Mall in Collaborative Learning as a Vocabulary-Enhancing Tool for EFL Learners
A Study Across Two Universities in Saudi Arabia
Bibliographic Data
| ID | 3344451 |
|---|---|
| Authors | Arif Ahmed Mohammed Hassan Al-Ahdal (0000-0002-6747-0897, Qassim University, corresponding author), Mohammed Abdullah Alharbi (0000-0001-5548-2340, Majmaah University) |
| Year | 2021 |
| Volume | 11 |
| Issue | 1 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244021999062 |
| OpenAlex | W2982276679 |
| Language | EN |
| Citations received | 15 |
| References cited | 17 |
Vocabulary, as important as it is, is largely relegated to the domain of memorization in the English as a foreign language (EFL) situations in the Kingdom of Saudi Arabia (KSA). Assessment and achievement tests have proven time and again that this strategy is not doing any good for the learners' proficiency. This study was conceived to suggest means of improving critical knowledge application. In pilot studies with intermediate EFL learners at Majmaah University and Qassim University, preliminary findings after using mobile-assisted language learning (MALL) as a tool of collaborative learning indicated improved vocabulary retention. The study employed a mixed-method approach by comparing pre- and posttest results across genders and obtaining direct teacher-learner feedback using questionnaires, with 80 participants from two Universities over a period of 3 months. The questions were centered around seeking their opinion on collaborative learning and using smart devices as study tools on the campuses. Results showed that, the experimental group's use of mobile devices for collaboration helped them for better retention of vocabulary, postintervention, and group performance was improved drastically with more learners scoring closer to the mean value, while the control group showed no remarkable difference in performance
English as a foreign language · Foreign language · Linguistics · Mathematics education · Memorization · Significant difference · Vocabulary · Vocabulary Learning · Computer Science · Impact of Technology on Adolescents · Innovative Teaching and Learning Methods · Medicine · Mobile Learning in Education · Psychology · Artificial Intelligence
EdTech and the Saudi EFL learners
Integrating learning strategies for efl learners’ vocabulary enrichment and retention
Brain Dominance, Learning Styles and Reading Comprehension of Saudi EFL Learners
The Effectiveness of Collaborative Teaching and Learning and Engaging Students as Partners on English Language Teaching in Saudi Arabia
Influence of Social Networking Sites on Undergraduate Saudi EFL Learners
Mobile-Assisted Language Learning Intervention and Its Effect on English Language Proficiency of EFL Learners
Online systematic guided reading strategies to improve EFL students’ reading performance
Bridging the usability gap in ESP
The impact of technology-based and non-technology-based vocabulary learning activities on the pushed output vocabulary learning of Saudi EFL learners
The changing landscape of mobile learning pedagogy
Effects of Mobile‐Assisted Language Learning ( Mall )‐Delivered Explicit Metacognitive Intervention on Chinese EFL Students' Receptive Skills and Metacognitive Awareness
Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis
The Impacts of Guided and Unguided Mobile‐Mediated Concept Mapping on EFL Learners’ Vocabulary Learning and Strategy Awareness
The effect of social media use on language learning
Word Instruction Techniques in Saudi EFL Classrooms
| Unique citing works | 15 |
|---|---|
| Citations per year | 3 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |