California State University, Monterey Bay California State University, Monterey Bay
Digital Commons @ CSUMB Digital Commons @ CSUMB
Capstone Projects and Master's Theses
Spring 2015
Utilizing Mobile Computer Devices in Urdu / Hindi Language Utilizing Mobile Computer Devices in Urdu / Hindi Language
Programs to Enhance Language Learning Programs to Enhance Language Learning
Shagufta Khan
California State University, Monterey Bay
Follow this and additional works at: https://digitalcommons.csumb.edu/caps_thes
Recommended Citation Recommended Citation
Khan, Shagufta, "Utilizing Mobile Computer Devices in Urdu / Hindi Language Programs to Enhance
Language Learning" (2015).
Capstone Projects and Master's Theses
. 508.
https://digitalcommons.csumb.edu/caps_thes/508
This Master's Thesis is brought to you for free and open access by Digital Commons @ CSUMB. It has been
accepted for inclusion in Capstone Projects and Master's Theses by an authorized administrator of Digital
Commons @ CSUMB. Unless otherwise indicated, this project was conducted as practicum not subject to IRB
review but conducted in keeping with applicable regulatory guidance for training purposes. For more information,
please contact [email protected].
Running head: UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS
Utilizing Mobile Computer Devices in Urdu / Hindi Language Programs to Enhance Language
Learning.
Shagufta Khan
Action Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of
Arts in Education
California State University Monterey Bay
May 2015
©2015 by Shagufta Khan. All Rights Reserved
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS
ii
Utilizing Mobile Computer Devices in Urdu / Hindi Language Programs to Enhance
Language Learning
By
Shagufta Khan
APPROVED BY THE GRADUATE ADVISORY COMMITTEE
Dr. Lou Denti, Thesis Advisor & Coordinator, Master of Arts in Education
______________________________________________________________________________
Dr. Kris Roney, Ph.D. Associate Vice President
For Academic Programs and Dean of Undergraduate & Graduate Studies
Digitally signed by Dr. Kris Roney
Date: 2015.07.10 14:54:57 -08'00'
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS
iii
Acknowledgements
I would like to express gratitude to my children, my husband, my parents, my siblings,
and my close friends for standing by me during tough times--it would not have been possible
without their unconditional love and emotional support. I want to thank my mentors for
providing the inspiration and encouragement to pursue a Masters of Arts degree in Education. I
would like to thank my advisors, Dr. Lou Denti for his guidance in clarifying my aims and
objectives for this research study and beyond. I would like to recognize all the outstanding
professors that enlightened me with their knowledge in the realm of education. I am grateful to
my cohort for their tremendous peer support and feedback, throughout. I would also like to
acknowledge the great administrative support the program’sadministrativesecretaryprovided
towards a successful completion of the program. Finally, He is the ultimate Facilitator.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS
iv
Abstract
Mobile computer devices, such as laptops, hand-held devices like iPads, and smartphones, have
become an integral part of learning, today. In this study, effects of mobile computer devices to
facilitate language learning were explored. Students from a university were surveyed for their
beliefs, behaviors, preferences and practices with respect to using mobile computers devices to
learn Urdu/Hindi languages. How students use various types of devices; which language skills
(listening, reading, speaking) are affected and enhanced the most; how mobile devices facilitate
differentiated instruction for varying learning styles; how they foster self-organized learning
environments (SOLE) and support universal design for learning (UDL), were observed and
tracked to see the impact of mobile devices on language learning. Key findings indicate that: (a).
students use mobile devices to find various language related material for language learning; (b).
the portability and quick accessibility aspects help in language learning, inside and outside of
classroom; (c). they have varying degrees of impact on listening, reading and speaking skills; (d).
they make self-organized learners and support universal design for learning that aids language
acquisition, immensely. Overall, it is evident from the study that the use of mobile computer
devices enriches a languagelearner’sexperience and plays an integral, supportive role in the
language learning process.
Keywords: mobile computer devices, language learning, SOLE, UDL, portability,
language skills
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS
v
Table of Content
ACKNOWLEDGEMENTS ......................................................................................................... III
ABSTRACT ............................................................................................................................ IV
CHAPTER 1 ............................................................................................................................ 1
HINDI ............................................................................................................................................... 2
THE STAKEHOLDERS ........................................................................................................................ 3
STATEMENT OF THE PROBLEM ......................................................................................................... 4
STATEMENT OF PURPOSE ................................................................................................................. 5
RESEARCH QUESTIONS .................................................................................................................... 6
THEORETICAL MODEL ..................................................................................................................... 6
RESEARCHER BACKGROUND .......................................................................................................... 11
DEFINITION OF TERMS ................................................................................................................... 12
SUMMARY ...................................................................................................................................... 13
CHAPTER 2: LITERATURE REVIEW ......................................................................................... 14
COMPUTER/MOBILE ASSISTED LANGUAGE LEARNING (CALL & MALL) .................................... 14
EDUCATIONAL TECHNOLOGIES ...................................................................................................... 16
SECOND LANGUAGE LEARNING (SLA) .......................................................................................... 17
TASK-BASED INSTRUCTION (TBI) .................................................................................................. 19
DIFFERENTIATED INSTRUCTION (DI) ............................................................................................. 20
LEARNING STYLES ......................................................................................................................... 20
CONCLUSION .................................................................................................................................. 21
CHAPTER 3: METHODOLOGY ................................................................................................ 22
STUDY LOCATION .......................................................................................................................... 22
DESCRIPTION OF THE GENERAL SETTING ....................................................................................... 22
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS
vi
RESEARCH DESIGN ........................................................................................................................ 23
PARTICIPANTS ................................................................................................................................ 23
PROCEDURES ................................................................................................................................. 24
SUMMARY ...................................................................................................................................... 25
CHAPTER 4: FINDINGS ......................................................................................................... 26
LANGUAGE LEARNER’S USE OF MOBILE DEVICES FOR LANGUAGE LEARNING ............................. 27
THE USE OF MOBILE DEVICES FOR URDU/HINDI LANGUAGE LEARNING ...................................... 29
WHICH MOBILE DEVICE DO STUDENTS USE FOR AUDIO, VISUAL AND READING MATERIAL? ..... 30
COMPUTER/ MOBILE DEVICES AFFECT SOME LEARNING MODALITIES MORE THAN OTHERS ....... 33
SOLE AND UDL OPTIMIZED LANGUAGE LEARNING ..................................................................... 38
SELF-ORGANIZED LEARNING ENVIRONMENT (SOLE) ................................................................... 38
LEARNERS’ PERCEPTIONS ABOUT THE EFFECTIVENESS OF MOBILE DEVICES ................................ 43
SUMMARY ...................................................................................................................................... 51
FINDINGS REITERATED .................................................................................................................. 56
DISCUSSION ABOUT THE FINDINGS FROM A PERSONAL PERSPECTIVE ............................................ 58
LIMITATIONS .................................................................................................................................. 61
ACTION PLAN--SOME FUTURE ASPIRATIONS FOR URDU/HINDI LANGUAGE PROGRAMS AT EAU . 62
CONCLUSION .................................................................................................................................. 63
APPENDIX A: PROFICIENCY SCALES ...................................................................................... 70
APPENDIX B: ONLINE SURVEY .............................................................................................. 71
APPENDIX C: LEARNING STYLE REFERENCE SHEET ................................................................ 79
APPENDIX D: UNIVERSAL DESIGN FOR LEARNING (UDL) ....................................................... 80
APPENDIX E: COMPLETE LIST OF PARTICIPANT RESPONSES .................................................. 81
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 1
Chapter 1
Today, in the Information Age, teaching and learning language through the use of digital
medium has become pivotal. In fact, language departments in universities across the United
States are actively changing the face of second and foreign language learning by integrating
technology into their language programs; some universities even encourage students to use an
iPad and smartphone in the classrooms. However, the question is: how and in which way, does
the use of mobile devices facilitate or improve language learning? According to the Pew
Foundation survey 64% of American adults have a smartphone; 84% young adults, between the
age 18 to 29, which is presumably a college-going group, have smartphones (Smith, 2015). For
the purpose of constant connectivity with the students, language teachers, as well as teachers in
general, are using electronic means, such as texts and emails, to send and receive homework
assignments, conduct classroom activities and answer students’questions,etc. Additionally,
mobile devices, such as laptops, hand-held devices like iPads, and smartphones, readily provide
access to authentic materials and online resources, making language programs dynamic,
expediting the learning process, and making them increasingly successful. Educational
technologies are making eLearning as the key feature of the twenty-firstcentury’seducation
system. Fostering self-organized learning environment (SOLE) and supporting universal design
for learning (UDL), more and more programs are gearing towards eLearning. For this purpose,
students behavior and belief with respect to the usefulness of technology need to be studied.
Standards for the efficient use of portable digital devices in language teaching would be
beneficial for the discipline of language arts. Therefore, it is crucial to know the behaviors of
language learners with respect to mobile devices in order to formulate or endorse strategies
regarding their usage. The purpose of the study is to observe, how mobile computer devices
impactUrdu/Hindistudents’languagelearning.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 2
About Urdu and Hindi
Urdu
Urdu is the language spoken by a large percentage of the people in South East Asia,
especially in Pakistan and Northern India. The language has approximately 60 to 70 million
nativespeakers,worldwide(Brereton,n.d).Theword"Urdu"literallymeans“army.”Beginning
in the 11th Century A.D., the influx of the conquerors from the western regions of the sub-
continent, such as Persia and the present-day Afghanistan, laid the foundations of the Urdu
language. The soldiers of the armies that invaded the Sub-continent were from various regions
and spoke different languages. During these pursuits, the soldiers started to interact with the local
population of the region. From this social interaction for the purpose of communication a new
local variety of language developed. This language had native syntax but its vocabulary was
drawn from a number of languages, such as Persian, Arabic, Sanskrit and Turkish. The
amalgamated language that formed is now called Urdu (Asani & Hyder, 2007; Laal, 2012).
Urdu, therefore, is a complicated language to learn because it incorporated various languages and
their grammar rules at times. It is therefore, considered a category three language in the
government language difficulty ranking system--on the scale of one to four. These categories are
established based on the length of time it takes for an English speaking learner to achieve a level
2+/3 proficiency in speaking on the Interagency Language Roundtable (ILR) scale (See
Appendix A). The more time it takes to achieve that proficiency level, the higher is the category
assigned to that language (Thompson, 2014).
Hindi
The origins of Hindi are estimated to go back to the eighth through tenth centuries. It is
postulated to have developed from Khari boli—a language spoken around Delhi. With more and
more incorporation of loanwords from Persian and Arabic in to Khari boli, Urdu developed;
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 3
while on the other hand, the language of the indigenous Indians continued on a path where it
became more and more Sanskritized by incorporating Sanskrit words-it is the present day Hindi
language.
The syntax of Urdu and Hindi are identical. However, Urdu is written in Perso-Arabic
script while Hindi uses Devanagari script. The two languages have a common colloquial form
called Hindustani (Thompson, 2014). Urdu and Hindi belong to the category of less commonly
taught languages. However, in recent years, Urdu and Hindi language programs have been
growing; enrollment continues to increase every year. According to The Modern Language
Association of America (MLA) survey in a web publication, enrollment for Hindi-Urdu language
programs increased from 393 student in the year 2006 to 639 students in year 2009 (Furman,
2010). The reason for a greater interest in these languages is due to the geo-political environment
of the regions where these languages are spoken. In this study, we will be observing the effects
of mobile technology on language learning; for this purpose, Urdu and Hindi languages will be
considered as one language (unless otherwise noted) and their differences will remain out of the
scope of this research.
The Stakeholders
A successful language programs at any institution are important to all its stakeholders,
i.e. the institution, the students, as well as the teachers. Therefore, as an institution, East
American University
1
does everything to make its language programs successful. It invests
human and monetary resources into its Elementary to Advance courses for Urdu and Hindi
languages. In 2001, it was the first university that started separate language program tracks for
Urdu and Hindi. Later, many other universities followed its footstep in the wake of increasing
1
This is a pseudonym for the university to maintain confidentiality
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 4
demand and funding from U.S. government. The East American University (EAU) makes great
efforts to establish connections with the local language communities; provides teacher training
programs for Urdu/Hindi language teachers, runs summer programs for schools in nearby areas,
and integrates technology within the language classrooms.
From the students’ perspective, a good language program is also important. Most
universities have foreign language requirement for undergraduate degrees. To satisfy this
requirement students need a solid program so that they can pass the courses on their first attempt
due to the money as well as time they have invested in taking these courses. With respect to
Urdu/ Hindi languages, passing with higher proficiency gives students an edge in the job market,
especially in international organizations that have vested interests in South Asia.
Teachers are stakeholders in the success of the language program. They invest human
capital, i.e. their time and energy in preparing lessons and choosing material that is level
appropriate, authentic, timely, and rich in ways that can help the students learn the language
nuances as well as understand its culture and history. A successful program builds a good
reputation for the instructor, which is an important element of a teacher’sjobsatisfaction.
Statement of the Problem
The Urdu and Hindi language program at East American University (EAU) scaffolds
language learning by facilitating access to online resources for a dynamic and efficient language
learning experience. The paper handouts are complimented by the digital materials in audio and
visual form. The interactivity and fast accessibility aspects provided by mobile devices such as
laptops, iPads or smartphones, create a richer language learning environment. Traditional
textbook instruction is limited when learning a complex foreign language such as Urdu/Hindi.
Multiple pathways, which compliment students learning styles (auditory, visual, tactile and
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 5
kinesthetic), are essential so that the learners can access pertinent information to increase
understanding as well as their knowledge base. Although desktop computers have played a key
part in learning second languages through the use of videos, interactive programs, music etc.,
they still required the user to be desktop bound. This is not the case for the use of mobile
computer devices that provide instant accessibility, making learning real-time and salient.
However, there is a lack of research on the efficacy of mobile devices in second language
learning, especially in learning Urdu and Hindi. Therefore, there is a need to identify key mobile
devices that enhance learning across multiple learning styles and pathways to increase learning
efficiency and effectiveness, leading to higher proficiency in not only comprehending the
language but also in using it with relative ease and appreciation for its nuances and prosody.
There is also a need to know how these mobile devices are currently used by learners and
teachers in order to devise better applications and better curricula that is efficiently compatible
with mobile computer devices.
Statement of Purpose
The primary purpose of this study is to analyze whether the use of mobile computer
devices such as laptops, iPads or smartphones, make the Urdu-Hindi learner’sexperience,
dynamic, helping them learn the language better and efficiently in all modalities (listening,
reading and speaking). Mobile computer devices give the students quick access to various
computer applications and tools that are designed to facilitate language learning in comparison to
when the students have paper textbooks which are thought to provide a more limited form of
accessibility. This study intends to explore the level of usefulness and effectiveness that the
portability of mobile devices provide with respect to continuous language exposure inside and
outside of classroom. The study intends to see how students are using and integrating mobile
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 6
computer technology for Urdu and Hindi language learning. In other words, the study will
analyze how efficient language learning really is through the use of these devices.
The results of the study will inform the university on the usefulness of mobile technology
integration for efficient language learning and may propose some measures to further increase
this integration through the its program curriculum and teacher training. Gaining student
perspectives on CALL/MALL will aid in various policy decisions related to the integration
technology into the program curriculum.
Research Questions
How do learners use their mobile devices for language learning purposes?
How does the use of mobile computer devices such as laptops, iPads or smartphones,
facilitate Urdu and Hindi students’ language learning?
Does the use of mobile devices affect the learning of some modalities more than others?
For example, are mobile devices more useful at improving the proficiency level of
“listening”rather than “writing”?
Do Urdu /Hindi learners use SOLE and UDL models to boost language learning with the
help of computers/mobile devices?
Whatarelearners’perceptions about the effectiveness of such devices with respect to
language learning?
How does use of mobile devices facilitate differentiating instruction for varying learning
styles?
Theoretical Model
Second language (SL) learning, mobile/computer assisted language learning
(CALL/MALL), and differentiated instruction (DI) theories provide the foundational research for
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 7
the case study on the use of mobile computer devices for language learning in Urdu/Hindi
language program at East American University. The theoretical framework, based on the studies
of Krashen (1981), Long (1981), Terrell (1977) Chomsky (1965) and Van Essen, Jager and
Nerbonne (2014), furnish a model for analysis and a proposition to build upon. Terrell (1977)
states,
Language knowledge stems from two sources: what is learned and what is acquired.
Learning is the conscious process of studying and intellectually understanding the
grammar of L2. Acquisition, on the other hand, refers to the unconscious absorption of
general principles of grammar through real experiences of communication using L2. It is
the basis for most first language ability and in terms of L2 is commonly known as
‘picking up a language' (p. 327).
The language learning phenomenon occurs more commonly in the language classroom
than language acquisition does since acquisition is best possible when the language is being
provided in the most natural form; however, providing“intake”thatisinformofcontext-based
material is a difficult task to achieve. Also, real acquisition and learning can happen best if
production is not forced at first, rather the learner is submerged into the“intake”andisallowed
to internalize it. Very much like how a “caretaker”communicates with a child, where the speech
is not constructed or intended to teach a language to the child; rather, the main purpose is to
communicate meaning and foster comprehensibility. Second language acquisition depends on a
caretaker-like "intake" method, which is not produced with the intention of language teaching;
rather, its purpose is communication (Krashen, 1981; Terrel, 1977). Keeping in-line with this
concept, exposure to authentic material that is not intended for language teaching, is best suited
for second language acquisition. As Krashen (1981) says,
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 8
My analysis of what intake is predicts that what is called 'meaningful' and
'communicative' drills or exercises can be more efficient in producing language
acquisition. These are activities in which students can really communicate or in which
communication can be simulated...In order to qualify as intake, these exercises must be
understood, be at the appropriate level, and be 'natural'. I have tried to come up with
activities that fit these requirements as an ESL teacher, and I found it very difficult to
think up interesting, natural communicative situations in which to contextualize "the
structure of the day. (p.108)
It is therefore apparent that the method and material used for second language teaching
has to be natural and for the purpose of communication. Thus authentic materials, in the form of
newspapers, advertisements, reports, editorials, sitcoms, songs, movies, talk shows, speeches and
city hall meeting coverage, etc. all can be utilized to facilitate language acquisition and learning.
Along these lines, Long (1981) says that natural settings, where there is a native speaker (NS)
and a non-native speaker (NNS) interaction, is where language acquisition begins.
Using the differentiation method with material informof“naturalintake” that is
comprehensible, with a minimum push towards production of language, will push students
towards language learning and acquisition. To provide that“intake” through various means of
presentation, practice and production, using computer and mobile technology can immensely
assist the process. Hall (2002) emphasizes this concept when he states,
An approach to teaching and learning so that students have multiple options for taking
in information and making sense of ideas. The model of differentiated instruction
requires teachers to be flexible in their approach to teaching and adjusting the
curriculum and presentation of information to learners. (p. 1)
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 9
Differentiated Instruction (DI) is an effective way to accommodate diverse student needs.
To differentiate instruction is to first recognize that the student population is diverse, and that
every student comes with a different skill set, preferences, interests, and knowledge. Teachers
have to work flexibly and adjust the curriculum and how they present the material to the student
keeping in mind the diversity of their pupil so that each student has an equal opportunity to
realize his/her true potential, and achieve optimal success (Hall, 2011).
It is apparent that the method and material used for second language teaching has to be
natural and for purpose of communication. However, the design of the language program is very
important to determine the best approach to teaching a language. According to Chomsky (1965)
there is competence versus performance to be considered when teaching or learning a language.
“Performance”iscomprehensionandproductionofthelanguage,while“competence”isthe
representations of internalized linguistic rules and grammar. If communication and production is
the main aim of a language program, then it has to be performance based; but then to excel in a
languageandincreaselearner’sproficiencylevel,grammarandlinguisticrulesneed to be
internalized to develop competency and achievement of higher proficiency level. Based on the
works of Stephen Krashen (1981), Tracy D. Terrell (1977), and Noam Chomsky (1965) as
discussed above, two main approaches of language teaching-the humanistic approach and the
content-based, communicative approach- arethemostprevalentintoday’slanguageteaching
arena.
Van Essen, Jager and Nerbonne (2014) talk about CALL and its benefits. According to
them CALL provides various benefits for efficient L2 learning; it is fast, needs less scheduling,
cuts human cost of having instructors available, reliable, and also more easily updated than the
print material and other sound medium files. Also, CALL facilitates student-centered exploratory
learning, easy access to authentic material, as well as quick use and finding of digital audio and
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 10
video files "to present contextualized, spoken samples from target community, allowing dynamic
peerinteraction” (Van Essen, Jager & Nerbonne, 2014). Chinnery (2006) talks about how 1960s
behaviorist influences in language learning brought drill-based computer-assisted instruction
which, with the advent of Internet in 1990s, furthered the development of computer-mediated
communications. As technology advances, its tendency to reduce the size of computer devices is
augmented. Chinnery (2006) confirms that use of technology, mobile or other, has become
pivotal for language instruction; however, referring to Copaert (2004) he “emphasizes the
importance of developing the language learning environment before deciding on the role of
mobile technologies and further emphasizes focusing on the learner ahead of the technology….
[He also adds that] they [technology devices] are not in and of themselves instructors; rather,
they are instructional tools. And the effective use of any tool in language learning requires the
thoughtful applicationofsecondlanguagepedagogy.”(p. 9)
Leaver (2004) ties the Task-based instruction (TBI) to the foreign language computer-
assistedstudy(CAS)andexplainsthatintoday’sdigitalage,“‘interactive learning units,
including lessons, modules and the like (Mayadas, 2001)’are very effective. In-line with UDL
guidelines, thematically designed, task-based activities provided to the learner through digital
means, in various forms, give them the ability to personalize their learning’” (p. 181-197).
However, Leaver (2004) recognizesthechallengesofdeveloping“interactive, communicative,
learner-centered online course[s] …. Involving both reception and production of skills [,] will
require continuous experimentation and further advances in such areas as broadband delivery,
true speech recognition, artificial intelligence, and virtual reality simulation”(p. 197-200).
This case study aims to analyze how mobile computer devices such as laptops, iPads or
smartphones facilitate“caretaker”like“intake”forthepurposeoflanguagelearningand
acquisition for adult language learning. It hopes to evaluate how the use of mobile devices
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 11
facilitate language learning by providing quick access to authentic materials and real-life
scenarios so language could be learnt in an in-context environment for communicative purposes.
It also hopes to link differentiating instruction and task-based instruction, and how they provide a
level field for language learners with varying learning styles and abilities.
Researcher Background
I started tutoring while I was still a college student. However, formally I took-up teaching
as a profession in 2007-2008. With a minor in South Asian Studies in my bachelor years, I jump-
started my career in foreign language teaching by completing the STARTALK Intensive Teacher
Training program at New York University, run jointly by the National Security Agency and the
University of Maryland. I attained numerous certificates and attended various trainings related to
foreign language teaching. I gained practice experience as a teaching assistant. I have been
involved with curriculum development, assessments, educational technology integration and
various language research projects. I have completed an instructional course for language
teaching that trained instructors to conduct student-centric classrooms, integrate technology,
facilitate group work in a task-based learning environment; and contextualization of language, in
a communicative, structured lesson with clear goals and objectives.
Since 2011, I have been working on a special project to develop the Urdu Language
Basic Urdu course curriculum. Working with a curriculum development team, I developed Urdu
course work for novice to advance level courses. The course work contains listening, reading,
speaking, writing and grammar lessons and activities, developed with various themes. I am
currently reviewing the new curriculum. As a second language educator, I have experienced
many facets of planning, designing, teaching, reviewing and publishing for foreign and second
language programs.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 12
Definition of Terms
Computer-Assisted Language Learning (CALL): study of applications of the
computer in language teaching and learning. (Thomas & Peterson, 2014)
Mobile-Assisted Language Learning (MALL): mobile device as wireless, handheld or
nomadic devices which are being used for mobile learning or m-learning With MALL,
students are able to access language learning materials and to communicate with their
teachers and peers at anytime, anywhere. (Chinnery, 2006)
Differentiated Instruction (DI): is a framework or philosophy for effective teaching that
involves providing different students with different avenues to learning (often in the same
classroom) in terms of: acquiring content (Carol, 2001. http://www.ascd.org).
Educational Technologies: the study and ethical practice of facilitating learning and
improving performance by creating, using and managing appropriate technological
processes and resources (http://www.cjlt.ca/index.php/cjlt/article/view/527/260).
Higher Order Thinking Skills (HOTS): In Bloom's taxonomy, skills
involving analysis, evaluation and synthesis (creation of new knowledge) are thought to
be higher order skills, requiring different learning and teaching methods, than the
learning of facts and concepts (ww2.odu.edu/).
Learning Styles: Learning styles group common ways that people learn (learning-styles-
online.com).
Metacognition: It refers to higher order thinking which involves active control over the
cognitive processes engaged in learning. Activities such as planning how to approach a
given learning task, monitoring comprehension, and evaluating progress toward the
completion of a task are metacognitive in nature (gse.buffalo.edu).
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 13
Task-Based Instruction (TBI): focuses on the use of authentic language and on asking
students to do meaningful tasks using the target language
(www.uhu.es/antonia.dominguez/docs/tareas.pps).
Technology Integration: The ISTE, defines technology integration as the infusion of
technology as a tool to enhance the learning in a content area or multidisciplinary
setting... Effective integration of technology is achieved when students are able to select
technology tools to help them obtain information in a timely manner, analyze and
synthesize the information, and present it professionally. The technology should become
an integral part of how the classroom functions — as accessible as all other classroom
tools. The focus in each lesson or unit is the curriculum outcome, not the technology
(nces.ed.gov).
Web 2.0: it is the term given to describe a second generation of the World Wide Web
that is focused on the ability for people to collaborate and share information online
(Webopedia.com).
Universal Design of Learning (UDL): is a framework to improve and optimize teaching
and learning for all people by providing various forms and means of engagement,
presentation, and action and expression (www.cast.org).
Summary
Chapter 1 provides an overview of the purpose of study on the usage of mobile computer
devices in Urdu/Hindi language learning programs. In the following Chapter 2, literature that
pertains to the action research will be discussed and overviewed.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 14
Chapter 2: Literature Review
This chapter presents significant research on computer-assisted language learning
(CALL), second/ foreign language learning (SLA/FLA), differentiating instruction (DI), Task
based Instruction (TBI), learning styles, and educational technologies. The chapter will explore
the philosophy as it relates to mobile computer devices use in language programs. The concepts
and methods of educational technologies and differentiating instruction will be explored as it
specifically relates to second language learning and acquisition, mobile computer device use for
language learning and learning styles.
Computer/Mobile Assisted Language Learning (CALL & MALL)
Today, computers infiltrate every field imaginable; the field of language learning is no
exception. However, the trends, the impact, and the use of computers in a computer technology
integrated language classroom are yet to be fully understood and explored
in the context of
exponentially changing computerized devices and their growing use for the purpose of L2
acquisition. According to Thomas and Peterson (2014), "It is still not clear to what extent they
(computers) are being used in international language learning contexts and how effective they
are for learning, collaboration and learner motivation"(pp. 269-306).
Recently, in CALL classrooms the new Hypertext Markup Protocol (HTML) interactive
interface such as the Web 2.0 has become very popular. Web 2.0, is the “second generation of
the World Wide Web that is focused on the ability for people to collaborate and share
information online. Web 2.0 refers to the transition from static HTML web pages to a more
dynamic web that is more organized and is based on serving web applications to users"
(www.webopedia.com). These computer technology renovations impact CALL by increasing the
interaction between the language learners and the web application. The proponents of technology
integration in language classrooms are finding a voice through such innovative research on the
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 15
positive impact of CALL that provides a concrete argument in its favor. Myers (2011) suggests
that successful second language acquisition is tied to diverse exposure to current topics, issues
and authentic language samples through different mediums; therefore, in the current
computerized world, technology provides many opportunities to acquire a new language and
improve skills.
A number of other research studies are showing positive outcomes of technology
integration in language classroom. Research on Online Language Learning (OLL), CALL and
MALL are getting serious attention from language educators because of their potential in making
L2 learning much more effective. Through social computing, i.e. computer aided
communication, language games, and CALL, language learning experiences are enhanced. It is
found that there is complementary relationship between "tutorial CALL and computer-mediated
communication”in modern-day language instruction (Blake, 2011). Even though the assessment
of the impact of OLL is still not well documented or proven, there is increasing evidence
showing that OLL and CALL provide learning environments conducive to L2 acquisition when
integrated properly into the curriculum (Blake, 2011; Myers, 2011). Hoffman (1996) agrees that
CALL gives an opportunity to L2 learners via social medium, email, and other online and digital
communication mediums to interact with real audiences for the purpose of information
exchanging, and generating authentic responses for communication. In closing, it may be said
that computer mobile devices such as laptops, iPads or smartphones, through online language
resources, applications and software etc., facilitate and scaffold L2 learning and acquisition.
In the realm of Mobile Assisted Language Learning (MALL), Chinnery (2006) defines
mobile devices as wireless, handheld or nomadic devices which are being used for mobile
learning or m-learning which is a subset of e-learning movement. Cell phone features like voice
messaging, texting, internet search, camera, audio and video recording, provide communicative
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 16
interaction, practice and use of authentic material and accomplishing task for tasked-based
learning. Referring to Kiernan and Aizawa’sstudyontheusefulnessofmobilephonesas a
language learning tools for task-based learning, Chinnery (2006) argues that “second language
acquisition is best promoted through the utilization of tasks, which require learners to close some
sort of gap, thereby focusingthelearneronmeaning”(p.10). Mobile technology clearly
provides practical uses for language learners: 1). They are portable devices and can be available
anywhere, 2). Portability provides ready access to media of all kind anytime, 3). They can be
used inside and outside of classrooms, 4). They expand the presence of social exchange, which is
vital for language learning (Chinnery, 2006, p. 13).
Educational Technologies
To push towards the 21
st
century designs for education, there is a great emphasis on self-
organized learning environment (SOLE), where the students are encouraged to be self-motivated
learners and universal design of learning (UDL) is consciously used, both by educators and
students (see appendix for detailed UDL guidelines). UDL stresses: 1) Provide multiple mean of
representation; 2) Provide multiple mean of action and expression and; 3) Provide multiple mean
of engagement (CAST. 2014). Educational technologies are an integral part of the education
system, today which support SOLE and UDL models of learning. There are three main
categories of educational technologies: 1) technology as a mind tool, 2) technology as a tutor,
and 3) technology as a conversation support. The three categories provide and cover what an
educational institute could offer to its students at a campus; the only difference is that now
students are only a click away from accessing these resources. Taking it further, mobile device
make the process more fluid—the string of being desktop bound is, thus, broken. Web resources,
programs and applications such as online database, free libraries, free universities, Skype,
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 17
Facebook, and Twitter, all make language learning available in real-time--anytime and
anywhere.
Second Language Learning (SLA)
Second language acquisition (SLA) is not a simple process. There are two distinct
processes that occur in Second language learning: acquisition and learning. According to Terrell
(1977),
“learning" and "acquiring" are different from each other: "Learning is the conscious
process of studying and intellectually understanding the grammar of L2. Acquisition, on
the other hand, refers to the unconscious absorption of general principles of grammar
through real experiences of communication using L2. It is the basis for most first
language ability and in terms of L2 is commonly known as "picking up a language'".
(p.327)
Even though both are vital for language education, the language learning phenomenon occurs
more commonly in a language classroom than language acquisition does (Terrell (1977).
Explaining language acquisition, Krashen (1981) says,
Morecentralthanlanguagelearninginsecondlanguageperformance…themajor
function of the second language classroom is to provide intake for acquisition. This being
a very difficult task, one could also say that the major challenge facing the field of
applied linguistics is to create materials and contexts that provide intake. (p.100)
Second language acquisition depends on "caretaker"-like "intake", which is not produced
with the intention of language teaching; rather its purpose is communication. Keeping in-line
with this concept, exposure to authentic material that is not intended for language teaching, is
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 18
best suited for L2 education. Events or incidents that can stimulate communicative activities such
as discussions, information gap activities, debts, etc. will foster L2 acquisition. Such activities
that qualify as "intakes" should be "natural". However in real-time it is difficult to come up with
interesting and natural situations spontaneously which contextualize daily classroom activities
(Krashen, 1981). Proving the point that language acquisition occurs best in natural settings where
communicationisthegoal,KrashenreferstoUpshur’s(1968)empiricalstudy which suggests
that direct language instruction hardly contributes towards language acquisition.
Krashen (1981) explains that language acquisition is the comprehension or the ability to
understand what is being conveyed; acquiring a new language is the understanding of a language
whichisaboveone’scurrentlevelofproficiency.Inotherwords,pushingupwardonthe
proficiency ladder to reach above the comfort level of understanding is the way to increase
language proficiency. However, he also points out that i+1, where "i" is the learner and "+1" is
the level above current proficiency, may not be as efficient as it is believed. He also suggests that
having optimal acquisition, i+1 may "not be exactly matched to the acquirer's developing
competence: "rough tuning" may be optimal. Simply aiming for i+1 may be less efficient, as
one's aim may miss, less review is provided, and where there is variation in rate of acquisition,
fewer acquirers may be accommodated by the same input" (Krashen, 1981, p.108). In this
context the second language classroom may work best when they have structured activities. Free
conversation and purely mechanical drill alone do not work to optimize language acquisition.
(Krashen, 1981). A more focused and structured activity that enhances language acquisition is
the task-based instruction.
Heritage Learners
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 19
Valdes (2001) explains that the label and definition of heritage language learner is a
complicate matter that plays on the notions of identity, social inclusion and exclusion. There is
trilateral view of the definition: 1). Definition by the educational program, 2). Definition by the
community’sperspective, 3). Definition by sociolinguistic angle. However, he states that for
pedagogical reason his definition:“aheritage language speakerissomeonewhohasbeen‘raised
in a home where non-Englishlanguageisspoken’and‘whospeaksormerelyunderstandsthe
heritage language, and who is to some degree bilingual in Englishandtheheritagelanguage’”
(Valdes, 2001 p.45).
Task-based Instruction (TBI)
Task-based instruction (TBI) is when learners perform activities that are meaningful and
goal-centered, that are aimed towards solving problems, completing tasks or reaching a decision.
The new methodology of task-based language instruction provides for the opportunity for L2
acquisition. The use of task-based language instruction can enhance language acquisition if it is
incorporated into the curriculum via activities that enhance structure, function, and content
proficiency (Seyyedi & Ismail, 2012). Along the same lines, Candlin (1987) states that "task-
based language learning is not only a means to enhancing classroom communication and
acquisitionbutalsothemeanstothedevelopmentofclassroomsyllabi” (p.5). To make the most
out of task-based instruction, the tasks have to be well defined and "their means of
operationalization explained" (p.5)). Explaining task-based learning, Long and Porter (1985)
connect task-based instruction to group work. They suggest that group work provides
opportunities for language practice, and fosters communication among peers to complete a
project or goal:
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 20
There are at least five pedagogical arguments for the use of group work in second
language (SL) learning...for increasing the quantity of language practice opportunities,
for improving the quality of student talk, for individualizing instruction, for creating a
positive affective climate in the classroom, and for increasing student motivation.(Long
& Porter, 1985, p. 207)
Differentiated Instruction (DI)
Today’s classrooms are getting more and more diverse. Furthermore, diversity is an
integral element of the eLearning environment. Thus, to cater to the students from so many
different backgrounds, cultures, languages, and social norms, differentiated instruction can
provide equal and optimal learning experience to each learner and suit his/her needs. In terms of
CALL integration in L2 (i.e. second language) classroom, differentiated instruction (DI) can play
an extremely important role. Differentiated instruction provides different options to different
students that can then be tailored to fit their ability, proficiency, and need. For L2 learning,
differentiation of instruction, i.e. method and material, with emphasis on it being natural and for
communicative purposes, optimizes language acquisition. Hall (2002) states that, "differentiated
instruction applies an approach to teaching and learning so that students have multiple options
for taking in information and making sense of ideas. The model of differentiated instruction
requires teachers to be flexible in their approach to teaching, leading them to adjust the
curriculum and presentation of information to learners" (p. 1).
Learning Styles
Everyone learns in a different way. The most common way of learning are collectively
called learning styles (learning-styles-online.com). For the purpose of this study only four major
categories of learning styles will be considered which are: visual, auditory, kinesthetic and tactile
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 21
learner (see Appendix C). Visual learners learn through seeing and understanding ideas, they like
to visualize everything because that helps them understand better. They work well with diagrams
and illustrations. Auditory learners, use hearing as the way to understand ideas. You will see
these learners listening to lectures more than reading an article (www.ldpride.net). Then there are
Tactile learners who learn from manipulating objects. These learners can benefit from hands-on
activities, art, and writing. On the other hand, there are Kinesthetic learners who also like
physical activity and are good at learning by experiencing. These learners benefit from activities
like playing games, drama, role play, memorizing while playing with a pencil or pacing
etc.(bcps.org)
Conclusion
In second language classroom, authentic materials, provided through various mediums of
communication, such as e-mail, social media, newsletters, billboards, internet, magazines,
newspapers, or physical mediums, such as meetings, conferences, and social gathering of any
kind can be utilized to facilitate language acquisition and learning. The purpose of computer
assisted language learning is to provide many opportunities to L2 learning's in terms of medium,
material and accessibility to real-world, authentic situations. However, an integral part of this
equation are the teachers. To optimize the opportunities computer technology provides, teachers
need to be trained in the pedagogy of teaching a CALL classroom. To have an efficient CALL
classroom, teacher’s ability to differentiated instruction, using technology, is the face of the
twenty-first century second language education.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 22
Chapter 3: Methodology
This is a qualitative study that will be conducted on mostly bilingual, Urdu and Hindi
heritage learners at East American University. The goal of this study is to analyze the use and
impact of mobile computer devices such as laptops, iPads or smartphones, on Urdu and Hindi
language learning and acquisition. Thestudy’sgoalisto evaluate whether students’ use of
mobile devices to help them learn the languages efficiently in all modalities, such as listening,
speaking, reading, and writing or whether one modality is affected more profoundly than the
others. It also aims to answer questions, such as what aspects of UDL and SOLE optimize the
program’ssuccessandincreasesstudent performance in the Urdu and Hindi programs? And,
how does differentiated instruction using mobile devices help to provide equal opportunities to
Urdu and Hindi language learners with differing learning styles? The study will also examine
how mobile devices scaffold student learning by providing easy accessibility to online authentic
material. Since the researcher is not directly involved in students’ grading; therefore the students
would be more comfortable and open in expressing their feelings and perceptions about the use
and impact of mobile computer devices on their language learning process.
Study Location
The location of the study is East American University (EAU), New York.
Description of the General Setting
The majority of the student population is comprised of heritage learners enrolled in
Elementary, Intermediate and Advance courses for Urdu and Hindi, having a proficiency ranging
from novice-mid/ o+ to advanced/ 2+ levels, measured on the American Council for Teaching of
Foreign Languages (ACTFL) and Interagency Language Roundtable (ILR) scale (see Appendix
A for proficiency scale reference). Language instruction hours vary from 2- 4 hours per week.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 23
Passing requirements are course level specific: Elementary, Intermediate and Advance level
proficiency, as described by the proficiency scales, are required for respective courses.
Research Design
The overall research approach will be to carry out mixed method research. To get
qualitative data, opinion survey will be conducted. The students will be surveyed on their usage
of mobile devices such as laptops, iPads or smartphones. The element of interactivity and
accessibility provided by a mobile device with respect to accessing Urdu/Hindi lessons, materials
and other resources, will be evaluated. Quantitative analysis will also be conducted by using an
online survey to get quantifiable data. Student responses in terms of how often, how much, how
many times, etc., will be acquired and projected into quantified values with the use of bar and pie
graphs. Data will be analyzed for: correlation between the amount of time the subjects spend on
using mobile devices for Urdu and Hindi language learning; their patter of use of mobile devices
for accessing online language related materials; their perception of increasing language
capabilities in various modalities; and their behaviors which leads to overall increase in Urdu/
Hindi language learning. Student responses will be used to find common trends, practices and
preferences that are prevalent with respect to the use of mobile computer technology.
Participants
There will be 60-70 potential participants from 17-25 years of age. The participants in
this study will be Urdu and Hindi language learners enrolled in East American University (EAU)
in elementary, intermediate and advance level of courses. The students are mostly bilingual
heritage learners who come from South Asian, ethnic and socio-economic backgrounds. Age,
gender, health and ethnicity will not be considered as factors for inclusion or exclusion from the
study. Ethnicity, religion or any other personal identifier will not be a determining factor to be a
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 24
participant in this research. Volunteering students will be selected for the study solely based on
the fact that they are second language learners at East American University (EAU) Urdu and
Hindi language programs.
Procedures
The study will contain an online survey that will have general opinion questions about the
use of technology in the Urdu and Hindi language programs. An online survey, created with
Google Forms called Mobile Computer Device Use for Urdu/Hindi Language Learning (see
Appendix E) will have in-depth quantifiable questions regarding students’ beliefs, preferences,
behavior and patterns with respect to the use of mobile computer devices used for Urdu and
Hindi language learning. The survey will include close and open-ended questions, providing
first-hand information on how students use or may recommend to use mobile computer
technology in the classroom and beyond. The survey will be collected and kept by the researcher.
Data Collection. The study will last 3 weeks. Students from all three course levels will
take the survey. Two types of data collection will be used for the purpose of this research:
qualitative and quantitative data.
Qualitative data. This data will be collected, using open-ended questions on the online
survey. Questions will ask participants to evaluate their beliefs, behaviors, practices and
preferences with respect to the use of mobile devices for language learning.
Quantitative data. Quantitative analysis of the data will provide an objective analysis for
the studied phenomenon. Quantitative approach quantifies the data in terms of how often,
how many, how much, etc.; it will measure, and identify the cause and effect relationship
between two or more ideas being studied; such as in case of analyzing the effect of
mobile accessible audios on listening skill it would be evaluated how more time spent on
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 25
using authentic audios via mobile computers is perceived by the student to have
improved their listening skill.
Instrument: An online survey on Google Forms will be designed to rate student
responses using a sliding scale from 5 to 1 representing the extent to which they "agree" or
"disagree" with the statements on quantifiable preferences, duration and frequency of use of
mobile computer devices.
Data Analysis. Data analysis consists of interpretation of words and statistics to find
patterns of behavior. It requires several steps to correlate and see if a relationship exists between
variables.
Qualitative data. Each entry will be analyzed, looking for patterns, revealing similarities
between student experiences, dominating behaviors and routines.
Quantitative data: Modeling traditional action research, quantitative data will be
analyzed and compared for trends using bar and pie graphs.
Summary
Chapter 3 lays down the methods used for this study. The following Chapter 4 will record
collected data and analyze it, looking for trends related to: the efficiency of CALL/MALL;
student beliefs and preferences, the modality enhanced the most by instantaneous and real-time
learning environment fostered by mobile devices; mobile devices, SOLE and the UDL
environment; as well as the use of mobile devices to differentiate instruction for student with
varying learning styles.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 26
Chapter 4: Findings
In this chapter, the results of my action research study will be presented. The sample size
contained seventy students in total, out of which fifty-six students took the survey that contained
forty-two questions. The research study was focused on the following research questions: 1).
How do learners use their mobile devices for language learning purposes? 2). How does the use
of mobile computer devices such as laptops, iPads or smartphones, facilitate Urdu and Hindi
students’languagelearning?3). Does the use of mobile devices affect the learning of some
modalities more than the others? For example, are mobile devices more useful at improving the
proficiencylevelof“listening”ratherthan“speaking”?4). Do Urdu /Hindi learners use UDL
and SOLE models to boost language learning with the help of computers/mobile devices 5).
What arelearners’perceptionsabouttheeffectivenessofsuchdeviceswithrespecttolanguage
learning? This is important to find outbecauseknowingstudents’perceptionswould, among
other things, help to shed light on their expectations from such technology, and in turn
researchers can measure the compatibility or the discrepancy between the actual versus perceived
effectiveness. The data did not reveal any useful information with respect to the research
question: How does use of mobile devices facilitate differentiating instruction for varying
learning styles? It will be discussed in the limitation section of Chapter 5.
From the data collected, it is important to note that out of the fifty-six students that took
the survey, 48.2% were enrolled in an Elementary course, 42.9% were enrolled in an
Intermediate, and 8.9% were enrolled in an Advance course. Thus, our findings will give a good
sample of how students in beginner and intermediate level use mobile devices. It is also of
interest that 82.1% of the students had previously learned another language prior to learning
Urdu/Hindi. As a result, most students understood the processes of second language/ foreign
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 27
language learning. The following sections will present the qualitative and quantitative data
collected, analyzed and cross-validated in relation to my research questions:
1. Which Level of Urdu/Hindi course are you
enrolled in?
Elementary
27
48.2%
Intermediate
24
42.9%
Advance
5
8.9%
3. Did you learn another language prior to learning
Urdu/Hindi?
Yes
46
82.1%
No
7
12.5%
Figure 1.
Participant profile for Urdu/Hindi students.
Language Learner’sUse of Mobile Devices for Language Learning
It is evident from the data collected that Urdu/Hindi students use mobile computer
devices for language learning and find it useful. Finding show that 41.1 % student found that
quick accessibility which mobile devices provide for retrieving language material is “much"
beneficial for language learning. The students were asked how useful it is to retrieve audio,
visual and reading material via mobile devices for language learning; following are the ratings
students gave on a scale of 1 to 5 ( 5 being the most favorable), respectively.
For audio material: 37% rated it at 4, 28.6% rated it at 3 while 23.2% rated it at 5;
For visual material: 35.7% rated it at 5, 33.9.6% rated it at 4 while 21.4 % rated it at 3;
For reading material: 39.3% rated it at 4, 25% rated it at 5, while 21.4 % rated it at 3;
It is clear that all three types are accessed by students for language learning. It is also
evident that the inclination for accessing all types of materials via mobile devices is more
towards the most favorable rating of 5. This means that most student find quick accessibility to
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 28
audio, visual and reading materials useful for language learning. Detailed graphs, and charts
representing the data are given in Figure 2, below:
14. Does quick accessibility to language
materials provided by Computer/Mobile
devices facilitate
language learning?
No
2
3.6%
Some what
16
28.6%
Much
23
41.1%
Very much
11
19.6%
16. Is having AUDIOS easily accessible useful
for language learning?
1
1
1.8%
2
2
3.6%
3
16
28.6%
4
21
37.5%
5
13
23.2%
20. Is having VISUAL materials (such as
videos and images)
easily accessible useful
for language learning?
1
0
0%
2
1
1.8%
3
12
21.4%
4
19
33.9%
5
20
35.7%
23. Is having READING materials easily
accessible useful for language learning?
1
3
5.4%
2
2
3.6%
3
12
21.4%
4
22
39.3%
5
14
25%
Figure 2.
Efficacy of easy and quick accessibility to language material with the mobile devices for
language learning.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 29
The Use Of Mobile Devices For Urdu/Hindi Language Learning
It is evident that Urdu/Hindi students use all kinds of mobile computer devices for learning
languages by accessing various form of material through these devices. The mobility and
accessibility aspect of portable devices help in language learning inside and outside of
classroom. Students can quickly find audios, texts, and videos wherever they are and use them
for learning language. However, students’ frequency of using various forms of material, varies.
Figure 3 shows the trends among students with respect to accessing listening, reading, and
speaking material via mobile devices.
The survey data shows that 58.9% of the students use computer/ mobile devices for accessing
reading material, “occasionally” and 21.4% use them “few times a week” and no one uses them
“every day.” For listening material, 44.4% of the students use computer/ mobile devices,
“occasionally”; 32.1% use them “few times a week”, and 1.8% of students using them “every
day.” For speaking material, 41.1% of the students never use computer/ mobile devices, 41.1 %
uses them occasionally; 14.3% use them few times a week, but no one uses them daily. Overall
trend is that 78.5% student are using mobile devices for accessing listening material at some
point; 80.3% student are using mobile devices for reading at some point; while only 55.4%
student are using them at some point for speaking materials. From data, it is evident that more
students are using these devices for accessing listening and reading materials. Detailed graphs
and charts representing that data are given in Figure 3, below:
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 30
5. How often do you use Computer/Mobile
devices for Urdu/Hindi LISTENING Material?
Everyday
1
1.8%
Few times a week
18
32.1%
Occasionally
25
44.6%
Never
12
21.4%
2
8. How often do you use Computer/Mobile
devices for Urdu/Hindi READING material?
Everyday
0
0%
Few times a week
12
21.4%
Occasionally
33
58.9%
Never
9
16.1%
11. How often do you use Computer/Mobile devices for
Urdu/Hindi SPEAKING material?
Everyday
0
0%
Few times a week
8
14.3%
Occasionally
23
41.1%
Never
23
41.1%
Figure 3.
Participants’frequencyofuseofmobilecomputerdevicesforUrdu/Hindimaterial.
Which Mobile Device Do Students Use For Audio, Visual And Reading Material?
To see which mobile computer device students were using more for accessing audio, visual
and reading material, they were categorically asked. The data emerged as following:
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 31
For Audio material: Laptop was used by 64.3%; Smartphone were used by 14.3%; TV was used
by 10.7 percent; Hand-held device such as iPad were use by 5.4%
For visual material: Laptop was used by 62.5%; TV was used by 12.5 %; Smartphones were
used by 10.7%; Hand-held device such as iPad were used 7.1%
For reading material: Laptop was used by 60.7%; Smartphones were used by 16.1%; Hand-held
device such as iPad were used by 8.9%; TV was used by 5.4 %
The overall trend is that laptops are used most by students for audio, visual and reading
materials respectively: 64.3 %, 62.2%, and 60.7%. Smartphones are the students’ second choice.
Detailed graphs and charts representing the data are given in Figure 4 below:
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 32
17. Which Computer/Mobile device do you
use MORE to access language related AUDIO
materials?
Laptop
36
64.3%
Hand-held device such as iPad
3
5.4%
Smartphone
8
14.3%
TV
6
10.7%
Other
0
0%
21. Which Computer/Mobile device do you use
MORE to access language related VISUAL
materials for the purpose of learning Urdu/Hindi?
Laptop
35
62.5%
Hand-held device such as iPad
4
7.1%
Smartphone
6
10.7%
TV
7
12.5%
Other
0
0%
24. Which Computer/Mobile device do you use MORE to access language related READING
materials?
Laptop
34
60.7%
Hand-held device such as iPad
5
8.9%
Smartphone
9
16.1%
TV
3
5.4%
Other
1
1.8%
Figure 4.
Usage of various mobile computer devices for audio, visual and reading material by the
participant.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 33
Computer/ Mobile Devices Affect Some Learning Modalities More Than Others
Proficiency in a language modality is directly related to the exposure, and practice in that
modality. It is evident from the data collected that mobile computer devices have varying degree
of impact on various learning modalities. The data shows that majority of students (57%) find
accessing Urdu/Hindi material online, Easy. If they can get language related materials
“moderatelyeasy”thenthatwouldmeanthattheyaregettinggoodexposuretolanguagefor
their learning. Drawing upon the data shown in Figure 3, it is evident that majority of students
are use mobile devices for language listening and reading material either “occasionally”, or “few
times a week”. However, when it comes accessing speaking material there is an equal divide
between student that use mobile devices (41.1%) and the students who never use mobile devices
to access speaking materials (41.1%); possible reason for this divide will be discussed in chapter
five. Figure 5, gives the data in detail.
13. How easy is it to find Urdu/Hindi language related content / materials online?
Not easy
12
21.4%
Easy
32
57.1%
Very easy
9
16.1%
Figure 5.
Availability of Urdu/Hindi materials online.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 34
It is evident form Figure 3 that student were accessing Urdu/Hindi material with
“moderateeasy”andthatmoststudentwereaccessingreadingandlisteningcomparativelymore
than speaking materials. To see how this is affecting their language modalities student were
asked how they believed that mobile devices enhance certain language skill. The following
statistics shows how student use of mobile computer devices with various purposes:
To enhance listening: 39.3% rated the use of mobile device at level 4 out of 5;
To enhance reading: 30.4% rated the use of mobile device at level 3 out of 5;
To enhance speaking: 26.8% rated the use of mobile device at level 3 out of 5 and 21.4% rated it
the lowest at level 1 out of 5.
The findings manifest that using mobile device to enhance listening skill, is the popular
trend, behavior and belief found in students, followed by reading. Student were asked how quick
and ready accessibility to language related audio, visual, and reading material, enhanced
modalities. From the statistic, it is apparent that student believe that listening skill is enhanced
most with use of the mobile computer devices. The following are student responses in detail:
50% said listening skill; 25% said reading skill; 12.5% said speaking skill; 1.8% said writing
skill; 3.6% said other skill. Detailed graphs and charts representing that data are given in Figure
6:
Q4. In your opinion, do Computer/Mobile
devices enhance LISTENING skills?
1
3
5.4%
2
6
10.7%
3
12
21.4%
4
22
39.3%
5
10
17.9%
7. In your opinion, do Computer/Mobile
devices enhance READING skills?
1
4
7.1%
2
11
19.6%
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 35
3
17
30.4%
4
12
21.4%
5
9
16.1%
10. In your opinion, do Computer/Mobile
devices enhance SPEAKING skills?
1
12
21.4%
2
9
16.1%
3
15
26.8%
4
10
17.9%
5
7
12.5%
28. Which language skill seems to be
enhanced the most by the use of computer/
mobile device?
LISTENING SKILL
28
50%
READING SKILL
14
25%
SPEAKING SKILL
7
12.5%
WRITING SKILL
1
1.8%
Other
2
3.6%
Figure 6.
How do mobile computer devices enhance listening, reading and speaking skill; which modality
is affected the most by this usage?
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 36
To validate the data in questions Q6, Q9, and Q12 students were asked how mobile
devices help in listening, reading or speaking practice. Some favorable responses are given in
Table 1 though the statistical data given in Figure 4. shows that only 41% student were ever
using mobile devices for speaking material, structure responses of the student shows student’s
understanding as to how mobile devices may/may not be used for speaking materials to enhanced
speaking (for a complete list of responses see Appendix E)
Table 1
Mobile computer devices help in practicing Urdu/Hindi language skills
Q 6. How does use of Mobile computer devices help Urdu/Hindi LISTENING
practice?
Student
Responses
By watching movies and reading online exercises we can become more familiar
with the grammar and Repetition of auditory cues; slow, mechanical pronunciation
breakdowns
We watch movies and YouTube clips, learning important material , paying attention
to grammar, all in one gives a very good comprehensive practice of listening.
they create visuals which can help further understand and grammar structure .
it helps us hear a human voice - recorded of course - so it gives us ore opportunities
to understand/follow human dialogue..
By hearing sentences again and again, you automatically pick up on the sounds and
language.
One can listen to words being said with context to understand both the meaning and
pronunciation.
At this day and age mobile technology facilitates all types of learning. It helps to
hear on-demand another language to correct any doubts that would be present
without.
Hearing how the words words sound allow me to understand Urdu better and how I
would be able to write the word
Q 9. How does use of computer /Mobile devices help Urdu READING
practice?
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 37
Student
Responses
It is often clearer than print outs.
allows the reader to use an online dictionary.
The audio and visuals help further understand the spelling of perticular words
Again, it helps by providing us with a wide array of material from the internet for
us to practice with.
read online stories helps us read together as a group
It helps by having on-demand visuals.
The pages that we read off of the computer allows us to learn the different types of
scripts that are used in Urdu. It helps with my own writing
It makes it easily accessible
Seeing uniformly written letters helps engrain the images in my mind.
Sometimes I may get a whatsApp message of Hindi jokes, but not very often do I
see hindi script in mobile computerdevices.
I have read Urdu material on my phone as additional practice, I also downloaded an
app with helps with connecting words and reading them..
Looking up words that you may not know and brushing up on stories that you may
not know.
Q 12. How does use of computer/ Mobile devices help Urdu/Hindi SPEAKING
practice?
Student
Responses
Repetition, pronunciation, technical feedback
Using Tellagami, my speaking skills were improved because my professor can hear
a recorded version of me speaking and can correct from there.
Many of the things we read on the computerwe use in our everyday speech.
Therefore it enhances our ability to conduct conversations in Urdu.
Speaking into certain apps help achieve proper diction and accentuation for the
Urdu language.
Listening to dialogue in movies is helpful in understanding sentence structure.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 38
You can correct your pronunciation after hearing/reading it online.
Sincw they help further understand grammar structure they also further speaking
and sentence flow.
Helps you listen to the words and this way when you repeat it your saying it right.
An understanding of context and pronunciation in speaking is developed.
Playing movies and clips to display conversational Urdu or Hindi helps.
Possibly the same way it would help with hearing, to better understand the
pronunciation & vocabulary.
The videos we watch allow me to think in hindi and be able to present what I think
in hindi and these videos help me process and then speak properly.
SOLE and UDL Optimized Language Learning
Self-organized Learning Environment (SOLE)
Students were asked to specify where and when they were using mobile devices for
language learning to see if student are self-motivated learner and are using computer//mobile
devices inside and most importantly, outside of the classroom. Out of fifty-six students, forty
students were using mobile device out of their classroom. Students were also asked how they
saw themselves as SOLE learners of Urdu/Hindi language outside of school environment. Such
statements (Table 2) as,“I like to learn about issues affecting south Asian cultural groups so
sometimes I watch documentaries. Otherwise I watch many hindi films which has trained my ear
for the language.” and“I watch movies and I listen to bollywood music in order to relate to the
popular and more common side of the language. I also trya ndw ach [sic] hindi news to see the
more formal and sobre [sic] side of the language and how it can be used professionally”show
how student are driving their own learning outside of classroom. Some favorable responses to
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 39
questions Q40, and Q42 are given in Table 2, below. (for a complete list of responses see
Appendix E)
Table 2
Use of mobile devices showing portability and various ways they support SOLE
Q 40. Specify typically when and where (such as school, library, dorm,
home, bus stop, etc.) you use mobile devices for language learning.
Student
Responses
School and library
home, walking, school, class, bus stops, everywhere.
everywhere - iphone LTE is the best
Dorm
School, home, library, dorm, class.
I use my laptop at school and home for language learning and my phone if I don't
have my laptop on me.
home, walking, school, ALWAYS
School during the day, home afterwards
Dorm and Class and on the toilet
Q 42. Self-Organized Learning Environment (SOLE) is where the students
are encouraged to be self-motivated learners (CAST, 2011). How do you see
yourself as SOLE learners of Urdu/Hindi language outside of school
environment? For example, what are some of the activities that you do to
learn the language and its culture (i.e., activities or studies that may be quite
different from those that are required by the language program in which
you are enrolled)?
Student
Responses
Singing Indian songs and ghazals in urdu
I interact with my family and family friends in Urdu. Other than that, I'm not
involved in any language learning outside of class.
films help a ton with both language and culture since the point of an urdu film is
to capture reality or some sort of life in urdu spoken households/families
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 40
I think SOLE learning could be useful for Hindi learners, especially if they can
do activities that will help them outside of the classroom, like visiting South
Asian neighborhoods, temples, and restaurants to practice speaking and to learn
new material.
Every day I go and listen to carnatic music, especially songs sung by Nithyasree
Mahadevan. I watch old Tamil movies from the '50's. I also am on a Bhangra
team, so I know songs from a lot of Punjabi musicians. Every year, I try to attend
Holi Hai, which my Bhangra team also dances at.
I am apart of the local Indian Hindu organization in my town so I occasionally
get people asking questions in hindi!
bollywood dance, listen to music
I like to learn about issues affecting south Asian cultural groups so sometimes I
watch documentaries. Otherwise I watch many hindi films which has trained my
ear for the language.
i attend events such as diwali, garba, and holi throughout the year. these events
are organized by Hindu student council, etc.
Universal Design for Learning (UDL)
UDL requires that students are provided multiple mean of representation, engagement,
and action and expression. With respect to providing multiple means of representation and
expression, the survey provides some information in form of structured response and statistics.
The Urdu/Hindi language learners do have the option of various forms of materials such as
editorials, movies, novels, hence multiple forms of information intake. It is evident that the
popular trend to acquiring Urdu/Hindi in through visual-aural representations of information via
movies (91%), and Songs (73.2%). The most common website visited and activities engaged in
are: YouTube and watching movies. In terms of means of action and expression, from responses
to Q27 we see students are using multi media for communication, and have various means of
constructing, composing and responding using mobile devices. Students also have multiple ways
of engagement by using various platforms such as social media sites, chat rooms, interactive
language learning applications etc. The data collected also shows self-regulation and sustained
effort for learning. In reference to the UDL, Figure 7 and Table 3 shows all language related
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 41
material that students use, websites they most visit and language related activities engaged in via
mobile devices, showing various forms of representation, action and expression:
25. For Urdu/Hindi, do you use a Computer/ mobile device to access the following? Check all
that apply.
Movies
51
91.1%
Dramas
30
53.6%
News
21
37.5%
Opinion editorials
5
8.9%
Talk shows
19
33.9%
Songs
41
73.2%
Urdu/Hindi online Dictionaries
34
60.7%
Informational
12
21.4%
Magazine
6
10.7%
Encyclopedia
8
14.3%
Novels
1
1.8%
Short Stories
17
30.4%
Urdu/Hindi language learning websites/tutorials
32
57.1%
Other
5
8.9%
Figure 7.
Various types of Urdu/Hindi materials accessed for language learning
Table 3
Language related websites visited and language related activities engaged in via mobile
devices, showing various forms of representation, action and expression as proposed by UDL
Q 26. What Urdu/Hindi language related websites do you visit the most?
Provide names and/or websites of at least top five.
Student
Responses
Movies on netflix http://www.learning-hindi.com/ youtube for certain videos
Hamriweb Google
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 42
bbc urdu tiflee youtube - urdu stuff facebook urdu group hamariweb
Geo ARY Hum Dunya News UrduOne
Twitter--> follow narendra modi on twitter and he tweets in hindi which helps
my reading skills especially for complicated vocabulary words
I use Youtube the most for Hindi videos, songs and such. I also use
shabdkosh.com for the dictionary. Google Input to type in Hindi. Hindi tutorial
sites that I googled for additional grammar help.
Youtube? Facebook posts sometimes. Netflix. NYUvirtualHindi Google
Translate Not many others on a regular basis.
Tellegammi, NYU Virtual Hindi
Hamari Web Google translate Urdu English dictionary Google search Bushra
Bbc Urdu, youTube, facebook, MySpace, google translate
Shabdkosh, Google, Hindi websites, Language Websites, and applications on
Hindi on phone
Youtube Rosetta stone google translate mylanguages.org various other tutorial
sites
einthusan.com, saavn.com, google translate, bollymeaning.com, bollynook.com
Q 27. What other language related activities have you been doing on your
Computer/Mobile devices?
Student
Responses
Using websites that help with Hindi grammar.
Streaming hindi movies
Chatting
Netflix
Besides reading stories, watching movies, and listening to songs to practice
understanding and speaking, not much.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 43
Practice making simple sentences and when to use the correct verb tense
Duo lingo
Reading passages
watching tutorials
Duolingo is a language learning app I use for Spanish & German
Reading digital handouts and watching Urdu language videos mainly.
Taking pictures or scanning writing to send to professors/classmates
Learners’Perceptions About the Effectiveness of Mobile Devices
Knowing students’perceptionswould, among others, help to shed light on their
expectations from technology, and in turn researchers can measure the compatibility or the
discrepancy between the actual versus perceived use of mobile devices for language learning
purpose with respect to Urdu/Hindi learners at NYU. For this purpose, student were asked about
their ability to use mobile computer devices, the ease of use, advantage and disadvantages of
screen size, computer application they access via computer and mobile device and their overall
outlook with respect to use of mobile computer devices for language learning. Figure 8 gives all
student rating for each kind of device and its screen size. From data, it is evident that highest
number of student rate the screen size as 3, or 4, which clearly means that screen size affects
language learning and most student have stated that it better for reading purpose. Some favorable
and unfavorable student responses are given in Table 4. To refer to all the responses, see
Appendix E.
31. Does screen size of your mobile device(s) affect Urdu/Hindi language learning?
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 44
1
8
14.3%
2
9
16.1%
3
16
28.6%
4
13
23.2%
5
7
12.5%
Figure 8.
Screen size of mobile computer devices and how they affect learning.
Table 4
Advantages and disadvantages of screen size
Q 32. What Urdu/Hindi language related websites do you visit the most?
Provide names and/or websites of at least top five.
Student
Responses
The only disadvantage would be that a small screen would not fit as much
material.
A bigger screen, like a computer, is usually better but I find that personally it
doesn't make that much of a difference for me.
Bigger screens allow us to see the Urdu characters clearer
lsrge screen size better for viewing
Large screen size better for viewing
the screen is smaller, so naturally the text becomes smaller and harder to read.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 45
I think while understanding and seeing it properly, you use and think properly
with the bigger font
easier to read the script on larger scrrens
It does not make a difference
I often prefer larger screens so that I can read the text more clearly.
With respect to downloading and using applications on mobile devices, the data shows
that most students rate themselves as “better than most”, “expert”, or “pro” respectively: 28.6%,
25%, 25%. Also out of the 56 students who took the survey, 25 students use some type of
application for Urdu/ Hindi language learning. However, a closer look at the data shows that
there are not many applications available for Urdu/Hindi languages and this area needs further
development. The data and responses in Figure 9 and Table 5 below give the details:
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 46
33. How would you rate your ability to download and use apps for Computer/Mobile devices?
Novice
4
7.1%
Learning
5
8.9%
Better than most
16
28.6%
Expert
14
25%
Pro
14
25%
Figure 9.
Participants’abilitytodownloadandusemobilecomputerapplications.
Table 5
mobile applications used for Urdu/Hindi language learning
Q 34. What apps to learn Urdu/Hindi, if any, have you been using?
Student
Responses
Rosseta Stone
Google Translate
Google translate, YouTube, and Facebook
Saavn
There aren't many apps I have found
Hamariweb
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 47
Hindi dictionary apps and the Tellagami app that was introduced to us.
shabdkosh
Ive been using the hindi dictionary app on my phone
The survey collected students’ preferences towards printed material in form of paper
books verses digital material on mobile devices. The data shows that a majority of students
prefer a combination of using both (46.4%) for language learning. A large number of students
also believe that
fast material accessibility aspect of mobile devices, as compared to printed
material, enhance the language learning experience. They also understand the portability aspect
of mobile devices; therefore, 39.3% students believe that mobility aspects of mobile devices
enhance their language learning experience, which is evident from student’s comments such as
“Yes, being able bring these learning tools with us almost anywhere is definitely a positive
aspect”“I think I learn better with devices because I can find anything on the internet that I can
focus on which allows me to learn”; “having a smart phone is potentially like having a translator.
It is just very hard to do, but it is possible.”
“Enhances it by a lot because I have the ability to
look up material and get extra clarificationifneeded.”Some favorable responses are given in
Table 6. To refer to all the responses, view Appendix E.
30. Comparing printed material in a book form to Computer/Mobile device accessible material in
digital form, which one is more effective for language learning?
Computer
16
28.6%
Book
12
21.4%
A combination of both
26
46.4%
38. Everything else being equal, does the fast
36. Does the MOBILITY aspect of
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 48
ACCESSIBILITY aspect of Computer/Mobile
devices as compared to printed material
enhance language learning experience?
1
0
0%
2
1
1.8%
3
17
30.4%
4
19
33.9%
5
16
28.6%
Computer/Mobile devices such as laptops,
hand-held devices like iPad or smartphone
enhance language learning experience?
1
5
8.9%
2
1
1.8%
3
13
23.2%
4
22
39.3%
5
12
21.4%
Figure 10.
Comparing efficacy of printed material to portable digital material accessible via mobile
devices.
Table 6
How digital material accessible via mobile devices enhance Urdu/Hindi language learning
Q 37. Considering your response to the previous question, please explain
how or why?
Student
Responses
I think I learn better with devices because I can find anything on the internet that
I can focus on which allows me to learn
having a smart phone is potentially like having a translator. It is just very hard to
do, but it is possible.
Because they make all languages easily acceble and hindi and urdu are not any
exceptions. They are great tools.
if i have questions i can easily look anything up on my computer
Yes, being able bring these learning tools with us almost anywhere is definitely
a positive aspect.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 49
Can take learning on the go
You can use these devices outside of the classroom to learn Hindi.
You can take it out anywhere, this is convenient. You never know when you
need it so it's always on you
You can learn in different places, wherever you are. You aren't limited to having
a book or physical material.
I can look up translations anywhere.
You have it with you all the time; easy to pull out device and read information
The overall belief about using mobile computer devices for language learning are positive
as many of students’ comments make it obvious: “I think these devices definitely enhance
overall learning. By providing us with so many resources and allowing us to work at our own
pace I think they are a great complement to in class learning” “They make it easier to access
materials,bothvisualandaudio.”“just hearing people talk hindi in a structured context about a
particular idea is very nice”“I can hear the way the labguage [sic] is supposed to sound and I
can attempt to fix errors with tense and grammar”“Facilitates reading and listening”“easier
access anywhere”“They are an added tool to make the learning process easier”. Table 7 gives
all detailed responses showing students’ beliefs, behavior and preferences about language
learning experience using mobile device. Students also have recommended the kind of
application they feel would be useful for them in the future, such as a student commented
“language learning can be enhanced by using mobile devices, for example duolingo[sic]. But it
is a harder language to learn so perhaps a different app could be tailored to Urdu”. All favorable
responses are heighted in Table 7 below.
Table 7
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 50
Digital resources enhance overall Urdu/Hindi language learning via Mobile computer devices
Q 35. In your opinion, how do Computer/Mobile devices enhance overall
language learning, please give your opinion?
Student
Responses
I can hear the way the labguage is supposed to sound and I can attempt to fix
errors with tense and grammar.
just hearing people talk hindi in a structured context about a particular idea is
very nice.
language learning can be enhanced by using mobile devices, for example
duolingo. But it is a harder language to learn so perhaps a different app could be
tailored to Urdu
It helps because there's a lot of material on the internet, but at the same time, if
you're learning from scratch, you definitely can't only learn from the internet,
because there's so much that a teacher has to tell you. Proper pronunciation,
especially Hindi pronunciation, no matter how much research you do on where
to put your tongue in your mouth or whatever, you probably will sound a bit
wrong.
Facilitates reading and listening
easier access anywhere
Can help in access to material to read
Ive watched videos and listened to songs over the years and association of words
heard to actions performed have helped me learn words.
They allow for easy access and exposure to Hindi, which otherwise might not be
easily accessible without mobile computerdevices and the connection to the
internet.
Enhances it by a lot because I have the ability to look up material and get extra
clarification if needed.
I thiknk I use it well, I use games and then focus on what I think I want to learn
more.
just makes urdu materials and learning resources easily accessible so it' a solid
tool
Mobile computerdevices are helpful for supplementary learning but not as a
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 51
substitute for a physical person and book.
Q 39. What types of applications, capabilities, or resources would you like
to see available on/for Computer/Mobile devices that you think would help
you with Urdu/Hindi language learning?
Student
Responses
More writing practices online that give instant response to whether I have
written the word right or not.
More application of the lessons learned in class with examples. Somewhat
similar to an online textbook but less dense.
Urdu to English dictionary where you can type in the Urdu word to find its
English meaning
An Urdu learning app
Articles with English translation, urdu-English dictionary app
Study guides Simple answer, it allows for us to get answers to questions that we
would normally have to ask in person.
I would like something that pronounces a word slowly so that I can learn how to
pronounce different sounds and words.
more dictionary sources - such that we know a word how it sounds but we do not
how to spell it - so a reverse dictionary of some sort - or phonetic dictionary of
some sort
An app to learn correct pronunciations
Maybe handouts that teach grammar, writing, reading. Something that is more
explanatory.
More grammar examples and games maybe
Summary
This chapter provides qualitative and quantitative findings to my action research. The
main ideas that have emerged in relations to my research questions, are that students: Student use
mobile computer devices to find all forms of Urdu and Hindi material to help their language
learning; The mobility and quick accessibility aspect of portable devices help in language
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 52
learning inside and outside of classroom--listening and reading materials are accessed the most;
Computer/ Mobile devices have varying degrees of impact on various learning modalities--
listening skills are believed to be most affected; Urdu/Hindi students are self-motivated
learners—they continue their language learning outside of classrooms with the help of mobile
devices by accessing various forms of materials, in various genre, through various programs and
websites; The use Computer/ mobile devices provides Urdu/ Hindi language learners multiple
mean of representation and expression; Overall, the use of computers/mobile devices enrich
languagelearner’sexperience and playing an integral supportive role in language learning
process—with room for the development of more applications for Urdu/Hindi languages. Student
responses have provided important information about what to consider when thinking of
integrating mobile computer devices in language programs. The next chapter will present a
discussion of the overall action research study and the results. The next chapter will also discuss
any limitations that may have impacted the study and further analyses if actions can be taken to
further refine the study.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 53
Chapter 5: Discussion
This chapter discusses the findings of the study, which are based on the following research
questions: (a). How do learners use their mobile devices for language learning purposes? (b).
How does the use of mobile computer devices, such as laptops, iPads or smartphones, facilitate
Urdu / Hindistudents’languagelearning?(c). Does the use of mobile devices affect the learning
of some modalities more than the others? For example, are mobile devices more useful at
improvingtheproficiencylevelof“listening”ratherthan“speaking”?(d). Do Urdu /Hindi
learners use UDL and SOLE to boost language learning with the help of mobile computer
devices (e). What arelearners’perceptionsabouttheeffectivenessofsuchdeviceswith respect
to language learning? (f). How does use of mobile devices facilitate differentiating instruction for
varying learning styles? The research study was conducted on Urdu/Hindi language student at
EAU who were enrolled in Elementary, Intermediate, and Advanced level courses during the
spring semester, 2015. The student population during the study was 70 students; out of which a
total of 56 students participated in the research study through an online survey. Qualitative and
quantitative data was extracted from student responses and analyzed for behavior, patterns and
beliefs. A summary of the purpose and the main literature that relates to the study will be
reiterated. Next, discussion of the results from a personal viewpoint, action plan and limitations,
will be carried out.
Summary
The primary purpose of this study was to analyze whether the use of mobile computer
devices such as laptops, iPads or smartphones make the Urdu/Hindi learner’sexperience,
dynamic, helping them learn the language better and efficiently in all modalities (listening,
reading and speaking). Additionally, the study was to observer students’preferences, beliefs and
behaviors with respect to using mobile devices. The study aimed to observe how quick and easy
accessibility to language material (as compared to printed material and other sources of auditory
material such as CD, radio and TV) and the portability aspect of mobile computer devices
(laptops, hand-held devices such as iPads, and smartphones) make a Urdu/Hindi language
student’slearningeasier,faster and richer; thus by extension, affect language modalities of
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 54
listening, reading and speaking, positively. The study investigates how students were using and
integrating mobile computer devices inside and outside of classroom and how they perceive their
usefulness for the purpose of language learning. The study also considers students’
recommendations for language-related computer application development. The data is expected
to modify Urdu/Hindi programs at EAU to a support a language learning environment that aligns
with students’ belief, behaviors, preferences and learning styles as well as the 21
st
century
models of learning. The study may be used for laying down the foundation for Urdu/Hindi
eLearning program as well.
Previous works in the realm of second/foreign language learning and (SLL and
FLL), Differentiated Instruction (DI), and computer-assisted language learning (CALL) are
reiterated in the following section as they relate to this action research. SLL foundational
theories suggest that language is learnt or acquired by consciously studying the structural feature
of the language and absorbing it through real experiences of communication (Terrell, 1977).
Language acquisition depends on a caretaker-like "intake,” which is not produced with the
intention of language teaching; rather, its purpose is communication (Krashen, 1981; Terrel,
1977). Krashen (1981) also says“what intake is predicts that what is called 'meaningful' and
'communicative' drills or exercises.” It is evident that the method and material used for second
language teaching has to be natural and for communication purposes. Thus authentic materials,
in the form of newspapers, editorials, movies, reports, sitcoms, songs, talk shows, speeches etc.,
all facilitate language acquisition and learning. It evident from the study that mobile computer
devices provide fast, and easily searchable resources for such materials. Mobile computer
devices also facilitate differentiated instruction and task based learning. In this context, Hall
(2002) emphasizes the importance of DI when he says that itis“an approach to teaching and
learning so that students have multiple options for taking in information and making sense of
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 55
ideas” (p. 1). DI facilitated multiple means of presentation of information—an important element
of UDL. With DI, educators recognize that the student population is diverse, and that every
student comes with a different skill set, preferences, interests, and knowledge. To teach in the
21
st
century, with a diverse student population, differentiating instruction is a crucial tool that
supports SOLE and UDL. Since Urdu/Hindi students use SOLE and UDL, it can be said that
they differentiate instruction by themselves.
Task-based instruction (TBI) increases meaningful language exposure for the purpose of
real-life tasks which leads to language acquisition and learning. Mobile computer devices
provide great resources for TBI and learning. Accessing information, searching related materials,
organizing information, providing visual aids for the task—all aspects of task-based learning are
immensely improved. Leaver (2004) ties TBI to the foreign language computer-assisted study
(CAS)andexplainsthatintoday’sdigitalage,“'interactive learning units, including lessons,
modules and the like (Mayadas, 2001)'”areveryeffective.In-line with UDL guidelines,
thematically designed, task-based activities assigned to the learners through digital means, in
various forms, give them the ability to personalize their learning (Leaver, 2004. p. 181-197). In
the realm of language learning via CALL, Blake (2011) says that through social computing, i.e.
computer aided communication, language games and CALL, language learning experiences are
enhanced. He says that there is a complementary relationship between "tutorial CALL and
computer-mediated communication,” and in modern-day language instruction, Computer and
mobile assisted language learning (CALL and MALL) have made language learning rich because
of the instantaneous access to authentic materials via these device. In many ways mobile
computer devices cut the processing time of finding materials of various levels and kinds.
According to Van Essen, Jager and Nerbonne (2014), CALL facilitates student-centered
exploratory learning, easy access to authentic material, as well as quick finding of digital audio
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 56
and video files "to present contextualized, spoken samples from target community, allowing
dynamic peerinteraction”(VanEssen,Jager&Nerbonne, 2014). However it is also clear that
according to the students, books and computer go hand-in-hand, and that a combination of digital
material via these devices plays a strong but supportive role. The need for printed material is still
strongly perceived as needed by a large number of students.
Findings Reiterated
It is evident from the data that students believe that the use of mobile devices enrich
language learning experience, playing an integral supportive role throughout the process. The
overall belief about the usage of mobile computer devices for language learning is positive as
student comments recorded in chapter 4 make it clear (see Appendix E for question # 35, 39
responses). With respect to using mobile devices and downloading applications that can facilitate
language learning, most students rate themselves as“betterthanmost”,“expert”,or“pro”
respectively: 28.6%, 25%, and 25%. Out of the surveyed students, 25 students said that they
were using some type of application for Urdu/ Hindi language learning. (See Appendix E for
detail response for question #33). Even though a large number of students also believe that
fast
accessibility to all types of material via mobile devices, as compared to printed material,
enhances overall language learning experience (39.3%), a large majority of student also prefer to
use a combination of both digital and printed material (46.4%) for language learning. Students
see the benefit of the portability of mobile devices, especially laptops and smartphones, and
believe that they enhance the language learning experience the most (see appendix E for
questions #17, 21, 24 responses).
Mobile devices are used for language learning inside and outside of classrooms. 41.1 %
students find quickaccessibilitytoretrievelanguagematerial“much"beneficialforlanguage
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 57
learning and rated it as 5. It is clear that students find quick access to audio, visual and reading
materials very beneficial for language learning. (See Appendix E for detail response for question
# 14, 16, 20, 23 ). However, the data shows that there is a trend amongst student to use mobile
devices more for listening (78.5%) and reading (80.3%) then for speaking (55.4%) practice.
Laptops emerged as the top choice for mobile devices used to accessing audio, visual and
reading materials respectively: 64.3 %, 62.2%, and 60.7%. Smartphones are students’ second
choice (see Appendix for detail response for question # 5, 8, 11, 17, 21, 24).
The study shows that mobile devices impact various learning modalities differently.
Since proficiency is directly related to exposure and practice, and the highest number of students
(57%) access Urdu/Hindi material online, easily, the exposure is clearly leading to enhanced
listening and reading skills. When students were asked which skill was enhanced, 50% said
listening; 25% said reading; 12.5% said speaking; 1.8% said writing; 3.6% said other skills (see
Appendix E for detail response for question # 4, 7, 10, 28). In the case of enhancement of
speaking skills, 41.1% students use them for speaking practice (see appendix for detail response
for question # 13, 5, 8, 11). However, 41.1% of students never used mobile devices for speaking
practice. Student responses to open-ended survey questions show that the reason for this high
percentage of non-use is because students don't know how to use mobile devices to improve their
speaking skills (see Appendix E for detail response for question # 17, 21, 24).
The study’s data also shows that Urdu/Hindi students are self-motivated learners since
most continue their language learning outside of classrooms with the help of mobile devices--out
of the 56 student surveyed, 40 student were using mobile device out of their classroom.
Statements like: “IliketolearnaboutissuesaffectingsouthAsianculturalgroupssosometimesI
watch documentaries. Otherwise I watch many Hindi films which has trained my ear for the
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 58
language.” These responses show conscious effort on the part of the students to learn the
language, continuously (see Appendix E for detail response for question # 40, 42).
The data shows that mobile devices provide Urdu/ Hindi language learners multiple
means of representation, action and expression. With respect to UDL, Urdu/Hindi language
learners do have the option of various forms of materials such as movies, novels, documentaries-
- hence multiple forms of information intake. However the popular trend to acquire Urdu/Hindi
is through visual-aural representation of information via movies (91%), and songs (73.2%).
In terms of means of action and expression, responses to Q27 show that students who are
using multi media for communication, have various means of constructing, composing and
responding using mobile devices. Students also have multiple ways of engagement by using
various platforms such as social media sites, chat rooms, interactive language learning
applications etc. The data collected also shows self-regulation and sustained effort for learning
(see Appendix E for detail response for question # 25, 26, 27).
Discussion About the findings from a Personal Perspective
The study showed that the Urdu and Hindi language learners at EAU scaffold learning with
the use of audio, visual and reading materials and online resources for a dynamic and efficient
language learning experience. With the use of these materials, students are“learning”and
“acquiring”languageasTerrell (1977) states “learning is the conscious process of studying and
intellectually understanding the grammar of L2. Acquisition, on the other hand, refers to the
unconscious absorption of general principles of grammar through real experiences of
communication using L2” (p. 327). From the study, it is evident that students engage in both
conscious and unconscious absorption of language with the help of computer programs and
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 59
application like Skype, WhatsApp, twitter, social media sites, Google translate and other
Urdu/Hindi language applications ( see Appendix E for detail response for question # 26, 34, 39).
It is interesting to note that even though a large number of students are using some sort of
mobile computer device, the importance of the printed materials and handouts are still ranked
high amongst most. Student responses like: “I don't think its a replacement for books. I think
online resources should only be supplemental to books and text.”And“It helps because there's a
lot of material on the internet, but at the same time, if you're learning from scratch, you definitely
can't only learn from the internet, because there's so much that a teacher has to tell you. Proper
pronunciation, especially Hindi pronunciation, no matter how much research you do on where to
put your tongue in your mouth or whatever, you probably will sound a bit wrong” (see Appendix
E), indicate clearly that mobile devices are considered complimentary tools that facilitate
language learning by providing fast access to materials and quick search options, but are not
considered stand-alone language tutors. Student do understand and appreciate the interactivity,
accessibility and portability aspects of mobile devices and believe that it does enrich their
language learning experience and enhances proficiency by increasing understanding as well as
their knowledge base.
The study shows that laptops are the top choice mobile device that students are using for
language learning; the second most used device is a smartphone. A closer look into this may
reveal that student are either using laptops—which gives portability (but less than other mobile
devices), bigger screens, ease with working functionalities such as typing and searching; or, they
are using smartphones on the go—which give maximum portability, however smaller screen and
less ease with working functionalities such as typing and searching. Interestingly, handheld
devices like iPads, which were expected to be used at a far better rate, are not used as much as
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 60
expected. The reasons could be their size, which limits portability—they can’tbecarriedinthe
pocket. So if student are carrying any larger mobile device with them, it is a laptop not an iPad;
beside that, iPads are not as functional when it comes to working on documents. The students
prefer laptops or smartphones over iPads. Yamaguchi (2005) confirms the finding when he states
that " A computer is better than a mobile phone for handling various types of information such as
visual, sound, and textual information, but mobile phone is superior to a computer in portability”
(p. 57). With respect to the type and form of materials accessed most, the study shows that even
though students can quickly access audios, texts, and videos wherever they are and use it for
learning language, they access reading materials (80.3%) a little more than listening materials
(78.5%). Perhaps, accessing topic related reading materials can be searched for faster via internet
than topic-related listening materials.
However, when it comes to which skill is enhanced most, it turns out their students believe
that their listening skills are enhanced most by using mobile devices, closely followed by their
reading skills. With respect to speaking skills, it seems that half of students surveyed are not
aware of how to use mobile devices to help them enhance this skill. The ones that do use them,
seem to have some idea how to use technology to enhance their speaking modality. To help
students understand and enhance speaking skills, the program can provide a short presentation
during orientation, which gives step-by-step guidelines to help them utilize mobile technology to
its optimum for all language learning skills.
The study shows the beliefs, behaviors, patterns and preferences of Urdu/Hindi student at
EAU with respect to the usefulness of mobile devices for language learning purposes. Many
have recommended the kind of applications they would like to see available for Urdu/Hindi
languages. With respect to the program curriculum, it can be delineated from the study that
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 61
lessons can be redesigned and updated to clearly incorporate technology integration and use of
mobile devices for task-based language learning which provides “intake” for“'meaningful' and
'communicative' drills or exercises [which ] can be more efficient in producing language
acquisition" (Krashen, 1981). Also, teachers may be provided regular training to support
CALL/MALL language classes that incorporate differentiated instruction for language students
with various learning style. Training may be provided for CALL/MALL pedagogy so teachers
can design daily lesson plans with the pedagogy in mind. Lastly, it may not be too ambitious for
EAU to look into developing its first online Urdu/ Hindi eLearning program for Intermediate to
Advance level courses..
Limitations
With respect to the research question: “How does use of mobile devices facilitate
differentiatinginstructionforvaryinglearningstyles?”the data collected did not give any
information about mobile device use for differentiated instruction to cater to varying learning
styles. The survey questions were too broad which didn’t tie learning style to how teachers were
using mobile devices to DI. Since the study was not directed towards teachers, data for
differentiate instruction could not be collected. Hence it cannot be concluded that mobile devices
are helpful tools for tutors to differentiate instruction for various learning styles. The data in
Figure 11 shows that 60% of the students were visual learners; while 50% of the student were
auditory learners. From the pattern of use of mobile devices, it may be inferred that whether or
not the instructors were differentiating instruction in classroom or giving students assignments
according to the learning styles, students themselves were using mobile devices in ways that
supports their learning style. An analysis of the data shows that since we have more visual
learners, they use mobile devices most for visual learning. It can also be said that a majority of
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 62
the students are also using these devices for auditory learning, which directly related to students’
belief that listening is the modality that is affected most by the use of mobile devices (see
Appendix E for detail response for question #28).
2. What is your dominant learning style?
Visual
34
60.7%
Auditory
28
50%
Tactile
7
12.5%
Kinesthetic
7
12.5%
Figure 11.
Participants’ learning styles.
Another limitation for the study is that there cannot be a comparison drawn between
students who had never used any mobile computer device for Urdu/Hindi language learning and
students of today who carry a computer or mobile devices in one form or another.
Action Plan--Some Future Aspirations for Urdu/Hindi Language Programs at EAU
Student responses have provided important information about what to consider when
thinking of integrating technology to support CALL/ MALL environments in language
programs, especially at EAU. The results of the study give insight on the usefulness of mobile
technology for efficient language learning. The study indicates some ways to further increase
mobile computer technology integration via program curriculum and teacher training; for
example, developing lessons in formats that lead to greater interactivity, modifying the
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 63
curriculum to incorporate explicit instructions to use mobile devices for task-based activities,
include teacher trainings on how to use mobile computer devices for differentiated instruction
and task-based learning etc. Student perspective aids in various policy decisions. Considering the
overall receptive, positive attitudes and behavior of students, EAU may consider future
curriculum design that is in alignment with CALL/MALL pedagogy. Most importantly, EAU
may also consider the development of a hybrid eLearning program for Urdu/Hindi languages
and/or the funding of similar programs for other less commonly taught languages.
Conclusion
It is evident from the research study that mobile computer technology is playing an integral
part in every discipline including language learning. Mobile devices cut down processing time by
providing fast search options to find authentic material, access wider range of language
resources; quick assessment options, etc. They are being used by students for multiple purposes,
inside and outside of classrooms. The various forms of information exchanged for
communicative purposes are: students using web browsers, writing blogs, chatting online,
listening to news, watching movies, listening to audios, using numerous apps, socially
connecting to others via Twitter, Skype, Facebook and WhatsApp. Mobile computer devices
readily provide Urdu/Hindi language program students at EAU these venues to learn various
language skills through exposure to authentic listening and reading materials. Students also
improve their speaking skills by listening to recordings of native speakers to improve
articulation. At times they recording themselves to improve pronunciation. Language learning is
aided by software and computer applications for faster information exchange in all three
modalities of listening, reading and speaking. However, data collected from the study ranks
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 64
listening and reading as the modalities that the students believe are enhance most with the help of
mobile computer devices.
It is evident that students understand and appreciate the interactivity, accessibility and
portability aspects of mobile devices and believe that these aspects enhance proficiency by
increasing exposure to language material as well as their knowledge base about the culture of the
languages. Use of mobile devices also facilitates self-organized learning environment (SOLE)
where the students are self-motivated learners; they also support the universal design of learning
(UDL) environment that stresses the provision of: 1) multiple mean of representation; 2) multiple
mean of action and expression and; 3) multiple means of engagement (CAST. 2014). However, it
is also clear that student do not consider mobile computer devices as sole tutors. Overall, the
study shows that students deem mobile computers devices as important tools that facilitate
enhancement of various language modalities and ultimately enrich students’language learning
experience.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 65
References
Asani, A. S., & Hyder, S. A. (2007). Let's study Urdu. New Haven: Yale University Press.
Asher, J. (1965) The strategy of the total physical response: An application to learning Russian.
International Journal of Applied Linguistics, 3: 291-300.
Asher, J. (1966) The learning strategy of the total physical response: A review. Modern
Language Journal, 50: 79-84.
Asher, J. (1969) The total physical response approach to second language learning. Modern
Language Journal, 53: 3-17.
Brereton, D. J. (n.d.). Urdu. Retrieved from
http://www.utexas.edu/cola/depts/asianstudies/languages/urdu.php
Blake, R. J. (2011). Current trends in online language learning. Annual Review of Applied
Linguistics, 31, pp 19-35. doi: 10.1017/S026719051100002X
Bordbar, F. (2010). English teachers' attitudes toward computer-assisted language learning.
International Journal of Language Studies, 4(3), 27-54.
Candlin, C. (1987). Towards task-based language learning. In C. Candlin & D. Murphy
(Eds.), Language learning tasks (pp. 5–22). London: Prentice Hall.
Chinnery, G. M. (2006). Emerging technologies. Going to the mall: Mobile assisted language
learning. Language Learning & Technology, 10(1), 9-16.
DeAngelo, M. (2011). Is there a correlation between differentiating instruction and English
language learner achievement?. n.p.: ProQuest, UMI Dissertations Publishing.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 66
Feng, Y. (2012). English language teachers' perceptions of computer-assisted language
learning. n.p.: ProQuest, UMI Dissertations Publishing.
Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on Accessing the
General Curriculum. Retrived from http://www.cast.org/publications/ncac/ncac_diffinstruc.html
Hall, T., & Stegila, A. (2003). Peer mediated instruction and intervention. Retrieved from
http://aim.cast.org/learn/historyarchive/backgroundpapers/peer-
mediated_instruction#.VRdOD_nF_Ak
Korthagen, F., Loughran, J., & Lunenberg, M. (2005). Teaching teachers—studies into the
expertise of teacher educators: An introduction to this theme issue. Teaching and Teacher
Education, 21(2), 107-115..
Krashen, S. D. (1981). Second language acquisition and second language learning (Vol. 2).
Oxford, United Kingdom: Pergamon Press.
Kuppens, A.H. (2010). Incidental second language acquisition from media exposure. Learning,
Media and Technology, 35(1), 65-85.
Laal, W. (2012). The History of the Urdu Language. Retrieved from
http://www.wdl.org/en/item/9700/
LDPride (1998). Learning styles. Retrieved from
http://www.ldpride.et/learningstyles.mi.html
Learning styles. (n.d.) Retrieved from http://www.bcps.org/offices/lis/models/tips/styles.html
Leaver, B. L., & Willis, J. R. (Eds.). (2004). Task-based instruction in foreign language
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 67
education: Practices and programs. Washington, DC: Georgetown University Press.
Levy, M. (1997). A rationale for teacher education and CALL: The holistic view and its
implications. Computer-assisted Language Learning Education. Computers and the
Humanities V30, 293-302.
Long, M. H. (1981). Input, interaction, and second-language acquisition. Annals of the New
York Academy of Sciences, 379: 259–278. doi: 10.1111/j.1749-6632.1981.tb42014
Long, M., & Porter, P. (1985). Group work, interlanguage talk, and second language acquisition.
TESOL Quarterly, 19(2), 207-228.
Mentor's Role. (n.d.). Retrieved from https://tle.wisc.edu/teaching-academy/mentors-role
Furman, N., Goldberg, D., & Lusin, N. (2010, December). Enrollments in languages other than
english in United States institutions of higher education, fall 2009. Retrieved from
http://www.mla.org/pdf/2009_enrollment_survey.pdf
Myers, M.J. (2011). Improving teacher practices to promote the integration of newcomers. Social
and Behavioral Sciences, 29, 1042–1051.
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition.
Cambridge, United Kingdom: Camebridge University Press.
Oxford, R. (1997). Cooperative learning, collaborative learning, and interaction: Three
communicative strands in the language classroom. The Modern Language Journal,
81(4), 443-456.
Rivers, W. (1981). Teaching foreign-Language skills. Chicago: The University of Chicago
Press.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 68
Richards, J., & Rodgers, T. (1992). Approaches and methods in language teaching
(2
nd
ed.). Cambridge: Cambridge University Press.
Robinson, P. (2011). Task-based language learning: A review of issues. Language Learning,
61(s1), 1-36.
Seyyedi, K., & Ismail, S. (2012). Task-based instruction. International Journal of Linguistics,
4(3), 242-251.
Sizer, T. R. (1992). Horace's Compromise. Boston: Houghton Mifflin Company.
Smith, A. (2015). U.S. Smartphone use in 2015. Retrieved from
http://www.pewinternet.org/2015/04/01/us-smartphone-use-in-2015/
Smith, T. & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning
teacher turnover? American Educational Research Journal, 41(3), 681-714.
Terrell, T. (1977). A natural approach to second language acquisition and learning. Modern
Language Journal LXI: 325-337.
Thompson, I. (2014). Language learning difficulty. Retrieved from
http://blog.apastyle.org/apastyle/2010/11/how-to-cite-something-you-found-on-a-
website-in-apa-style.html
Thomas, M. , & Peterson, M. (2014). Editorial for the special issue web 2.0 and language
learning: Rhetoric and reality. CALICO Journal, 31(1), i(3)-i(32.
Universal design for learning guidelines. (2012). Retrieved May 9, 2015 from CAST website,
http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 69
Valdés, G. (2001). Peyton, J. K., Ranard, D. A., & McGinnis, S. (2001). Heritage Languages in
America: Preserving a National Resource. Language in Education: Theory and Practice.
Delta Systems Company Inc., 1400 Miller Parkway, McHenry, IL 60050-7030.
Van Essen, A., Jager, S., & Nerbonne, J. (Eds.). (2014). Language Teaching and Language
Technology. Routledge.
Web 2.0. (2014). Retrieved May 9, 2014, from Webopedia:
http://www.webopedia.com/TERM/W/Web_2_point_0.html
Wood, K. (2011). Teacher and Parent Perceptions of Differentiated Instructional Practices. n.p.:
ProQuest, UMI Dissertations Publishing.
Yamaguchi, T. (2005). Vocabulary learning with a mobile phone. In Program of the 10th
Anniversary Conference of Pan-Pacific Association of Applied Linguistics, Edinburgh,
UK.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 70
Appendix A: Proficiency Scales
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 71
Appendix B: Online Survey
Mobile Computer Device Use for Urdu/Hindi Language Learning (Survey_2015)
Notes:
If for any reason you are taken out of the survey prematurely please click on "edit your response" at the page
that opens. It will take you back to the survey where you left off.
Computer/Mobile devices are understood to include laptops, hand-held devices like iPad, and smartphones.
The survey will take 30 min.
1. Which Level of Urdu/Hindi course are you enrolled in?
o Elementary
o Intermediate
o Advance
2. What is your dominant learning style?
For refernce visit: http://www.learning-styles-online.com/overview/
o Visual
o Auditory
o Tactile
o Kinesthetic
3. Did you learn another language prior to learning Urdu/Hindi?
o Yes
o No
4. In your opinion, do Computer/Mobile devices enhance LISTENING skills?
1
2
3
4
5
Least
Most
5. How often do you use Computer/Mobile devices for Urdu/Hindi LISTENING Material?
o Everyday
o Few times a week
o Occasionally
o Never
6. How does use of Computer/Mobile devices help Urdu/Hindi LISTENING practice?
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 72
7. In your opinion, do Computer/Mobile devices enhance READING skills?
1
2
3
4
5
Least
Most
8. How often do you use Computer/Mobile devices for Urdu/Hindi READING material?
o Everyday
o Few times a week
o Occasionally
o Never
9. How does use of Computer/Mobile devices help Urdu READING practice?
10. In your opinion, do Computer/Mobile devices enhance SPEAKING skills?
1
2
3
4
5
Least
Most
11. How often do you use Computer/Mobile devices for Urdu/Hindi SPEAKING material?
o Everyday
o Few times a week
o Occasionally
o Never
12. How does use of Computer/Mobile devices help Urdu/Hindi SPEAKING practice?
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 73
13. How easy is it to find Urdu/Hindi language related content / materials online?
o Not easy
o Easy
o Very easy
14. Does quick accessibility to language materials provided by Computer/Mobile devices
facilitate language learning?
15. Do Computer/Mobile devices make AUDIOS easily accessible?
1
2
3
4
5
Least
Most
16. Is having AUDIOS easily accessible useful for language learning?
1
2
3
4
5
Least
Most
17. Which Computer/Mobile device do you use MORE to access language related AUDIO
materials?
18. Please give examples of VISUAL materials that help you learns the language and how?
19. Do Computer/Mobile devices make VISUAL materials (such as videos and images) easily
accessible?
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 74
1
2
3
4
5
Least
Most
20. Is having VISUAL materials (such as videos and images) easily accessible useful for language
learning?
1
2
3
4
5
Least
Most
21. Which Computer/ Mobile device do you use MORE to access language related VISUAL
materials for the purpose of learning Urdu/Hindi?
22. Do Computer/Mobile devices make READING materials easily accessible?
1
2
3
4
5
Least
Most
23. Is having READING materials easily accessible useful for language learning?
1
2
3
4
5
Least
Most
24. Which Computer/Mobile device do you use MORE to access language related READING
materials?
25. For Urdu/Hindi, do you use a Computer/ mobile device to access the following? Check all
that apply.
o Movies
o Dramas
o News
o Opinion editorials
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 75
o Talk shows
o Songs
o Urdu/Hindi online Dictionaries
o Informational
o Magazine
o Encyclopedia
o Novels
o Short Stories
o Urdu/Hindi language learning websites/tutorials
o Other
26. What Urdu/Hindi language related websites do you visit the most? Provide names and/or
websites of at least top five.
27. What other language related activities have you been doing on your Computer/Mobile
devices?
28. Which language skill seems to be enhanced the most by the use of computer/ mobile device?
o LISTENING SKILL
o READING SKILL
o SPEAKING SKILL
o WRITING SKILL
o Other:
29. Please explain how Computer/Mobile devices enhance the skill that you picked in response to
the previous question.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 76
30. Comparing printed material in a book form to Computer/Mobile device accessible material
in digital form, which one is more effective for language learning?
o Computer
o Book
o A combination of both
31. Does screen size of your mobile device(s) affect Urdu/Hindi language learning?
1
2
3
4
5
Minimually affects
Immensely affects
32. What are the advantages and disadvantages of screen size of your mobile device(s) in
learning Urdu/Hindi?
33. How would you rate your ability to download and use apps for Computer/Mobile devices?
34. What apps to learn Urdu/Hindi, if any, have you been using?
35. In your opinion, how do Computer/Mobile devices enhance overall language learning, please
give your opinion?
36. Does the MOBILITY aspect of Computer/Mobile devices such as laptops, hand-held devices
like iPad or smartphone enhance language learning experience?
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 77
1
2
3
4
5
Least
Most
37. Considering your response to the previous question, please explain how or why?
38. Everything else being equal, does the fast ACCESSIBILITY aspect of Computer/Mobile
devices as compared to printed material enhance language learning experience?
1
2
3
4
5
Least
Most
39. What types of applications, capabilities, or resources would you like to see available on/for
Computer/Mobile devices that you think would help you with Urdu/Hindi language learning?
40. Specify typically when and where (such as school, library, dorm, home, bus stop, etc) you use
mobile devices for language learning.
41. Please write any comment that you may feel is relevant to the survey. If the comment is
related to any of the questions in the survey, please indicate the question number that you are
commenting about.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 78
42. Self-Organized Learning Environment (SOLE) is where the students are encouraged to be
self-motivated learners (CAST, 2011). How do you see yourself as SOLE learners of Urdu/Hindi
language outside of school environment? For example, what are some of the activities that you
do to learn the language and its culture (i.e., activities or studies that may be quite different
from those that are required by the language program in which you are enrolled)?
For reference on SOLE: http://learningwithkhan.blogspot.com/
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 79
Appendix C: Learning Style Reference Sheet
Learning Styles
Modality
Descriptors
Learn Best Through the Use of ...
Visual Learners
(input)
Learn by observation
Can recall what they have seen
Can follow written or drawn instructions
Like to read
Use written notes
Benefit by visualizing, watching
TV/video/films
Charts, graphs, diagrams, and flow charts
Sight words
Flashcards
Visual similarities and differences
Pictures and graphics
Maps
Silent reading
Written instructions
Computer assisted learning
Auditory Learners
(input)
Verbal-Linguistic
Intelligence
Prefer listening and taking notes
Listen for patterns
Consult peers to ascertain that they have the
correct details
Can recall what they have heard
Can follow oral directions
Repeat words aloud for memorizartion
Use oral language effectively
Discussion, dialog, debate
Memorization
Phonics
Oral reading
Hearing anecdotes or stories
Listening to tapes or CDs
Cooperartive learning groups
Kinesthetic
Learners (input)
Are often physically adept
Learn through experience and physical
activity
Benefit from demonstration
Learn from teaching others what they know
Playing games
Role playing
Read body language/gestures
Mime
Drama
Learn or memorize while moving (pacing,
stationary bike, finger or whole body
games)
Tactile Learners
(input)
Learn by touching and manipulating objects
Often learn inductively rather than
deductively
Tend toward pscychomotor over abstract
thinking
Prefer personal connections to topics
Follow directions they have written
themselves / that they have rehearsed
Benefit from demonstrations
Learning by doing
"Hands-on"
Creating maps
Building models
Art projects
Using manipulatives
Drawing, designing things
Writing / tracing
©www.bcps.org
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 80
Appendix D: Universal Design for Learning (UDL)
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 81
Appendix E: Complete List Of Participant Responses
6. How does use of Mobile Computer/Mobile devices help Urdu/Hindi LISTENING practice?
I'm personally indifferent between the use of a computer for listening practice. I feel that it could be
helpful on a case-by-case basis, but for me it could go either way.
It is often clearer than print outs.
You can watch videos and hear how the language is used.
It doesnt really help me.
Helps with reading but not listening
Listening to Hindi helps me to identify Hindi words which I am familiar with.
N/A
I don't use it for listening.
Pronunciation
Watching youtube videos
By watching movies and reading online exercises we can become more familiar with the grammar and
sentence structure of the language.
I use it to listen to hindi songs
Repetition of auditory cues; slow, mechanical pronunciation breakdowns
We watch movies and YouTube clips, learning important material , paying attention to grammar, all in
one gives a very good comprehensive practice of listening.
It helps you learn pronunciation.
they create visuals which can help further understand and grammar structure .
By hearing sentences again and again, you automatically pick up on the sounds and language.
One can listen to words being said with context to understand both the meaning and pronunciation.
Youtube videos and hindi films are very important in learning standard hindi well.
Helps me hear first what I have to say.
I can listen to songs on computer and my mobile.
Better understanding of the pronunciation & vocabulary.
The movies we watch with audio allow me to focus on what the words mean.
You actually hear the words said properly! Also movies with subtitles help figure out context of some
words.
Listening to someone speak can help with the pronunciation of difficult words.
Using these electronic devices allows me to learn how certain words are pronounced and understand
the phonetics of the individual characters.
It helps to hear what the words are supposed to sound like, which helps Pronunciation.
how to pronounce certain words
Personally, it helps me hear the correct pronunciation of the world and how it is used in a sentence.
I have not used such devices for Listening practices, so I cannot comment on their effect(s)
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 82
At this day and age mobile technology facilitates all types of learning. It helps to hear on-demand
another language to correct any doubts that would be present without.
See question #29
It helps to hear other accents in the language.
Translations, listening to pronounciations
Listening to Bollywood music anywhere increases fluency
By watching bollywood clips and stuff you get more exposure to Hindi being spoken.
You can listen to the correct pronunciation
it helps us hear a human voice - recorded of course - so it gives us ore opportunities to
understand/follow human dialogue.
I will listen to the pronunciation of words.
It does not
It helps us understand the pace at which the language is actually spoken.
Hearing the sounds over and over again help reinforce the sounds and spelling of the words.
Repetition of the sounds
It's nice to use computers to be able to hear or see correct ways to write or say the words etc.
Involves hearing the language at a slower pace.
It helps provide a tangible memory of how words are spoken.
It helps with listening comprehension.
It allows you to practice listening to Urdu/Hindi without the presence of a fluent speaker.
Hearing how the words words sound allow me to understand Urdu better and how I would be able to
write the word.
they speak very clearly, making it easier to hear the distinction between letters.
9. How does use of Mobile Computer/Mobile devices help Urdu
READING practice?
I particularly use google translate to help me translate a word to hindi.
It is often clearer than print outs.
online dictionary helps a ton
allows the reader to use an online dictionary.
The audio and visuals help further understand the spelling of perticular words
Again, it helps by providing us with a wide array of material from the internet for us to practice with.
The use of computers has actually been problematc for reading practice in class. We used a digital
image for a reading exercise and found that the letters became very pixelated and difficult to read.
From this, I've began to felt that handwritten Urdu, especially that written in large print on a chalkboard,
is easiest to read.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 83
N/A
Sometimes the youtube videos we watch helps
I can look up passages to read online.
Not a lot, but it keeps the mind open
Look up how to pronounce words along with their meanings
It helps by having on-demand visuals.
Helps with spelling
I see the spelling of Hindi words.
Practice
Often it is easier to read and decipher something on screen than it is when the same material is
printed.
It doesn't- reading online is very difficult.
Easier access to passages to read.
n/a
Typing in Hindi on a phone
Allows for standard pronunciation methods
We used the virtual Hindi website to read short stories. It is useful for reading more than a textbook.
It is almost the same as reading on paper, although, in my opinion, slightly less effective (the paper is a
physical entity, while the screen may change)
I don't believe it really does.
Not particularly more than paper, but it's easier to disperse learning materials with smartphones and
computers and printing several copies.
Ability to print the alphabets
how to spell words
read online stories helps us read together as a group
The virtual hindi stories helped slightly but we do not use computer devices that much.
Helps us see letters clearly.
Seeing the correct spellings help reinforce positive habits in avoiding mistakes.
See question #29.
-reading online texts
I like using devices that allow me to read and focus on the grammar of Hindi.
The pages that we read off of the computer allows us to learn the different types of scripts that are
used in Urdu. It helps with my own writing.
It makes it easily accessible
Seeing uniformly written letters helps engrain the images in my mind.
Sometimes I may get a whatsApp message of Hindi jokes, but not very often do I see hindi script in
mobile Computer/Mobile devices.
I have read Urdu material on my phone as additional practice, I also downloaded an app with helps
with connecting words and reading them.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 84
If you cant figure out a word you can type it in and have the computer say it for you.
I don't really find it helpful, I prefer physical worksheets
How words look
they help you read
I don't believe they do
You can practice how to read and write using the many online resources available. It can be useful for
comprehension as well.
Flash card memory reinforcement, syntactical breakdowns, etc.
I don't believe it helps with reading. Reading on a paper is same as reading online.
Looking up words that you may not know and brushing up on stories that you may not know.
12. How does use of Mobile Computer/Mobile devices help Urdu/Hindi
SPEAKING practice?
N/a
Again, helps with pronunciation
Repetition, pronunciation, technical feedback
Sincw they help further understand grammar structure they also further speaking and sentence flow.
They help because we can see someone saying it in the right way.
N/A
I speak to binduji and my friend in hindi on the phone.
It is clearer than print outs.
Look up how to pronounce words
Speaking is practiced the best by speaking
You can't really practice speaking with a mobile computerdevice.
In terms of speaking practice, the use of computers seems to really have no place. The best practice
for speaking comes from conversation with another person or the teacher. Computers have the
potential to be helpful, but I can't imagine why they would be used.
We will learn better pronunciation.
An understanding of context and pronunciation in speaking is developed.
I believe the only way to improve speaking skills is by speaking to another person.
Helps you listen to the words and this way when you repeat it your saying it right.
Repetition of sounds
I haven't used Mobile Computer/Mobile devices for speaking but I think it would help somewhat to be
able to practice speaking at your own pace. With the computer you can keep replaying what you don't
understand whereas in class you might be delaying the professor.
Using Tellagami, my speaking skills were improved because my professor can hear a recorded version
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 85
of me speaking and can correct from there.
n/a
Many of the things we read on the computerwe use in our everyday speech. Therefore it enhances our
ability to conduct conversations in Urdu.
Speaking into certain apps help achieve proper diction and accentuation for the Urdu language.
repeating what we heard on the computer
I don't use for speaking skills.
By hearing someone else say a correct sentence, you learn to say it too.
It will help only if prompted to practice or recite the lesson.
It does.
We used Tellagami to record our voice and then hear how we sounded.
no idea
My speaking improves more with the teacher speaking to me
No comment
It sort of doesn't help, because in order to learn how to speak properly you absolutely must converse
with an actual person.
Listening to dialogue in movies is helpful in understanding sentence structure.
You can correct your pronunciation after hearing/reading it online.
Same as listening it can help with Youtube and other videos are very helpful.
The videos we watch allow me to think in hindi and be able to present what I think in hindi and these
videos help me process and then speak properly.
Possibly the same way it would help with hearing, to better understand the pronunciation & vocabulary.
Playing movies and clips to display conversational Urdu or Hindi helps.
26. What Urdu/Hindi language related websites do you visit the most?
Provide names and/or websites of at least top five.
Movies on netflix http://www.learning-hindi.com/ youtube for certain videos
youtube.com zeetv.com desitvbox.com
Shabdkosh.com YouTube
learning-hindi.com
Hamriweb Google
bbc urdu tiflee youtube - urdu stuff facebook urdu group hamariweb
N/A
Youtube, saavan and netflix
Geo ARY Hum Dunya News UrduOne
I use Youtube the most for Hindi videos, songs and such. I also use shabdkosh.com for the dictionary.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 86
Google Input to type in Hindi. Hindi tutorial sites that I googled for additional grammar help.
Twitter--> follow narendra modi on twitter and he tweets in hindi which helps my reading skills
especially for complicated vocabulary words
Youtube? Facebook posts sometimes. Netflix. NYUvirtualHindi Google Translate Not many others on a
regular basis.
Bbc urdu Facebook groups for urdu
I watch bollywood movies netflix.com tellegami virtual hindi youtube.com
Tellegammi, NYU Virtual Hindi
Google it
youtube, shaadi.com, nyu virtual hindi, gujuratimatrimony, google translate
Shabdkosh.com Einthusan.com Gmail.com (for keyboard)
I do not remember the name of the websites.
BBC Youtube Other newspapers Tabloids
-shabdkosh.com
Google translate.
Youtube - bollywood movies
youtube NYU virtual hindi movie downloading sites netflix
Shabdkosh, google translate, YouTube
Youtube Shaadi.com Match.com GujuratiMatrimony.com netflix.com
mostly just songs off youtube
Virtual Hindi Google Youtube
YouTube
Hamari Web Google translate Urdu English dictionary Google search Bushra
Bbc Urdu, youTube, facebook, MySpace, google translate
Shabdkosh, Google, Hindi websites, Language Websites, and applications on Hindi on phone
Youtube Rosetta stone google translate mylanguages.org various other tutorial sites
einthusan.com, saavn.com, google translate, bollymeaning.com, bollynook.com
Google, Youtube, Google Input,and Hindi Dictionary
The ones that include the short stories we are assigned in class, YouTube for watch movies and
songs, online Hindi dictionaries.
Shabdkosh
BBC Urdu Tiflee Hamari Web YouTube Facebook
saavn, buzzfeed india
BBC, youtube
shabdkosh.com
YouTube Shabdakosh Google translate Wikipedia
--
Google translate YouTube
I don't necessarily access urdu-specfic websites, rather I access large websites that can happen to
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 87
have urdu resources. What I mean is that I can access YouTube for urdu videos, Facebook for an urdu
study group, Google translate, BBC.pk, and so on.
YouTube, shabdkosh, einthusan, saavn
27. What other language related activities have you been doing on
your mobile Computer/Mobile devices?
Watching Hindi movies.
I use games that help me focus on the Hindi language that helps me learn the letters and vocabulary of
Hindi
French mobile app translate apps movies & readings on demand
youtube
Using websites that help with Hindi grammar.
Duolingo is a language learning app I use for Spanish & German
Just looking at learning/tutorial pages.
Nothing
Streaming hindi movies
Google translate.
N/A
None recently
Reading digital handouts and watching Urdu language videos mainly.
That is all I have done on my mobile computerdevice.
Watch Bollywood movies
Chatting
Watch Hindi movies. Read funny hindi jokes sent via WhatsApp
None
Netflix
Taking pictures or scanning writing to send to professors/classmates
n/a
Typing up email on Google in hindi
Urdu/Hindi movies
watching tutorials
N/A
Reading passages
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 88
Duo lingo
Practice making simple sentences and when to use the correct verb tense
watching videos listening to songs
movies/songs
I use google input to write things in hindi while preparing the script for class.
Movies, magazines, news
Google translate
I've been watching videos to help with writing because they help pronounce the sounds associated with
the letter.
Making online flashcards, watching Bollywood movies, looking up grammar rules
youtube videos, watching hindi films
--
Besides reading stories, watching movies, and listening to songs to practice understanding and
speaking, not much.
32. What are the advantages and disadvantages of screen size of your
mobile device(s) in learning Urdu/Hindi?
large screen size makes it easier to read
The only disadvantage would be that a small screen would not fit as much material.
Bigger screens allow us to see the Urdu characters clearer
Quick and easy
too small screens suck for reading
It does not make a difference
lsrge screen size better for viewing
Large screen size better for viewing
I often prefer larger screens so that I can read the text more clearly.
not
Not much of a difference
Having a big screen size makes it aesthetically better to read and view.
No disadvantages,
the screen is smaller, so naturally the text becomes smaller and harder to read.
If it's hard for me to see what I'm even reading I probably won't read it
I think while understanding and seeing it properly, you use and think properly with the bigger
font
eye strain but more mobile and on the go
larger print is easier to read
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 89
A larger screen is easier as it provides a larger screen to easily read
I watch videos and films on large laptop screens rather than small phone screens.
A bigger screen, like a computer, is usually better but I find that personally it doesn't make that much of
a difference for me.
As long as it is big enough to see, size does not matter.
larger = better
It can fit less text
Advantage - I can zoom in wherever I want Disadvantage - Small screens
If it's a small screen size, it may be harder to read. A larger screen may help you absorb more
information.
A bigger screen will help us see clearly.
none
Doesnt make a difference
can't read much on small screen
It is easier to see when the screen is larger.
Bigger screen is easier to read from
Might be to small to s, but can always zoom in
Bigger screen makes things easier to visualize.
bigger screen is easier to read and have clearer
The bigger the screen the easier it is to see the letters & easier it is to read/write/understand.
A small screen makes it harder to see the material
too small makes it hard to read, too big slows down the learning process
Screen size does not matter
I don't like to do serious reading on my handheld device. Reading for long periods of time on a laptop
or phone screen is bothersome.
easier to read the script on larger scrrens
Im the size of the screen doesn't matter.
Sometimes small to see
If the screen is too small, for me personally, it hurts my eyes, and if there's a lot of text on a
small screen, I tend to not want to even start reading.
You can see more clearly
34. What apps to learn Urdu/Hindi, if any, have you been using?
Rosseta Stone
Hindi dictionary apps and the Tellagami app that was introduced to us.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 90
shabdkosh
Hamariweb
N/A
Shabdkosh
misc.
There aren't many apps I have found
Saavn
Telligami
Ive been using the hindi dictionary app on my phone.
None
Google translate, YouTube, and Facebook.
None.
Google Translate
n/a
I have used Tellagami once to make a recording.
None
Telagami
none
YouTube
Theres that one that was required. Forgot what it was called. Shabdkhosh, google translate.
shabdkosh
Tellegammi
No particular apps
None at the moment, but when I was first starting out in Hindi, I downloaded an app that helped me
learn the letters.
Google translate
Google translate
Hindi dictionaries, and also Hindi gaming applications that I like
Tellagami
google translate shabd coach
--
tellagami
37. Considering your response to the previous question, please
explain how or why?
I think I learn better with devices because I can find anything on the internet that I can focus on which
allows me to learn
having a smart phone is potentially like having a translator. It is just very hard to do, but it is possible.
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 91
Because they make all languages easily acceble and hindi and urdu are not any exceptions. They are
great tools.
if i have questions i can easily look anything up on my computer
Yes, being able bring these learning tools with us almost anywhere is definitely a positive aspect.
You can learn in different places, wherever you are. You aren't limited to having a book or physical
material.
I prefer print over mobile, and the screen is too small
N/A
We don't use mobile Computer/Mobile devices
-
You have it with you all the time; easy to pull out device and read information
Helps one look easier at it
I can look up translations anywhere.
You can look up words on an online dictionary during class if you need to.
You can take it out anywhere, this is convenient. You never know when you need it so it's always on
you
You can use these devices outside of the classroom to learn Hindi.
Computers aren't any more portable than a book, phones are
I don't believe mobility enhances language learning experience.
Because you can look up any questions no matter where you are. It takes much less time
All electronic devices I use are portable in some degree -- if they weren't I probably wouldn't use them
as much. Thus, the portability is kind of a given.
Can take learning on the go
doesn't maker a difference whether you can move the laptop or not, doesn't affect my learning
less bulky and easily accessible usage and thus can be used anywhere and more frequently
mobility does't particularly matter as learning a language requires a classroom or a quiet setting.
I don't think its a replacement for books. I think online resources should only be supplemental to books
and text.
Because listening and watching videos can be done anywhere
Enhances it by a lot because I have the ability to look up material and get extra clarification if needed.
You can access the internet at any time using these devices, you do not need to wait till you get home
The more mobile the device is the more easy it can be accessed in class
Because it is easy to lookup stuff on the internet when you are away from home. I commute, and I can
easily access Hindi content on the internet while commuting on the bus or train.
it's nice listening to hindi songs when i'm on the move
Easier to carry these types of devices
Easy to access all of these resources anywhere
I think that it is in the middle because you an just as easily transport a book.
You can do work whenever or wherever
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 92
Easy accessibility
35. In your opinion, how do Mobile Computer/Mobile devices enhance
overall language learning, please give your opinion?
I can hear the way the labguage is supposed to sound and I can attempt to fix errors with tense and
grammar.
just hearing people talk hindi in a structured context about a particular idea is very nice.
language learning can be enhanced by using mobile devices, for example duolingo. But it is a harder
language to learn so perhaps a different app could be tailored to Urdu
I don't see their advantage over print besides access to many materials at once
They can standardize language learning such that one's knowledge of the language is more technical
They make it easier to access materials, both visual and audio.
they dont really enhance it
It helps because there's a lot of material on the internet, but at the same time, if you're learning from
scratch, you definitely can't only learn from the internet, because there's so much that a teacher has to
tell you. Proper pronunciation, especially Hindi pronunciation, no matter how much research you do on
where to put your tongue in your mouth or whatever, you probably will sound a bit wrong.
They give us instant access to any query regarding the language
N/A
Makes easier
It exposes me to the real world way of speaking Urdu.
Make it clearer
sabdkosh
Helping me with words I didn't know, you tube clips in hindi help me
Not a lot. We do much more print work than we do technology so I have also gotten used to hard print
sources.
Facilitates reading and listening
easier access anywhere
They are an added tool to make the learning process easier.
Makes listening material now easily accessible
They help in that I am given a greater amount of learning resources.
They allow us to look up translations quickly.
I think mobile Computer/Mobile devices has made language learning much easier. It gives you access
to more materials, and different forms of learning.
it helps as it is more accessible and entertaining as well as interactive
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 93
more interactive, more fun to learn
They provide more diverse ways of engaging the material. It's an alternative to simply reading printed
text and writing responses.
They help a lot.
Can help in access to material to read
Ive watched videos and listened to songs over the years and association of words heard to actions
performed have helped me learn words.
They allow for easy access and exposure to Hindi, which otherwise might not be easily accessible
without mobile Computer/Mobile devices and the connection to the internet.
Enhances it by a lot because I have the ability to look up material and get extra clarification if needed.
I thiknk I use it well, I use games and then focus on what I think I want to learn more.
just makes urdu materials and learning resources easily accessible so it' a solid tool
Easily accessible
they do. More resources for more students
I think these devices definitely enhance overall learning. By providing us with so many resources and
allowing us to work at our own pace I think they are a great complement to in class learning.
increasing frequency of access and exposure to Hindi language
through the visuals and audio they offer
quicker to find translations
Mobile Computer/Mobile devices are helpful for supplementary learning but not as a substitute for a
physical person and book.
39. What types of applications, capabilities, or resources would you
like to see available on/for Mobile Computer/Mobile devices that you
think would help you with Urdu/Hindi language learning?
Hindi apps and games on the ebsites and phones
additional stories w subtitles are useful, or short episodes instead of a full movie could be helpful also
apps and flashcards as well as interactive writing and alpahbet learning apps
a multiple choice thing where you select the correct sentence and it reads the sentence aloud once
correctly selected.
Fun applications
Maybe more exercises that help us with grammar rules.
N/A
More writing practices online that give instant response to whether I have written the word right or not.
More application of the lessons learned in class with examples. Somewhat similar to an online textbook
but less dense.
Urdu to English dictionary where you can type in the Urdu word to find its English meaning
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 94
An Urdu learning app
More Urdu apps in general.
whats available is fine
dictionary app, pronunciation app
Just more apps for learning the vocab would be nice.
I think what is available now is sufficient.
Word of the day
I can't think of any at the moment.
Articles with English translation, urdu-English dictionary app
More grammar examples and games maybe
Maybe handouts that teach grammar, writing, reading. Something that is more explanatory.
Movies/Videos
An app to learn correct pronunciations
more dictionary sources - such that we know a word how it sounds but we do not how to spell it - so a
reverse dictionary of some sort - or phonetic dictionary of some sort
DuoLingo for Hindi
Dictionary, Videos, Hindi Language games
More Rosetta Stone type materials/online/lab stuff
Paragraph constructor
Maybe more beginner-friendly Hindi content, with more subtitles. Some content has no subtitles so it
can get frustrating trying to make sense of the written content.
Organized and in depth grammar app
hindi keyboard
Enhanced translation applications and enhanced virtual Urdu keyboards to make typing easier.
Hindi apps.
Google translate
youtube, netflix, videos available to watch or listen to
I feel like I have all the resources I need
--
I would like something that pronounces a word slowly so that I can learn how to pronounce different
sounds and words.
Study guides Simple answer, it allows for us to get answers to questions that we would normally have
to ask in person.
40. Specify typically when and where (such as school, library, dorm,
home, bus stop, etc.) you use mobile devices for language learning.
dorm, home, school
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 95
School and library
home, walking, school, class, bus stops, everywhere.
home, school, train
home, school before class
Dorm and Class and on the toilet
I use my laptop at school and home for language learning and my phone if I don't have my laptop on
me.
Classroom i
Library, home
Home/library
I use mostly at home and school, I typically do my work on my computer, including language related
homework.
Library and dorm.
More when I am on the move.
School, Library, Home
Dorm/Home and Library
School, library, home, and while commuting. Can use anytime during the day.
School, dorm, classroom
In my apartment most of the time and sometimes in class as well.
Home
I use mobile devices mostly at home when a teacher is not around.
In the bus or train. Or at home on my laptop to watch films and videos.
When I'm trying to study I use these devices in school, the library, and the dorm.
During class, and also throughout library
All of the above
Home
home, walking, school, ALWAYS
School, either in the library or the classroom.
School during the day, home afterwards
School, library, and home
School, home, library, dorm, class.
Dorm
everywhere - iphone LTE is the best
I really only use my computer at home, when doing homework.
All over campus like in class, libraries and even at home.
dorm, school.
everywhere and all the time
the bus, subway, dorm
school and at dorm
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 96
dorm and home
Class
Class. When computer not nearby
42. Self-Organized Learning Environment (SOLE) is where the students are encouraged
to be self-motivated learners (CAST, 2011). How do you see yourself as SOLE learners of
Urdu/Hindi language outside of school environment? For example, what are some of the
activities that you do to learn the language and its culture (i.e., activities or studies that
may be quite different from those that are required by the language program in which
you are enrolled)?
Singing Indian songs and ghazals in urdu
I interact with my family and family friends in Urdu. Other than that, I'm not involved in any language
learning outside of class.
The movies I watch and the people I talk to.
I watch many bollywood movies, listen to bollywood songs, and watch tv shows in hindi.
I talk to my family in hindi as much as possible and join a lot of clubs that help me immerse myself in
indian culture and learn hindi further.
Speak the language at home
films help a ton with both language and culture since the point of an urdu film is to capture reality or
some sort of life in urdu spoken households/families
I speak Urdu at home with my family and friends almost daily, thus I feel that I enhance my self
learning from casual day-to-day interactions.
I watch movies and I listen to bollywood music in order to relate to the popular and more common side
of the language. I also trya ndw ach hindi news to see the more formal and sobre side of the language
and how it can be used professionally
I watch Hindi movies with my family. I get exposure to Hindi TV channels, which many of my family
members watch. I also sometimes try and speak in Hindi with my family for fun.
I try to talk to family members who know the language well and as well as my friends.
Watch hindi movies
I watch bollywood movies.
Speak to parents
I think SOLE learning could be useful for Hindi learners, especially if they can do activities that will help
them outside of the classroom, like visiting South Asian neighborhoods, temples, and restaurants to
UTILIZING MOBILE DEVICES IN URDU/HINDI LANGUAGE PROGRAMS 97
practice speaking and to learn new material.
Every day I go and listen to carnatic music, especially songs sung by Nithyasree Mahadevan. I watch
old Tamil movies from the '50's. I also am on a Bhangra team, so I know songs from a lot of Punjabi
musicians. Every year, I try to attend Holi Hai, which my Bhangra team also dances at.
going to restaurants and watching movies helps me learn the culture
I am apart of the local Indian Hindu organization in my town so I occasionally get people asking
questions in hindi!
I attend Indian cultural events, watch Hindi movies, and speak to family in Hindi from time to time.
bollywood dance, listen to music
I speak to those who are flirt in the language
traveling, watching tv, reading
I sometimes encourage my friends to talk to me in Hindi so I can practice oratory skills and I also watch
hindi moves to improve my vocabulary
I like to learn about issues affecting south Asian cultural groups so sometimes I watch documentaries.
Otherwise I watch many hindi films which has trained my ear for the language.
Speaking with family members
Speaking to friends/God in Hindi, auditing Hindi class, extensive Hindi movies and music
i speak to people who speak Urdu fluently and I practice writing
I watch a lot of Hindi movies and try to look up words that I don't understand.
No comment.
--
i attend events such as diwali, garba, and holi throughout the year. these events are organized by
Hindu student council, etc.