The Impact of Speak English Fluently ® Mobile Application on the Speaking of Iranian Young Pre-intermediate EFL Learners
محورهای موضوعی : Journal of Teaching English Language Studies
Neda Karbalaei Esmaeili
1
,
Hassan Soleimani
2
,
Abbas Saeedipour
3
1 -
2 - English Department, Faculty of Humanities, Payam Noor University, Qom, Iran
3 - PNU
کلید واژه: CALL, M-Learning, E-Learning, Speaking, Spiking Skill.,
چکیده مقاله :
The use of technology in teaching and learning environments is an important aspect which has received considerable attention in recent years. In a similar vein, the use of mobiles to increase the effectiveness of instruction has been acknowledged through a number of experimental studies carried out so far. The present study was conducted to improve speaking of EFL students through using mobile phones. Thirty-two students including male and female with the age range of 17 to 23 considered as adult learners of English. In every session, the participants in the experimental group talked on their mobile phone in English. As a class assignment, they were required to practice their mistakes in English via application with their teacher. Participants in the control group, however, received no extra treatment at all. The results which were achieved by t-test formula showed that the participants who had benefited from mobile-assisted learning had a significantly better performance on a speaking post-test than the participants in the control group. The pedagogical implications are discussed.
The use of technology in teaching and learning environments is an important aspect which has received considerable attention in recent years. In a similar vein, the use of mobiles to increase the effectiveness of instruction has been acknowledged through a number of experimental studies carried out so far. The present study was conducted to improve speaking of EFL students through using mobile phones. Thirty-two students including male and female with the age range of 17 to 23 considered as adult learners of English. In every session, the participants in the experimental group talked on their mobile phone in English. As a class assignment, they were required to practice their mistakes in English via application with their teacher. Participants in the control group, however, received no extra treatment at all. The results which were achieved by t-test formula showed that the participants who had benefited from mobile-assisted learning had a significantly better performance on a speaking post-test than the participants in the control group. The pedagogical implications are discussed.
Alexander, B. (2004). Going Nomadic: Mobile Learning in Higher Education. EDUCAUSE Review, 39(5), 28-35.
Alfadil, M. M. (2020). The role of virtual reality as an educational game-based learning tool in enhancing EFL vocabulary. Computer Assisted Language Learning, 33(1-2), 1-26.
Alexander, B. (2004). Going nomadic: Mobile learning in higher education. EDUCAUSE Review, 39(5), 28-35.
Al-Sharafat, A. S., & Abu-Seileek, A. F. (2012). The effectiveness of web-based games on the English vocabulary acquisition of Jordanian fifth grade students. Computers & Education, 59(2), 522-533.
Ali Panahi, S. (2014). Factors affecting the acquisition of native-like pronunciation in EFL context. International Journal of Language Learning and Applied Linguistics World, 5(2), 1-7.
Attewell, J., & Savill-Smith, C. (2005). Mobile learning anytime everywhere: A book of papers from MLEARN 2004. Learning and Skills Development Agency.
Baleghizadeh, S., & Oladrostam, E. (2010). The effect of mobile assisted language learning (MALL) on grammatical accuracy of EFL students. MEXTESOL Journal, 34(2), 77-86.
Başoğlu, E. B., & Akdemir, Ö. (2010). A comparison of undergraduate students' English vocabulary learning: Using mobile phones and flash cards. TOJET: The Turkish Online Journal of Educational Technology, 9(3), 1-7.
Beaty, E. (2003). E-learning: For and against. Oxford: Heinemann Educational.
Carr, D. (2012). Analyzing digital texts. Research on Teaching and Learning with Technology, 31(3), 239-254.
Chen, Y. S. (2003). Ubiquitous computing for situated language learning: The state of the art. IEEE Transactions on Systems, Man, and Cybernetics, 33(1), 7-19.
Clifton, J. (2006). Facilitating student talk in the EFL classroom. ELT Journal, 60(4), 342-350.
Cornillie, F., Clarebout, G., & Desmet, P. (2012). Between learning and playing? Exploring learners' perceptions of corrective feedback in an immersive game for English pragmatics. ReCALL, 24(3), 257-278.
Derakhshan, A., & Khatir, E. D. (2015). The effects of using games on English vocabulary learning. Procedia-Social and Behavioral Sciences, 192, 728-733.
Efendi, Z. (2013). The use of got it game and back to the board game in improving vocabulary mastery achievement of the seventh-grade students of SMP Negeri 1 Arjawinangun. Indonesian Journal of EFL and Linguistics, 1(1), 77-83.
Epignosis. (2014). Advantages of e-learning. Retrieved from https://www.talentlms.com/blog/advantages-of-elearning
Facer, K. (2004). Games and learning: Key issues. In A handbook of computer game studies (pp. 196-213). MIT Press.
Gayeski, D. M. (2002). Mobile learning communities: Creating new possibilities for extending electronic portfolios. In A. Haywood (Ed.), Proceedings of ED-MEDIA 2002 (pp. 716-717). Association for the Advancement of Computing in Education (AACE).
Geddes, J. (2004). Mobile learning in the 21st century: Benefit for learners. UCEL (Universities and Colleges Educational and Learning) 2004: Transforming Learning Environments, University of Birmingham, 18-19.
Gilgen, P. (2005). The use of mobile devices in learning in English as a foreign language. In J. O'Hagan (Ed.), Research in Online and Blended Learning in the Business Disciplines (pp. 110-116). Idea Group Inc.
Grimshaw, S., & Cardoso, W. (2018). Spaceteam ESL: A cooperative mobile game for second language acquisition. Simulation & Gaming, 49(2-3), 290-313.
Halpern, D. F. (2000). Sex differences in cognitive abilities (3rd ed.). Lawrence Erlbaum Associates Publishers.
Hardiyanti, A., & Azizah, S. N. (2017). Multimedia of educational game for individuals with intellectual disabilities: A systematic review. Proceedings of the International Conference on Special Education, 1(1), 62-68.
Harmer, J. (2001). The practice of English language teaching. Pearson Education.
Hui-Chan, C. W., & Chen, G. (2012). Engaging EFL learners with online game-based vocabulary exercises. British Journal of Educational Technology, 43(2), E37-E41.
Jaradat, A. A. (2014). Using mobile learning as a means to improving EFL students' learning of English. Journal of English Language Teaching and Literature, 1(1), 23-32.
Kalaycioglu, M. (2011). The effect of educational games on preschool English vocabulary learning. Educational Research and Reviews, 6(1), 77-84.
Klimova, B., & Polakova, P. (2023). Mobile applications in teaching English: A pilot study. Education and Information Technologies, 28(3), 2023-2039. https://doi.org/10.1007/s10639-023-11223-x
Kneebone, R. (2005). The use of plastic models in medical education. Medical Education, 39(10), 1006-1012.
Kukulska-Hulme, A. (2002). Mobile language learning now and in the future. In Proceedings of the International Association of Teachers of English as a Foreign Language (IATEFL) Conference, Aberdeen, Scotland.
Li, X. (2023). The effects of mobile-assisted language learning on EFL listening skills: A meta-analysis. Journal of Computer Assisted Learning, 39(2), 367-385.
Lundin, J., & Magnusson, P. R. (2003). Wireless in Education: Integration of PDA and mobile phones. In J. Lindquist and R. Rideout (Eds.), Proceedings of the International Association of Science and Technology for Development (IASTED) International Conference on Computers and Advanced Technology in Education (pp. 110-116). IASTED/ACTA Press.
Luckin, R., Brewster, D., Du Boulay, B., Siddons, A., & Underwood, J. (2003). Investigating the potential of the use of new mobile and wireless technologies in education. Journal of Research in Learning Technology, 11(1), 3-16.
Means, B. (1994). Technology and education reform: The reality behind the promise. National Center for Education Statistics.
Nah, K. (2011). Strategies for mobile learning in education: Analysis of three development approaches. The International Review of Research in Open and Distance Learning, 12(2), 56-67.
O'Malley, C., & Stanton, D. (2002). Mobile devices: Affordances and constraints. In G. Crisp (Ed.), Proceedings of the Open and Distance Learning Association of Australia (ODLAA) Conference, Brisbane, Queensland (pp. 329-335). ODLAA.
Pascoe, J., & Bonsignore, E. (2016). Algorithmic authority: The ethics, politics, and economics of algorithms that interpret, decide, and manage. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (pp. 3993-4004).
Perry, J. (2003). Can mobile technologies improve language learning? Language Learning and Technology, 7(3), 23-32.
Perera, I., Van-den-Akker, J., & Simoff, S. (2014). Game-based learning in special education. In C.-H. Lee, P. C. Yuen, J. Van-den-Akker, & Y. Xiao (Eds.), Educational Stages and Interactive Learning: From Kindergarten to Workplace Training. Springer.
Pinkwart, N. (2005). Educational scenarios for cooperative use of Personal Digital Assistants. Proceedings of the 2005 Conference on Computer Supported Collaborative Learning.
