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Perception of Grade-1 English Teachers Towards the use of Grade One English
Mobile Learning Application

Preprint · October 2019

DOI: 10.13140/RG.2.2.26720.43525

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360ed Co. Ltd. 
Tamwe Plaza, No. 70-72 Thamainbayun Rd. 
Yangon, Myanmar (Burma) 
 
 

Perception of Grade-1 English Teachers Towards the use 

of Grade One English Mobile Learning Application 
 

August 7, 2019 

Su Myat Noe   

Education Consultant  
360ed Co. Ltd.  

   

 
 

1. Abstract 

Background:  ​This  pilot  study  initiated  the  teachers  becoming  tech-savvy  ones  ​in  their 
classroom.  The  workshop  and  technical  support  program  initiated  by  360ed  enable  teachers 
perceived  the  effectiveness  of  using  modern  technology  in  their  teaching-learning  situation. 
Being  a small drop in the ocean, 360ed would love to take part in the paradigm shift of Myanmar 
Education  by  equipping  teachers  with  suitable  technological  knowledge  and  skills  enable  them 
to use in their real classroom setting. 

Objectives:  The  present  study  was  undertaken  to identify the teachers’ perceptions towards the 

use of Grade One English Mobile Learning Application in the classroom. 

Methodology:  The descriptive type of cross sectional study was conducted in Yangon University 
of  Education  with  purposively  selected  35  Grade-1  English  Teachers  from  17  schools  from 
Yangon  Region  and  5  Teacher  educators  from  Yangon  University  of  Education.  A 
self-constructed  questionnaire  based  on  5-point  Likert  scale  which included 8 separate positive 
statement  was  administered  to  solicit  teachers’  perceptions  towards  the  use  of  Grade  One 
English  Mobile  Learning  Application  in  classroom  setting.  The  collected  data  was  analyzed 
through  SPSS  software  and also data was represented in the percentage distribution of pie, line, 
and bar graphs.In this research the primary data was used for gathering information.  

Results:  The  analysis  of  the  data  indicated  that  the  majority  of  the  teachers  had  positive 
perceptions  of  the  use  Grade  One  English  Mobile  Learning  Application  and  their  willingness  to 
integrate  the  Grade  One English Mobile Learning Application to their classroom is high believing 
that  this  Grade  One  English  Mobile  Learning  Application  can  enhance  students’  motivation and 
engagement while using the app in their teaching-learning setting. 

Keywords: G
​ rade One English Mobile Learning Application, teacher perception. 

2. Introduction 

Perception  refers  to  the  way  one thinks about something and ones’ idea of what it is like it is an 

ability  to  understand  the  true  nature  of  a  subject,  especially  as  it  affects  our  environment.  It 
must  be  noted  that  perception  can  be  influenced  by  the  personality  characteristics  of  the 
perceivers.  The  features of the thing/object perceived can also influence it. Unfortunately, in any 

 
 
perception  study,  one  is  not  sure  which  has  more  control  over  the  other  (Simonsen  & 
Dick, 1997). 

Heafner  (2004)  studied  the  impact  of  technology  in  the  educational  setting.  In  addition  with 
other  research  findings,  her  results,  showed  that  learners  engaged  in  technology-rich 
environment  demonstrated  focus  and  interaction  which  translated  into  their  excitement  about 
learning.  Augmented  Reality  (AR)  is  “technology  that  superimposes  a  computer-generated 
image  on  a  user’s  view  of  the  real  world,  thus  providing  a  composite  view,”  (Oxford  English 
Dictionary,  2017).  According  to  NMC  Horizon  Report  (2016)  postulates  the  impact  of  AR  on 
education  as  it  can  amplify access to information. Studies showed that the use of technology in 
education  increases  the  achievement  levels  of  students,  offers  a  meaningful  tool  by  attracting 
students’  attention  to  course  content,  and  makes  the  learning  process  active  and  effective 
(Sumadio  &  Rambli,  2010).  Lærke  Weitze  (2015)  proves  that  learning  through  game 
development  may  be  an  appropriate  approach  to  support  and  evaluate  students’  learning 
processes  and  also  lead  to  increased  collaboration  among  students.  On  the  other  hand, 
research  studies  showed  that  teachers  and  students  do  not  use  technologies  due  to 
non-availability  and  inaccessibility  of  resources  in  schools  (Suleman  et  al.  2011a;  Veen,  1993; 
Byard,  1995,  and  Wild,  1996).  Lack  of  administrative  support  is  also  the  obstruction  in  the 
utilization  of  educational  technologies  as  they  do  not  allow  them  to  utilize  technologies  due  to 
fear  of  damaging  the  properties  and  they  have  insufficient  funds  for  their  repairing  (Abbas and 
Asif,  2012).  Augmented  Reality  (AR)  is  shown  to  be  a  promising  technology for education with 
the  transformative  power  of  experimental  and  observational  learning.  Hence,  it  is  important  to 
evaluate  it  properly,  so,  educators  get  comfortable  to using it, and more importantly understand 
its impact in the learning process (Silva, Roberto & Teichrieb, 2015). 

According  to  study  results,  students  who  learned  with  the  augmented  reality  -  based  mobile 
learning  approach  showed  significantly  higher  motivations  in  the  attention,  confidence,  and 
relevance  dimensions  than  those  who  learned  with  the  conventional  inquiry  -  based  mobile 
learning  approach  (Chiang,  Yang,  &  Hwang,  2014).  According  to  study  results  Construct3D  is 
easy  to  learn,  encourages  experimentation  with  geometric  constructions  and  improves  spatial 
skills  (Kaufmann  &  Schmalstieg,  2003).  A  study  to  contextualize students' learning of an SSI on 
nuclear  energy  use  and  radiation  pollution  in  an  online  radiation  unit  showed  that  students' 
perceptions  of  AR  activity  were  positive.  Also,  another  result  of  this  study  showed  that SSI unit 

 
 
enhanced  by mobile AR can improve students' learning of science concepts (Chang, Wu, 
&  Hsu,  2013).  A  study  on  using  augmented  reality  and its effects on student’s cognitive 
load  and  achievement  showed  that  cognitive  load  decreased  as  abstract  information  became 
concrete  in  printed  books  via  multimedia  materials  in  mobile  augmented  reality  application 
(Kucuk, Kapakin, & Goktas, 2016). 

Seeing  as  how  360ed’s  vision  is  to  bring  scalable,  immediate  and  exponential  impact  in 
Myanmar’s  National  Education,  360ed  is  trying  to  be  a  small  drop  in  the  ocean  for  Myanmar’s 
Education  Reform.  Hence,  Grade  One  English  Mobile  Learning  Application  was  designed  and 
developed  by  360ed  and we, 360ed, is really proud to provide this application to basic education 
schools  through  nationwide.  This  study  was  designed  to  measure  what  will  be  enhanced when 
Grade  One  English  Mobile  Learning  Application  is  used  for  teaching  and  learning.  The  findings 
of  the  study  will  definitely  assist the Grade-1 teachers to be known of the usefulness of Grade-1 
English  Text-based  Educational  Mobile  Application  in  teaching  learning  process to enhance the 
students’ motivation and engagement in learning English.  

2.1 Research Questions 

The following questions will guide the study: 

1)  What  is  the  level  of  Grade-1  English  teachers’  perceived  benefits  of  using  Grade  One 
English Mobile Learning Application for effective teaching? 

2) To  what  extent  has  Grade  One  English  Mobile  Learning  Application  brought  about 
students’ engagement and motivation in teaching as perceived by the teachers?  

2.2 Research Objectives 

1)  To  explore  the  level  of  Grade-1  English  teachers’  perceived  usefulness  of  using  Grade 
One English Mobile Learning Application for effective teaching. 

2) To  examine  the  level  of  effectiveness  of  using  Grade  One  English  Mobile  Learning 
Application for students’ engagement and motivation in teaching as perceived by the teachers. 

 
 
2.3 Operational Terms and Definition 

Grade-1  English  Teacher  refers  to  the  teaching  staff  of  the  basic  education  schools  in 
Yangon  Region,  Myanmar  who  has  the  responsibility  to  teach  English  to  Grade-1  students  and 
carry out other assigned duties related to teaching and learning activities in schools. 

Basic  Education  High  Schoo​l  refers  to  the  basic  education  schools  in  Yangon  Region, 
Myanmar  that  provides  primary,  lower  secondary,  and  upper  secondary  level  education  to  the 
students.  

Grade  One  English  Mobile  Learning  Application  is  a  carefully  designed  learning 
application  which  allows  interacting  with  learning  situations  with  visual  illustrations  in  3D, 
pronunciation,  and  learning  games  that  could  build  the  comprehension  skills  of  form,  meaning 
and  pronunciation  of  the  vocabulary.  There  are  four  sections  featured  in  this  application; 
AR-Section,  Pictionary,  Learn  &  Play  and  get-out-of-jailListen  &  Practice  which  allows  learners 
learn  effortlessly  with  fun  and  absorb  English  at  their  own  pace  and  repeat  or  use  alternative 
sources as suits their personal learning. 

❖ AR-Section  

AR-Section  allows  using  with  their  textbooks  that  can  easily  scan  the  vocabulary  pages  for  3D 
objects  and  also  the  pronunciation  of  the  vocabulary  so  that  could  learn  with  new  vocabulary 
with their own pace and practice anytime.  

❖ Pictionary  

Pictionary  section  aims  for  spelling  and  pronunciation  practice  of  the  vocabulary  from  the 
textbook with visual illustrations.  

❖ Learn & Play 

Learn  and  Play  is  designed  for  game-based  independent  learning  to  practice  and  revise  what 
they  have  already  learnt  in  the  lessons.  Learn  and  Play  is  also  designed  to  motivate  with 
rewards and praising.  

 
 
❖ Listen & Practice  

Listen  and  Practice  is  useful  for  both  teachers  and  learners  for  audio  resources  to  listen  and 
practice pronunciation of each lesson’s songs and conversation.  

2.4 Limitation of the Study 

This  study  is  based  on  some  selected  Grade-1  Englishl  teachers  in  Yangon  Region.  Due  to  the 
nature  of  the  research  design  that  is,  quantitative,  it  is  not  possible  to  generalize  to  all Grade-1 
English  teachers.  However,  the  study  is  described  in  sufficient  detail  to  enable  readers  to 
Teachers’ perceptions connect the findings and insights to other contexts if appropriate.  

3. Methodology 

3.1 Study Design 

The  descriptive  type  of  cross  sectional  study  was  conducted  in Yangon University of Education 
with  purposively  selected  35  Grade-1  English  Teachers  from  17  schools  from  Yangon  Region 
and  5  teacher  educators  from  Yangon  University  of  Education.  The  selected  teachers  were 
invited  to  attend  the  workshop  which  enables  them  to  use  the  Grade  One  English  Mobile 
Learning  Application  in  their  classroom.  After  the  workshop,  questionnaires  were  distributed to 
collect  the  data  to  explore  about  teachers’  perceptions  on  the  use  of  the  Grade  One  English 
Mobile Learning Application in their classroom. 

3.2 Sample 

The study group consisted of 35 Grade-1 English teachers from selected 17 schools from 
Yangon Region and 5 teacher educators from Yangon University of Education.  

3.3 Data Collection Tool 

A  self-constructed  questionnaire  based  on  5-point  Likert  scale  which  included  8  separate 
positive  statement  was  administered  to  solicit  teachers’  perceptions  towards  the  use  of  Grade 
One  English  Mobile  Learning  Application  in  classroom  setting  and  to  explore  potential  barriers 
of using the application in the classroom.  

 
 
The  level  of  perception  was  calculated  from  the  score  of  answers  and  divided  into  5 
levels according to the Best’s criteria (1977) as follows: 

Higher score – lower score / No. of levels = 5-1/5 = 0.80 

Table 3.1 Criteria for the level of teachers’ perception 

3.3 Data Analysis 

The descriptive statistics such as percentage and mean were used to present the data. The data 
will  be  calculated  by computer-based. Each of the variable was analyzed and explained by using 
mean and frequency. 

   

 
  

4. Findings and Discussion 

The  results  and  findings  of  the  study  of  factors  will  be  presented  in  details.  The  data  were 
collected  using  questionnaires  and  distributed  to  40  teachers  who  attended  the  training 
conducted  by 360ed. All questionnaires were filled completed and returned which accounted for 
100 percent of the total sample size of this study. 

Table  4.1  ​The  level  of  teachers’  perception  towards  using  Grade  One  English  Mobile  Learning 
Application. 

No.  Statement  Mean  S.D  Meaning 

1  I see value in using this Grade One English Application in  4.35  .48  Highest 
the classroom. 

2  It is possible for me to use this App in my classroom.  4.2  .76  High 

3  I am sure to say that this App is useful for lesson planning.  4.15  .36  High 

4  This App can be integrated with Teaching Learning  4.2  .41  High 
process. 

5  This App can enhance students' motivation towards  4.35  .48  Highest 
learning. 

6  This App could encourage students to study themselves.  4.2  .41  High 

7  I believe that G-1 students can learn by using a mobile  3.75  .87  High 
phone 

8  Grade-1 students should be allowed to use mobile phones  3.9  .69  High 
or tablets for their study. 

  Total  4.14  .56  High 

Note: 1.00-1.80 = lowest, 1.81-2.60 = low, 2.61-3.40 = moderate, 3.41-4.20 = high, 

 
 
4.21-5.00 = highest 

Table  4.1  showed  that  the  overall  of  teachers’  perception  towards  using  Grade  One  English 
Mobile  Learning  Application  was  at  high  level  with  the  mean  score  was  4.14.  The  statements 
that  had  the  highest mean score were “I see value in using this Grade One English Application in 
the  classroom.”  and  “  This  App  can  enhance  students'  motivation  towards  learning.”,  with  a 
mean  score  of  4.35.  The  statement  that  had  the  lowest  mean  score  was  I  believe  that  G-1 
students  can  learn  by  using  a  mobile  phone”,  with  a  mean  score  of  3.75.  Although  it  was  the 
lowest, however it was still rated at high level. 

 
 

   

 
 

 
 

 
 

   

 
 

 
 

 
 

 
 

5. Conclusion  

The  following  conclusions  have  been  reached  in  this  study.  The  perception  of  teachers  can  be 
summarized as below. 

➔ Teachers’  perception  towards  using  the  Grade  One  English  Mobile  Learning  Application 
in  their  classroom  is  high  and  their  willingness  to  integrate  innovative  modern 
technology with their teaching learning process is also high. 
➔ They  also  perceived that AR integrated Grade One English Mobile Learning Application is 
able to use as teaching aids. 
➔ Teachers  assumed  that  Grade  One  English  Mobile  Learning  Application  can  enhance 
students’ motivation and encourage self-directed learning. 
➔ Most  of  the  teachers  believed  that  Grade-1  students  can  learn  English  by  using  mobile 
phones/  tablets,  but  only  12.5%  of  sample teachers disagreed on it and 15% of them are 
neutral. 
➔ Only  2.5%  of  teachers  of  sample  disagreed  to  allow  students  using  mobile  phones  or 
tablets for their study, and 20% of them are neutral. 

6. Recommendation 

This  study  is  limited  to  pilot  project  of 17 selected schools in Yangon and suggested for 

future study to conduct and collect data from all population in other regions. 

Considering  that  this  pilot  study  focused  only  on  the  perception  of  teachers  towards 
Grade  One  English  Mobile  Learning  Application,  therefore,  it  is  recommended  for  future 
studies  to  measure  the  effectiveness  of  integrating  Grade  One  English  Mobile  Learning 
Application on students’ engagement or motivation. 

Many  more  teacher  trainings  with  technical  support  programs  should  be  conducted  for 
Grade-1  English  teachers  to  enable  every  teacher  taking  responsible for Grade-1 English 
in Myanmar use Grade One English Mobile Learning Application in their classroom. 

   

 
 

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