An Investigation for enhancing language learning and
communication with mobile phones
Derek de Witt
Michigan State University
dewittd2@msu.edu
Research Proposal
Introduction
Logistical problems involving the high cost of technical issues involving software and
hardware compatibility, lack of access to computer equipment and timing problems that
influence the outcome of students and teachers ability, the author propose to research the
effectiveness and enhancement between English language learners using mobile phones
with text messaging capability as a communication tool for class meetings, study
materials and peer to peer communication.
The traditional role of teacher, classroom and pulp learning materials has been
innovatively advancing in the last 3 decades. The new era of wireless technology has
allowed us the freedom to be mobile while still being able to communicate between wide
area networks allowing the transfer of data.
The current emphasis on language learning, communication and educational tools such as
cellular telephones, PDA’s and other mobile devices provides a way for motivated
language learners to focus on the authenticity of language use and peer learning to match
their educational needs, budget and privacy.
For teachers, creating the ideal project structure in tandem learning brings up several
problems; these include compatibility between partner classes (Greenfield 2003),
availability & timing and high levels of teacher preparation required (Schwienhorst 1999;
Greenfield 2003) (Markett). Technical and time related problems affecting student
outcome and opinions; these problems include lack of access to equipment (Ady 1998),
and difficulties with keyboards and word processing programs in certain languages (Ady
1998; Longpre 1998).
The potential ability to support learning anytime anywhere is now a reality. This paper
proposes to assess whether extending the role of the classroom environment through the
means of mobile communication will enhance students’ language learning ability by its
frequency of usage, effectiveness and efficiency through qualitative and quantitative
analysis.
The evaluation will consists of pre and post test, questionnaires, practicality and usage,
and the collection of messages analyzed within the boundaries of the type of interaction,
frequency and language used. The pre and post questionnaires are aimed at receiving
feedback pertaining to the use of mobile phones, and learning habits.
The proposed research in this paper relates to the effectiveness and efficiency of using
mobile learning devices that can assist conversational learning by integrating language
learning and communication across different, more personal, less time constrained
environments and social settings.
3. Research Background
The UK office for Standards in Education (OFSTED) 1998 report on information
technology (IT) in UK secondary schools concluded that there is “too much of a focus on
the teaching of mechanical IT skills at the expense of higher order capabilities”
(Sharples). In the field of IT within education, the language classroom has been at the
apex of what educators using CALL (Computer Assisted Language Learning) used
various hardware and software to meet the needs of students. Bleeding edge technology
would have to be tried and tested before being rolled out to educational institutions and
subsequently at an expense which would require substantial funding from schools.
This concern is understandable and thus the move to mobile inexpensive transportation of
knowledge through a communication tool in the area of language learning is sought to
resolve the issue.
In 2003, the BBC Worldwide Limited, a commercial consumer arm and a wholly owned
subsidiary of the British Broadcasting Corporation together with Sina, a leading Chinese
media and internet services company (Sina.com, Sina.net, Sina Mobile), joined forces to
launch a mobile phone service teaching English to up to 200 million Chinese mobile
phone users. Alison Emmet, General Manager of English Language Teaching, BBC
WorldWide, added: “We’re aiming to provide the right content through media which suit
people’s lifestyle and purse strings, which is why short messaging service (SMS) - and
online – are so exciting (BBC).
SMS use in language learning is enjoyable for both students and teachers, with students
taking an active role in their learning and using language in SMS that can be discussed,
corrected, reflected upon and analyzed (Markett).
In recent years, there have been many studies with designs for the continued usage of
CALL in language classrooms or as a supplementary support to classroom learning
methods. Educational research using mobile text messaging technologies as a tool to
enhance language learning and communication is still in its infant and exploratory phase,
thus this paper attempts to show the feasibility of using SMS or text messaging as a
potential mobile tool to enhance language learning acquisition that are already in the
pockets of students’.
Research Questions
The primary purpose of this paper was to investigate the feasibility of mobile cellular
devices as an enhancement to language learning. The evaluation of this study is intended
to answer the following questions:
1. If the experimental group perform as well if not better than the control group in
listening, reading, and writing?
2. If using SMS by the experimental group increased communication between peers or
instructor?
3. If the language learning set were met by the experimental group, what is their
motivation?
Hypothesis
The findings would show a positive and efficient effect of using text messaging with
mobile phones as an enhancement towards learning English as a second language.
The amount of data received from text messages would be relatively high for qualitative
analysis as time considerations for both the instructor and students are not controlled and
private. It is hypothesize that using mobile phones with text messaging is more efficient
than conventional classroom methods.
Limitations
Spelling and punctuation will most likely be ignored to the limited character size of an
SMS message. Abbreviated forms of common words will likely be shortened to
accommodate this limitation when text messages are sent and received between peers and
instructor.
The resident memory of most mobile phones are limited and would require the user to
manually save any sent or received messages for research purposes. On the other hand,
re-routing of messages to a dedicated SMS server would be a possible option however
this is relatively expensive.
Methodology of Study
Participants in Study
The study is centered on authentic language use by bringing a mobile communication
tool (cellular device) using SMS. The experiment will constitute a total of 61 participants
of diverse nationality divided into 2 groups of 30 students who are adult English language
learners of similar language skill (L2) and a native English language instructor (L1).
The diverse participant nationality is to try to separate, limit and control the effects of
previous background knowledge, culture, and achievement differences.
The participants will also be selected to come from similar socio economic backgrounds
as an attempt to control various external and confounding factors that might influence the
experiment.
Pretest and Posttest
All Students will be asked to do a pre and post questionnaire to determine their approach
to language learning, communication (reading, writing, speaking, listening), and the
effectiveness of mobile technology and SMS usage.
The pretest would consists of a listening comprehension passage, a text based
comprehension passage and a vocabulary test all with multiple choice answer methods to
determine their language ability and knowledge relevant to language exercises and
lessons that will be presented to them during the experiment.
The posttest would consists of a similar testing approach but with an extra text based
comprehension test that would be slightly longer and all test would require short answers
instead of a multiple choice method.
Procedure
The instructor and treatment group will be provided free cellular phone based text
messaging devices with SMS capability and service for the experiment.
The controlled group of students will meet regularly four times a week for language
learning while the treatment group will only meet three times a week in the classroom a
month later but any task, assignment or questions will be done via SMS. The treatment
group will be encouraged to communicate among their peers within the group and their
instructor using mobile phones with text messaging capabilities to clarify any doubts,
correcting mistakes or simply communicating. All students in both groups will have
similar language exercises lessons and tasks so that instruction and lesson goals would be
equivalent between both groups of students.
Learning from Pretest and Posttest
The text messages received between students and students or students and instructors will
be collected for evaluation at the end of the experiment.
Before the experiment, students and instructors in the group will be told about an
interview that will be conducted after the experiment. To ascertain the English language
skill of the student group, a one on one interview will be conducted to match the content
and the data collected. This helps to preserve the validity of the data and the integrity of
the research participants.
Group
Pre Test Score
Post Test Score
Experimental
40%
55%
Controlled
40%
57%
The above experimental group is hypothesized to do as well as the controlled group due
to the short time of the research study. However, considering the efficiency of the
experimental group and classroom time spent with the instructor, consideration for the
data for analysis in this study should be given so that language instructors might consider
modifying their current teaching methodology to incorporate the use of cellular phones
with SMS capability.
Evaluation and Analysis
The measurement of frequency and interaction of the text messages used between peers
and from instructors will be used to draw conclusions of the type of authentic language
communication used and the enhancement of language usage while mobile.
This relates to the number of text messages sent and received to determine if students
were actively participating and practicing English language communication; since
language is a social phenomenon, language learning occurs through social interaction
involving teachers and more capable peers (Tharp & Gallimore, 1998; Vygotsky, 1978,
Wertsch, 1979).
Weekly frequency average of experimental group and instructor’s text messages
Wk 1
Wk 2
Wk 3
Wk 4
Student’s text
16
6
9
6
Instructor’s text
17
9
9
7
The evaluation of the data collected through questionnaires, interviews and text messages
will bring to light a number of interesting issues such as ideal preferences for mobile
language learning or on the other hand, possibly just a disruptive device. However,
mobile phones could possibly be the answer to avoid the drain of financial resources
spent on expensive technology.
It is hoped that this research will spark further interest and experiments to research the
role of enhancing language learning and communication with mobile communicating
devices, specifically its approach as an aid to enhance second language learning, its
efficiency and benefits of using SMS.
References
[1] A. Kukulska-Hulme, “Cognitive, Ergonomic and Affective Aspects of PDA Use of Learning” European
Workshop on Mobile and Contextual Leaning, University of Birmingham, 2002.
[2] Mike Sharples, “Disruptive Devices: Mobile Technology for Conversational Learning”, Royal
Academy of Engineering Educational Technology, Birmingham.
[3] Bob Godwin-Jones, “Emerging Technologies: Mobile Computing and Language Learning”, Language
Learning & Technology Vol. 2, No. 2, January 1999, pp 7-11.
[4] BBC, “BBC uses mobile phones to teach the English language in China.” British Broadcasting
Company Ltd., 2003, 02.09.03.
[5] Deaf Today, “Mobile-Mind Releases Five New Language Applications for Wireless Phones”,
http://www.deaftoday.com/news/archives/003071.html, Wireless Developer Network, 09/25/2003.
[6] Carina, M. “SMS Speak My Speak: A feasibility study of the use of Mobile Phone Text Messaging with
Learners of English as a Second Language”, Trinity College Dublin, Ireland, 6/8/2003.
[7] Schwienhorst, K. (1999). “Teacher Autonomy in Multiple-user Domains: supporting language learning
teaching in collaborative virtual environments.” Journal of Information Technology for Teacher Education
8(2): 199-214.
[8] Greenfield, R. (2003). “Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in
Hong Kong.” Language Learning and Technology 7(1): 46-70.
[9] Longpre, R. (1998). Computer Mediated Communication in the French Language Classroom. Wired
Together: The Online Classroom in K-12. Berge and M. Collins. New Jersey, Hampton Press. 4: 147-160.
[10] Wertsch, J. (1979) “From social interaction to higher psychological processes: A clarification and
application of Vygotsky’s theory.” Human Development, 22, 3-22.
[11] Vygotsky, L.S. (1978). “Mind in society: The development of higher psychological processes.”
Cambridge, MA; Harvard University Press.
[12]Tharp, R & Gallimore, R. (1988) “Rousing minds to life: Teaching, leaning and schooling in social
context.: Cambridge, UK; Cambridge University Press.
Acknowledgements
I would like to thank Dr. Yong Zhao, who will be evaluating this proposal, and all staff and students at
LTC, Michigan State University on the course CEP 991A, Fall 2003.