CHAPTER I

INTRODUCTION

Learning has widely evolved in the 21st century as there is an inclusion of

computer-related subjects in schools thus, embracing mobile technologies as a tool for

the learning process. This can be rooted to the increasing demand of mobile

technologies that it started to occupy an integral space of human living. During the

explosion or the rapid spread of mobile technology use, it began to reveal its usefulness

in learning and slowly supersedes the role of libraries. According to Ramnath &

Kuriakose (2015) as cited in Campbell (2018), the use of mobile technology gives way

to more discoveries of information because of its availability as well as the accessible

communication it offers between students and teachers' collaborative learning process.

Mobile-Assisted Language Learning (MALL) is commonly defined as the

employment of mobile technologies such as smartphones, laptop, iPod, iPad, mp3

player, etc., in the pursuit of learning language with the support of audio-visual

representations. According to Chinnery (2006), mobile device features including voice-

messaging, video recording, access to internet, etc., “enable communicative language

practice, access to authentic content, and task completion.” Additionally, the application

of MALL can be done face-to-face, online or distant, and can be also “self-paced or

calendar-based” (Chinnery, 2006), thus a flexible learning approach to practice.

Meanwhile, class participation can be characterized through affiliation with

classroom activities, active listening, giving opinions and ideas, etc. However, according

to the studies of Hyde and Ruth (2002), Myers et al. (2009), and Weaver and Qi (2005),
as cited in Susak’s (2016) study, passivity is what the students are continually

demonstrating in the classroom and so they are deprive of the advantages that goes

with participation. There is also lack of response to the methods being used (Susak,

2016), which is expressing a problem with the teaching strategy or can be implying a

new consideration of learning tools. But with the lack of learning materials or learning

tools which is a prevalent problem (Lim & Arcilla, 2021), there is limited access to more

learning references and generates a higher cost of expense for instructional materials.

In Philippine education, “The Importance of Technology in Philippine Education” (2021)

stated that mobile technologies like “Computers, laptops, smartphones, tablets…” are

not only used anymore for communication purposes and entertainment, but are playing

pivotal roles in the education sector. Learning is personalized wherein learners’

macroskills are catered and teachers are given opportunity to design their own

approach; mobile technologies are also economical and encourage a self-paced

learning (The Importance of Technology in Philippine Education, 2021). Moreover, a

study of Demir and Akpinar (2018) claimed that learners recognized mobile learning as

a tool to increase their motivation.

On the other hand, as MALL affects the students’ class participation, these two

variables also influence the grammar achievement of the learners. He (2013) found out

in his study that individual differences affects students’ grammar learning and this factor

includes the learning strategies which pertains to the “technique or devices” used to

obtain knowledge, which can be done through self-study that enhances communicative

competence. In turn, those who practice suitable strategies can be more efficient and

confident (Oxford, 1990 in He, 2013).

 Studies of MALL that were conducted in the Philippines are minimal and few

researchers venture on the importance of mobile technologies in provoking the learners’

interest to learn, affecting their grammatical proficiency in the end. The meaningful

connection of MALL, class participation, and grammatical proficiency were barely

recognized by previous researches and in this study, these concepts will finally

reconcile. So this study aims to investigate whether the students’ level in class

participation in the utilization of MALL is the reason to achieve English grammar

accuracy or just a mere excitement or astonishment with the learning tool used.

Significance of the study

This study aims to determine the level of class participation in a MALL classroom

among grade 10 students and its effect to their grammatical proficiency. The following

institutions and individuals can benefit from the outcome of the study:

1. To the Department of Education (DepEd) – This study may suggest to strengthen

or support the utilization of Mobile-Assisted Language Learning (MALL) through

purchasing beneficial mobile technologies that could be used in public schools.

Also, this implies a more innovative system of education like developing

educational applications that could maximize the students’ potential and increase

their participation.

2. To the Notre Dame of Libungan and all the private institutions– This study will

help the administration to become aware of whatever the result of this study may

become. Being aware will let them know what to improve or enhance with their

system of education. Also, they may consider investing on additional mobile

technologies to promote quality education.

 3. To the teachers – This study will also raise awareness, specially inculcates self-

awareness to the strategy and tools they employ in teaching, whether those are

effective or not. It will also impel them to dedicate their attention to promote a

learning environment where the interests of students are given primordial

concern.

4. To the future researchers – this study can contribute information in their pursuit

of knowledge. It will give an additional idea or subject for their research

endeavor.

Objectives

This study aims to determine the level of class participation in a MALL classroom

and its influence to the grammatical proficiency of grade 10 students from Notre Dame

of Libungan. Specifically, this will determine the following:

1. The level of class participation in a MALL classroom among grade 10 students.

2. The grammatical proficiency of grade 10 students.

3. To determine how the level of class participation utilizing MALL influences the

grammar learning of grade 10 students .

Expected outputs of the study

This study is centered on the level of class participation in a MALL classroom of

Grade 10 students from Notre Dame of Libungan and its influence to their grammar

learning. The outcome is expected to be integrated to both private and public schools

as a principle of new teaching methods.

1. The level of class participation in a MALL classroom.

 2. The grammatical proficiency of learners.

3. The importance of the level in class participation utilizing MALL to the

grammatical proficiency of learners.

Scope and limitation

This study aims to determine the level of class participation in a MALL classroom

and its influence to the grammatical proficiency of Grade 10 students. The level of class

participation in the use of MALL and grammatical proficiency will be investigated.

Moreover, the correlation of the level of class participation upon utilizing MALL and

grammatical proficiency will be involved. The data collection will be conducted to the

total population of Grade 10 students in private secondary institutions of Libungan

Municipality. Since Notre Dame of Libungan is the only private secondary institution in

Libungan, then the study will be conducted there.

Although grammatical proficiency can be both tested through oral and written

form, this study will conduct a grammar test in written form objectively. This study will

not cover other variables that are out of the study like determing the causes of lack in

class participation which is outside the parameter.

Operational definition of terms

Level of Class participation Refers to the involvement of students

in class as driven by their motivation.
 Grade 10 Students It is the fourth and last year in junior
high school level.

Grammatical Proficiency It is the ability to properly construct

sentences and have mastery of the
basic rules of grammar such as the
Subject-Verb Agreement (SVA).
Influence Refers to how the level of class
participation utilizing MALL affects
the grammar learning of the
respondents.
Level Refers to the measurement or
intensity of something.
Mobile Assisted Language Learning It is considered as a learning tool
(MALL) wherein teaching is supported with
mobile technologies such as smart
phones, laptop, mp3 players, etc., in
effectively learning.
Utilizing It is the act of using something that it
becomes a part of the daily practice.

Hypotheses

HA1: The level of class participation in a MALL classroom is significantly higher than in

a classroom without the usage of mobile technologies.

HA2: The grammatical proficiency of learners in post-test is significantly higher than in

pre-test.
HA3: There is a significant relationship between the level in class participation in

utilizing Mobile-Assisted Language Learning (MALL) and the grammatical accuracy of

grade 11 students under Humanities and Social Sciences (HUMSS) at Notre Dame of

Libungan.

HO1: The level of class participation in a MALL classroom has no significant difference

in a classroom without the usage of mobile technologies.

HO2: The grammatical proficiency of learners in post-test has no significant difference

in the pre-test.

HO3: There is no significant relationship between the level in class participation in

utilizing Mobile-Assisted Language Learning (MALL) and the grammatical accuracy of

grade 11 students under Humanities and Social Sciences (HUMSS) at Notre Dame of

Libungan.

Conceptual Framework

Independent Variable Dependent Variable

Level of class participation

upon utilizing Mobile- Grammatical
Assisted Language Learning Proficiency
(MALL)
Figure 1. The level of class participation upon utilizing Mobile-Assisted Language

Learning (MALL) and the Grammatical Proficiency

Figure 1 shows the independent variable and independent variable of the study.

The independent variable is the level of class participation upon utilizing Mobile-

Assisted Language Learning (MALL). The dependent variable is the grammatical

proficiency of the respondents. Hence, the study perceives the relationship of the said

variables.