The role of memory stores in mobile-based English learning environment: A case study of Iranian learners

Abstract

Multimedia learning such as mobile-based English learning occurs when learners employ their minds to represent words and images for instance texts and illustrations or animations and short stories. Thus, the appropriate use of materials and tools in teaching and learning is definitely helpful in building the process more meaningful. This study concentrates on how sensory memory, working memory, and long-term memory help Iranian EFL junior learners learn English in multimedia mobile-based learning environment and what are their attitudes and perceptions towards mobile-learning considering memory stores. A mixed-methodology single-case study research design (quantitative and qualitative) including a questionnaire and semi-structured interview is used. A group of 96 junior university learners from a population of 110 were randomly selected from a university in Esfahan, Iran. They are native speakers of Persian aged between 19 and 26. Based on the scores obtained from the Oxford Placement Test, they are placed in intermediate level. The findings of the descriptive analysis of the learners’ psychological m-learning readiness indicated that Iranian learners are highly familiar with computing skills and they believe that English learning is an active process of selecting relevant information from what is shown and presented, organizing selected information into a coherent representation, and integrating learned information with their prior knowledge. Moreover, analysis from the qualitative data also supported the role of three memory stores. Thus, cognitive theory of multimedia mobile-based English learning environment suggests the idea that learners' brain presents words and pictures that are selected and organized dynamically to produce logical mental constructs. Therefore, all learners should be aware of their information processing stages.