MALL: Resorting to Mobiles in the EFL Classroom

Arif Ahmed Mohammed Hassan Al-Ahdal* and Mohammad Shariq
Additional contact information
Arif Ahmed Mohammed Hassan Al-Ahdal*: Associate Professor and Head, Department of English and Translation, College of Sciences and Arts, Methnab, Qassim University, Saudi Arabia
Mohammad Shariq: Assistant Professor of Linguistics, College of Sciences and Arts, Methnab, Qassim University, Saudi Arabia

The Journal of Social Sciences Research, 2019, 90-96 Special Issue: 1

Abstract: In the language learning environment, whereas the previous generation tools were computer-based systems (CALL for Computer Assisted Language Learning) dependent on University set ups, the mobile technology has revolutionised collaborative learning opportunities with Mobile Assisted Language Learning (MALL) taking its place. Teacher-student and student-student interaction via mobile applications such as WhatsApp Groups (WAGs) can optimise class time and individual problem solving, while at the same time, reversing the conventional pattern of learning where the teacher introduces new knowledge followed by student activities and homework, most of which is beyond teacher or collaborative assistance. Among other things, we are talking of the Flipped Classroom here where an idea is introduced via WhatsApp Group before the class, giving the learners time and opportunity to read up beforehand saving precious class time for interactive activities and learner participation (as opposed to class time being devoted to lecture). This paper examined the possibilities of using this tool to maximise language learning in the EFL class in Saudi Arabia, reviewed previous studies on the efficacy of ICT and other technological tools in foreign language learning and evaluated learning outcomes after using MALL for new vocabulary available in the language learning apps MyWordBook2 and Johny Grammar’s Word Challenge over a period of six weeks with two groups of sixty participants each. The findings as evident in the pre and post tests indicated that learners could be engaged better with the learning process with the use of MALL. They also felt motivated towards the learning process and felt that their learning experience got enhanced with the new tool. Their vocabulary retention and usage also benefitted from the interventional tool.

Keywords: Mobile assisted language learning; EFL; Learning. (search for similar items in EconPapers)
Date: 2019
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.arpgweb.com/pdf-files/spi1.2.90.96.pdf (application/pdf)
https://www.arpgweb.com/journal/7/special_issue/03-2019/1/5 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:arp:tjssrr:2019:p:90-96

Access Statistics for this article

The Journal of Social Sciences Research is currently edited by Dr. Paola Magnano

More articles in The Journal of Social Sciences Research from Academic Research Publishing Group Rahim Yar Khan 64200, Punjab, Pakistan.
Bibliographic data for series maintained by Managing Editor ().