جستجوی مقالات مرتبط با کلیدواژه "mobile learning application" در نشریات گروه "ادبیات و زبان ها"

Effective vocabulary acquisition is crucial for English for Specific Purposes (ESP) students to grasp technical terminology and excel in their fields. This study investigates the potential of Mobile Learning Applications (MLAs) to address this need by examining their impact on vocabulary learning, motivation, and engagement. To this end, Sixty Iranian physical training students were randomly assigned to either an experimental group utilizing the Quizlet mobile application or a control group employing traditional methods for vocabulary learning. The participants completed a vocabulary test, a motivation questionnaire, and an engagement questionnaire before and after an eight-week intervention. The experimental group used Quizlet for 30 minutes daily to review the physical training vocabulary. The participants in the control group did not use Quizlet, but instead continued with their regular study routine. The experimental group exhibited significantly higher scores on the vocabulary posttest compared to the control group, demonstrating the efficacy of MLAs in enhancing vocabulary acquisition. Additionally, the experimental group displayed a notable increase in both motivation and engagement compared to the control group, suggesting that MLAs can foster positive learning dispositions and active participation in vocabulary learning activities. This study contributes to the body of knowledge concerning the potential of MLAs to improve vocabulary learning, motivation, and engagement among Iranian physical training students. The findings imply that MLAs can be used as valuable pedagogical tools for educators in specific contexts.

Mobile-Assisted Language Learning (MALL) is prevalent in English instruction to enhance students' learning interest and motivation. However, its effectiveness and practicality have rarely been well confirmed. The present study intended to investigate the effectiveness and practicality of utilizing a developed Mobile Learning Application (MLA) in listening instruction. A quasi-experimental design was applied in the study with a test and a questionnaire as research instruments. The pre-test and post-test were administered to examine the effects of administering MLA on 86 undergraduate students’ listening comprehension, and the questionnaire was employed to investigate 184 students’ perceptions of the practicality of MLA in mastering listening comprehension as data triangulation. Descriptive and inferential statistics were utilized to analyze the collected data. The results showed that a teacher-developed MLA is feasible for effective learning media to enhance students’ listening comprehension with the significant difference between pre-test and post-test scores. Moreover, it also accentuated that students' perception obtained a positive perception of the practicality of a developed MLA in mastering their listening comprehension. This finding encourages EFL teachers to use a mobile learning application in listening instruction to promote students’ independence in mastering listening skills.