Smart-Phone Assisted Language Learning in a Public University in Saudi Arabia

Autor/inn/en	Mohamed, Karem Abdelatif Ahmed; Halim, Tanzina
Titel	Smart-Phone Assisted Language Learning in a Public University in Saudi Arabia
Quelle	In: International Journal of Language Education, 7 (2023) 1, S.120-133 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2548-8457
Schlagwörter	Telecommunications; Handheld Devices; Gender Differences; English (Second Language); Second Language Learning; Second Language Instruction; Translation; Undergraduate Students; Positive Attitudes; Language Teachers; Teacher Attitudes; Barriers; Student Attitudes; Faculty Development; Teaching Experience; Language Proficiency; Foreign Countries; Technological Literacy; Teaching Methods; Learning Processes; Computer Mediated Communication; Saudi Arabia + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Geschlechterkonflikt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Ausland; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Computerkonferenz; Saudi-Arabien
Abstract	The present study tried to investigate EFL teachers' and learners' facilities regarding smartphone-assisted language learning (SALL) in the Faculty of Languages and Translation, King Khalid University (KKU), Saudi Arabia, including their attitudes, perceptions, levels of proficiency, and the challenges they experienced. The study also pursued to inspect whether EFL teachers' experiences have any significant influence on their facility of SALL. Investigation data consisted of (45) EFL teachers and (68) EFL learners. Two questionnaires were used to collect data. Some statistical analyses were used. The results showed EFL teachers' and learners' positive perceptions of SALL. Participants stated that (SALL) is beneficial and has supported and enhanced EFL teaching and learning. Most EFL teachers said they needed more skills to advance SALL activities and mentioned some challenges they confronted. The results also indicated significant differences among participants' SALL facility based on their professional development and teaching experiences, but no differences based on their gender were found. These results also showed that emphasizing professional development in SALL for KKU EFL teachers could promote greater proficiency and the facility to overcome challenges. The study concluded by providing recommendations on advancing SALL implications and suggestions. (As Provided).
Anmerkungen	International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01