Mansoura University

Faculty of Education

Department of Curriculum &

Instruction (TEFL)

Utilizing Mobile Assisted Language Learning

(MALL) to Develop EFL Listening Skills and
Learner Autonomy

An MA Research

Submitted by
Mohamed El-Desouky Gaber

Supervised by

Dr. Badran A. Hassan Dr. Adel A. AlSheikh

Professor of Curriculum & Instruction (TEFL), Professor of Curriculum and Instruction (TEFL),
Former Vice Dean for Graduate Studies, Faculty Faculty of Education & Director of Open
of Education, Mansoura University Education Program, Faculty of Kindergarten,
Mansoura University

Faculty of Education Mansoura University Journal (2015)

 ABSTRACT

This study was conducted for the purpose of investigating the effectiveness of using
Mobile Assisted Language Learning (MALL) to develop EFL listening skills and
learner autonomy for secondary stage students. Participants of the study were two
female classes of first year secondary stage at Emam Nasef Secondary School, Zarka
city, Demitta Governorate and were divided into control group and experimental
group. To measure the most necessary listening skills for those students at that stage,
the researcher prepared a listening questionnaire to determine these skills. After that,
the researcher prepared an android pre-post listening test which was based on the
technology of (MALL) to determine the level of the students' listening skills before
and after the experiment and a pre-post scale to measure learner autonomy concerning
tablet usage. Validity and reliability of those instruments were measured. The pre-
listening test and the pre-learner autonomy scale were administrated on both groups.
Results of the pre-test and pre- scale showed no statistically significant differences
between the two groups. Then, the researcher administrated the MALL- based
program on the experimental group students to teach listening skills using MALL as
supplementary materials inside the classroom. In contrast, control group was taught
according to traditional ways of teaching listening inside classroom. Finally, post-
listening test and post-learner autonomy scale were administered on both
experimental and control group. Results were compared by using T-test and Eta
square. T-test showed that the results of both the post-listening test and the post FL
learner autonomy scale were different from the results before the program in favor of
the experimental group. Eta Square which was used to determine the effect size of the
treatment program showed that the treatment program has an effective impact on
improving EFL first year secondary stage students' listening skills and learner
autonomy. According to all of that, it could be concluded that using MALL to develop
EFL listening skills and learner autonomy for the secondary stage students is very
effective.

Key words: Mobile Assisted Language Learning (MALL) – Listening skills – learner
autonomy.

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Introduction:
Using technology in learning English as a foreign language (EFL) is very
necessary to almost learners nowadays. It can facilitate learning EFL for
most of the listeners. Also, technology can increase learners' autonomy
towards learning EFL. As well, technology plays an important role in
freeing learning from the constraints of time and place. To meet this
challenge, the advent of hand-held computer-based devices gave rise to
Mobile-Assisted Language Learning (MALL).

Since 2000, MALL has appeared as a field of study. It has become one of
the new trends of technologies that developed language teaching and
learning methods, approaches, and techniques. MALL has focused on the
use of five mobile technologies: pocket electronic dictionaries, personal
digital assistants (PDAs), mobile phones, MP3 players, and most recently
ultra-portable tablet PCs (Trinder, 2005). Such technologies can be used
in classrooms other than traditional ways of teaching.

Using MALL in EFL learning is an effective way to develop language

skills. One of the major skills that should be improved greatly is listening.
According to (Bowen, Madsen and Hilferty, 1985), listening can be
defined as" the process of attending to and interpreting oral language
where the student should be able to hear oral speech in English, segment
the stream of sounds, group them into lexical and syntactic units (words,
phrases, sentences), and understand the message they convey” (p. 73).

Listening is an important skill because listeners develop their listening

skills through. Therefore, a special focus was given to these listening
skills inside classrooms (Rost, 1994). A way to improve listening is
teaching listening through MALL.

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One of the goals of using MALL technology in learning EFL is achieving
learners' autonomy. Learner autonomy is defined as learners' ability to
take charge or control of their own learning (Holec, 1981; Benson,
2001& 2006). Through technology, learners can have access to authentic
examples of the target language and thus increase their autonomy.

Today, students use technology excessively in all aspects of their lives.

Based on the importance of MALL, the researcher in the current study
will use that technology to develop listening skills and learner autonomy
of secondary stage.

Review of Literature:
This part mentions the existing information about the study's variables
"MALL", "Listening skills" and "learner autonomy"

MALL:
Definition of MALL: Despite there is no agreement about defining
Mobile Assisted Language Learning (MALL), (Traxler‟s, 2005) defined
mobile learning as any educational provision where the dominant
technologies are handheld devices. Also, O‟Malley et al., 2003: 6)
defined mobile learning as a type of learning that takes place when the
learner is not at a fixed location, or when the learner takes advantage of
the learning opportunities offered by mobile technologies.

MALL: a substitute or a supplementary device: Ideas about

substitutions were different as some researchers such as (Cherian &
Williams, 2008; Zhang, 2004) adopted the idea of substitution. On the
other hand, (Chinnery, 2006) was against using MALL as a substitute to
the traditional instructor. Other opinions as (Kukulska-Hulme, 2009) saw
that the merge between MALL and the traditional classroom is the best
solution to improve teaching and learning process.

4
Advantages and Disadvantages of MALL as a supplementary
material: On one hand, many studies such as (Cherian & Williams ,
2008; Kennedy & Levy, 2008; Kukulska-Hulme, 2009) have supported
the use of MALL as a learning material in education due to MALL
features like mobility and accessibility.

On the other hand, challenges of using MALL have been explored by

studies such as (Chinnery, 2006) who criticized tiny screen sizes and
(Corlet et al., 2005) who claimed that short battery lives of PDAs could
interrupt learning.

Attitudes of students and teachers towards MALL: These attitudes

towards MALL are not clearly studied in the literature. On one hand,
studies such as Kennedy &Levy, 2008) found that a large number of
students were motivated to learn vocabulary through MALL. In contrast,
(Corlett et al., 2005) suggested that MALL applications are inefficient in
learning as recorded by the participants of his study while learning by
PDAs. To conclude, further research about the students' attitudes towards
MALL should be carried out.

Listening:
Definition of Listening: Through literature, many definitions of listening
were elaborated .For example, (Morley, 1972) defined listening as
involving basic auditory discrimination and aural grammar as well as
reauditorizing, choosing necessary information, recalling it, and relating
it to everything that involves processing or conciliating between sound
and composition of meaning.

The Importance of Listening: Listening is important for many reasons.

For example, (Hedge.2000) illustrated the major role of listening in daily
life communication. Additionally (Rost, 1994) summarized the

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significance of listening in EFL/ESL classroom as listening provides
input for the learner which is vital in language learning and listening
exercises provide teachers with means for drawing learners‟ attention to
new forms of the language.

Why is Listening Difficult?: First, (Rubin, 1995) illustrated that

listening makes the heaviest processing demands because learners must
store information in short-term memory at the same time as they are
working to understand the information” (p.8). Second, phonological
differentiation deficiency is one of these difficulties (Brown, 1985;
Rixon, 1986; Ur, 1984). If listeners cannot differentiate between sounds,
they may not be able to convert meaning. Third, problems related to
various features of spoken language such as the use of intonation, tone of
voice, rhythm, etc (Brown, 1995; Rixon, 1986).

Learning Listening using MALL: A way to improve listening is

teaching listening in light of the technology era exists nowadays. Mobile
Assisted Language Learning (MALL) can play an effective role in
developing listening skills nowadays. With MALL, students could learn
individually, could be more motivated and they could learn at anytime
and anywhere.

Learner Autonomy:
Defining learner Autonomy: (Benson 1997: 19-24) defined learner
autonomy according to the approach to knowledge and learning
(positivism, constructivism or critical theory). In addition, according to
(Benson 2011: 92-116), learner autonomy can be defined in terms of
control into three sections; control over learning management, cognitive
processing and learning content. Furthermore, (Littlewood 1996: 429-
432)suggested that learner autonomy consists of three domains that

6
describe the level at which a person makes choices; the communicative
level, the learning level, and the personal level.
Theories of promoting learner autonomy in foreign language
teaching: Among these theories was (Benson 2011:125-126) who said
that there were six different approaches towards fostering learning
autonomy: resource-based, technology-based, learner-based, classroom-
based, curriculum-based and teacher-based approaches. Additionally,
Cotterall (2000) stressed the importance of learner autonomy from a
curricular perspective which introduced a framework of five principles of
learner goals, the language learning process, tasks, learner strategies, and
reflection on learning. Finally, Crabbe (1993) stressed the importance of
making the implicit learning processes explicit in formal language
teaching.

Related Studies:
Related studies of MALL & Listening:

Huang, C., & Sun, P. (2010) studied the effect of a mobile web-based
multimedia system (MMELE) on improving L2 English listening practice
for independent adult learners. Results of the study showed that
(MMELE) provided learners with on-line English listening exercises and
off-line practice using downloaded videoes or MP3 materials. In addition,
teachers and learners could ask questions related to learning and promote
cooperative learning due to the option of Q&A message board.

Similarly, Hwang, W-Y., & Chen, H. (2013), investigated the effect of a

PDA-based multimedia program to enhance listening skills for primary
school children were investigated. A group of 30 pupils trialed the system
for two months. Results showed that experimental group students gained

7
higher English vocabulary acquisition as well as listening and speaking
skills compared to a control group who studied without PDA support.

Related studies of MALL & Autonomy:

For example, Al-Jarf, R. (2012) describes the effects of using self-study
MP3 L2 English lessons (TalkEnglish) on oral skill development.
Compared to a control group of 44 university students who received only
classroom instruction, an experimental group of 46 used TalkEnglish for
12 weeks as a course supplement. The program was accessible via mobile
phone, MP3 player, or computer. Students in the experimental group
outperformed the control in listening and speaking, which was attributed
to the extra practice they received through TalkEnglish.

Moreover, Oberg, A., & Daniels, P. (2013) investigated the in-class self-
paced instructional use of the iPod Touch to access an online L2 English
textbook-based program of listening and quizzes. The results of 61
university students who used the iPods for 15 weeks were compared to
those of a control group of 61 who used only the printed textbook as
instructed by their teacher. Results of the iPod group were higher than the
control in post- tests. The experimental group also indicated very positive
attitudes towards self-study iPod-based learning.

The Problem of the Study:

In order to investigate the level of EFL listening skills for first year
secondary stage students, the researcher conducted a pilot study in which
the students were requested to answer the listening test. Results of the
pilot study showed that those students suffer from a lack in their listening
skills which were required for those students at that stage. Therefore,
there was a need to investigate this problem.
Problem Statement:

8
Based on the literature review, the researcher's observations and the
results of the pilot study, the problem of the study was stated as follows:

First year EFL secondary stage students seemed to lack the listening
skills required for them at that stage. Thus, there was a need for
improving their listening skills as well as learners' autonomy by using a
MALL- based program via tablet (PC).

Research Questions:
The present study attempted to answer the following question:
Can mobile learning enhance students’ listening skills and learner
autonomy?

Out of the above main question, the following sub-questions can be

derived:

1- What are the suitable tools of MALL that can be utilized in EFL
learning?
2- What are the EFL listening skills necessary for secondary stage
students?
3- What are the characteristics of autonomous learners?
4- To what extent can MALL enhance listening skills?
5- To what extent can MALL promote learners' autonomy?
Hypotheses of the Study:
The study verified the following hypotheses:
1. There is a statistically significant difference between the mean
scores of students in the experimental and the control groups on the
post administration of the listening test in favor of the experimental
group.
2. There is a statistically significant difference between the mean
scores of students in the experimental and the control groups on the

9
 post administration of the scale of FL learner autonomy concerning
tablet usage in favor of the experimental group.
3. There is a statistically significant difference between the mean
scores of the experimental group students' scores of the pre and the
post administrations of the listening test in favor of the post
administration.
4. There is a statistically significant difference between the mean
scores of the experimental group students' scores of the pre and the
post administrations of the scale of FL learner autonomy
concerning tablet usage in favor of the post administration.

Purpose of the Study:

The present study aimed at:
-Determining whether using MALL -based program is effective in
developing EFL listening skills and learner autonomy compared to the
traditional strategies used in Secondary Schools.

Delimitations of the Study:

The present study was delimited to:
1- The instruments which were designed by the researcher for the
sake of the study.
2- A sample of EFL first year Secondary students at Emam Nasef
Secondary School for Girls.
3- The textbook of the second term of the first year secondary
students.

Research design:
This study adopted the quasi-experimental design. A pre-listening test
and a pre- scale were administrated on both the control and the

10
 experimental group to measure their level in listening skills and learner
autonomy. Then, the program was implemented. After that, a post-
listening test and a post learner autonomy scale were administrated on
the both groups to determine the statistical differences in their mean
scores concerning listening skills and level of learner autonomy.

Participants and Setting of the Study:

Participants in the proposed study were two EFL female classes in the
first year secondary stage at Imam Nasef Secondary School for Girls,
Zarka city, Demettia Governorate and they were randomly distributed a
control group and an experimental one.

Instruments:
The study adopted the following instruments:
1. A questionnaire to determine the most important listening skills
for first year secondary stage students.
2. A pre-post listening test designed by the researcher to measure
the students' performance before and after the experiment.
3. A pre-post scale of FL learner autonomy concerning tablet
usage to assess the level of learner autonomy of the students'
before and after the experiment.
Results and discussions:
For the purpose of testing the study hypotheses, a t-test for two
independent groups was used for comparing the scores of the students of
both the experimental and the control groups on the post administration
of the listening test as well as the post administration of the FL learner
autonomy concerning tablet usage. Results are shown in the following
tables:

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 Table (1)
Results of t-test of the control and experimental groups on the post- administration
of the EFL listening test
Df
Parts of the test Group N Mean SD t Sig. (2-tailed)
(n1+n2-2)

Control 40 1993 19047

Word recognition skills 9.97
Exp. 40 3978 0953

Control 40 1948 1934

Listening
8.79
comprehension skills
Exp. 40 4953 1974
Significant at
78
0.05
Control 40 195 1938
Critical listening skills 6.4
Exp. 40 4900 2905

Control 40 4990 2999

Total 10.62
Exp. 40 12930 3924

A t-test for independent samples was used to compare the mean scores of
the control and experimental groups. Table (1) above shows that the mean
score of the experimental group students in the post administration of the
EFL listening test was higher than that of the control group. The table
illustrates also that the estimated t-value is significant at .05 level. This
indicates that there are statistically significant differences between the
experimental and control groups in the three dimensions of the listening test
and in the total score on the post-administration of the test. These significant
differences are in favor of the experimental group.

12
 Table (2)
Results of t-test of the control and experimental groups on the post-
administration of the scale of FL learner autonomy concerning tablet usage.
Df Sig.
Parts of the scale Group N Mean SD t
(n1+n2-2) (2-tailed)

Control 40 1491 3912

Usability 3.2
Exp. 40 1693 2996

Control 40 3953 594

Effectiveness 23.3
Exp. 40 2697 3924
Significant
78
at 0.05
Control 40 2096 7926
Satisfaction 6.1
Exp. 40 27993 294

Control 40 38923 109695

Total 16.5
Exp. 40 7099 6957

A t-test for independent samples was used to compare the mean scores of
the control and experimental groups. Table (2) above shows that the mean
score of the experimental group students in the three dimensions of the
scale of FL learner autonomy concerning tablet usage was higher than
that of the control group. The table illustrates also that the estimated t-
value is significant at .05 level. This means that there are statistically
significant differences between the experimental and the control groups
in the three dimensions of the scale of FL learner autonomy concerning
tablet usage and in the total score on the post-administration of the scale.
These significant differences are in favor of the experimental group. In
other words, the experimental group outperformed the control group in
their FL learner autonomy concerning tablet usage.

13
 In order to determine the effectiveness of using MALL proposed program
in developing the experimental group's listening skills and learner
autonomy, two t-test s for two dependent groups were used to compare
the mean scores of experimental group students' on the pre/post listening
test and pre/post learner autonomy scale to indicate their statistical
significance. Eta square (η2) was used to measure the effect size of the
training program on the experimental group. Table (3), (4) reflect this
effect size:

Table (3)
Results of t-test of the experimental group on the pre-post- administration of the
EFL listening test

Measure- Sig.
Parts of the test N Mean SD t D. f (n-1)
ment (2-tailed)

Word Pre 40 1993 1916

recognition 8.4
skills Post 40 3978 0953

Listening Pre 40 1945 0996

comprehension 11.3
skills Post 40 4953 1974 39 Significant
at 0.05
Pre 40 8198 1945
Critical
6.5
Listening skills
Post 40 4900 2905

Pre 40 5925 2979

Total 14.4
Post 40 12930 3924

Results in the above table illustrate that the estimated t-value is significant
at 0.05 level. This reflects that there are statistically significant differences
between the mean scores of the pre-post-administration of the EFL
listening test in its three dimensions and in the total score. These
significant differences are in favor of the post-test.

14
 Table (4)
Results of t-test of the experimental group on the pre-post- administration of the
FL learner autonomy scale concerning tablet usage.
Parts of the Measure- D. f Sig. (2-
N Mean SD t
scale ment (n-1) tailed)

Pre 40 14968 3928

Usability 2.3
Post 40 16928 2996

Pre 40 1992 3956

Effectiveness 10.6
Post 40 2697 3924 39 Significant
at 0.05
Pre 40 22983 3914
Satisfaction 9.2
Post 40 27993 294

Pre 40 5697 6943

Total 10.99
Post 40 7099 6957

Results in the above table illustrate that the estimated t-value is

significant at 0.05 level. This reflects that there are statistically significant
differences between the mean scores of the pre-post-administration of the
FL learner autonomy scale concerning tablet usage of the experimental
group and in the total score. These significant differences are in favor of
the post-test.

The above mentioned results showed that there is a significant statistical

difference between the two groups in favor of the experimental group.
There is an obvious improvement in the EFL listening skills of the
students on the post administration of the EFL android listening skills.

These results can be attributed to the effect of the experimental treatment.

To explain, in the beginning, the researcher designed an android listening
program to help the students to develop their listening skills. While
administering the program on the students, the android listening program

15
enhanced the students' EFL listening skills and its sub-skills including
(word recognition, listening comprehension skills, and critical listening
skills). By the end, the experimental group achieved a high level of
listening skills as shown in the previous results.

Moreover, the proposed program increased the students' learner

autonomy as reported in the results above. Learners achieved a high level
of FL learner autonomy concerning tablet usage in favor of the
experimental group due to their development while practicing the
proposed program. Despite that development in the students' learner
autonomy, they reported middle results in the first part of the scale
(usability).

As a final conclusion, results showed that unlike control group, the

experimental group students developed their EFL listening skills, learner
autonomy, ability to accept modern technology like using tablets in
education, enthusiasm towards learning and acceptance of the English
sessions inside the classroom. Results of the current study are compatible
with the results of (Salameh, 2011), (Nah, 2011), (Hoven & Palalas,
2011) and (Oberg & Daniels, 2013).

Conclusions:
With reference to the results of this study, the following points were
concluded:
1. The present study provided evidence for the effectiveness of using
mobile assisted language learning (MALL) in developing first year
secondary stage students' listening skills.
2. Mobile assisted language learning (MALL) integrates so many
aspects that enhance active learning and positive attitude towards
listening.

16
 3. Using technology especially (MALL) as supplementary materials
inside the classrooms is very significant in improving listening
skills for first year secondary stage students.
4. Using tablet- based programs in learning fosters the level of learner
autonomy for first year secondary stage students.

Recommendations:
The following recommendations are based on the results and the
conclusions drawn from this study:
1. Mobile assisted language learning (MALL) should be used in EFL
teaching to enhance listening skills.
2. Using technology inside classrooms should be top priority by both
Teachers and students to improve all EFL skills.
3. MALL should be used to develop other language skills.
4. New research should be conducted to measure the use of MALL
with other affective factors.
5. New research should be conducted so as to measure the
effectiveness of MALL when applied onto the University
Students.

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