Abstract
The use of Mobile Assisted Language Learning is becoming common in several schools within the Kingdom of Saudi Arabia. The researcher aimed to determine the effect of Mobile Assisted Learning on the grammatical accuracy of English as a foreign language, Saudi learners. The review of the literature revealed that this technology-based learning has registered impressive success in other countries, especially in the developed nations.
It helps in supplementing what teachers provide in class. The researcher collected data from a sample of schools in Saudi Arabia and used qualitative methods to analyse the collected information. Based on the findings, it was evident that only a handful of schools in the country have embraced this technology-based learning in their institutions. It was revealed that Mobile Assisted Language Learning has a positive effect on the grammatical accuracy of EFL Saudi learners. It is highly recommended that institutions of learning in this country should start using this technology-based approach of learning to be in a better capacity to deliver value to their students.
Introduction
The use of technology in institutions of learning has increasingly become popular in various parts of the world as a way of making the learning experience more memorable and less stressful. According to Facer and Abdous (2011), years of research have shown that the use of technology may help students with learning problems to have a better mastery of concepts taught in class. It breaks the monotony of having a teacher in classroom issuing instructions to the learners and its place technology is introduced to assist the teacher in some areas. Mobile-Assisted Language Learning is one of the technological approaches that have become very popular when teaching English as a Foreign Language (EFL) students.
Researchers and other stakeholders in the field of education have come up with pedagogical approaches that can be used to ensure that technology is effectively integrated when teaching the language. According to Zhang (2016), the use of Mobile Assisted Language Learning has been particularly important among EFL learners who find it easy mastering spelling and pronunciation of some of the English words.
Introducing this form of technology allows these learners to have the first-hand experience of how certain words are spelt and their sounds when spoken (Peranginangin, 2014). The use of Mobile Assisted Language Learning has been particularly considered important in countries where learners are using English as their second language. In most of the cases, these students rely on local teachers who are also affected by the first language when teaching English. Such teachers may have problems pronouncing certain English words when teaching.
Their poor pronunciations, and probably incorrect sentence structures, are easily adopted by their students which compromises proper learning of the language (Levy & Stockwell, 2006). It is for these reasons that the use of Mobile Assisted Language Learning is considered very critical when teaching EFL students. Woloshen (2013) says that using this mobile technology also makes learning possible at any place and at any time, whether or not the teacher is around.
In many instances, students may fail to master a given concept when it is first taught in class (Walker & White, 2013). Unfortunately, teachers rarely have time to repeat these concepts because of the need to cover the syllabus (Monje, Elorza, & García, 2016). With this mobile technology, learners can review these concepts during their free time so that they can learn what they were unable to master in the classroom. In Saudi Arabia, the use of Mobile Assisted Language Learning has become one of the popular approaches that some schools use to boost learning among students. In this paper, the researcher seeks to determine the effect of Mobile Assisted Language Learning on the grammatical accuracy of English as Foreign Language Saudi learners.
Aim of the Study
When conducting research, it is important to come up with a clear aim of the study that will guide the process of collecting data from the field and making analysis. In this paper, the primary aim was to determine the effect of mobile-assisted language learning on the grammatical accuracy of EFL Saudi learners. Past studies have indicated that the use of technology boosts the ability of the learners to master the language (Mthethwa, 2014). The researcher was, therefore, interested in determining how Mobile Assisted Language Learning would impact on students’ ability to master this language.
Significance of the Study
According to Thomas (2009), English is increasingly becoming an important official language that is very important to learners across the world. In Saudi Arabia, English has become one of the most important languages for the learners. In many schools across the country, instructions on other subjects such as applied and social sciences are issued using English. It means that the ability of these learners to excel in other subjects largely depends on their ability to have a mastery of the language.
The past studies have shown that learning of English language among EFL students in Saudi Arabia has been affected by of lack of proper mastery of the language among the teachers. In many instances, one would find situations where the teacher is heavily affected by the first language that the pronunciations of some of the English words are not correct.
As Díaz (2012) says, the pronunciation of the sound ‘r’ is common even in cases where it should remain silent. These teachers cannot help their students have a better pronunciation of various words. In this paper, the researcher seeks to determine how technology can be used to assist these teachers in improving their students’ mastery of the English language. This study will help in determining how effective the use of technology is in improving grammatical accuracy of EFL Saudi learners (Sykes & Reinhardt, 2012). The findings of this study can help the stakeholders to make informed decisions and policies that may transform the education system in this country (Topping, 2001).
Research Questions
It is important to develop clear research questions that will help in understanding the information that is needed while collecting data. According to Bradley and Thouësny (2011), research questions help in ensuring that information gathered from the field is relevant to the area of focus. They eliminate cases where the researcher deviates in data collection into issues which are not relevant to the study. In this paper, the following research questions were used in collecting data from the field.
- What is the effect of Mobile Assisted Language-Learning on the grammatical accuracy of EFL Saudi learners?
- How common is the use of Mobile Assisted Language Learning among EFL Saudi students?
- Why is the use of Mobile Assisted Language Learning increasingly becoming popular among EFL learners in the country?
The above questions helped the researcher to understand the type of data that was needed from the field.
Limitations of the Study
In every research study, several limitations are worth noting to help those who use the document to know the relevance of the study. In this study, the collection of data was limited to Saudi Arabia. The researcher collected data from sampled school within Riyadh city were several learning institutions have started embracing the relevance of assistive technologies (Wyner, 2014). Data collected was from English as Foreign Language students.
Due to the limited time available for the study, the number of participants was limited, as discussed in the methodology section. When using the information in this document, it is important to understand that the context of the study was uniquely Saudi Arabian. Since the use of secondary data helped in giving it a global context, the collection and analysis of the primary data were based on the Saudi context.
Review of Literature
The use of technology in institutions of learning has increasingly become popular in various parts of the world, and it has attracted the attention of many scholars who are interested in understanding its impacts and how it can be melded to fit into the pedagogical approaches which are in use today. According to Kimyayi (2012), learning is a very complex process that needs assistive tools if possible to enhance the ability of the learners to grasp what is taught. It is important to appreciate that different learners have different capacities to grasp what is taught in class. Some students are quick learners some are average students, while others are slow learners.
As Bradley (2012) notes, a slow learner is not necessarily an academic dwarf. Such a student may only need some special attention to become an academic giant. Understanding the unique needs of these learners is therefore critical in ensuring that they get the best of the concepts taught to them. However, Blake (2008) notes that it is unfortunate that teachers may not have time to specifically focus on a single student because of the high number of students per class.
When a teacher tries to move at the pace of the slow learner, it may not be possible to meet the syllabus expectations, and other learners may complain in such circumstances. It is at this stage that technology comes in handy. The teacher can go at a normal pace of teaching, but create a culture where learners spend sometimes reviewing what has been taught in class on audiovisual recordings. This will be particularly important to slow learners who may want a concept to be repeated severally before they can grasp it. With such recordings, they can repeatedly watch the lessons as much as they want, till they understand the concept.
According to Waxler and Hall (2011), the use of audiovisuals was first used in teaching science-related subjects. There has been a notion all over the world that pure science subjects and Mathematics are very complex. Students’ performance on these subjects in many parts of the world has been worrying. That is why technology was developed to help teachers improve the learning experience and ensure that learners can go through the same concept several times to understand what is taught. Beatty (2002) affirms that the use of technology in teaching science-based subjects and Mathematics proved successful in many fronts. Some students, being human beings, tend to form a negative attitude towards some teachers either because of the way they talk, how they dress, their manner of teaching, or any other issue that may evoke negative feelings in them.
When that happens, these students will often block their mind literarily, making it impossible for them to understand what is being taught. They spend most of the time on other irrelevant issues instead of concentrating (Thomas, Reinders, & Warschauer, 2013). Once the attitude is negative, it becomes almost impossible for the student to grasp what is taught. Other students fear the presence of the teacher to the extent that they spend most of the time that the teacher is in class trying to remain invisible. These students can benefit from technology-based learning by being provided with recorded audio-visuals of the lessons taught in class. Studies have shown that when technology is used, such students tend to perform better in sciences as they get to learn at their own pace.
According to a study by Stanley and Thornbury (2013), the use of audiovisuals in teaching languages is just as important as using this technology is teaching Mathematics and sciences. Spoken English has a variation, a fact that is always associated with the first language that one speaks before learning English. It is common to find semantic, phonological, and syntactic differences in the speech of people having different backgrounds when speaking English (Underwood & Farrington-Flint, 2015).
In fact, in some cases, there may be a complete misinterpretation of what one says because of this variation. This scholar says that some variations are insignificant, and unless one is keen to identify them, it may not be possible to realise that the speech has some phonological variations (Mishan, 2004). On the other hand, some variations can be so pronounced that it becomes difficult to understand what one is talking about.
In some cases, it may force the listener to make guesses based on the context of the speech to develop a meaning because the speaker could be pronouncing a word in a manner that is not close to the intended meaning. This variation is always determined by the stage at which one started learning the language (Thomas & Reinders, 2010). A person who is introduced to this language at a tender age of below ten years can easily overcome the effect of the first language on English.
One the other hand, if one is exposed to the language in adulthood, this big variation may last forever. That is why some of the local teachers are unable to give clear pronunciations of some English words because they are affected by their first language. To ensure that the distortion of the pronunciation of English words that is common locally is eliminated, there may need to use technology to supplement what the teacher offers in class.
According to Zhang (2011), the mastery of the English language starts with knowing the pronunciation of specific words. Depending on how a word is pronounced, it may have a different meaning from the one that was intended. The world is increasingly becoming globalised and people find it necessary to move to different parts of the world for economic, social, or religious reasons. Some of the students learning in local institutions may need to seek further academic progress in other parts of the world, especially in developed countries. When their spoken English is distorted, it becomes almost impossible for them to communicate effectively with other people who only know the right pronunciation of English words (Reinders, & Warschauer, 2013).
The use of Mobile Assisted Language Learning provides a perfect opportunity for these learners to have a better mastery of spoken English. They get to know how specific words are pronounced and how punctuations are applied in spoken English (Chapelle & Douglas, 2006). This may involve having a special audiovisual tutorial that teaches the learners how to pronounce specific words or encouraging them to watch specific shows that can help them improve their spoken language (Keengwe & Maxfield, 2015).
Recent Related Research
The use of Mobile Assisted Language Learning is also very important in learning grammar. According to Chapelle (2003), sometimes the wrong spellings are caused by wrong pronunciation. Understanding the syllables can be improved by these mobile technologies. When the learner is provided with these audiovisual materials so that they can easily watch and listen to how words are spelt and pronounced, their grammar is improved.
They also get to know how parts of speech are used in a sentence structure. In some of the learning institutions that have started using this technology, Levy (2007) says that students have registered marked improvement in their grammatical accuracy. This is because of several reasons. First, Alepis and Virvou (2014) say that with this technological equipment, learners can determine the number of times they want to go through a given concept. Secondly, these technologies enable the learners to chose when they want to learn and the environment they consider most appropriate for the learning process. Finally, this technological equipment makes learning more effective because the distortion that their teachers may have based on their first language effect on their spoken or even written English is eliminated.
According to Chapelle (2001), although the use of Mobile Assisted Language Learning is critical in improving the grammatical accuracy of EFL Saudi learners, it is important to understand that these technologies cannot replace teachers. Students still need teachers to guide them in the learning process. Teacher-student interaction remains critical and cannot be undervalued. The use of Mobile Assisted Language Learning is not yet a very common phenomenon in most of Saudi schools. However, recent studies show that it is increasingly becoming common in most of the local schools as the best way of improving the mastery of the language among EFL learners (Davies & Elder, 2006).
However, this does not mean that these tools can replace the need for teachers in the classrooms. Teachers must understand that these assistive technologies are only meant to make the learning process simple and more enjoyable for the learners, especially those who are slow in mastering the language.
Methodology of the Study
The research methodology is a very important section of a report because it clearly defines how primary and secondary data were collected, how it was analysed, and the approach used in the presentation. In this study, the researcher was interested in determining the effect of Mobile Assisted Language Learning on the grammatical accuracy of EFL Saudi learners. Given the nature of this topic, the researcher used both primary and secondary sources of data. Secondary sources of data acted as an important basis for the study upon which further findings were made. Secondary data were collected from relevant books, journal articles, and reliable online sources. As Alemi and Lari (2013) say, reviewing existing literature also helps in eliminating cases where already existing information is duplicated. Primary data was collected from a sampled population of students.
Subjects
The primary data was of critical importance in this study because it was used to inform the recommendations that were made. However, the researcher could not collect data from the entire population. It was, therefore, necessary to have a sample population that acted as a representation of the entire population. Having a very large sample is always good when there is a need to have highly accurate findings that can be used as a generalisation of the entire population. In this study, the researcher was limited by time, hence had to choose a manageable sample population. The researcher identified a high school that participated in the study.
A sample of 30 girls was selected in the same class. 15 girls acted as a control group while the other 15 acted as the study group. The decision of choosing both control and study groups samples from the same class was based on the nature of the study. The researcher wanted to ensure that both groups were in the same environment to determine the real impact of this technology on the learners’ ability to learn the language. The subjects were chosen through simple random sampling into the two groups. It was important to ensure that the researcher’s perception does not affect the process of collecting data from the participants.
Procedures
The sample population of thirty girls took part in this study where 15 of them acted as a control group while the other 15 acted as the study group. The researcher chose a second-year high school class for the study. The thirty students were subjected to an English grammar test before the start of the programme, and an average score for each of the two groups was obtained. The study group was assigned iPads to assist them in the learning process.
After learning a given concept, the contents of the topic taught were made available in the iPads to enable them to access the information while they are at home. The iPads were internet-enabled to help these students’ access to further materials from online sources. They were only expected to use their iPads in their evening studies at home after leaving school. They were adequately trained on how to use this gadget to read materials and get further information from the internet. This gadget also made it possible for them to share their research findings with their peers in the online platform. They were given strict instructions to restrict the use of the gadgets to the topic assigned to them.
The gadgets were programmed to resist any attempts by the users to access irrelevant online materials. This was important to ensure that these learners did not spend their time reading irrelevant materials while online. The study went on for one month, with very close assistance from the English teacher of this particular class. The control group was also instructed to go through their notes every evening after classes. However, they were not assigned the iPads.
They were expected to use their class notes and textbooks that were readily available in the library. After one month, all the thirty students were made to sit for an exam. An average score for each of the two groups was obtained once again. The score of the two groups was compared and based on the percentage improvement. This enabled the researcher to determine which of the two groups was able to register a higher score in this study.
After this practical test, the researcher then went ahead to interview the sampled learners to determine their view about the use of Mobile Assisted Language Learning as a way of improving their grammatical accuracy. Both the study and control group students participated in the interview. The researcher used questionnaires to collect this data from the respondents in a face to face interview. The researcher asked the questions and filled the questionnaires based on the responses obtained from the respondents. Once the data was obtained, a qualitative analysis was conducted to find out the views of these learners towards the use of assistive technologies to improve the learning of English grammar. The findings helped in backing up the outcome of the two tests conducted to determine the improvements made by the two sampled groups of respondents.
Tools of the study
To collect the data needed for this study, the researcher used several tools. IPad was one of the most important tools used in this study. This school was in the process of introducing the use of iPads among its students. The researcher was able to convince the administration to support this research for one month before all the students could be allowed to start using this tool. The questionnaires were also important tools that were used towards the end of the study. They enabled the researcher to capture the views of the respondents towards the use of assistive technologies in learning environments.
Data Analysis
The analysis of the data collected was done in two parts. The first part was to analyse the percentage improvement of the average performance of the two groups of learners after the study. This particular analysis aimed to establish if indeed the groups that used mobile technology to improve their grammatical accuracy registered a better improvement than the control group. The graph below shows the findings of the percentage improvement between the two groups.
The control group recorded a 19% performance increase after the period of the study, while the study group registered a 35% performance increase. This is a clear indication that the use of iPads contributed to the impressive performance increase among the study group members. The data obtained from the respondents using the questionnaires was also important to determine if it supported the findings made above. From the responses given by the subjects, it was evident that the use of Mobile Assisted Language Learning among EFL Saudi students is not very common (Dudeney & Hockly, 2007).
The respondents stated that most of the high schools are yet to develop the necessary infrastructure that can be used by the learners to improve their academic performances. Only a few premier schools have been able to make the necessary infrastructural arrangements to facilitate this learning approach. However, the respondents agreed that the use of Mobile Assisted Language Learning is increasingly becoming popular among EFL learners in the country. The students have embraced this strategy and teachers also find it easy to improve the performance of their students with the help of technology. When asked whether Mobile Assisted Language Learning had significant positive impacts on their performance in grammatical accuracy, the graph below shows how they responded.
From their responses, it is clear that an overwhelming majority (22 out of 30) felt that MALL is highly significant on the grammatical accuracy of EFL students. Only two students had a contrary opinion. This outcome supports the findings made in the section above. Most of the respondents strongly believed that MALL can help in improving the performance of EFL students on grammar and other aspects of the English language. They believed that it is one of the best ways of assisting the slow learners who are often unable to move with speed during normal classes.
Results and Discussion
The findings made in the section above and the information gathered from the review of literature strongly suggests that Mobile Assisted Language Learning is very important in enhancing EFL learners’ grammatical accuracy. For a long time, stakeholders in the education sector have been struggling to find effective ways of dealing with slow learners in a classroom setting. One of the methods that have widely been used to help these slow learners is remedial classes (Christie, 2011).
However, it has become apparent that the resources needed for such classes can be channelled into adopting technologies that can assist these students. This creates a different environment where technological equipment such as mobile phones, computers, and tablets are used for remedial classes instead of teachers. This creates a new unique environment that can be helpful to these slow learners. Sometimes these learners find it difficult to grasp specific concepts because of the fear or negative attitude towards the teacher responsible for the subject. This new approach enables these learners to have some time away from class and away from the teachers and other students. The learners can, therefore, custom-make the environment that is uniquely appropriate to them at their private time.
There are several pedagogical benefits of mobile learning that comes out clearly from the primary data collected and from the review of the existing literature on this topic. The study found out that mobile learning is not just important for slow learners but also above average students who need some time to go through instructions to have a better understanding of the concepts taught in class. In Saudi Arabia, stakeholders in the education sector have come to appreciate that mobile technology can be very beneficial to learners in various respects. The following are some of the benefits that mobile learning technologies offer to learners.
Mobility
One of the biggest advantages of mobile learning is its mobility. According to Cameron (1999), in mobile learning, students often use mobile phones, tablets, or laptops which can easily be moved from one place to another. It makes it possible for the students to learn while at school, at home, or anywhere they feel they can concentrate. Learners are given the power to choose where and when they feel they can learn.
Interactivity
Modern mobile learning devices are interactive (Chapelle & Jamieson, 2008). A learner who uses a laptop, Smartphone, or tablet can easily interact with other fellow students who are online and discuss their research findings without any of them having to move away from their homes. Users of these gadgets can also access interactive learning sites where they can engage actively with the existing systems or people to have a better understanding of a given concept.
Accessibility
According to Askraba (2008), emerging technologies have made these mobile learning devices highly accessible. They are not only becoming cheaper than they were years ago, but their accessibility has also improved. These devices can now be found in both developed and developing countries across the world.
Privacy
Mobile learning devices make learning private. Some learners often fear to ask questions that may enable them to understand a concept better for fear of being viewed stupid by the rest of the students. This problem is solved when one is using these devices (Dodigovic, 2005). They can ask questions they want and always get the responses they need either from the online community or relevant websites.
Conclusion and Recommendations
The findings made in this research project reveal that Mobile Assisted Language Learning has a significant impact on the grammatical accuracy of English as foreign language Saudi learners. The mobile devices enable learners to have access to the learning materials at any time and in any place. It is not only beneficial to slow learners, but also above average students who need additional materials for their studies away from the classroom setting. The following recommendations should be taken by the relevant stakeholders.
- Learners should be introduced to mobile learning at the early stages of education.
- Parents and institutions of learning should partner to ensure that the needed mobile learning infrastructure is provided.
- The Saudi government should be actively involved in promoting mobile learning.
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