The Efficacy of MALL Instruction in Business English Learning

Abstract

<p><strong> </strong></p><p><strong>T</strong>he existing technological expansion has transformed pervasive revolutions in modern civilization, with continuing innovation of services and products. Nowadays people are having different channels of communication. Currently, mobile learning (M-learning) is being used extensively in teaching and learning foreign languages which further widens the mobility of learners. The usage of mobile instruction can lead learners towards a real interruption to learn effectively when used inappositely. The current study is an attempt to explore the potential usage of M-Learning in English for specific purpose (ESP) classes. For this intention smartphone were used in the ESP context for teaching Business English at the College of Business Administration at a public sector university in Saudi Arabia. A questionnaire was distributed to 21 participants of the present study after a 5-week exposure to M-learning activities in the formal classroom. The findings revealed that ESP learners acknowledge M-learning as a prompt source of feedback in ESP. The results of this study also indicate that incorporation of M-learning in ESP learning with conventional classroom can support learners to develop their learning proficiency. Moreover, learners showed significantly positive attitude in mobile instruction in a formal classroom.</p>

The Reality of Continuous Assessment Strategies on Saudi Students' Performance at University Level

“…On the other hand, the subject of how the co-occurrence of different types of assessment contributes to the improvement of student learning has received less attention, particularly research that focuses on different higher education institutions. Khan, Radzuan, Shahbaz, Ibrahim and Mustafa (2018) asserted that technology is playing its part in the development of language learning and various researchers are using technology in teaching and learning language (Khan, Radzuan, Alkhunaizan, Mustafa, & Khan, 2019;Shahbaz & Khan, 2017); thus the role of continuous assessment is vital. There is a gap in the literature in relation to studies that compare the students from the English Language Department across different higher education institutions on the relationship between assessment and student learning.…”

Mobile Phone Utilization for Learning: Physics Teachers' Perception

“…Correlation test results showed the statement of the use of mobile phones by students to learn, make the process of learning physics become efficient correlate 0.76 (moderate) with the belief that the use of mobile phones by students and teachers, strengthens and improves the quality of the learning process. This belief is supported by many research findings which state that mlearning strengthens and improves the quality of the learning process (Khan, Radzuan, Alkhunaizan, Mustafa, & Khan, 2019;Mughal, Atkins, Morrow, & Al-Jundi, 2018;Njenga, Oboko, Omwenga, & Maina, 2018).…”

Exploring the Impact of Ineffective Formal Communication between Teachers and Students: A Case Study of Mustaqbal University and Jubail University College, Kingdom of Saudi Arabia

“…According to Kiraly (2014), the problem of poor outcomes in the teaching and learning of EFL in the Saudi Kingdom can be blamed on the fact that "the mother tongue is so deeply embedded in our mental lives & inner consciousness that learning the second language requires at first a different reaction to language one that is reorientation and in part a reorganization of consciousness" (P98). In terms of solutions, Khan et al (2019) argue that the issue of ineffective communication can be reduced by the use of technology-based tools such as WhatsApp as means for fostering effective and frequent practicing with communicating in English by EFL learners. Other possible ways to reduce the intensity of ineffective communication is engaging learners with group conversations, as reliable platforms for enabling students to convey their messages easily and learning in the process (Lunenburg, 2010).…”

“…The result of such is a situation in which students are forced to unduly struggle to maintain focus on the subject matter (Khan, et al, 2018a). Numerous studies have indicated on the critical role that modern technology has as a critical determinant of the nature of communication in the modern classroom (Khan et al, 2019;Khan, et al, 2018a;Khan, et al, 2018b;Shahbaz, et al, 2016;Shahbaz & Khan, 2017). To this end, there are a variety of issues to blame for ineffective communication between teachers and students.…”

“…Of particular significance, with most of the English teachers in these programs being non-natives, the teaching process generally involves the direct method of teaching. Unfortunately, the outcome of such programs continues to be characterized by low achievement or unsatisfactory and far below the expectations in EFL among students despite numerous policy attempts by the Saudi government to improve on the teaching and learning of English in the country (Shahbaz & Khan, 2017;Khan et al, 2019;Khan, et al, 2018a). According to Shahbaz and Khan (2017), the problem can be blamed on a variety of factors such as unknown expectations, problems with comprehension, boring classroom lessons, personality differences, cultural difference, negative attitude from both parties, peer pressure and the lack of effective training of teachers to ensure their context-specific proficiency.…”