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Smartphone-mediated EFL Reading Tasks: A Study of Female Learners’ Motivation and Behaviour in Three Saudi Arabian Classrooms

Khojah, M and Thomas, M (2021) Smartphone-mediated EFL Reading Tasks: A Study of Female Learners’ Motivation and Behaviour in Three Saudi Arabian Classrooms. AsianEFL Journal, 25 (2). ISSN 1738-1460

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Research shows that English as a Foreign Language (EFL) learners in Saudi Arabia typically report low levels of motivation due to the dominance of teacher-centred classrooms. Recent studies suggest that combining task-based language teaching (TBLT) with a mobile learning approach may develop student-centred learning environments that are more motivating. While a considerable amount of research in Saudi Arabia has been based on students’ perceptions, few studies have been conducted in live classrooms. This study fills this gap by investigating the use of smartphone-mediated TBLT with 72 Saudi female learners in reading classrooms and by adopting a mixed methods design involving mobile-assisted language learning (MALL) tasks in which self-determination theory (SDT) was used to explore learner motivation. The participants involved three groups of EFL students at a Saudi university in which one group was taught using the traditional Presentation-Practise-Production (PPP) method, the second with a task-based approach, and the third using a set of mobile tasks that were designed for this study. Data were collected using pre-tests and post-tests, observations, questionnaires and focus groups. Results showed that the experimental group scored significantly higher in terms of achievement, attention, participation, and volunteering, while students in the mobile group also identified aspects of mobile tasks that contributed to their motivation and revealed positive attitudes towards the reading course.

Item Type: Article
Subjects: L Education > L Education (General)
Divisions: Education
Publisher: English Language Education Journal
Date Deposited: 14 Jan 2021 13:10
Last Modified: 26 Aug 2022 11:15
URI: https://researchonline.ljmu.ac.uk/id/eprint/14034
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