2024_Mobile Assisted Language Learning (Mall) Readiness Among English as a Foreign Language Students at a University in Saudi Arabia
| Format: | General Document |
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| _version_ | 1860798113650835456 |
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| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2024-03-07 |
| format | General Document |
| id | 15972 |
| institution | UniSZA |
| originalfilename | MOBILE ASSISTED LANGUAGE LEARNING (MALL) READINESS AMONG ENGLISH AS A FOREIGN LANGUAGE STUDENTS AT A UNIVERSITY IN SAUDI ARABIA (PHD_2024).pdf |
| person | Salah M. Ali |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15972 |
| sourcemedia | Server storage Scanned document |
| spelling | 15972 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15972 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 3.0.10; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 290 2024_Mobile Assisted Language Learning (Mall) Readiness Among English as a Foreign Language Students at a University in Saudi Arabia MOBILE ASSISTED LANGUAGE LEARNING (MALL) READINESS AMONG ENGLISH AS A FOREIGN LANGUAGE STUDENTS AT A UNIVERSITY IN SAUDI ARABIA (PHD_2024).pdf English language—Study and teaching—Foreign speakers 2024-03-07 Mobile-Assisted Language Learning (MALL) Technology in language learning EFL learners and mobile learning Introduction: Mobile Assisted Language Learning (MALL) readiness pertains to the overarching willingness and aptitude for embracing and proficiently assimilating emerging mobile learning technologies. The importance of MALL has led to the need for evaluating the physical and mental preparation and readiness of the students before using MALL in language learning environments. Therefore, MALL readiness is required and essential in ensuring that students can best use mobile learning technology. Most English as a Foreign Language (EFL) students encounter problems while integrating technology into their classrooms, and one of these problems is their unreadiness with modern teaching technological techniques. Therefore, this study aims to investigate MALL readiness among English as a Foreign Language students at the University of Tabuk in Saudi Arabia. Methodology: This study used the mixed-method approach to investigate EFL students’ MALL readiness at the University of Tabuk. Three research instruments were used for data collection: a survey questionnaire identifying students' MALL readiness, an observation checklist investigating their MALL engagement during English language learning, and semi-structured interviews exploring factors fostering MALL readiness in English learning. The quantitative data was analysed using the Statistical Package for the Social Sciences (SPSS) version 24.0, thematic analysis was used for the qualitative data. This descriptive case study included 100 EFL male students and 4 EFL teachers as interviewees. The respondents were selected using a simple random sampling process from the four faculties at the Preparatory Year Program (PYP), which are the Faculty of Medicine, Faculty of Engineering, English Language Skills Department and Faculty of Science. Results: Results showed that the respondents shared similar perceptions about the obstacles to students’ technological readiness in MALL, and had strong beliefs about the significance of using technology as a learning method in the classroom. The majority of EFL students at the University of Tabuk indicated that they have sufficient technology skills and knowledge for a language learning environment. However, the findings suggest that these capabilities are influenced primarily by internal factors, which, in turn, are impacted by various external factors. Furthermore, the findings of the surveys and interviews reflected that both EFL teachers and learners had affirmative aptitudes towards the use of MALL apps and techniques that may encourage future investigations into the use of MALL apps in teaching and learning EFL. Also, the observation checklist findings indicate students' strong proficiency in using MALL applications, with few encountering challenges in utilizing mobile devices for communication with instructors and peers, and a significant number utilizing diverse MALL apps to accommodate learning styles. Conclusion: In conclusion, the findings suggest that integrating MALL can serve as an effective approach to enhance technological readiness in EFL teaching and learning within higher education. This study advocates for the incorporation of MALL techniques by both teachers and learners to deliver educational content within the classroom, thereby fostering greater technological readiness. Salah M. Ali Dissertations, Academic Thesis |
| spellingShingle | 2024_Mobile Assisted Language Learning (Mall) Readiness Among English as a Foreign Language Students at a University in Saudi Arabia |
| state | Terengganu |
| subject | English language—Study and teaching—Foreign speakers Dissertations, Academic |
| summary | Introduction: Mobile Assisted Language Learning (MALL) readiness pertains to the overarching willingness and aptitude for embracing and proficiently assimilating emerging mobile learning technologies. The importance of MALL has led to the need for evaluating the physical and mental preparation and readiness of the students before using MALL in language learning environments. Therefore, MALL readiness is required and essential in ensuring that students can best use mobile learning technology. Most English as a Foreign Language (EFL) students encounter problems while integrating technology into their classrooms, and one of these problems is their unreadiness with modern teaching technological techniques. Therefore, this study aims to investigate MALL readiness among English as a Foreign Language students at the University of Tabuk in Saudi Arabia. Methodology: This study used the mixed-method approach to investigate EFL students’ MALL readiness at the University of Tabuk. Three research instruments were used for data collection: a survey questionnaire identifying students' MALL readiness, an observation checklist investigating their MALL engagement during English language learning, and semi-structured interviews exploring factors fostering MALL readiness in English learning. The quantitative data was analysed using the Statistical Package for the Social Sciences (SPSS) version 24.0, thematic analysis was used for the qualitative data. This descriptive case study included 100 EFL male students and 4 EFL teachers as interviewees. The respondents were selected using a simple random sampling process from the four faculties at the Preparatory Year Program (PYP), which are the Faculty of Medicine, Faculty of Engineering, English Language Skills Department and Faculty of Science. Results: Results showed that the respondents shared similar perceptions about the obstacles to students’ technological readiness in MALL, and had strong beliefs about the significance of using technology as a learning method in the classroom. The majority of EFL students at the University of Tabuk indicated that they have sufficient technology skills and knowledge for a language learning environment. However, the findings suggest that these capabilities are influenced primarily by internal factors, which, in turn, are impacted by various external factors. Furthermore, the findings of the surveys and interviews reflected that both EFL teachers and learners had affirmative aptitudes towards the use of MALL apps and techniques that may encourage future investigations into the use of MALL apps in teaching and learning EFL. Also, the observation checklist findings indicate students' strong proficiency in using MALL applications, with few encountering challenges in utilizing mobile devices for communication with instructors and peers, and a significant number utilizing diverse MALL apps to accommodate learning styles. Conclusion: In conclusion, the findings suggest that integrating MALL can serve as an effective approach to enhance technological readiness in EFL teaching and learning within higher education. This study advocates for the incorporation of MALL techniques by both teachers and learners to deliver educational content within the classroom, thereby fostering greater technological readiness. |
| title | 2024_Mobile Assisted Language Learning (Mall) Readiness Among English as a Foreign Language Students at a University in Saudi Arabia |
| title_full | 2024_Mobile Assisted Language Learning (Mall) Readiness Among English as a Foreign Language Students at a University in Saudi Arabia |
| title_fullStr | 2024_Mobile Assisted Language Learning (Mall) Readiness Among English as a Foreign Language Students at a University in Saudi Arabia |
| title_full_unstemmed | 2024_Mobile Assisted Language Learning (Mall) Readiness Among English as a Foreign Language Students at a University in Saudi Arabia |
| title_short | 2024_Mobile Assisted Language Learning (Mall) Readiness Among English as a Foreign Language Students at a University in Saudi Arabia |
| title_sort | 2024_mobile assisted language learning (mall) readiness among english as a foreign language students at a university in saudi arabia |