Impact of Mobile Assisted Language Learning on Learner Autonomy in EFL Reading Context

Abstract

Traditional classrooms confine English as a Foreign Language (EFL) reading to the textbook and the classroom setting, something that demotivates active reading. With the advent of mobile technology, however, such boundaries can be broken to include external reading materials where students could read and share anytime and anywhere. This paper investigates the role of mobile technology in enhancing Learner Autonomy (LA) in the EFL reading context among students in the Preparatory Year (PY) of Najran University in Saudi Arabia. A reading class of 30 students utilised mobile applications (WhatsApp and internet search engines such as Google) to access external reading materials and interact with their peers and teachers outside the classroom. Qualitative data collection underwent a number of procedures. The baseline data was constructed from the students’ portfolios, which reported the participants’ traditional reading practices and use of mobiles. Then, the participants were encouraged to use internet search engines and WhatsApp group to share their readings. Finally, five participants were interviewed. The data analysis revealed that the participants’ LA is improved through the use of selected mobile applications in terms of taking responsibility for and making decisions about reading materials and the time and place of reading. The study recommends further investigation into the role of mobile applications for generating learners’ own tasks and writing skills.

Pakistani Learners’ Perceptions Regarding Mobile Assisted Language Learning in ESL Classroom

“…This is a chief advantage of MALL that it provides independence to the learners and Pakistani students also are of the view that MALL provided them independence and freedom to learn according to their own pace and willingness related to context and ambiance. This argument of Pakistani students is also similar to the study conducted by Hazaea and Alzubi (2018), who found out that the feeling of autonomy was increased amongst learners during their learning process.…”

What’s up with WhatsApp? A Critical Analysis of Mobile Instant Messaging Research in Language Learning

“…23 Han & Keskin (2016) Conducting tasks in EFL speaking courses for four weeks. 24 Hazaea & Alzubi (2016) Leaners were kept in contact with each other with regard to our reading class 25 Hazaea & Alzubi (2018) Tasks and assignments were conducted by learners outside the classroom. The learners searched the internet about topics of their choice and share them for interaction with peers and teachers" feedback.…”

“…Some of the studies (e.g. Awada, 2016;Hazaea & Alzubi, 2018) utilized more than one data collection tool. Some studies (e.g., Ahmed, 2019;Allagui, 2014) utilized surveys and questionnaires to support the empirical data.…”

Usefulness of Mobile Assisted Language Learning in Primary Education

“…Past research demonstrates that MALL influences vocabulary learning systems, self-governance, and reading comprehension [26]. Similarly, to access new content-ondemand there is a need for Internet access that allows the user to do so whereas it requires the capability for doing such is pointed by [43].…”