scholarly journals The Impact of Mobile-Assisted Language Learning (MALL) in Developing the Listening Skill: A Case of Students at Dubai Men’s College, the United Arab Emirates

2021 ◽  
Author(s):  
Hussam Alzieni
Keyword(s):  
Language Learning ◽  
United Arab Emirates ◽  
Positive Impact ◽  
Mobile Technologies ◽  
Control Group ◽  
Listening Skills ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
The Impact ◽  
Experimental Group

Mobile technologies are one of the fastest-growing technologies in education. They offer an appealing opportunity to access multiple sources of information anytime and anywhere. Students who join Dubai Men’s College in the Foundations program suffer from accumulative weakness in the language skills in general and in the listening skill in particular. The study aimed to confirm the positive impact of Mobile-Assisted Language Learning (MALL) on English Listening Skills. It attempted to examine the effect of MALL on students’ acquisition of English language Listening Skill at Dubai Men’s College (DBM), the United Arab Emirates. The study also investigated teachers’ perspectives on the effect of MALL on the students’ listening skill. The research question was: To what extent students’ listening skills have in the experimental group developed through the use of MALL compared to the students in the control group? A mixed-method approach composed of qualitative and quantitative data collection and analysis was used to answer this question. 66 students participated in a quasi-experiment of an experimental group, and a control group and 20 teachers participated. The findings indicated that there were statistically significant differences between both groups in favour of the experimental group. The research stressed the benefits of using MALL to improve the students’ listening skills, especially those who seem to be demotivated. Finally, some teachers showed a lot of support for the use of MALL. Additional empirical research should be conducted to increase the generalizability of the findings.

scholarly journals The Impact of Mobile-Assisted Language Learning (MALL) in Developing the Listening Skill: A Case of Students at Dubai Men's College, the United Arab Emirates

2021 ◽  
pp. 84-95
Author(s):  
Hussam Alzieni
Keyword(s):  
Language Learning ◽  
United Arab Emirates ◽  
Positive Impact ◽  
Mobile Technologies ◽  
Control Group ◽  
Listening Skills ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
The Impact ◽  
Experimental Group

Mobile technologies are one of the fastest-growing technologies in education. They offer an appealing opportunity to access multiple sources of information anytime and anywhere. Students who join Dubai Men's College in the Foundations program suffer from accumulative weakness in the language skills in general and in the listening skill in particular. The study aimed to confirm the positive impact of Mobile-Assisted Language Learning (MALL) on English Listening Skills. It attempted to examine the effect of MALL on students' acquisition of English language Listening Skill at Dubai Men's College (DBM), the United Arab Emirates. The study also investigated teachers' perspectives on the effect of MALL on the students' listening skill. The research question was: To what extent students' listening skills have in the experimental group developed through the use of MALL compared to the students in the control group? A mixed-method approach composed of qualitative and quantitative data collection and analysis was used to answer this question. 66 students participated in a quasi-experiment of an experimental group, and a control group and 20 teachers participated. The findings indicated that there were statistically significant differences between both groups in favour of the experimental group. The research stressed the benefits of using MALL to improve the students' listening skills, especially those who seem to be demotivated. Finally, some teachers showed a lot of support for the use of MALL. Additional empirical research should be conducted to increase the generalizability of the findings.

scholarly journals Effects of Mobile Assisted Language Learning on Developing Listening Skill to the Department of English Students in College of Education for Women at Al Iraqia University

2019 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Abeer Hadi Salih
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
College Of Education ◽  
Control Group ◽  
Listening Skills ◽  
Instructional Tools ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
Post Test ◽  
The Impact

Many studies have described the use of mobile assisted language learning in language teaching and learning; yet, the number of studies in listening skill remains unsatisfactory. Few researchers appear to have considered how to use mobile learning devices to support pedagogical approach to develop academic listening skills. Several studies in the past, required learners to read from mobile phones rather than listening to audios. There were attempts to use computer technology integration into instruction; however, few were in mobile technology. The interest in research related to the impact of mobile assisted language learning on developing students’ listening skills remains relatively low and consequently listening has been neglected. Thus, the current paper aims at exploring the effectiveness of mobile assisted language learning devices both as instructional tools and learning resources within and beyond classroom learning environments to develop language skills in particular listening sub-skills. The experimental design is pretest-experiment-post-test. To conduct the study two groups of experimental (30) and control (30) out of 60 second year students at Al Iraqia University/ college of education for women/ department of English were made. Both groups were taught the same material, but using different methods. The results of the post-test indicated that the use of mobile assisted language learning devices had impacts on developing experimental group’s listening skills and outperformed the control group.

scholarly journals The Impact of Using Flipped Learning Strategy on Developing Listening Skills of 7th Grade Female Students in the United Arab Emirates

2021 ◽  
Vol 12 (5) ◽  
pp. 661-670
Author(s):  
May A. Awad ◽  
Ibtehal M. Aburezeq
Keyword(s):  
United Arab Emirates ◽  
Learning Strategy ◽  
Positive Impact ◽  
Female Students ◽  
Control Group ◽  
Flipped Learning ◽  
Listening Skills ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of Flipped Learning Strategy on developing listening skills of 7th grade female students in the United Arab Emirates. The study sample consisted of (44) female students selected by using the convenience sampling method from the Emirates Private School during the academic year of 2019 -2020. Those female students were distributed into two groups: An experimental group (22 students) and control group (22 students). The experimental group was taught the listening skills by using the Flipped Learning Strategy, and the control group was taught by the traditional method. To achieve the purpose of the study and answer its questions, a listening skills test was developed and its validity and reliability were also checked. At the end of the experiment which lasted for six weeks, the post-test of listening skills was carried out. The appropriate statistical methods were used to analyze the collected data. The results of the study showed that there were statistically significant differences between the two groups in the total score of the listening post-test and its three levels (audible discrimination, audible interpretation, audible criticism in favor of the experimental group. This indicates that the flipped learning strategy had a positive impact on developing the listening skills of sample students. Given such results, a number of recommendations were provided.

scholarly journals Effects of Mobile Assisted Language Learning on Developing Kurdish EFL Students

2018 ◽  
Vol 1 (1) ◽  
pp. 85-95
Author(s):  
Paiman Z. Azeez ◽  
Fatimah R.H. Al Bajalani
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Control Group ◽  
Listening Skills ◽  
Instructional Tools ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
Post Test ◽  
Faculty Of Education ◽  
The Impact

Many studies have described the use of mobile assisted language learning in language teaching and learning; yet, the number of studies in listening skill remains unsatisfactory, at least in Iraqi Kurdistan context. Few researchers appear to have considered how to use mobile learning devices to support pedagogical approach to develop academic listening skills. Several studies in the past, required learners to read from mobile phones rather than listening to audios. There were attempts to use computer technology integration into instruction; however, few were in mobile technology. The interest in research related to the impact of mobile assisted language learning on developing students’ listening skills remains relatively low and consequently listening has been neglected. Thus, the current paper aims at exploring the effectiveness of mobile assisted language learning devices both as instructional tools and learning resources within and beyond classroom learning environments to develop language skills in particular listening sub-skills. The experimental design is pretest-experiment-post-test. To conduct the study two groups of experimental (n=31) and control (n=26) out of 57 second year students at koya university/ faculty of education/ school of education English department were made. Both groups were taught the same material, but using different methods. The results of the post-test indicated that the use of mobile assisted language learning devices had impacts on developing experimental group’s listening skills and outperformed the control group.

scholarly journals The Impact of Shadowing Technique on Tertiary EFL Learners’ Listening Skill Achievements

2017 ◽  
Vol 7 (5) ◽  
pp. 184
Author(s):  
Sumarsih Sumarsih
Keyword(s):  
Alternative Hypothesis ◽  
Control Group ◽  
Listening Skills ◽  
Control Groups ◽  
Efl Learners ◽  
Listening Skill ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This paper is aimed at describing the impact of Shadowing Technique on students’ listening skills achievement. Therefore, the experimental research was conducted and the techniques on collecting the data were administrating pre- and post- tests to the experiment and control groups, which consisted of 30 university students in each group. Then, t-test and ANCOVA were applied on analyzing the data, then to find the impact of shadowing technique on EFL learners’ listening skill achievements in English Department of Universitas Negeri Medan (UNIMED), Indonesia. As a result, there was a significant difference between the mean of experimental and control groups (F = 8.98, p=. 004 < .05). In addition, there was a significant effect of applying shadowing technique on students’ listening skill achievements (F=56.10, p=0.00<0.05) and the experimental group grammatically outperformed the control group. In conclusion, the null hypothesis was rejected and the alternative hypothesis was accepted. 

scholarly journals An Innovative Media Platform-Supported Blended Methodology in English for Dental Purposes Program

2017 ◽  
Vol 12 (03) ◽  
pp. 98 ◽  
Author(s):  
Jafar Asgari Arani
Keyword(s):  
Language Learning ◽  
Positive Impact ◽  
Simple Random Sampling ◽  
Social Medium ◽  
T Test ◽  
Control Group ◽  
P Value ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

Due to the existing extensive curricula of English for Dental Purposes (EDP) courses and absence of enough weekly hours to cover them in Iran, there is a limited insufficient exposure to English to improve students’ English communication skills to the levels necessary for their future career. Therefore, there have been needs to appraise the present teaching approaches and reform the configuration and context of EDP classes to yield highest profit for their students. The study was designed to address issues central to the perception and expectations of students in regard the use and the impact of the social medium, WhatsApp. As part of this impression, a spectrum of procedures has been depicted to employ this cross-platform messaging application. This research was conducted among 70 2nd year dentistry students at Kashan University of Medical Sciences, in a course called English for Dental Purposes (EDP). The descriptive research project employing a qualitative and quasi-experimental study was chosen to collect data using a valid and reliable pretest-posttest design. Two groups 35 subjects were randomly selected via simple random sampling. The control group was taught by conventional method, while the experimental group was taught through the proposed whatsApp assisted language learning approach in a blended way. A paired t-test was utilized to compare the results of each group and an independent sample t-test was utilized to compare the results in control and experimental group. The f-ratio value is 7.88138; the t-value is 2.80738. The p-value is .006512 and the result is significant at p < .01. Therefore, there are good reasons to think WhatsApp-based method of teaching EDP as a more effective approach than the face to face method . The Likert scale questionnaire descriptively analyzed via SPSS 16.00 version revealed experimental group had generally positive attitudes towards Apps-based teaching of academic materials. This media helps students get to be more capacitated in EDP, advances the class learning of English for Dental Purposes, enhances students' knowledge more satisfactorily, motivates them to gain a positive impact and willingness in their class activities and had resulted in more continuity in study and self-confidence. So, it deserves considering the incorporation of the new application i.e. WhatsApp effectively in the curriculum of EDP pedagogies as an educational means.

scholarly journals The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

2018 ◽  
Vol 48 ◽  
pp. 01060
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
The Impact ◽  
Experimental Group

The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

The Impact of Mobile Assisted Language Learning (MALL) on Phrasal Verbs of Iranian Intermediate EFL Students

2016 ◽  
pp. 217-239
Author(s):  
Mohsen Shahrokhi ◽  
Mina Kamyabi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Learners ◽  
Control Group ◽  
Phrasal Verbs ◽  
Mobile Assisted Language Learning ◽  
Learning Instruction ◽  
Efl Students ◽  
And Control ◽  
The Impact

This study investigated the impact of Mobile Assisted Language Learning (MALL) on phrasal verbs learning in EFL context. Participants were 40 intermediate Iranian English learners. They were randomly divided into experimental and control groups of 20 each. The instruction of the control group was limited to the class activities but the experimental group received the instruction through Short Messaging Service (SMS) on their smart cellphones and worked with a new phrasal verbs learning application by Cambridge University Press called Phrasal Verbs Machine (PVM). The analysis of the data revealed that MALL instruction was more effective than in class language learning instruction. Results of the study indicate that smart cellphones as a tool for language learning provide a platform for language learners to use the language actively.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

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