Volume 2, Issue 1 December 2020, pp. 22–35
The effect of mobile-assisted language learning on speaking accuracy of EFL learners
Mahnaz Moayeri 1, & Mohammad Reza Khodareza 2
1 Islamic Azad University, IRAN
2 Islamic Azad University, IRAN
As a type of technology-enhanced learning tool, mobile-assisted language learning (MALL) provides a rich input environment enabling learners to learn a second language beyond the classroom. The present study was an attempt to explore the effectiveness of MALL in providing learners with opportunities to foster their oral accuracy. For this purpose, a total of 35 English as a Foreign Language (EFL) learners were assigned into two groups. In the experimental group (n=16), learners were asked to engage with ACO as an interactive mobile-assisted application while in the control group (n=19), learners did not receive any such intervention. Speaking accuracy was measured by oral narrative pre- and post-tests. The findings of statistical analysis revealed the positive effects of MALL, highlighting the essence of supplementing formal learning at school by non- and informal learning in enthusiastic and motivating ways through the use of ever-developing new technological aids. Implications for the language classrooms are presented.
© Mahnaz Moayeri, Mohammad Reza Khodareza
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Moayeri, M., & Khodareza, M.R. (2020). The effect of mobile-assisted language learning on speaking accuracy of EFL learners. Technology in Language Teaching and Learning, 2(1), 22–35. https://doi.org/10.29140/tltl.v2n1.140
Promoting acts of kindness on campus: Views of Chinese international students in the UK
Ming Cheng, Olalekan Adekola
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 17–32.
Tasks, self-efficacy, and L2 motivational self system in an online emergency EFL speaking class: A mixed-methods study
Nguyễn Nhật Quang, Phạm Nhật Linh, Nguyễn Thị Thu Hiền
The JALT CALL Journal Published: 2 April, 2022, Volume 18(1), 1–33.
Implementing backward design to foster intercultural communicative competence in textbook-based curricula: A proposed framework for English language practitioners
Hiba B. Ibrahim
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 1–16.
Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
Grace Yue Qi, Yuping Wang
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 54–82.
The effects of corpus use on learning L2 collocations
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 34–53.
Captions and learnability factors in learning grammar from audio-visual input
Anastasia Pattemore, Carmen Muñoz
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 83–109.
Chinese language learners evaluating machine translation accuracy
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 110–136.
Statistical analysis of the impact of the e-learning platform Furago on French learners’ listening skills
Albéric Derible, Éric Wiel
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 137–161.
Work integrated language learning: Boundary crossing, connectivity, and L2 affordances
Linda Febring, Alastair Henry
Migration and Language Education Published: 29 April, 2022, Volume 3(1), 1–22.
The role of literature in intercultural language education
Melina Porto, Michalinos Zembylas
Intercultural Communication Education Published: 10 December, 2022, Volume 5(3), 86–104.