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

Learning Instruction ◽

Efl Students ◽

And Control ◽

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

Blended Learning ◽

10.4018/978-1-5225-0783-3.ch045 ◽

2016 ◽

pp. 886-908

Author(s):

Mohsen Shahrokhi ◽

Mina Kamyabi

Keyword(s):

Language Learning ◽

Language Learners ◽

English Learners ◽

Control Group ◽

Phrasal Verbs ◽

Learning Instruction ◽

Efl Students ◽

And Control ◽

The Impact of Timed Reading Activity on Iranian EFL learners Reading Speed, Comprehension, and Attitudes at Intermediate Level

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.9n.5p.11 ◽

2018 ◽

Vol 9 (5) ◽

pp. 11

Author(s):

Molood Mahdizadeh ◽

Naeemeh Aminafshar

Keyword(s):

Language Learning ◽

Language Learners ◽

English Learners ◽

Reading Speed ◽

Comprehension Skill ◽

Post Test ◽

Reading Activity ◽

And Control ◽

The Impact ◽

Learning English is one of the most important activities around the world. Learning a language includes a number of skills and sub-skills. Reading is one of the skills of language learning, and it is the focus of the present study. Comprehension and speed are two main parts of the reading skill. The main aim of this study is to investigate the effects of timed reading activity on speed, comprehension and the attitudes of English learners regarding the use of timed reading activity. To this aim, a pre-test, a post-test and a questionnaire were used to gather data. 40 intermediate language learners participated in this study, and they were divided into two groups; experimental and control groups. Timed reading activity was employed as the treatment for the experimental group. The collected data revealed that the treatment had effect on the reading speed of the participants in the experimental group. Moreover, the data indicated that the timed reading activity was not highly effective to develop the reading comprehension skill of the language learners. And the results of the questionnaire indicated that a large number of the participants had positive attitude toward the timed reading activity.

The Impact of Extracurricular Activities on Language Learning: ‘Access Program’ in Morocco as a Case Study

International Journal of Linguistics Literature & Translation ◽

10.32996/ijllt.2021.4.2.22 ◽

2021 ◽

Vol 4 (2) ◽

pp. 185-195

Author(s):

Said Aoujil ◽

Driss Benattabou

Keyword(s):

Language Learning ◽

Extracurricular Activities ◽

Control Group ◽

Efl Students ◽

And Control ◽

The Impact ◽

Access Program ◽

The objective of the present study is to investigate the role of ‘Access Program’ in enhancing the achievement levels of EFL students in Morocco. The study is an experimental one consisting essentially of two groups: experimental and control groups. The experimental group received the treatment of engaging students in the different ‘Access Program’ activities. The control group was made up of students of the same level as the experimental group, but lacking the activities of the ‘Access Program’. When the program was over, the two groups underwent the same test. The findings showed that the ‘Access Program’ students outperformed the ‘Non-Access’ students in different language skills. The paper ends up with a conclusion along with some practical recommendations for practitioners in the field to incorporate the use of these extracurricular activities.

The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

Interdisciplinary Journal of e-Skills and Lifelong Learning ◽

10.28945/3703 ◽

2017 ◽

Vol 13 ◽

pp. 037-057

Author(s):

Kham Sila Ahmad ◽

Jocelyn Armarego ◽

Fay Sudweeks

Keyword(s):

Language Learning ◽

English Learners ◽

Vocabulary Acquisition ◽

Learning Experience ◽

Forced Migration ◽

Future Research ◽

Migrant Women ◽

Structured Interviews ◽

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

The Impact of Divergent and Convergent Tasks on Iraqi EFL Students Reading Comprehension Success

Sociometry Journal of Social Science, Art and Humanity ◽

10.24127/sociometry.v1i1.1449 ◽

2021 ◽

Vol 1 (1) ◽

pp. 35-39

Author(s):

Sabeeha Hamza Dehham ◽

Nadia Majeed Hussein

Keyword(s):

Reading Skills ◽

Experimental Approach ◽

Statistical Significance ◽

Control Group ◽

Efl Students ◽

Preparatory Stage ◽

The Mean ◽

And Control ◽

The Impact ◽

This research attempted to explore the effects of divergent and convergent tasks on the successful reading of EFL students at the preparatory stage. To verify the analysis, the null hypothesis was established that states "There are no differences of statistical significance at the level of (0,05) among the mean of scores of the experimental group who study according to divergent and convergent task technique and the mean of the scores of the control group who study according to the regular method". The experimental approach is used by designing two equivalent experimental groups of 32 students studying the technique proposed, and an 8-week (2019-2020) control group of 32 students, three classes each week using the Google Classroom Platform and Telegram. The present study utilized the platform Google Classroom (GC) and Telegram as an educational platform to assist students during their course learning process. The writing skills test was administered after checking with the experts. The results show that there are statistical differences at level (0,05) between the average of the experimental and control groups' reading skills and those of the experimental group. This difference is because the experimental group uses divergent and convergent tasks.

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

Global Journal of Foreign Language Teaching ◽

10.18844/gjflt.v6i4.1673 ◽

2016 ◽

Vol 6 (4) ◽

pp. 210-217 ◽

Cited By ~ 2

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 ◽

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.

Providing Support for English Language Learners With Behavioral Needs

Intervention in School and Clinic ◽

10.1177/1053451212454003 ◽

2012 ◽

Vol 48 (3) ◽

pp. 152-158 ◽

Cited By ~ 3

Author(s):

Nicole Dobbins ◽

Cathi Draper Rodríguez

Keyword(s):

English Language Learners ◽

Language Learning ◽

Language Learners ◽

English Learners ◽

Student Behavior ◽

English Language ◽

Clear Understanding ◽

Behavior Plans ◽

Learning Factors ◽

The group of students whose primary language is not English, commonly referred to as English language learners, is one of the fastest-growing groups of students. Teachers need to have a clear understanding that English learners may exhibit internalizing or externalizing behaviors related to their language development. When English learners exhibit behaviors that impede their learning or the learning of others, educators need to develop appropriate behavior plans that consider these language-learning factors. This article describes the impact that learning English may have on student behavior, as well as the necessary design modifications for appropriate functional assessments and behavior plans for this population.

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

European Journal of Language and Literature ◽

10.26417/ejls-2019.v5i1-191 ◽

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 ◽

Listening Skill ◽

Post Test ◽

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.

The Impact of Portfolio Assessment on The Moroccan EFL Students’ Writing Engagement

International Journal of Social Science and Human Research ◽

10.47191/ijsshr/v4-i11-20 ◽

2021 ◽

Vol 04 (11) ◽

Author(s):

Elmostafa Omarakly ◽

Keyword(s):

High School Students ◽

Peer Assessment ◽

Portfolio Assessment ◽

Control Group ◽

School Students ◽

Teacher Student ◽

Efl Students ◽

And Control ◽

The Impact ◽

Although the pedagogical value of portfolio assessment is widely investigated, its impact on students’ engagement is still under-explored. Accordingly, this study intended to examine the impact of portfolio assessment on the Moroccan EFL students’ writing engagement. To this end, two groups of high school students were involved in the study. The two groups were randomly assigned into experimental and control groups. The experimental group received the treatment; portfolio assessment accompanied with various reflection and assessment techniques (i.e. self-and peer-assessment and teacher-student conferences) whereas the control group followed the regular summative writing achievement tests. To enrich the data, the experimental group students’ views about portfolio assessment were elicited via students’ written reflections. The analysis of the quantitative data showed that the experimental group students achieved a higher and more significant level of writing engagement than the control group students. Furthermore, the analysis of the qualitative data revealed that the students positively perceived portfolio assessment to impact their writing engagement at various levels.

The Effects of Portfolio Assessment on Writing of EFL Students

English Language Teaching ◽

10.5539/elt.v4n2p231 ◽

2011 ◽

Vol 4 (2) ◽

pp. 231 ◽

Cited By ~ 4

Author(s):

Behzad Nezakatgoo

Keyword(s):

Evaluation System ◽

English Language ◽

Portfolio Assessment ◽

Control Group ◽

Final Examination ◽

Control Groups ◽

Quasi Experimental ◽

Efl Students ◽

And Control ◽

The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students’ writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control groups. A quasi-experimental research design was adopted in this study. In order to appraise the homogeneity of the experimental and control groups Comprehensive English Language Test (CELT) was employed at the beginning of the study. The pre-test was applied to both the experimental group and control group. Later in the study, a post-test of dependent variables was implemented for both groups. Data analysis was carried out by SPSS 16 statistical computer program .The statistical techniques being applied were the Levene statistic of One-Way ANOVA and the Paired-sample T-test. The results of the study revealed that that students whose work was evaluated by a portfolio system (portfolio-based assessment) had improved in their writing and gained higher scores in final examination when compared to those students whose work was evaluated by the more traditional evaluation system (non-portfolio-based assessment).The findings of the present study highlighted the fact that portfolio assessment could be used as a complementary alternative along with traditional assessment to shed new light on the process of writing.