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Abstract
This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students’ motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: Game books: Great Reader, Game to learn English - EnglishTracker, and Learn English Vocabulary Pop Quiz. A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students’ motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students’ motivation.
Highlights
Motivation is central when learning a language
This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students’ motivation to learn English
The evidence collected using the pre-MGBLLAs questionnaire suggested that the EFL students had a higher level of instrumental motivation than integrative motivation
Summary
Diverse educational strategies are implemented to encourage broad understanding of the importance of, and nature of, language learning; especially when students are required to learn English, as in Taiwan (Chen et al, 2005). EFL learners require motivation to overcome the obstacles to acquiring English, so that they can master the language. It has been widely observed that lack of motivation is one of the factors causing low English learning proficiency among Arab students (Al-Khairy, 2013). Exploring methods to improve students’ motivation to learn English could create more competent English learners, which is the core goal of language educators and researchers. Excellent motivation among language learners arises from proper teaching (Alamer, 2016; Al-Khairy, 2013). Excellent motivation among language learners arises from proper teaching (Alamer, 2016; Al-Khairy, 2013). Alamer (2016) argued that using mobile applications appropriately for the purpose of language instruction can facilitate and sustain language learning
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