language learning/teaching and understanding the way person learn, is of crucial importance and is the key to educational improvement. Students seek different modes (text, voice, multimedia etc.,) to understand and comprehend. It is widely believed (Reid, 1987; Celcc-Murcia, 2001) that the different ways of how a learner takes in and processes information are collectively referred to as learning styles or learning preferences. It is believed that emerging wireless and mobile networks will provide new applications in mobile learning (Gayeski, 2002). To improve the effectiveness of students learning, teachers should provide content compatible to various modes with the ways through which learners like to learn the language. Interesting work has been done in suitable educational methodologies and related mobile technology, tools, languages and interfaces for special categories of learners (MobiLearn, 2001), architectures and specifications for m-learning platforms (Simon et, al., 2003; Kurbel and Hilker, 2002), services for learning (Atif , 2003; Simon et, al., 2003) and adaptation of e-learning to m- learning (Andronico, 2003; Trifonova and Ronchetti, 2004).

The present study is intended to investigate the language learning capabilities of engineering students belonging to the central part of India. Specifically, the study seeks answers to these questions regarding language learning via cell phones:

§        What are the learning mode preferences of Indian learners?

§        Are significant changes identified in development of language skills?

§        How and in what manner can language content be delivered to Indian learners?  

§        Do cell phones make effective use of time in language learning?

Pedagogical Issues

Currently whatever curriculum for language learning is available supports mostly static and non-interactive content. However, mobile phone based curriculum demands effective and comfortable development of platform for teaching and learning along with sound instructional practices. The research on readability and comprehension with small screens (Duchnicky & Kolers, 1983; Dillon et, al. 1990) shows that even for very small displays of only a few lines of text, users can read and understand information well. Following issues have been identified for designing content of language learning through mobile phone.

§        Short and crispy sentences for understanding of grammar.

§        Sentences showing common errors of English by India students

§        Organization of the lesson content in a way that equally emphasizes both receptive and productive skills.

§        Voice recordings for clear pronunciation and articulation of words.

§        Recorded short stories for developing reading skills.

§        Different levels of exercises for evaluating the language proficiency of the users.

§        Automated evaluation of pronunciation and speaking

§        Interactivity with the content via student’s responses.

§        Effective learning using multimode applications.

As devices become smaller, modes of interaction other than keyboard and stylus are a necessity. Nonetheless, there is also evidence that to a certain point, the size of the display will impact on the users’ performance (Swierenga, 1990).   In particular, small handheld devices like cell phones and PDAs serve many functions and contain sufficient processing power to handle a variety of tasks.

Figure 1. Multi modes: touch screen, text and voice interaction
 

Developing Mobile Language Class

To evaluate the learning language capability of students using mobile phones initially a pilot project, with two games, is developed – Match Game, and Word Game. For developing mobile language learning games J2ME and NetBeans software environment are used. Figure 2 shows the general architecture to deal with language learning.

Figure 2. Architecture for Mobile Language Class

The user interacts with the mobile phone to play interactive games for language learning. The server (web server) maintains the database for contents and exercises. Through web gateway user connects to web server for accessing contents and exercises.

Mobile Application

Word game

In this game the user will be shown synonyms and antonyms questions for vocabulary building one at a time and he has to type the answer in the provided text box. If he answers correctly, next question will be displayed. There are few sets of the questions stored in the database each set contains five questions. These sets are organized on level-basis. The complexity of the levels increases as the user keeps on answering. If the user is not able to answer any question, the game is over and he will be shown the solution. The screen shot for the game is shown in figure 3.

Figure 3. Screen shot of WORD game.

Match Game

The game consists of exercises on English Grammar. The first section includes a series of sentences, which do not follow correct sentence construction. With each word in a sentence a unique integer is attached. The user is required to arrange these integer values in a proper manner to match it with the correct sentence pattern. The second section includes sentences, which are grammatically incorrect. The user’s job is to select the integer with incorrect word/phrase. The pop-up window appears as soon as the user clicks the mobile button corresponding to integer. This pop-up window contains various options out of which the user has to choose one for correctness.  The screen shot for the game is shown in figure 4.

At the end of the entire exercise, a feedback mechanism is generated.

Figure 4. Screen shot of Match game.

Case Study: Result and Discussion

Results of some of the items in the questionnaire are presented in this section. This result support the assumption that technology based teaching helps most the low skilled pupils (Sinko & Lehtinen 1999). Some of the responses received rendered significant results, while some others did not. A sample of 200 students from the central part of India participated in the case study. Each player was allowed to play both the games. The questions asked and the answers obtained are briefed below.

m-learning:-88%.

The students said since m-learning involves portable devices like cell phones, PDA, etc. 
One can get any information anytime and anywhere.

e-learning :-10%.

The students said since the screens of the portable devices mentioned above is small it may not be as user friendly as the desktop PC’s. There could also be more network connectivity problem in m-learning than in e-learning.

d-learning:-2%.

The materials may not reach in time. There could be communication gap between the source and the receiver. It is also more expensive than the other two forms of learning.

The overall percentage of response is shown in figure 8.

Figure 8. Learning preferences.
 

1. yes
2. no
3. can’t say
    

Figure 9 shows the overall percentage of response.

Figure 9. Learning rules of grammar.

Yes: 63%

These students found the exercises on understanding rules of grammar to be effective because in mobile screen voluminous discussion on the rules of grammar could not be discussed and only most accurate and precise information regarding grammar could be given in short sentences along with relevant and interesting exercises. In this process learning becomes effective.

No: 13%

These students wanted to have elaborate discussion on the basic rules of grammar, which seems to be a cumbersome process in mobile application.

Can’t say: 24%

This lot of students got confused. They were used to traditional modes of instruction and were apprehensive about the use of mobile devices as substitutes to traditional modes. However, they could also foresee that sooner or later technology would have its say in every sphere of life.
 

a.      basic level

b.      moderate level

c.      advanced level

The overall percentage of response is shown in figure 10.

Figure 10. Word games to improve vocabulary.

basic level: 13%

These students voted for the basic level as they already had sound language background and possessed good word power. These students were incidentally aspirants preparing for various MBA programmes across the country.

moderate level: 67%

These students selected the moderate level and expressed their desire for more levels before reaching the advanced level.

Advanced level: 20%

Remaining students found the vocabulary content of advanced level as they lacked good language skills.

5) Language teaching and learning through mobile learning environment is

a.      yes

b.      no

c.      partly

The overall percentage of response is shown in figure 12.

Figure 12. Effectiveness of mobile language class

yes: 95%

A remarkable result is the outcome of this question in which maximum students favoured for the effectiveness of the language content.

no: 3% and partly: 2%

These students upheld the view that the proper mechanism of feedback and interaction could not be generated through a mobile device. Moreover it also lacked that personal and informal; touch which is very much prevalent in face-to-face communication.

Conclusion

It may be inferred from the above discussion that Indian students found mobile technique for language learning effective and easy as the mobile device is quite a popular gadget; language learning through games generate interest and makes the process simple; mobile learning techniques involves the principle of ‘anytime anywhere’, which makes it available to the user as and when required. It is also observed that since students lacking language skills suffer from behavioural complexes such as shyness, hesitation and nervousness, they could easily overcome these complexes, as mobile language class did not involve participation of a teacher and other students.  How the language contexts can be delivered to Indian students should be based on the pedagogical issues identified in the paper. It should be noted that the mobile phone is one device that effectively utilizes time and the user is not bound by time constraints. A mobile language class supports a variety of learning styles in a timely and interactive fashion. It is a paradigm shift from e-learning to m-learning. The influence of technology on current academics is such that in near future the whole context of learning will come under single umbrella of m-learning.

The research is undergoing to implement the various modalities such as touch and voice interactions to make the mobile language class more effective. The results of this research will be reported in subsequent publications.
 

References

About the Authors

Dr. Shalini Upadhyay is a Lecturer in the Languages Group at BITS-PILANI GOA CAMPUS. She holds a Ph.D. in English Literature. She is a reviewer of various international journals of repute which includes Interdisciplinary Journal of Knowledge and Learning Objects, USA, Interdisciplinary Journal of Doctoral Studies, USA, InfoLit Book, Informing Science Institute, UK. She is an active member of Association for Business Communication, USA. Her areas of interest includes: Business Communication, Soft Skills, Pedagogical Issues in Instructional Technology, Non-verbal communication, Technical Communication and Personality Development

Email: shaliniu16@gmail.com

Nitin Upadhyay is an acknowledged teacher and prolific writer. He is currently working as Faculty in the Department of Computer Science and Information Systems, BITS, PILANI-GOA Campus. He has created a definite niche for himself in the field if Computer Science by contributing eight books. His research and creative zeal has enabled him to contribute research papers for journals and conferences.  He is involved with a number of internationally acclaimed journals and professional bodies in the capacity of editor/reviewer/member.

Email: upadhyay.nitin@gmail.com