Exploring Learners' Grammatical Development in Mobile Assisted Language Learning

Autor/inn/en	Ghorbani, Negin; Ebadi, Saman
Titel	Exploring Learners' Grammatical Development in Mobile Assisted Language Learning
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1704599 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ebadi, Saman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2019.1704599
Schlagwörter	Grammar; English (Second Language); Second Language Learning; Second Language Instruction; Computer Assisted Instruction; Electronic Learning; Computer Mediated Communication; Feedback (Response); Error Correction; Computer Software; Language Proficiency; Student Motivation; Student Attitudes; College Students; Females; Immersion Programs; Handheld Devices; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Korrektur; Language skill; Language skills; Sprachkompetenz; Schulische Motivation; Schülerverhalten; Collegestudent; Weibliches Geschlecht; Immersionsprogramm; Ausland
Abstract	This study reports the results of a mixed methods approach to investigate the impact of instructor feedback in mobile-assisted language learning (MALL) on the grammatical development of English as a foreign language (EFL) learners. The participants of this quasi-experimental study included 40 female EFL learners randomly selected from the English learning chat groups on Telegram, an online instant messaging application. Dialang, a free web-based language proficiency test, was used to assess the learners' grammatical knowledge as pre-test on the basis of which the participants in the experimental group were categorized into 15 chat groups, each including the instructor and two participants of the same level of proficiency in English grammar. A paired samples t-test was utilized to analyze the quantitative data. The results indicated that using chats in Telegram led to a significant development in learners' grammatical accuracy in the experimental groups. Semi-structured interviews were conducted to explore the learners' attitudes towards their experience in MALL immersion program. The thematic analysis used to analyze the qualitative data revealed a number of themes which addressed the learners' positive perceptions towards using MALL applications to develop their grammatical structures in online chats. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01