Mobile English language learning for disadvantaged urban youth in Dharavi, Mumbai

 

Whilst a growing number of projects are employing mobile phones for educational purposes, there is a lack of

consensus amongst researchers and practitioners about the most appropriate technology to use and how this

technology can facilitate learning in a sustainable manner. This study seeks to contribute to such debates, by

researching the extent to which the use of mobile learning can provide a sustainable means of enhancing the

learning of young adults in Dharavi, a slum area in urban India. With fieldwork underway, this poster outlines

some of the principles of the action research methodology and some early findings from the field.

What is action research?

“Action research is the systematic study of attempts to change and improve practice by groups of participants by means of their own actions and by means of their own reflection upon the effects of those actions” (Ebutt 1985:156).

Action research: Perspectives from the field

Laura Hakimi (PRS)Department of Educationlaura.hakimi@education.ox.ac.uk

Understanding the problem“In action research, one should expect to be able to derive one’s solution from an explicit understanding of the nature of the problem. The problem and the way it is formulated both have to be acceptable to everyone upon whom the research will impinge, or else it is likely to end in confusion.” (McIntyre 1990:4)

“The whole world speaks English, and I can’t. If you go for any job, English is the first language, so for me English is the priority. I need it to pass any interview. I need it to use computers because everybody works in English on computers and if I don’t have computers then I can’t get a good job. And also if I get married in the future I will need English to help my children to get a good start in life. And I can have a better job and help to support my family. But I need to have English.” (Vaishali; interview)

“You have seen the culture of nowadays, like five people are sitting, three people have mobiles in their hands. So I personally think it’s a very good way to teach something. For example, if you show something audio-visually, it impacts a lot.” (Asim, Operations Director, Reality Gives; Interview)

“With this [mobile] program you don’t have to write, you don’t have to use your pens and pencils, everything is there. So it’s easy, you don’t need anything else. The second thing is you have this good listening voice you can repeat, again and again, and get the good tone. You don’t get this in real life, you know. You can’t ask a person to say something again and again until you have it, so this is really helpful in the mobile.” (Jiten; interview)

Addressing the problem

“In action research, one should expect to be able to derive one’s solution from an explicit understanding of the nature of the problem. The problem and the way it is formulated both have to be acceptable to everyone upon whom the research will impinge, or else it is likely to end in confusion.” (McIntyre 1990:4)

Sustainability through action research“The point of action research is to find more sustainable (less unsustainable) ways of acting.” (McTaggart 2004) This study is striving to identify and address barriers to sustaining the intervention without ongoing external input. Some barriers are identified below:

Barrier arising Action to be taken in next cycle

Technical sustainability

Rapidly changing mobile handsets available within community. Many are incompatible with software.

Attempt to increase compatibility of software with technical partner. Track changing trend with mobile providers in the community.

Social sustainability

Some families are uncomfortable with their girls having mobile phones, because of the perceived risks of Internet access.

Increased training on risks associated with mobile use. Encourage girls to use software with-out SIM card if their parents show concern.

Pedagogical sustainability

Students request some translation support within the mobile resources, but English language course is designed on an English-only model. Teachers disapprove of the use of Hindi.

Add some translation support, with an English only option for some students. Present a carefully considered argument to teachers on why this is most appropriate.

Institutional sustainability

Students use mobiles increasingly during class time, which is causing frustration to other teachers.

Impose strict rules on mobile use within Reality Gives community centre.

Working in collaboration

“Since action research looks at a problem from the point of view of all those involved, it can only be validated in unconstrained dialogue with them” (Ebbutt 1985:356)

Action: Design and redesign of a mobile learning resource using an existing content development system, and introduction of the resource to 30 students to use alongside the the Youth Empowerment Program .

Observation: Observation of students’ use of the mobile learning resources, collection of log data, and semi-structured interviews with students, teachers and NGO representatives will be conducted at regular interviews over a 100 day period.

Reflection: Iterative analysis of collected data to identify barriers to the use of the mobile learning resource and the ways in which these might be addressed in the next cycle.

Reflection

Action

Observation