Chapter One: Introduction
1.1 Background of the study:
Mobile phones today have emerged to be influential and powerful devices in learning language as many people own
mobile phones provided with services such as, multimedia message (MMS), Bluetooth and Global Systems, Wireless
Internet Wi-Fi and so on. Through these great technological services, EFL learners can easily and directly get access
to any types of information they need (Hismanoglu, Ersan & Colak, 2015). Park (2011) maintains that in the latest
years many EFL teachers and researchers have incorporated technology into second language teaching and learning
environments in that mobile gadgets are becoming exceptionally omnipresent. Due to the growing popularity of
mobile devices, mobile learning has received more attention and interest by language teachers and researchers.
Mobile learning is distinguished by learners' abilities to get learning resources anyplace and anytime and it is assisted
through the utilization of handheld mobile devices such as mobile phones, Tablets and PDAs (White & Mills, 2015).
With the fast progress of mobile device, mobile learning has lately grown to be a center of attention in learning (Cho,
2009; Kukulska-Hulme, 2009). Crompton (2013) defines mobile learning as ‘learning across multiple contexts,
through social and content interactions, using personal electronic devices’ (p.14). [1]
According to Huang, Huang, Huang and Lin (2012), mobile learning has a number of benefits for learners: being
flexible, having a low cost and small size as well as being more convenient. Mobile learning also creates a learning
environment as learners access announcement. As one type of mobile learning technologies, smart phones can be
employed for various educational and instructional purposes outdoors and in the classroom. The swift development
of mobile phones in the last decade from simple phones to smart-phones, which can serve as a mini-computer,
telephone, or camera, and transfer data, has made mobile phones efficient learning tools’ (Rahimi & Miri 2014, p.
1470). Furthermore, using smart phones can have great advantages particularly in acquiring vocabulary,
pronunciation, grammar, spelling, reading and listening skills (Chiu, Guo, Shih, Chen, Cheng & Chung, 2015).
Some researchers proposed that one technology which can be utilized to assist students to learn language is mobile
phone. This technology has come up with new kind of learning called Mobile Assisted Language Learning (Thornton
& Houser, 2005; Chinnery, 2006). Bezircilioğlu (2016) defines Mobile assisted language learning (MALL) as ‘the
integration of mobile devices into language learning process’ (p.9). As stated by Hashemi and Ghasemi (2011),
Mobile Assisted Language Learning (MALL) does not only present learning chances, but also provides students with
adequate opportunities for exercises that include the major skills of language (cited in Hsu, Hwang & Chang, 2013,
p. 405). Mobile learning is a useful and effective way as it contains some applications which offer a variety of
learning means which students can download and aid them to control their study time more proficiently (Abadi &
Saadi, 2015).
Levy and Kennedy, (2005). stress that over the last ten years, scholars and researchers have tried to explore second
language learning by using different mobile technologies such as mobile phones. In this respect, a study was carried
out by Muhammed, (2014). to find out the extent to which mobiles phones are efficient and helpful in learning among
Iraqi university students. The findings revealed that a large number of the participants (99%) reported that smart
phones are valuable resource for learning English and they had a huge impact on English language learning. In their
study, Kennedy and Levy, (2008). found that receiving text messages using English vocabulary, was a helpful and
effective means for acquiring English lexis by Italian students. Thornton's and Houser's, (2005). study also reported
that 71% of the Japanese learners liked to get English lexis lessons via their mobile phones rather than by computer.
A research done by Chen, Hsieh and Kinshuk (2008) on the influence of the use of mobile phones for learning
English among Taiwanese learners, demonstrated that the learners liked using their mobile phones due to the direct
access to resources and being able to do practice every time and anyplace. Besides, a number of students preferred
the limitations of the size of the screen which make it more convenient. Bomar (2006) also asserted that using iPods
in the skills of reading or listening helped learners to get the most important ideas and made them more able and
ready to do discussion. Choon-Keong, Ing, and Kean-Wah (2013) who conducted a study on m-learning among
Malaysian university students indicated that 60% of the learners had either a smart phone or tablet which is equipped
with Wi-Fi access. Additionally, the students perceived m-learning as an effective and helpful method to manage
time (86.26%), to improve students' productivity (86%), to finish their assignments more rapidly (84%) and it was
beneficial for the course learning (87%). Darmi and Albion (2014) reviewed studies on the use of mobile phones for
learning English in different contexts. They affirmed that incorporating mobile phones in language teaching was
proved to be satisfactory for students and it had major roles in developing the skills of language and other relevant
fields of language.
It should be pointed out that there is a shortage of research on the issue of mobile phones utilization for learning
English. The current study is of great significance for both teachers and students as it sheds a light on the main role
that mobile technology plays in education and how effective can be when applied appropriately in the classroom
context. This study is also helpful since it has many benefits for teachers and students: first, through using technology,
students can feel more interested, independent, motivated and active to learn the language. The teachers will also
exploit the findings of this study in developing their teaching methods and materials as well as adopting and
integrating technology in their classrooms. As a result, students' language proficiency will get better and their
learning capacity will be higher. Furthermore, teachers' methods and approaches will be valuable, interesting and
more advanced.
In spite of its wide spread and being within the fingertips of most people, we still could not benefit of its impact on
education. Most learners even children have these mobile technologies , so we need to exploit the prevalence of these
technologies to be away from the traditional method of teaching and learning. Sharples (2003) states that we should
change our view to these mobile technologies from disruptive devices into useful tools and use them for the benefit
of learning practice. Hennessy (1999) notes that with the ubiquities of these devices we could move with our
education from the occasional use of computer in the lab towards more embedded use in the classroom and beyond.
When computers become mobile and within arm' s reach, a lot of changes could happen .Vavoula and Sharples
(2002) clarify that the nature of learning is closely linked to the concept of mobility in three different ways: “learning
is mobile in terms of space, i.e. it happens at the workplace, at home, and at places of leisure; it is mobile between
different areas of life, i.e. it may relate to work demands, self-improvement, or leisure and it is mobile with respect
to time, i.e. it happens at different times during the day, on working days or on weekends” (p.152). Recently, many
free and commercial mobile language learning programs become available and they can be used to engage reluctant
learners (Attewell ,2004) . Besides, they help learners to remain more focused for longer periods. Ultimately; they
help to raise self – esteem and self- confidence. Levy and Kennedy (2005) use Short Message Service (SMS) for
sending vocabulary words and idioms, definitions, and example sentences.
1.2 Statement of the problem:
The researchers note that people who live in Kurdistan face a lot of problems in learning English language. Most of
them struggle finding a job, learn a new skill, or to find more reliable sources about any field of knowledge, even
for students who find English language can be somehow difficult to use or learn in their classes, the researcher tries
to find out a new way of making the process of learning English language exciting, entertaining, and easier through
using Educational Applications in their smart phones. Since the use of mobile technology is increasing day by day
among students because of its significance for the improvement of vocabulary in English language. SMS, YouTube
lessons, Mobile Assisted conducting Tests and various Apps may be self-drives in the acquisition of English if people
or EFL students properly monitored and guided towards using mobiles for educational purposes. In this study, the
researchers attempt to find out the effect of using Educational Applications in learning English Language among the
people and students.
1.3 Objective of the study:
Mobile devices have become more dynamic and pervasive and also promise more educational potential. Informal
and flexible learning environments become necessary for people in an ever connected society, and thus, research of
mobile learning will play a significant role in determining if institutions can support 21th century needs (Fetaji,
2008). Therefore, the aim of this experimental study has been to find out the potential of using mobile phones in
learning new technical English language for beginners. Following objectives were set in this study:
•
Discuss how to use personal mobile phones to benefit student learning.
•
Encourage collaboration between students and professors through using mobile phones.
•
Prepare students to use technologies that would be important in their learning and even their business lives
after graduation.
•
To find out students’ perceptions towards using Educational Applications in improving day to day English
vocabulary.
•
To investigate whether less use of mobile results’ in loss of vocabulary in English language.
•
To investigate whether growing trend of using addressing sentences in English language.
•
Increasing communicative purpose through mobile applications.
1.4 Significance of the study:
This study investigates the effect of using Educational Applications in learning English Language among the people
live in the Kurdistan. It is hoped that the results of the study will help educators to understand the effect of new
technological devices in the process of learning and teaching. Teachers may also be empowered by these results to
look for ways of promoting their own professional development which may improve their teaching practices and
their students’ achievements in English.
1.5 Research Questions:
This research project aims to answer the following questions about the use of mobile technology in learning the
English language:
1- How does people and students use their mobile phones in learning English Language?
2- Does the use of mobile phone affect individuals’ motivation to learn and engagement in learning?
3- What are students’ and people perceptions about the use of mobile phones in language learning?
4- What is the role of technology in an English language student’s learning process?
5- What is the impact of using Educational Applications in learning English Language?
1.6 Definition of key terms
Educational Applications, Mobile Learning, Mobile Assisted Language Learning, Technology
1. An Education Application Platform is the integration of learning management systems and technologies to
provide a customized, end-to-end, education solution. [16]
2. Mobile Assisted Language Learning (Thornton & Houser, 2005; Chinnery, 2006). Bezircilioğlu (2016)
defines Mobile assisted language learning (MALL) as ‘the integration of mobile devices into language
learning process’ (p.9). [1]
3. Trifonova and Ronchetti(n.d) states that (M- learning) mobile learning is “e-learning through mobile
computational devices. Generally speaking, by mobile technology we mean all mobile devices that include
Personal Digital Asssisstance(PDA), digital cell phones and IPOD. These devices are “small, autonomous
and unobtrusive enough to accompany us in every moment in our every-day life, and that can be used for
some form of learning”. [4]
1.7 Limitations of the study:
This paper did not focus in a specific mobile phone function like text messages, email and camera in details and did
not investigate its performance towards the English Language Learning. However, it tackled all the functions
generally. Most importantly, this paper is suggested to be repeated again trying to investigate and find out about the
other side of the coin, teachers’ perceptions and problems who are salient element in the learning process. The present
study is limited in the following ways.
•
Small screen size.
•
Limited memory size.
•
Small keyboards.
•
Limited battery life.
•
High costs.
•
Possibility for mobile devices to be misplaced or stolen or corrupted.
•
Difficulty to use mobile devices in noisy environments Communication failure due to poor network
connectivity.
Chapter Two: Literature Review
2.1 Introduction:
Cell phones could possibly have a huge effect on teaching and learning by the use of many educational apps. Apple,
BlackBerry, Google, Palm and others have their own 'app stores' for cell phones, so these applications can find their
ways into the classroom curriculum. It is worth mentioning that many of these apps are free and they are usually
developed to achieve the needs of digital natives. (e.g. www.paltalk.com ). Why not take advantage of what is already
available in our cell phones ranging from a scientific calculator, a note taker, a voice recorder, etc. to make learning
more interesting, energetic and beneficial. [3]
A further study by Kiernan and Aizawa (2004) evaluated the use of mobile phones as tools for classroom learning.
Freshman university students were surveyed and pre-tested to assess certain target learning structure. Then they were
subdivided into three groups: (a) using cell phones text messages, (b) using computer e-mail, and (c) speaking. The
study suggested that mobile device proofs to be an effective “language learning resource worthy of further
investigation”. (p.71) [4]
In recent years, there have been many studies and projects using the relevant mobile technologies such as mobile
phones or ipods for both formal and informal language learning (Chinnery, 2006; Kadyte, 2003; Kiernan & Aizawa,
2004; Levy & Kennedy, 2005; Norbrook & Scott, 2003; Paredes et al., 2005; Thornton & House, 2005; Ogata &
Yano, 2004). According to the most of these researches, current use of mobile devices in language learning ranges
from vocabulary or grammar learning to story reading and pronunciation practices. Accordingly, this can be achieved
through developing some programs which require repetition and drills. [5]
In English language teaching and learning, technology has aided these processes by enabling access to materials and
facilitating their use in education. [10]
Cavusand Ibrahim's (2008) investigated the use of wireless technologies in education with particular reference to the
potential of learning new technical English language words using Short Message Service (SMS) text messaging. The
researchers developed a system called (MOLT). They tested 45 first-year students. Results indicated that students
enjoyed using their mobile phones to learn new words. They also revealed that using the mobile learning tool system
was an effective educational tool that contributed to the success of students. [13]
Alfaki and Alharthy (2014) studied the impact of using social networks to promote learners’ English language. They
collected data through pre- and posttests. Two groups of 80 participants were selected. Results showed that learning
through social networks was more effective than traditional learning which looked to the classrooms a place of
gaining information. Besides, they revealed that collaboration was a useful learning strategy in improving one’s
foreign language. [13]
AbdAlfattah (2015) conducted a study to determine the effectiveness of using a WhatsApp Messenger as one of
mobile learning technique to develop students' writing skills. The participants were 30 second year college students,
English department from a private university in Saudi Arabia. They were divided into two groups (experimental and
control). The experimental group used WhatsApp technology to develop their writing skills; whereas the control
group was taught their writing skills through prescribed book. Results revealed that WhatsApp technique had positive
effects on the experimental group comparing with control group. [13]
Cakir, I. (2015) explored the current use of mobile phones in a foreign language teaching from prospective teachers'
opinions and attitudes. The researcher presented the views of prospective English teachers on utilizing the mobile
phone as an instructional tool for foreign language learning purposes in the educational and instructional setting of
foreign language teaching classrooms. A questionnaire was given to 193 participants in an English Language
Teaching (ELT) department. Results showed that most of the participants liked to use their mobiles as instructional
tools to help them in learning English. The results also gave some insights as to how foreign language teachers could
employ suitable approaches to make the process of learning and teaching English meaningful and communicative.
They suggested that the participants would like to make use of mobile phones for educational purposes when they
become teachers of English. [13]
2.2 Software Applications as used for learning the English Language (Independent Variables).
All these below applications use different methods or curriculums in simple strategies to assure each person to
learn the language enthusiastically.
•
•
•
•
•
•
•
•
Memrise.
LinguaLift.
Rosetta Stone.
Duolingo.
HelloTalk.
Mindsnacks.
Busuu.
Babbel.
2.3 The lack of knowledge of the English Language (Dependent Variable).
Being proficiency in English language also helps individuals, especially university students in reserving work spot
in the future. Work industry in today’s world is demanding for their workers to be fluent in English language
alongside with good soft skills. However, the concerning issue is that today’s younger generations are lacking in
English proficiency regardless of all efforts that have been created and implemented to help university students to
acquire good English language. English language is the universal language that is used even when you go for
travelling, let alone to seek for job in the future. Speaking is to be said as the modus operandi of any language. One
of the reasons that lead to this is due to the globalization in today’s era that makes the ability to speak and be proficient
in English language as a crucial aspect in both education and working field. In their study mentioned the importance
of speaking in today’s world. As English language is widely used in all over the world, speaking ability in English
language is pretty much crucial and necessary. Social Development Theory is very much needed in helping learners
to acquire good proficiency skills. Social Development Theory is the foundations for constructivism. Vygotsky
believed that learners learn to acquire the language best through social interactions and good social environment.
Lack of all this tend to put learners in a situation of speaking anxiety. Speaking anxiety is the uncomfortable feeling
encounter by learners when they are needed to speak or communicate in certain language. In his study on speaking
anxiety believed that learners do not feel comfortable in communicating in certain language, in this situation is
English language is due to their limited knowledge and also fear of negative evaluation. They mostly do not consider
making errors as part of the learning process but instead take it personally and think that it might affect their image.
[15]
2.4 The relationship between the knowledge of language and using the learning applications.
Cell phones could possibly have a huge effect on teaching and learning by the use of many educational apps.
Apple, BlackBerry, Google, Palm and others have their own 'app stores' for cell phones, so these applications can
find their ways into the classroom curriculum. It is worth mentioning that many of these apps are free and they are
usually developed to achieve the needs of digital natives. Why not take advantage of what is already available in
our cell phones ranging from a scientific calculator, a note taker, a voice recorder, etc. to make learning more
interesting, energetic and beneficial. [3]
Analysis:
Title: The Role of Mobile Phones in Learning English Language. Part 1
Part 2: (Statements) Your opinion on the role of mobile phones in learning English as a foreign
language.