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
(
English Department, Faculty of Humanities, Payam Noor University, Qom, Iran
)
Abbas Saeedipour
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.
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