Kamlesh akash research paper on open educational app development for teching english


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Kamlesh akash research paper on open educational app development for teching english

  1. 1. “Open Educational Mobile Application Development and Implementation for Teaching English based course.”1.0 IntroductionThe chief aim of any educational institute is to enable students to meet with their preplannedgoals. In doing so they need to communicate in a language that is widely used i.e. English. Inorder to achieve institutional goals, teachers have to play a very vital role. Generally in formalsystem of education the process of getting education takes place between teachers and learners.In this process language functions as a medium of transmitting knowledge from one person toanother. Thus, the language, that teacher practices in the classroom should be error free andshould meet with linguistic competence. In order to achieve the above said technology canassist a lot.(Dewey 1) has very aptly pointed out that “Education is development from within and that it isformation from without;” It seemly puts focus on the hidden notion, that Education needscontinuous up gradation, development; and successive enhancement which can be achievedthrough intrinsic and extrinsic motivation factors. Use of technology is one of such things whichprovide extrinsic motivation which gradually becomes intrinsic one. Hence, the use oftechnology in pedagogy should be given courage and voice. As (Krashen 6-7), a prominentLinguist has rightly said that Language learning takes place in the atmosphere of ease:“Language learning takes place with comprehensible input in low anxiety situations.” Such lowanxiety situations i.e. conducive climate can be created with the help of technology. Computershave been acting as a medium to get conducive climate. (Levy and Stockwell, 199) “CALL hasthe potential to enrich a language – learning environment, effective use of CALL in the sameclassroom requires practitioners to be aware of the constraint that the choice of certaintechnologies brings constraints.” In the present century teachers have to come out from theconventional way of teaching and have to accept the rapid growth of technology in pedagogy. Ina way as mentioned above, the teachers are using computers, however, it is not feasible toeverybody, hence there is a very high need do find out alternative to it. The use of mobile toassist pedagogy is a great option to computer. The advantages of it, is that it is generally Kamlesh Joshi and Akash Thakkar Page 2
  2. 2. available with everybody. The only constraints are that majority of people are unaware of itsproper use. If the teachers are techno savvy and if they make use of it in proper progressive wayit has the capacity to bring positive results.The present paper talks on a study which was carried out at Babaria Institute of Technology on10 selected students to assess the efficacy of MALL i.e. Mobile Assisted Language Learning inlearning of language.1.2 Open Educational Resources:In its simplest form, the concept of Open Educational Resources for mobile (OER) describes anyeducational resources that are openly available for use by educators and students, without anaccompanying need to pay or license fees. Underneath Open Educational Resources, MobileDevelopment in learning English is undergoing rapid evolution. Since learning English is verypopular in non English speaking countries like India, developing modern assisted-learning toolsthrough mobile that support effective English learning is a critical issue in the English-languageeducation field.1.3 Mobile Assisted Language Learning:Mobile Assisted Language Learning i.e. MALL has been in existence for a very long period oftime. MALL has evolved to support students’ language learning with the increased use of mobiletechnologies such as mobile phones (cell phones), MP3 and MP4 players, PDAs and devicessuch as the iPhone or iPad. With MALL, students are able to access language learning materialsand to communicate with their teachers and peers at any time, anywhere.It has many advantages and positive outcomes. (Facer, B. and Abdous, M. 96) During the year2004-2005 academic year Duke University achieved fame for its “I Pod First Year Experience”In which 1600 entering students were given an iPode and over 40 courses were reported to haveintegrated some academic use of the devices (Belanger 2005, b). Students projected positivefeedback about the project, with 85 % rating the project 5 or higher on a scale of 1-10, but many Kamlesh Joshi and Akash Thakkar Page 2
  3. 3. commented that they like the iPods for personal reasons. The programme evaluation noted that75 % of the students reported some academic use of their iPode, and about 50 % were notenrolled which formally integrated the iPods.Current Trends and Use:MALL currently serves not only as a primary source of language education for students but alsosupports the retention and utilization of newly-acquired language skills—however they wereacquired. Through mobile participation in short exercises and tasks, learners are able to keeptheir linguistic talents sharp while reducing the risk of degradation of valuable knowledge, skillsand abilities.Future of MALL:Consensus among the limited literature and studies available specifically about MALL indicatethat the demand for it will only increase—along with the demand for second languageacquisition and learning flexibility. Predicted growth is reinforced by the overall decrease in freetime. With people working longer hours, the time necessary for formal, traditional classroom-based or even standard online courses will decrease. MALL will be an ideal solution to busystudents and professionals seeking to acquire one or more new languages.What mobile devices lack in capability (regarding sound and video quality and screen size) theymake up for in portability. In the future, however, we can expect mobile devices to deliver betterquality than is currently available among most mobile devices. It is expected that designers willcapitalize on this increase in quality—designing MALL programs that employ student-focused,media-rich, flexible and collaborative learning strategies. Additionally, changes in the cost andavailability of wireless service—a luxury to most in the not-too-distant past—will make MALLavailable to a far wider and diverse audience. Kamlesh Joshi and Akash Thakkar Page 2
  4. 4. Motivation or Statement of Problem:With the accelerated growth in wireless and mobile technologies, mobile learning using mobiledevices such as PDAs, tablet PCs, and cell phones or smartphones has gradually becomeconsidered effective because it inherits all the advantages of e-learning and overcomeslimitations of learning time and space that limit web based learning systems.The future of mobile learning in IndiaNew Delhi: The number of mobile subscribers in India increased by 2.52% in January this year,taking the total number to 771.18 million.PRESS TRUST OF INDIAPosted: Saturday, Mar 05, 2011 at 0032 hrs ISAndroid E-Learning Apps:In mobile OS development, Android (Google) has been available as open source since 21 stOctober 2008. Before Android, there were many other Mobile OS were available but impact onleading learning development started through Android in 2008. The market is full of Englishlearning open apps like ESLPod ensider, VOAPod ensider, Learn English Elementary, TestYour English Vocabulary, ESL Daily English, English Study Podcast, Learning English OnlineBBC Podcast Radio Big City –British Council etc. plenty of other freebies grammar applicationstoo and myriad of associated apps.Android E-Readers:News apps are some of the most popular apps used by the average Indian. In fact, this can befurther validated by the massive number of News channel apps available on Android Market.Newspapers have made conscious effort to be available at least in one other platform thanAndroid. If we count the numbers of readers who read online through mobile the followingconclusion can be made: Kamlesh Joshi and Akash Thakkar Page 2
  5. 5. India- The Android first Nation:Android remains the top marketplace of choice for the Indians. It caters to almost all the needs ofa typical Indian and does it brilliantly. It is mainly because of the easier availability of many freeE-learning apps via marketplace. The growth of the Android marketplace along with thepresence of cheaper smartphones will continue to propel the growth of English learners too.Click on link below to know more about the future of mobile development:http://androidos.in/2012/03/the-future-of-android/ Kamlesh Joshi and Akash Thakkar Page 2
  6. 6. Survey: Mobile learning for English language teachersThe survey was carried out during June and July of 2010. The survey was answered by over 500English language teachers. The results of this survey were collected online using a web basedsurvey site called SurveyMonkey.com conducted by Nik Peachey | Learning TechnologyConsultant, Writer, Trainer. The role of the survey was to ascertain the level of awareness andopenness to mobile learning among English language teachers. Kamlesh Joshi and Akash Thakkar Page 2
  7. 7. Summary conclusions:• A large percentage of teachers already have access to mobile internet services.• Many teachers are already attempting to exploit mobile resources and capabilities for teachingand learning purposes.• Most teachers have confidence in the role mobile learning will play in the future of languageteaching and learning.• At present there is a scarcity of appropriate learning and teaching content for language teachingand professional development.Summing up:“I believe this survey shows that there is a clear and commercially viable opportunity for anyELT publisher wishing to invest in the development of mobile teaching and learning content.”- Nik Peachey Kamlesh Joshi and Akash Thakkar Page 2
  8. 8. 1.4 Procedure:Note: Students were selected such that they already possessed Android device and knew how tooperate it, as a pre-requisite skill.They all had been instructed to download the app from the message which had been sent to themon their mobile. They had to click on hyperlinked web to download the app. The instructionswere already given to them to study the content and after it, they had to go through sampleexercises given in the app only. After all the procedure got completed they had been called forfinal test of multiple choice questions as an evaluation to what they had learned through mobilebased application.Followings are the screenshots captured of the developed application for the students:App on my Smartphone Galaxy… Very first Menu Page of App… Kamlesh Joshi and Akash Thakkar Page 2
  9. 9. Overview of the course… Introduction about the chapters…Content Index of the Chapters… Explorations on the Contributor… Kamlesh Joshi and Akash Thakkar Page 2
  10. 10. In order to find out the results of use of MALL to assess its efficacy on language learning theresearcher created one mobile application which was made feasible in the selected sample for thestudy.The researcher has prepared one application based on Android Platform. The Applicationcontains the study materials at very first update of it. After it has been updated the researcher hadprovided the sample assessment where students have to go through multiple choice questions.They were given proper assistance in getting competent with its use. At later stage the learners ofthe study were introduced with the actual learning process. They were to make use of theapplication which was installed in their mobile and thereby they were to answer the multiplechoice questions. The sample i.e. learners of the study were introduced with selected chapters ofthe syllabus of Contributor Personality Development of Gujarat Technical University. Initially itwas a little difficult for the learners to get acquainted with it. Hence, out of 10 learners, 5learners answered till the end of study whereas 3 learners were in need of constant assistancefrom the researcher and 2 learners did not show interest at all.The result of the study shows the positive impact of technology on the students so far. But it hasto be used with proficiency in technical skills. Students were mismanaged in terms of providing Kamlesh Joshi and Akash Thakkar Page 2
  11. 11. the input of it through Mobile App Learning as it was very first time. The conclusion of thiswould be that if one is provided with Mobile App he/she can learn with the mobility of use,anywhere and anytime. There are many more advantages of making app development in termsof learning and teaching.1.5 Conclusion:Research has shown the benefits of language learning through mobile but the limitations havenot allowed it to reach to the goals.If the students are provided with more mobile based applications with the details of effective useof it, they will sure to take interest to learn. This research has not been successful becausestudents were not sure with learning with such kind of procedure. This research will be helpfulfor assisting other research in area of Mobile Based Learning. If time will permit the researcher,he would again focus on the uplifting the language of the learner by assisting through mobilebased learning.Referential Web:Wikipedia. Open Educational Resources. Web 23 May 2012, from http://en.wikipedia.org/wiki/Open_educational_resourcesThe Next Web. Official Indian mobile users. Web 10 May 2012, from http://thenextweb.com/in/ 2011/05/04/official-india-has-only-500-million-mobile-users-not-800-million/Financial Express. India has million active subscribers. Web 15 May 2012, from http://www.financialexpress.com/news/india-has-548.66-million-active-mobile- subscribers/758063/Indian droid. Facts about Android. Web 21 May 2012, from http://indiaandroid.com/2010/08/25-facts-about-android-must-read-for-android-users/ Kamlesh Joshi and Akash Thakkar Page 2
  12. 12. Kalinago Blogspot. Mobile Assisted Language Learning. Web 25 May 2012, from http://kalinago.blogspot.in/2012/05/mobile-assisted-language-learning.html https://sites.google.com/site/mallandroidapps/Bibliography:Dewey, John. Experience and Education. 60th anniversary ed. New York: Touchstone. 1997. Print.Krashen, Stephan D. Principles and Practice in Second Language Acquisition. Reprinted. London: Prentice-Hall International, 1987. Print.Levy, Mike., and Stockwell, Glenn. CALL Dimensions: Options and Issues in Computer Assisted Language Learning. United States of America: Cambridge University. 2006. Print. Kamlesh Joshi and Akash Thakkar Page 2