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An action research study in Dharavi, Mumbai
With reach of the mobile phone in the developing world unsurpassed by any other form of information communication
technology, and its potential as a means to support learning widely recognised and the subject of a range of exploratory
interventions, researchers, policy makers and practitioners now turn to the challenges of making mobile learning initiatives
more scalable, more sustainable and more sensitive to the needs and circumstances of learners. This study is concerned
with the design and implementation of a mobile English language learning resource, in partnership with an NGO’s Youth
Empowerment Program in Dharavi, a disadvantaged area in central Mumbai. Drawing on the principles of participatory
design and ethnography, this poster summarises the collective attempts of the researcher, NGO representatives, teachers
and students to problematise and improve practice during three successive action research cycles.
The mobile phone as a tool for sustainable English language learning
Presenting the research context
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 (Youth Empowerment Student)
Methodological approach
“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).
In this study, three successive cycles of activity were employed to design, trial and analyse the use of a mobile learning resource in collaboration with a technical partner,
Action: Design and redesign of a mobile learning resource using an existing content development system, and introduction of the resource to 30 students in each cycle 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 are 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
A significant number of young people in urban India are underemployed, unemployed, seeking employment or between jobs (Dev and Venkatanarayana 2011), and English language skills are strongly linked to young people’s employability (Faust and Nagar 2001). In Dharavi, the Youth Empowerment Program seeks to provide additional English language support and computer skills to empower young people.
This study seeks to work in collaboration with managers, teachers and students of the Youth Empowerment Program to design and trial a mobile learning resource that supports and enhances their English language learning.
Central research question: To what extent does the use of a mobile learning resource provide a sustainable means of enhancing the learning and empowerment of disadvantaged young adult participants in an
English language program in urban India?
Addressing sustainability
“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, and action take to address them, are identified below:
Barrier arising Action taken
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 without 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.
“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 (Youth Empowerment Student)
Use of the mobile learning resource
Summary findings:
• Evidence of regular (often daily) use of mobile resources in alignment with classroom curriculum.
• Extensive sharing of resources with family members, neighbours and friends.
• There is a challenge in demonstrating definitive impact on students’ English language skills.
• Unfamiliarity with technology presents technical and social problems for some learners.
Laura HakimiDepartment of Education
Understanding the place of mobile phones
Summary findings:
• Complexities of access and ownership of mobile phones according to gender, caste, religious orientation.
• Varying levels of familiarity with mobile devices.
• Fast pace of technological change: rapid shifts in what is affordable and desirable in community. Many handsets incompatible with software.
Establishing pedagogical priorities
Summary findings:
• Controversy over way English language should be taught; differing views on stucture and content of the software.
• ‘Spiky profiles’ in student language skills - stronger receptive than productive skills. Challenge in catering to the needs of all students.
• Enormous variability in levels of literacy in different languages.
