Tag Archives: Mobile Learning

A Practice of Mixed Teaching Modes in University Physics Course Based on an Application Called Rain Classroom (Published)

Based on the related analysis of mixed teaching, this article takes teaching practice in Jinan University as an example to make a preliminary analysis of the application of Rain Classroom in the teaching process. During the teaching process, a mixed teaching activity with the Rain Classroom was designed. Related questionnaire surveys, test score analysis, and Rain Classroom data analysis were conducted from the students who had taken the University Physics course.

Keywords: Mobile Learning, mixed teaching, university physics

Influence of Mobile Learning on Students` Essay Writing in English Language (Published)

The study examines influence of mobile learning on students` essay writing in English language. The main objective of the study is to determine the extent to which mobile learning influences students` descriptive, narrative and expository essay writings. Quasi-experiment design was used to determine the influence of mobile learning on essay writings of Kanembright College`s advanced students. The study involved 205 ESL students enrolled to study proficiency programme (2019) in the college. Four (40) advanced students were chosen to constitute the target population using purposive sampling technique. The students were categorized into 20 experimental and 20 control groups. Pretest and posttest were applied to determine their performance in essay writings. The data collected were analysed using ANOVA. The findings of the study revealed that mobile learning has significant influence on ESL students` essay writing. Therefore, it was recommended that teachers of English language should encourage active participation of students in classroom activities through use of mobile phones.

Keywords: Essay Writing & English language, Mobile Learning

The Effect of Interaction between Test Type and Anxiety on Achievement and Time (Published)

The purpose of this study is to investigate the effect of interaction between the test type and test anxiety level on achievement and performance time. The experimental design according to the independent variables is 3×2 factorial design. The test was delivered through three types; paper (Paper Based Testing-PBT), computers (Computer Based Testing-CBT) and mobile devices (Mobile Based Testing-MBT). Seventy two participants of the third secondary students were randomly assigned into six ex­perimental groups. To classify the sample according to test anxiety level (low/ high), an adapted version of the Westside test anxiety scale was used. Data analyses were conducted to test the hypotheses derived from research questions. The research instrument was an achievement test on the first unit of the third secondary curriculum. Two-way ANO­VA test was used to investigate the main effects of the independent variables on dependent ones. Findings revealed the effect of test anxiety on achievement and performance time in favor of low anxiety level students. There were no significant differences on achievement and performance time due to the main effect of test type. Also, there were no significant differences on achievement and performance time due to interaction between test type and test anxiety level.

Keywords: Computer Based Test, Mobile Learning, Mobile-Based Test, Paper-Based Test, Test Anxiety Level

Using Creative Problem Solving and Mobile Learning to Develop Classroom Management Skills of English Pre-service Teachers (Published)

The purpose of this study was to investigate the effectiveness of creative problem solving and mobile learning in developing EFL pre-service teachers’ classroom management skills. The sample of the study included 10 pre-service teachers enrolled in the fourth year, English department for basic education at Port Said Faculty of Education. A mixed methods research design was adopted for this study to allow triangulation of data and explore the multi-dimensional nature of classroom management skills. The instruments of the study included a classroom management skills questionnaire, classroom management observation checklist, classroom management skills test and a rubric for scoring it and two interview question guides. The results of the study revealed that the treatment was effective in developing EFL pre-service teachers’ classroom management skills.  Pre-service teachers started with a limited perception of classroom management skills and moved to a much clearer, organized, and complicated one as shown in the participants’ responses to interview questions.  On the other hand, they stressed the importance of creative problem solving and mobile learning in helping them to solve different classroom management problems.

Keywords: Creative problem solving, EFL pre-service teachers., Mobile Learning, classroom management skills

Teachers’ Attitudes and Perspectives toward Mobile Learning Implementation in Secondary Schools in Saudi Arabia (Published)

This paper aims to study teachers’ attitudes and perspectives toward mobile learning implementation in secondary schools in Saudi Arabia. The study consists of 34 English language teachers, all from Saudi Arabia. The study depends on the descriptive approach to evaluate English language teachers’ attitudes, and perspectives toward using smart phones in pedagogical processes. The results asserts that Saudi English language teachers have positive attitudes and perspectives toward using smart phones in pedagogical process with total mean of (3.04) out of 4. Furthermore, the findings show that the total mean of using or developing mobile learning applications is equal to (2.73) which show that the majority of Saudi English language teachers perceived themselves as undecided or proficient and more close to proficient concerning their ability to use smart phones and mobile applications for language teaching.

Keywords: Mobile Learning, Saudi Arabia, Secondary Schools, Teachers' Attitudes