Promoting Middle School Students’ Engagement Through Incorporating iPad Apps in EFL/ESL Classes

Abstract

The use of iPad and other handheld devices in classrooms is spreading. Their use can empower learners and expose them to a plethora of resources. Yet, when it comes to learning a foreign language, reasonably little has been done to empirically ascertain the influence of iPad apps on facilitating language learning as well as engaging language learners. Thus, this study endeavored to illumine the extent to which a selection of iPad applications, used as a pedagogical tool, augment young learners’ engagement and learning in English as a foreign language (EFL) environments. The participants were a group of 20 middle school girls in Saudi Arabia. The study adopted a mixed-methods approach by utilizing a self-reported Likert-type scale questionnaire divided into three constructs, namely, helpfulness, ease of use, and engagement to measure learners’ perception after the intervention of the iPad apps. In addition, observational data were gathered to record students’ primary actions toward the apps. Ultimately, based on the statistical evidence, learners exhibited highly positive attitudes toward the use of the apps in their EFL classes (reading and vocabulary) as they found the apps bolstering their level of engagement and learning compared to traditional teaching paradigms. It was also found that the apps helped foster more active learning in the classroom. This investigation hopes to assist EFL/English as a second language (ESL) practitioners, particularly in the growing domain of iPads in education.

The Impact of COVID-19 on Learning: Investigating EFL Learners’ Engagement in Online Courses in Saudi Arabia

“…According to Elyas, regarding the current educational shift 'the Ministry of Education was in a dilemma. However, remarkably they managed to control the situation by introducing the new official way of learning and creative way of online learning [4]. The first step towards this significant shift has been to design a platform to ensure continuity in learning.…”

Applicability of Collaborative Work in the COVID-19 Era: Use of Breakout Groups in Teaching L2 Translation

“…The teacher's role in online teaching both 'during COVID-19' and 'before the pandemic' is not merely to present the material, but rather to introduce students to creative methods [8], where the physical interaction is missing. Hence, the role would need to change from being authoritative to a cooperative, engaging, playful, and fun learning environment.…”

“…Hence, the role would need to change from being authoritative to a cooperative, engaging, playful, and fun learning environment. In a cooperative classroom, teachers are part of an interactive environment that focuses on aural and visual stimulation [8]. Students become creators, shaping their own experiences independently and actively contributing to the shape of the classroom's environment through visual and aural manipulation, while the teacher would act as a creative guide who enhances their experiences through feedback [8].…”

Exploring Malaysian Tertiary Students’ Behavioural, Cognitive, Emotional and Social Engagement and Disengagement in ODL

“…Educators should therefore integrate digital tools as a way for students to learn, rehearse, and master the content on their own, further promoting active learning. A research by Al-Bogami and Elyas (2020) found that the use of iPad applications like Quizlet for reading activities made students enjoy the lessons more and has positive impacts on the students' motivation, focus and engagement. Although the features in Quizlet (e.g.…”