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

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  • Author(s): Mohamed, Karem Abdelatif Ahm; Halim, Tanzina
  • Language:
    English
  • Source:
    International Journal of Language Education. 2023 7(1):120-133.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: [email protected]; Web site: https://ojs.unm.ac.id/ijole/index
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      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
    • Subject Terms:
      Saudi Arabia
    • ISSN:
      2548-8457
      2548-8465
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1386379