The effects of mobile-assisted concept mapping on EFL learners’ writing fluency and motivation

Kaveh, Ardalan; Hadipourfard, Ehsan; Bavali, Mohammad

doi:10.29140/jaltcall.v19n2.1037

Cited by 2 publications

(2 citation statements)

References 56 publications

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“…Accordingly, the current study supports previous studies on the effectiveness of MALL implementation in developing EFL students' writing performance (Afshar & Zareian, 2022;Al-Shehab, 2020;Bataineh et al, 2018;Fithriani et al, 2019;Kaveh et al, 2023;Sabri, 2019;Yucedal, 2023). This might be evident since students use technologies they are familiar with and hence find them more enjoyable and exciting (Staddon, 2023).…”

Section: Discussionsupporting

confidence: 90%

“…The findings, based on tests, questionnaires, and interviews revealed that MALL activities significantly improved students' grades, motivation, and general attitudes about learning English. In a similar study, Kaveh et al (2023) conducted a study in Iran to test the effectiveness of mobile-assisted language learning concept mapping on 70 EFL learners' writing performance and motivation. Participants in the experimental group were instructed via mobile-based concept mapping, whereas students in the control condition were taught writing traditionally.…”

Section: Effect Of Whatsapp-based Tasks On Developing Efl Students'…mentioning

confidence: 99%

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Effect of WhatsApp-based Tasks on Developing EFL Students’ Writing Skills

Benlaghrissi,

Ouahidi

2024

INT J INSTRUCTION

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The emergence of task-based language teaching (TBLT) and the development of MALL technology have been two of the most significant trends in TESOL. However, investigating how MALL combined with TBLT can promote EFL learners' writing abilities is still lacking in the literature. In light of this, this study examines the effect of WhatsApp-based tasks on EFL learners' paragraph writing performance of 66 Moroccan secondary school students. The participants were randomly assigned to the control (n=32) and experimental groups (n=34). While the control group taught writing in the traditional method using the process writing approach, the experimental group were taught writing through tasks in a WhatsApp-based instruction mode where participants chatted, shared and commented on each other tasks for one semester. To collect data, a writing test was used as a pre-and post-test to assess the participants' performance in both groups. The findings, based on Independent T-Tests (SPSS-26), indicated that the experimental group outperformed the control group in the overall writing performance as well as in the five targeted writing subskills: content and ideas, appropriate organisation, variety of vocabulary, accurate use of language, and accurate use of mechanics (Reid, 1993;Brown, 2006). As a result, this suggested the pedagogical impact of MALL and TBLT, as an innovative mode of delivery challenging traditional structure-based models, on EFL learners' paragraph writing performance.

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Section: Discussionsupporting

confidence: 90%

Section: Effect Of Whatsapp-based Tasks On Developing Efl Students'…mentioning

confidence: 99%

Effect of WhatsApp-based Tasks on Developing EFL Students’ Writing Skills

Benlaghrissi,

Ouahidi

2024

INT J INSTRUCTION

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The Impacts of Guided and Unguided Mobile‐Mediated Concept Mapping on EFL Learners’ Vocabulary Learning and Strategy Awareness

Kaveh

2024

Int J App Linguistics

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Although several studies have provided positive evidence concerning the impacts of technology‐mediated language learning on learners’ vocabulary acquisition, few studies have investigated concept mapping in this field. This study intended to examine the impacts of guided and unguided mobile‐mediated concept mapping on learners’ vocabulary acquisition outside of English as a foreign language (EFL) classrooms. Moreover, the vocabulary acquisition strategies of students were examined. Sixty EFL learners in three intact classes were assigned to guided and unguided mobile‐mediated concept mapping conditions as well as one control group. The participants in the guided mobile‐mediated concept mapping group were provided with fill‐in‐blank concept mapping of words, and they were asked to fill in the nodes through their smartphones. The participants of the unguided mobile‐mediated concept mapping group were asked to draw concept maps of words via their mobile phones without receiving fill‐in‐blank concept mapping. The control group's participants were required to understand and memorize the words given to the experimental conditions conventionally, and they did not receive mobile‐mediated concept maps. Analyses of the learners’ post‐ and also delayed posttests indicated that both guided and unguided mobile‐mediated concept mapping were equally beneficial for increasing EFL learners’ vocabulary learning. Moreover, findings revealed that guided and unguided mobile‐mediated concept mapping promoted learners’ vocabulary learning strategy awareness outside of EFL settings.

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The effects of mobile-assisted concept mapping on EFL learners’ writing fluency and motivation

Cited by 2 publications

References 56 publications

Effect of WhatsApp-based Tasks on Developing EFL Students’ Writing Skills

Effect of WhatsApp-based Tasks on Developing EFL Students’ Writing Skills

The Impacts of Guided and Unguided Mobile‐Mediated Concept Mapping on EFL Learners’ Vocabulary Learning and Strategy Awareness

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