An assessment of students' readiness towards mobile learning at AIOU, Pakistan

Investigating EFL Learners’ Readiness of Using Smartphone and Problems for Learning Oral English Communication Skills at Tertiary Level in an EFL Context

“…The similar kind of problems was reported in the study of [25], [26], [28]- [30] where these problems made hindrances to learn oral English communication skills. These findings were also aligned with that of [16], that reported problems related to oral practice environment, instructor, the teaching facilities, and the curricula of the education system of the country for Iranian tertiary level learners to learn oral skills. A similar result was reported in the study of [27] pointing the problems related to oral practice environment, English teachers, teaching resources, materials and curriculum were responsible for the poor oral performance of Chinese tertiary level EFL learners.…”

“…Similar results were reported in the study of the context of Myanmar [22] where the readiness of tertiary-level learners to use a smartphone in sharing photo/video, accessing webpages, downloading files, sending/receiving emails and messages, and accessing social sites was high. The qualitative results were aligned with the study of the context of Pakistan, where tertiary EFL learners' level of readiness defined by the terms, availability, accessibility and affordability [16]. Thus, the findings of this study suggested that Bangladeshi tertiary EFL learners had a high level of readiness of using the features of a smartphone for learning oral communication skills.…”

“…For example, in Pakistan, a study conducted through a survey questionnaire to explore university learners' readiness to use a mobile device for facilitating educational activities. The results have shown that students had a high level of readiness to use a mobile device for learning purpose [16].…”

“…For adopting smartphones effectively in the classroom for learning and teaching language skills, exploring learners' readiness of using smartphone should be elicited. Thus, the studies on soliciting tertiary EFL learners' readiness of the adoption of smartphone for learning language skills have increasingly investigated in many global EFL contexts, like Pakistan, Nigeria, Malaysia, Myanmar, Algeria [16]- [22]. These studies have investigated the readiness of EFL learners from primary to higher education level to adopt mobile technologies for learning English language skills.…”

Factors Affecting Brand Switching Behavior in Telecommunication: A Quantitative Investigation in Faisalabad Region

“…Value-added service is the means of providing extra benefits to their customer in order to attract and retain customers towards their brand (W.-T. Wang & Li, 2012). Pakistan cellar companies are providing news updates, sports updates, free balance and free SMS as value-added services in order to attract customers towards their brand (Bakhsh et al, 2015). Value-added services that are relevant to the customer's preference and focus on value-added services reliability (Nysveen et al, 2002).…”