Integrating mobile assisted language learning (MALL) into EFL classes at a tertiary level
Keywords:
Mobile Assisted Language Learning, Academic Writing, Writing Competence.
Abstract
Mobile Assisted Language Learning (MALL) practices have gained increasing popularity thanks to the advancements in mobile technologies. Accordingly, a growing number of initiatives have been taken to integrate it into language learning process. However, a gap in the literature has been observed to measure the effects of MALL on students’ writing competence at a tertiary level in Iraq. To this aim, it was sought to pinpoint the influence of MALL on 60 Language Preparatory School students’ writing competence at TISHK International University by employing snowball sampling technique within 12 weeks in 2021-2022 Academic Year. The study was conducted in an Academic Writing course that required the students to write an essay weekly. The data were collected via exams, a questionnaire, an interview and a survey which were analyzed either by SPSS 23. or MAXQDA software applications in this mixed methods design study. Control group students received a traditional instruction, while experimental group students were trained based on the procedure of MALL. The findings unearthed that MALL practices increased students’ marks dramatically, boosted students’ motivation and increased students’ overall attitudes towards learning English. The findings of this study can have some implications for the educators who consider the implementation of MALL practices at educational institutions.
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References
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Norbrook, H., & Scott, P. (2003). Motivation in mobile modern foreign language learning. In MLEARN (pp. 50-51).
Plana, M. G. C., Escofet, M. I. G., Figueras, I. T., Gimeno, A., Appel, C., & Hopkins, J. (2013). Improving learners’ reading skills through instant short messages: A sample study using WhatsApp. WorldCALL: Sustainability and computer-assisted language learning, 80-84.
Rocque, S. R. (2022). Conceptual Foundations of Emerging and Mobile Technologies, ICT-Enabled Training, and Traditional Methods for Examinations in the Indian Civil Service. International Journal of Social Science Research and Review, 5(10), 372-380.
Şenel, M. (2022). Investigating the Digital Citizenship Levels of ELT Students within the Scope of Remote Learning. Journal of English Language Teaching and Linguistics, 7(2), 327-347.
Terantino, J. (2016). Examining the effects of independent MALL on vocabulary recall and listening comprehension: An exploratory case study of preschool children. calico journal, 33(2), 260-277.
Ulker, U., Ulker, V., Celik, B., Yildiz, Y., & Bilgin, R. (2021). E-Book Reading Genre Preferences of Teachers Teaching in Foreign Languages in Private Schools (Case Study/Iraq). International Journal of Social Sciences & Educational Studies, 8(4), 158-170.
Wang, S., & Smith, S. (2013) Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117–134.
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A research on Tishk International University preparatory school students. Amazonia Investiga, 9(27), 189-194. https://doi.org/10.34069/AI/2020.27.03.20
Yildiz, Y. (2022). An Examination of the Experiences of Turkish ELLs about the Chatbot Apps to Learn English. Canadian Journal of Language and Literature Studies, 2(5), 32-41.
Abdulrahman, S. A., & Kara, S. (2023). The Effects of Movie-Enriched Extensive Reading on TOEFL IBT Vocabulary Expansion and TOEFL IBT Speaking Section Score. Journal of Qualitative Research in Education, 33.
Abubakr A.S., & Kara, S. (2022). The Effects of Metalinguistic Written Corrective Feedback (WCF) on Language Preparatory School StudentsTOEFL Independent Writing Section Score. International Journal of Social Sciences & Educational Studies, 9(3).
Alabsi, T. (2020). Effects of adding subtitles to video via apps on developing EFL students' listening comprehension. Theory and Practice in Language Studies, 10(10), 1191-1199.
Alamer, A., & Al Khateeb, A. (2023). Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling. Computer Assisted Language Learning, 36(1-2), 149-175.
Almadhady, S., & Bahrum, H. I. (2020). The perception of Iraqi EFL learners towards the use of MALL applications for speaking improvement. Psychology and Education Journal, 58(3), 2477-2496.
Azeez, P. Z., & Al Bajalani, F. R. (2018). Effects of Mobile Assisted Language Learning on Developing Kurdish EFL Students: Listening Sub Skills at Koya University. Koya University Journal of Humanities and Social Sciences, 1(1), 85-95.
Bahari, A. (2022). Affordances and challenges of technology-assisted language learning for motivation: A systematic review. Interactive Learning Environments, 1-21.
Bentahar, O., & Cameron, R. (2015). Design and implementation of a mixed method research study in project management. Electronic Journal of Business Research Methods, 13(1), pp3-15.
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
Celik, B., Bilgin, R., & Yildiz, Y. (2022). An evaluation of positive and negative aspects of educational games: a case study in Erbil Brayaty Primary School. International Journal of Social Sciences & Educational Studies, 9(1), 227-243.
Chinnery, G. M. (2014). Call Me... Maybe: A Framework for Integrating the Internet into ELT. In English Teaching Forum (Vol. 52, No. 1, pp. 2-13). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
Daskan, A., & Yildiz, Y. (2020). Blended learning: A potential approach to promote learning outcomes. International Journal of Social Sciences & Educational Studies, 7(4), 103-108.
Dayan, S., & Yildiz, Y. (2022). The Factors Leading Learners to Fail in End of Year English Test from the Unsuccessful Students Perspective-Erbil Sample. International Journal of Social Science Research and Review, 5(12), 135-140.
Dwigustini, R., Sari, N., Susilawati., & Nisa, B. (2021). Fostering Students’ Writing Skills by the Integration of Mall Application, JOLLT Journal of Languages and Language Teaching, 9(1), 34-43. DOI: https://doi.org/10.33394/jollt.v9i1.3264
Etikan, I., Alkassim, R., & Abubakar, S. (2016). Comparision of snowball sampling and sequential sampling technique. Biometrics and Biostatistics International Journal, 3(1), 55.
Gheytasi, M., Azizifar, A., & Gowhary, H. (2015). The effect of smartphone on the reading comprehension proficiency of Iranian EFL learners. Procedia-Social and Behavioral
Grigoryan, T. (2022). Investigating the effectiveness of iPad based language learning in the UAE context. Open Learning: The Journal of Open, Distance and e-Learning, 37(2), 146-168.
Ishikawa, Y., Smith, C., Kondo, M., Akano, I., Maher, K., & Wada, N. (2014). Development and use of an EFL reading practice application for an android tablet computer. International Journal of Mobile and Blended Learning (IJMBL), 6(3), 35-51.
Kara, S. (2020). Letting Smartphones at Class Times: Does It Matter in Learning Process?. International Journal of Social Sciences & Educational Studies, 7(1), 78-87.
Kara, S. (2023). The Effects of Web 2.0 Tools on Foundation English Students` Success Rates at A Private University in Iraq. International Journal of Social Sciences and Educational Studies, 10(1), 22-36.
Kara, S., & Yildiz, Y. (2022). From a commodity to addiction: Are mobile phones valuable commodities or sources of addiction for freshman students?. Amazonia Investiga, 11(56), 196-209. https://doi.org/10.34069/AI/2022.56.08.20
Karakaya, K., & Bozkurt, A. (2022). Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies. System, 102925.
Kim, A. (2022). Mobile-Assisted Language Learning in L2 Korean Using WeChat: A Case Study. International Journal of Interactive Mobile Technologies, 16(1).
McNicol, T. (2004). Language E-learning on the move. Japan Media Review, 5.
Morchid, N. (2020). Mobile assisted language learning: Evidence of an Emerging Paradigm. International Journal of English Literature and Social Sciences, 5(1), 148-156.
Norbrook, H., & Scott, P. (2003). Motivation in mobile modern foreign language learning. In MLEARN (pp. 50-51).
Plana, M. G. C., Escofet, M. I. G., Figueras, I. T., Gimeno, A., Appel, C., & Hopkins, J. (2013). Improving learners’ reading skills through instant short messages: A sample study using WhatsApp. WorldCALL: Sustainability and computer-assisted language learning, 80-84.
Rocque, S. R. (2022). Conceptual Foundations of Emerging and Mobile Technologies, ICT-Enabled Training, and Traditional Methods for Examinations in the Indian Civil Service. International Journal of Social Science Research and Review, 5(10), 372-380.
Şenel, M. (2022). Investigating the Digital Citizenship Levels of ELT Students within the Scope of Remote Learning. Journal of English Language Teaching and Linguistics, 7(2), 327-347.
Terantino, J. (2016). Examining the effects of independent MALL on vocabulary recall and listening comprehension: An exploratory case study of preschool children. calico journal, 33(2), 260-277.
Ulker, U., Ulker, V., Celik, B., Yildiz, Y., & Bilgin, R. (2021). E-Book Reading Genre Preferences of Teachers Teaching in Foreign Languages in Private Schools (Case Study/Iraq). International Journal of Social Sciences & Educational Studies, 8(4), 158-170.
Wang, S., & Smith, S. (2013) Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117–134.
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A research on Tishk International University preparatory school students. Amazonia Investiga, 9(27), 189-194. https://doi.org/10.34069/AI/2020.27.03.20
Yildiz, Y. (2022). An Examination of the Experiences of Turkish ELLs about the Chatbot Apps to Learn English. Canadian Journal of Language and Literature Studies, 2(5), 32-41.
Published
2023-03-30
How to Cite
Yucedal, H. M. (2023). Integrating mobile assisted language learning (MALL) into EFL classes at a tertiary level. Amazonia Investiga, 12(62), 92-104. https://doi.org/10.34069/AI/2023.62.02.7
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