The State of Internet-Assisted Language Learning (IALL) Knowledge among English Major Students in a Yemeni Public University

Abdulmajid Mohammed Abdulwahab,Ainol Madziah Zubairi,Tunku Badariah Tunku Ahmad,Mohamad Sahari Nordin

doi:10.31436/ijes.v8i1.261

Abdulmajid Mohammed Abdulwahab, Ainol Madziah Zubairi + Show 2 more

Open Access

https://doi.org/10.31436/ijes.v8i1.261

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Abstract

The research aimed to examine the state of Yemeni English major students’ knowledge of Internet-assisted language learning (IALL). Two types of knowledge were assessed, i.e. subjective knowledge and objective knowledge. The study also sought to examine differences in these two types of knowledge among students by gender and discipline of study, and whether subjective knowledge and objective knowledge were significantly correlated. Simple random sampling was used to select a sample of 598 English language students from education- and non-education study programs of a Yemeni public university during the 2017 academic year. Data were collected using two separate instruments: a self-developed IALL questionnaire for objective knowledge, and an adapted subjective knowledge scale. Descriptive statistics, independent-samples t-tests and bivariate correlation were carried out with SPSS software Version 24. The results show a moderate level of perceived IALL knowledge, but lower levels of actual knowledge on various aspects of IALL, particularly with respect to tools mostly used for oral language practices, such as Skype, Busuu.com, Live Mocha and SharedLingo. Gender influenced perceived knowledge – with female students reporting significantly higher knowledge levels – but not objective knowledge, while discipline of study influenced both knowledge types in favor of students pursuing non-education degree programs. A significant but inverse relationship was discovered between subjective and objective knowledge. The results emphasize the need to start focusing on adopting IALL tools by English learners in universities across Yemen. Keywords: Internet-assisted language learning, IALL tools and resources, perceived knowledge, objective knowledge, Yemeni university students

Highlights

The pervasiveness of the Internet in contemporary educational landscape requires language and non-language students alike to have adequate knowledge about Internet-assisted learning
Increasing in importance and adoption among students is Internet-Assisted Language Learning (IALL) where Web-based tools and resources are heavily utilized in the process of learning or acquiring a second language
The first set of results shows the levels of perceived knowledge of IALL among the Englishmajor students in one Yemeni public university

Summary

Introduction

The pervasiveness of the Internet in contemporary educational landscape requires language and non-language students alike to have adequate knowledge about Internet-assisted learning. As university education is increasingly growing dependent on the Internet, knowledge of Internet tools and resources is crucial to the success of tertiary learning. Increasing in importance and adoption among students is Internet-Assisted Language Learning (IALL) where Web-based tools and resources are heavily utilized in the process of learning or acquiring a second language. IALL is not just important for language learning; it facilitates learning in other domains for non-native speakers of a language. With IALL, second language learners can learn word meanings effectively, hear how native speakers speak and sound, check the grammatical accuracy of their writings online, and collaborate with other learners on language learning projects. Having knowledge of IALL is fundamental to succeeding in learning a second language

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