The Use of Mobile to Boost Iranian EFL Learners’ Grammar Knowledge: The Case of Grammar Learning Application in Focus

Iran Kashanizadeh, Mohsen Shahrokhi

Abstract


Using a mobile device in education opened a new way for the teaching and learning process.  One aspect of the English language which has been subject to investigation in mobile-assisted language learning (MALL) is grammar. The main purpose of the present study was to probe the efficacy of mobile applications for grammar learning. In so doing, a quasi-experimental research design was adopted to investigate the effect of grammar learning application on EFL learners' grammatical knowledge. For this purpose, 50 Iranian female Intermediate learners were recruited to participate in this study. They were assigned to two groups; control and experimental, consisted of 25 learners in each group. To assess the learners' grammatical knowledge before specific treatment, a pretest of grammar was administered. After the pretest, in each session of the treatment, the participants in the experimental group were taught grammar through Grammar Learning Application on their mobile phones, and in the control group, a conventional method was employed for teaching grammar. After 14 sessions, to discover the effect of treatment both groups participated in another grammar test as the posttest. Finally, an independent samples t-test was run on obtained data. The results indicated that participants in the experimental group performed significantly better in the posttest, demonstrating the effectiveness of the mobile application used in this study on learning grammar. The findings are beneficial for syllabus designers, material developers, and EFL teachers to use mobile applications in teaching grammar.


Keywords


EFL learners, Grammar Ability, M-Learning, Grammar Learning Application

Full Text:

PDF

References


Abbasi, M., & Behjat, F. (2018). The effect of storytelling via Telegram on Iranian EFL learners’ speaking complexity. International Journal of Educational Investigations,5(2), 28-40.

Alkhezzi, F., & Al-Dousari, W. (2016). The impact of mobile learning on ESP learners’ performance. The Journal of Educators Online,13(2). 23-45.

Aslani, M., & Heidari, H. (2015). Teaching grammar to Iranian EFL learners through blended learning using multimedia software. Journal of Applied Linguistics and Language Research,2(8), 76-87.

Azar, B. (2007). Grammar-based teaching: A practitioner’s perspective. TESL-EJ, 11(2). Retrieved October 1, 2007, from http://tesl-ej.org/ej42/a1.html.

Azizan, S. N., & Gunasegaran, T. (2013). Using mobile technology in teaching grammar in higher education institutions: The i-MoL tool. Retrieved from https://www.resea rchgate.net/publication/268516655

Baleghizadeh, S., & Oladrostam, E. (2010). The Effect of mobile assisted language learning (MALL) on the grammatical accuracy of EFL students. MEXTESOL Journal, 34 (2), 77-86.

Beverly, A. H. (2007). The role of grammar in improving student’s writing. Retrieved October 1, 2007, from http://www.sadlier-oxford.com/docs/language/ paper_chin.cfm.

Cakir, I. (2004). Designing activities for young learners in EFL classrooms. GU, Gasi Egitim Dergisi,24(3), 10-12.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

Chang, C.K., & Hsu, C.K. (2011). A mobile-assisted synchronously collaborative translation-annotation system for English as a foreign language (EFL) reading comprehension. Computer Assisted Language Learning, 24,155-180.

Chen, C. H., Liu, G. Z., & Hwang, G. J. (2016). Interaction between gaming and multistage guiding strategies on students' field trip mobile learning performance and motivation. British Journal of Educational Technology, 47(6) 1032-1050.

Chalker, S., & Weiner, E. (1994). Oxford dictionary of English grammar. Oxford University Press: New York.

Clifton, J. (2006). Facilitator talk. ELT Journal, 60,142-150.

Crivos, M. B., & Luchini, P. L. (2012). A pedagogical proposal for teaching grammar using consciousness-raising tasks. MJAL, 4(3), 141- 153

Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.

Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50, 491-498.

Fowler, W.S., and N. Coe. (1976). Nelson English language tests. Canada: Thomas Nelson and Sons Ltd.

Geddes, S. J. (2004). Mobile learning in the 21st Century: Benefit for learners Hamdona, Y. O. (2007). Life skills Latent in the content of English for Palestine– Grade Six Textbook (Un Published Doctoral dissertation), The Islamic University, Gaza.

Gheytasi, M., Azizifar, A., & Gowhary, H. (2015). The effect of smartphones on the reading comprehension proficiency of Iranian EFL learners. Procedia - Social and Behavioral Sciences,199, 225-230.

Grammar learning app (2019). Learn English Grammar (Version 4.8) [Mobile application software]. Retrieved fromhttps://play.google.com/store/apps/details?id=com.english.vivoapp.grammar.grammaren&hl=en_US

Hashemifardnia, A., Namaziandost, E., & Rahimi Esfahani, F. (2018). The effect of using WhatsApp on Iranian EFL learners’ vocabulary learning. Journal of Applied Linguistics and Language Research,5(3), 256-267.

Hermans, R., Tondeur, J., Van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509.

Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20, 271-289.

Mahdizadeh, H., Biemans, H., & Mulder, M. (2008). Determining factors of the use of e-learning environments by university teachers. Computers & Education,51(1), 142-154.

Mart, C. T. (2013). Teaching grammar in context: Why and how? Theory and Practice in Language Studies, 3(1), 124–129.

Munir, S., Amelia, A., Issham I., & Siti Nur Afiqah Z. (2012). The feasibility of teaching grammar via SMS. SPECTRUM Studies in Language, Literature & Interpretation, 9,133-144.

Pęcherzewska, A., & Knot, S. (2007). Review of existing EU projects dedicated to dyslexia, gaming in education, and m-learning. Available at: http://www.docstoc.com/docs/ 40115316/WR08-Existing-EU-Projects-review

Rahimi, M., & Soleymani, E. (2015). The impact of mobile learning on listening anxiety and listening comprehension. English Language Teaching,8(10).152-161.

Rosell-Aguilar, F. (2007). Top of the pods-in search of podcasting for language learning. Computer Assisted Language Learning, 20, 471-492.

Rutherford, W. (1987). Second language grammar: learning and teaching. London: Longman.

Salaberry, M.R. (2001). The use of technology for second language learning and teaching: A retrospective. Modern Language Journal, 85, 39-56.

Schulz, R. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA: Colombia. The Modern Language Journal, 85 (2), 244–258.

Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.

Vibulphol, J. (2016). Students' motivation and learning and teachers' motivational strategies in English classrooms in Thailand. English Language Teaching, 9(4), 64-75.

Wang, Y. H. (2016). Could a mobile‐assisted learning system support flipped classrooms for classical Chinese learning? Journal of Computer Assisted Learning, 32(5), 391-415.

Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117-134.

Woodill, G. (2011). The Mobile Learning Edge. Retrieved: 5 June 2016, from https://goo.gl/qdD3Rj

Xodabande, I. (2017). The effectiveness of social media network telegram in teaching English language pronunciation to Iranian EFL learners. Cogent Education, 4(1), 1-14.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Journal of Applied Linguistics and Language Research