The Effect of Mobile-Assisted Language Learning on Developing EFL Students’ Speaking Skill: The Case of Second Year Students of English at Batna -2 University. Doctorat thesis,(2019) Université de Batna 2.
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Date
9/22/2019
Authors
SAIDOUNI Khawla
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University of Batna 2
Abstract
The study is an attempt to investigate the effectiveness of using Mobile-assisted Language Learning (MALL) on developing speaking skill to second year students of English at Mostefa Benboulaid Batna-2 University. Hence, we hypothesized that students who use mobile devices will show better oral performance than their peers who do not use them in their learning. To achieve the study aims, a Mixed- methods Approach was adopted, which is an amalgam of quantitative and qualitative research methods. In effect, this research was conducted throughout three phases: The pre-experimental phase, the experimental phase, and post-experimental phase. In the pre-experimental phase, the researcher collected initial data to build a ground for the experiment using two questionnaires designed for students and teachers of English in order to scrutinize the students’ readiness for using their own mobile devices, and to explore how oral expression is taught to second-year students of English. During the experimental phase, we adopted a quasi-experimental approach with two intact groups (experimental and control), and pre/post-test design in order to confirm or reject the aforementioned hypothesis. With respect to the students’ speaking ability, the two intact classes were matched in pairs, and then we got the experimental group consisting of thirty two (32) students and the control one consisting of thirty two (32) students. Hence, the experiment was carried out on the sample that consisted of 64-second year students from the department of English language and literature in the academic year 2016-2017. For a clear understanding of MALL integration in oral classes, the experiment was backed by an observation grid and students’ journals. In the post-experimental phase, we used a questionnaire to check the level of students’ motivation in both groups. Furthermore, we distributed the attitudes’ questionnaire to know the students’ views about the implementation of MALL in oral expression course. The results showed that students are ready to utilize their mobile devices in oral expression course. More importantly, the findings revealed that there is a statistically significant difference between both groups in favour of the experimental group, in speaking performance due to the implementation of MALL. The results are satisfactory not only in enhancing speaking ability, but also in boosting the motivation of the students who expressed their positive attitudes towards MALL integration. Based on these findings, a series of recommendations that may benefit students and teachers were proposed