Master of Arts major in English as a Second Language

Permanent URI for this collectionhttps://dspace.uc-bcf.edu.ph/handle/123456789/75

Browse

Filter results by typing the first few letters
Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Mobile assisted language learning (MALL) as a foreign language (EFL) classroom
    (2020-12) Lipawen, Farah Fawcett Lupos
    Mobile devices have infiltrated every aspect of our lives. Because of its ubiquity, many schools in developing countries have started to adopt some practices involving MALL. Mobile Assisted Language Learning (MALL) is defined as learning a language through the use of mobile devices. However, MALL, if not fully implemented, it is abandoned in formal learning due to lack of knowledge and understanding how mobile technologies work in the classroom. The researcher then proposed a teaching guide and a learning guide on m-learning in the implementation of mobile devices in the classroom. However, prior to this proposal was the need to determine the level of effectiveness of MALL based on the perceptions of the teachers and students. This study specifically sought to answer the following questions: 1. What is the level of effectiveness of MALL in an EFL class as perceived by teachers as an instructional tool in the development of: a. study skills b. cooperation and collaboration among students c. language macro-skills? 2. What is the level of effectiveness of MALL in an EFL class as perceived between students as an instructional tool in the development of: a. study skills b. cooperation and collaboration among students c. language macro-skills? 3. What is the difference between the perception of teachers and students in the level of effectiveness in the use of MALL in the level of effectiveness as an instructional tool in an EFL class? Hypothesis: There is a significant difference between the perceptions of teachers and students on the level of effectiveness of MALL in the classroom. 4. What are the problems encountered in the use of MALL as an instructional tool by: a. students b. teachers? Descriptive-survey, correlational quantitative research methods, and a guided interview was utilized to gather data on the level of effectiveness of MALL as perceived by the students and teachers, to find out the differences of their perceptions and the problems they encounter in m-learning classroom, respectively. In order to answers problems 1 and 2, the use of mean determined the level of ffectiveness of MALL as perceived by the respondents. While for problem 3, one sample t test was to determine the differences of their perceptions and one-way Analysis of Variance (ANOVA)was used to test the hypothesis that there is a significant difference of their perceptions. Finally, to answer problem 4, a thematic analysis was employed to analyze the responses of the respondents on the problems they encounter in m-learning environments. The following are the major findings of the study: 1. a. Based on the teachers' perception, the level of effectiveness of MALL as an instructional tool in the enhancement of students' study skills is considerably effective especially when used as tools for students to practice tests and quizzes which is extremely effective. b. Based on the teachers' perception, the level of effectiveness of MALL as an instructional tool in the enhancement of cooperation and collaboration among students is considerably effective specifically when used to share learning materials which is perceived extremely effective. c. Based on the teachers' perception, the level of effectiveness of MALL as an instructional tool in the enhancement of language macro-skills is considerably effective specifically in enhancing listening skills which is perceived extremely effective. 2. a. Based on the students' perception, the level of effectiveness of MALL as an instructional tool in the enhancement of study skills is considerably effective specifically when used by students to practice tests and quizzes which is considerably effective. b. Based on the students' perception, the level of effectiveness of MALL as an instructional tool in the enhancement of cooperation and collaboration is considerably effective specifically when used to receive learning materials which is perceived considerably effective. c. Based on the students' perception, the level of effectiveness of MALL as an instructional tool in the enhancement of language macro-skills is slightly effective specifically when used to enhance listening skills is perceived considerably effective. 3. a. There is a significant difference between the perceptions of the teachers and students on the level of effectiveness of MALL in the enhancement of study skills. Hence, the hypothesis is rejected. b. There is a significant difference between the perceptions of the teachers and students on the level of effectiveness of MALL in the enhancement of cooperation and collaboration among students. Hence, the hypothesis is rejected. c. There is no significant difference between the perceptions of the teachers and students on the level of effectiveness of MALL in the enhancement of study skills. Hence, the hypothesis is accepted. 4. a. The problems experienced by the teachers in the use of mobile devices as an instructional tool are as follows: distraction, less interaction or communication among students, limitation or inappropriacy of mobile devices, lack of training and digital dependency among students. b. The problems experienced by the students in the use of mobile devices in the classroom are as follows: distraction, lack of training and less interaction or communication when mobile devices are used as learning tools. Conclusions In light of the findings of the study, the following are the conclusions: 1. a. Mobile technology significantly improves learners' study skills especially when used by teachers to assess learners. b. Mobile technology significantly improves cooperation and collaboration among students especially when used by teachers to disseminate information and activities for learners to work with. c. Mobile technology significantly improves learners' macro-skills especially listening as it is helpful when teachers develop activities for listening. 2. a. The students' use of mobile devices as an instructional tool is significantly enhancing their study skills especially when used as drills and testing materials. b. The students' use of mobile devices as an instructional tool is significantly enhancing cooperation and collaboration with their peers especially when used to receive and share learning with others. c. The students' use of mobile devices as an instructional tool is moderately effective in enhancing their macro-skills but very useful in improving their listening skills. 3. a. The teachers and students acknowledge the benefits of mobile devices differently when the purpose is to improve learner study skills. b. The teachers and students acknowledge the benefits of mobile devices differently when used to improve cooperation and collaboration inside and outside the classroom. c. The teachers and students acknowledge the benefits of MALL similarly in improving the learners' language macro-skills. 4. a. Educators' lack of knowledge and understanding of the benefits of MALL leads to distraction and unsuccessful implementation of mobile devices. b. Learners' lack of knowledge and understanding of the benefits of MALL leads to distraction. 1. a. Teachers must create and tailor digitized tests and quizzes aligned with the lesson objectives through online platforms or mobile apps. b. Teachers must ensure that learning materials and activities are widely accessible and where learners are encouraged to work collaboratively. c. Teachers, when teaching listening with videos, audio and podcasts, must be authentic and aligned with lesson objectives. 2. a. Learners must study their assessment results which is easily accessible regardless of space and time. b. Learners should actively collaborate with their peers. c. With materials easily accessible online or stored on their mobiles, learners should continue enhancing their listening skills even outside the classroom. 3. School administrators and curriculum developers should encourage teacher training institutes to incorporate mobile learning into their programs and curriculum which also includes the improvement of study skills and student collaboration. 4. Educational institutes and policy makers should prioritize the professional advancement of teachers on m-learning to maximize the advantages of mobile devices, while minimizing their drawbacks. 5. To assist teachers and learners with the use of mobile integrated ESL/EFL lessons, a teaching guide and a learning guide must be developed by the researcher by using a specific online platform. 6. Future researcher can conduct a study on the effectiveness of mobile devices when used for in -class collaborative activities.