Hostname: page-component-78c5997874-m6dg7 Total loading time: 0 Render date: 2024-11-10T21:19:47.620Z Has data issue: false hasContentIssue false
  • English
  • Français

Triumph through texting: Restoring learners’ interest in grammar

Published online by Cambridge University Press:  29 June 2017

Mona Hedjazi Moghari  and
S. Susan Marandi
Mona Hedjazi Moghari
Affiliation:
Alzahra University, Iran (email: monahedjazi@gmail.com)
S. Susan Marandi
Affiliation:
Alzahra University, Iran (email: susanmarandi@alzahra.ac.ir)
Get access Rights & Permissions [Opens in a new window]

Abstract

It is usually the case that learners of English as a foreign language (EFL) are exposed to language materials in class only, and of course in such a short space of time, they do not always find enough chance to practice English grammar features and become aware of their grammar mistakes. As a potential solution to this problem, the current study inspects the impact of using cell phones, specifically text messages (via short message service) as supplementary tools, on Iranian elementary level EFL learners’ grammar learning. In the first phase of the study, 60 students aged 14 were randomly divided into experimental and comparison groups. Throughout the 12 weeks of treatment, the participants in the experimental group received 120 text messages containing grammar exercises, whereas the participants in the comparison group received a similar number of vocabulary messages as a placebo treatment and were otherwise treated exactly the same as the experimental group. A researcher-made grammar test was used to estimate whether presenting grammar exercises via text messages has any impact on language learners’ grammar learning. The results demonstrated that there was a significant difference (p<0.05) in the grammar learning of the participants who practiced grammar points through text messages and those who did not. The researchers also interviewed various stakeholders, comprising ten students, five parents, the teacher, and the school principal. A qualitative content analysis was carried out to find themes relevant to the stakeholders’ beliefs about making use of text messages for learning grammar. The findings suggest that text messages can be useful for learning grammar points, since they engage learners’ interest and encourage them to study more in order to text the correct answers when they are outside their classrooms.

Keywords

mobile learningmobile assisted language learning (MALL)grammartext messaging
Type
Regular papers
Information
ReCALL , Volume 29 , Issue 3 , September 2017 , pp. 357 - 372
Check for updates
Copyright
Copyright © European Association for Computer Assisted Language Learning 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baleghizadeh, S. and Oladrostam, E. (2010) The effect of mobile assisted language learning (MALL) on grammatical accuracy of EFL students. MEXTESOL Journal, 34(2): 1–10. http://mextesol.net/journal/index.php?page=journal&id_article=50.Google Scholar
Best, J. W. and Kahn, J. V. (2006) Research in education (10th edn.). New Jersey: Pearson Education.Google Scholar
Birjandi, P. and Soheili, A. (2009) Inglisi-e saal-e dovvom-e dowreye raahnamaaiye tahsili [Seventh grade English book]. Tehran: Nashre Ketab.Google Scholar
Birjandi, P. and Soheili, A. (2011) Inglisi-e saal-e sevvom-e dowreye raahnamaaiye tahsili [Eighth grade English book]. Tehran: Nashre Ketab.Google Scholar
Brett, P. (2011) Students’ experiences and engagement with SMS for learning in higher education. Innovations in Education and Teaching International, 48(2): 137–147. doi: 10.1080/14703297.2011.564008 Google Scholar
Brown, J. D. (2005) Testing in language programs: A comprehensive guide to English language assessment. New York: McGraw-Hill.Google Scholar
Caudill, J. (2007) The growth of m-learning and the growth of mobile computing: Parallel developments. The International Review of Research in Open and Distributed Learning, 8(2). http://dx.doi.org/10.19173/irrodl.v8i2.348 CrossRefGoogle Scholar
Cavus, N. and Ibrahim, D. (2009) M-learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1): 78–91. doi: 10.1111/j.1467-8535.2007.00801.x CrossRefGoogle Scholar
Chen, C. M. and Hsu, S. H. (2008) Personalized intelligent mobile learning system for supporting effective English learning. Educational Technology & Society, 11(3): 153–180. http://www.ifets.info/journals/11_3/12 Google Scholar
Chinnery, G. M. (2006) Going to the MALL: Mobile assisted language learning. Language Learning & Technology, 10(1): 9–16. http://llt.msu.edu/vol10num1/pdf/emerging Google Scholar
Divitini, M., Haugalokken, O. and Norevik, P. (2002) Improving communication through mobile technologies: Which possibilities? Proceedings of the IEEE International Workshop on Wireless and Mobile Technologies in Education. doi: 10.1109/WMTE.2002.1039225 Google Scholar
Dörnyei, Z. (2007) Research methods in applied linguistics. Oxford: Oxford University Press.Google Scholar
Field, A. (2009) Discovering statistics using SPSS (3rd edn.). London: Sage.Google Scholar
Fromkin, V., Rodman, R. and Hyams, N. (2013) An introduction to language (10th edn.). Boston, MA: Cengage Learning.Google Scholar
Guerrero, L. A., Ochoa, S. F. and Collazos, C. (2010) A mobile learning tool for improving grammar skills. Procedia Social and Behavioral Sciences, 2(2): 1735–1739. doi: 10.1016/j.sbspro.2010.03.975 CrossRefGoogle Scholar
Hashemi, M. and Ghasemi, B. (2011) Using mobile phones in language learning/teaching. Procedia Social and Behavioral Sciences, 15: 2947–2951. doi: 10.1016/j.sbspro.2011.04.220 CrossRefGoogle Scholar
Hatch, E. and Farhady, H. (1982) Research design & statistics for applied linguistics. Tehran: Rahnama.Google Scholar
Kiernan, P. J. and Aizawa, K. (2004) Cell phones in task-based learning. Are cell phones useful language learning tools? ReCALL, 16(1): 71–84. doi: 10.1017/S0958344004000618 CrossRefGoogle Scholar
Kukulska-Hulme, A. and Shield, L. (2008) An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3): 271–289. doi: 10.1017/S0958344008000335 Google Scholar
Kukulska-Hulme, A., Traxler, J. and Pettit, J. (2007) Designed and user-generated activity in the mobile age. Journal of Learning Design, 2(1): 52–65. doi: 10.5204/jld.v2i1.28 CrossRefGoogle Scholar
Levy, M. and Kennedy, C. (2005) Learning Italian via mobile SMS. In: Kukulska-Hulme, A. and Traxler, J. (eds.), Mobile learning: A handbook for educators and trainers, London: Taylor & Francis, 76–83.Google Scholar
Liu, T.-Y. (2009) A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6): 515–527.CrossRefGoogle Scholar
Lys, F. (2013) The development of advanced learner oral proficiency using iPads. Language Learning & Technology, 17(3): 94–116. http://llt.msu.edu/issues/october2013/lys.pdf Google Scholar
Mackey, A. and Gass, S. M. (2016) Second language research: Methodology and design (3rd edn.). New York: Routledge.Google Scholar
Markett, C., Sánchez, I., Weber, S. and Tangney, B. (2006) Using short message service to encourage interactivity in the classroom. Computers and Education, 46(3): 280–293. doi: 10.1016/j.compedu.2005.11.014 CrossRefGoogle Scholar
Mellow, P. (2005) The media generation: Maximise learning by getting mobile. Proceedings of ASCILITE 2005. http://www.ascilite.org/conferences/brisbane05/blogs/proceedings/53_Mellow.pdf Google Scholar
Mitchell, A., Heppel, S. and Kadirre, J. (2002) Mobile communications technologies for young adult learning and skills development (m-learning). Technology watch research report. http://www.m-learning.org/archive/docs Google Scholar
Movahedifar, N. (2013) The effectiveness of text messages (SMS) as an out-of-class instructional tool to support collocation learning of Iranian EFL learners. Unpublished master’s thesis, Alzahra University, Tehran, Iran.Google Scholar
Naismith, L., Lonsdale, P., Vavoula, G. and Sharples, M. (2004) Literature review on mobile technologies and learning (Report 11). Bristol: Futurelab. http://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf Google Scholar
Pachler, N., Bachmair, B. and Cook, J. (2010) Mobile learning. London: Taylor & Francis.Google Scholar
Peters, K. (2007) m-Learning: Positioning educators for a mobile, connected future. The International Review of Research in Open and Distributed Learning, 8(2). doi: http://dx.doi.org/10.19173/irrodl.v8i2.350 Google Scholar
Prensky, M. (2001) Digital natives, digital immigrants. On the Horizon, 9(5): 1–6.Google Scholar
Sandberg, J., Maris, M. and Geus, K. (2011) Mobile English learning: An evidence-based study with fifth graders. Computers & Education, 57: 1334–1347. doi: 10.1016/j.compedu.2011.01.015 Google Scholar
Saran, M., Seferoglu, G. and Cagiltay, K. (2009) Mobile assisted language learning: English pronunciation at learners’ fingertips. Eurasian Journal of Education Research, 8(34): 97–114. http://www.ejer.com.tr/0DOWNLOAD/pdfler/eng/2018343607.pdf Google Scholar
Sharples, M. (2003) Disruptive devices: Mobile technology for conversational learning. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), 12(5/6): 504–520. doi: 10.1504/IJCEELL.2002.002148 CrossRefGoogle Scholar
Song, Y. and Fox, R. (2008) Using PDA for undergraduate student incidental vocabulary testing. ReCALL, 20(3): 290–314. doi: 10.1017/S09583440080004 Google Scholar
Stockwell, G. (2007) A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19(2): 105–120. doi: 10.1017/S095834400700022 Google Scholar
Thornton, P. and Houser, C. (2005) Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 2: 217–228. doi: 10.1111/j.1365-2729.2005.00129 CrossRefGoogle Scholar
Trifonova, A., Knapp, J., Ronchetti, M. and Gamper, J. (2004) Mobile ELDIT: Challenges in the transitions from an e-learning to an m-learning system. Trento, Italy: University of Trento. http://eprints.biblio.unitn.it/532/1/paper4911.pdf Google Scholar
Walsh, C. S., Power, T., Khatoon, M., Biswas, S., Paul, A., Sarkar, B. and Griffiths, M. (2013) The ‘trainer in your pocket’: Mobile phones within a teacher continuing professional development program in Bangladesh. Professional Development in Education, 39(2): 186–200. doi: 10.1080/19415257.2013.766232 Google Scholar