Abstract
AbstractThe study aimed at investigating the impacts of mobile-assisted instruction on improving Iranian female EFL learners’ speaking skill and exploring their perceptions of the experience. Rando...
Highlights
Over the past two decades, mobile devices have moderately been introduced into educational contexts
(3) What are the opinions of Iranian female English foreign language (EFL) learners about Mobile-assisted language learning (MALL), in general, and the use of mobile applications, in particular, for improving their speaking skills?
Results for research question one To respond to the first research question of the study, the researcher tried to find out if there is any significant difference between the speaking skill of Iranian female EFL students subjected to mobile-assisted instruction and the speaking skill of those subjected to traditional instruction
Summary
Over the past two decades, mobile devices have moderately been introduced into educational contexts. Mobile devices increase the impacts of individual pedagogies like inquiry learning and selfreliant learning (Yuniariti, 2014). These devices provide opportunities for learners to use language meaningfully and authentically without being limited to place and time (Hsu, Hwang, & Chang, 2013). These affordances have persuaded a number of EFL teachers and students to appraise mobile devices as effective tools and integrate mobile learning into their learning strategy. English institutes have shown growing interest in the implementation of mobile learning in their curricula
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