The Effectiveness of Using Mobile on EFL Learners’ Reading Practices in Najran University

Hazaea, Abduljalil Nasr; Alzubi, Ali Abbas Falah

doi:10.5539/elt.v9n5p8

Cited by 73 publications

(72 citation statements)

References 26 publications

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“…Ibànez Moreno and Vermeulen () note differences in engagement between groups of students from two different cultural backgrounds. Chen () reports that students encouraged one another to write in the target language, while Hazaea and Alzubi () mention enthusiasm and encouragement in the context of using WhatsApp for language learning outside the classroom. Chen () reflects on the need to create a supportive mobile learning environment that will encourage students who are less willing to express themselves in the target language.…”

Section: Resultsmentioning

confidence: 99%

“…Chai et al (2016) outline facilitation of learners' collaborative construction of linguistics knowledge of Chinese as L2 through social interaction and encouragement of autonomous learning. Other scholars have taken a similar line (eg, Chen, 2013;Fomani & Hedayayi, 2016;Hazaea & Alzubi, 2016;Lin, 2014;Wong, Chen, and Jan, 2012). Ilic (2015), while investigating the use of smartphones for translation homework, asked students to upload their answers individually, before they could provide feedback to each other.…”

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confidence: 99%

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Mobile collaborative language learning: State of the art

Kukulska‐Hulme¹,

Viberg²

2017

Brit J Educational Tech

244

126

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This paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second‐ and foreign‐language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self‐evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game‐based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Mobile collaborative language learning: State of the art

Kukulska‐Hulme¹,

Viberg²

2017

Brit J Educational Tech

244

126

View full text Add to dashboard Cite

show abstract

“…Kim, Lee, and Kim (2014), for example, reported students feeling unhappy about having to search for resources on cell phones or type a lengthy opinion due to the small keyboard and screen size. Some students also thought that using MIM was time-consuming (Hazaea & Alzubi, 2016), while others disliked getting class-related messages outside school hours because this interfered with their private lives (So, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Examining the utility and usability of mobile instant messaging in a graduate-level course: A usefulness theoretical perspective

Tang

Hew

2019

AJET

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This study examined the usefulness of a mobile instant messaging (MIM) tool to support teaching and learning. Taking a usefulness theoretical perspective, we examined in detail the utility and usability of using WeChat in a postgraduate-level course. Multiple types of data were collected and analysed, including MIM interaction records, questionnaire surveys and semi-structured interviews. The results show that, overall, MIM can be utilised in a variety of ways to support teaching and learning. These include promoting transmissive, demonstrative, dialogic, journaling, helpline and notebook activities. We also found MIM to be particularly suitable for promoting affective social presence (expression of emotions, self-disclosure) and cohesive social presence (phatics, vocative). Four specific technological attributes of MIM that facilitated information sharing among students were reported. Implications for practice and research, including challenges and possible solutions, are proposed, followed by a discussion of the study’s limitations and suggestions for future research.

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“…Smartphones provide a blueprint for autonomous learning (Reinders, 2010). Recent research has highlighted the role of mobiles in foreign/second language learning (Almekhlafy & Alzubi, 2016;Ahmed, 2015;Chen, & Hsieh, 2008;Chinnery, 2006;Godwin-Jones, 2011;Hazaea & Alzubi, 2016;Kukulska-Hulme & Traxler, 2005;Rahimi, & Miri, 2014;Palfreyman, 2012;Seddigh & Shokrpur, 2012;Thornton & Houser, 2003;Wong, Chin, Tan, & Liu, 2010). Mobiles are inevitably a means of independent language learning (Clarke & Svanaes, 2015;Nino, 2015;Persson & Nouri, 2018).…”

Section: Smartphonesmentioning

confidence: 99%

The Impact of Social Strategies through Smartphones on the Saudi Learners Socio-cultural Autonomy in EFL Reading Context

Alzubi

Singh

Mehar³

2018

iejee

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This study investigated the impact of social strategies mediated by smartphone features and applications on socio-cultural autonomy in English as a Foreign Language (EFL) reading context among undergraduates in Saudi Arabia. Two EFL reading classes of 70 students acted as an experimental and a control group participated in this study. A questionnaire was administered to collect the quantitative data from the participants prior to and post the interventional programme. The experimental group utilised their own smartphone features and applications (dictionaries, WhatsApp, camera, internet search engines, notes, and recorders) to employ the social strategies of asking for clarification and correction, cooperating and empathising with others inside and outside the classroom for 12 weeks whereas the control group learned using the traditional methods. The findings of the study revealed that the employment of social strategies mediated by smartphone features and applications promoted the learners' socio-culturally autonomous learning characteristics of interaction, interdependence, self-regulation, self-worth, mutual support, and understating in EFL reading context. It is recommended strategy use training programmes and smartphones integration in language learning should be highly considered in curricula design, teaching and learning methods, training programmes in order to empower learners to take more responsible roles in the learning of EFL reading skills.

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The Effectiveness of Using Mobile on EFL Learners’ Reading Practices in Najran University

Cited by 73 publications

References 26 publications

Mobile collaborative language learning: State of the art

Mobile collaborative language learning: State of the art

Examining the utility and usability of mobile instant messaging in a graduate-level course: A usefulness theoretical perspective

The Impact of Social Strategies through Smartphones on the Saudi Learners Socio-cultural Autonomy in EFL Reading Context

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