Learning Through SMS in Saudi EFL Classroom: An Inter-University Study of Learner Perceptions and Achievement of Autonomy
DOI:
https://doi.org/10.17507/tpls.1204.06Keywords:
autonomy, homonyms, homophones, Saudi EFL students’ perception, text messagingAbstract
Technology as a learning tool or otherwise holds great attraction for learners today. The current study explored the impact of Short Messages as Learning Tool (SMLT) on EFL Saudi learners learning confused English words. It also gauges learners' satisfactions towards using such tools on their autonomy and language proficiency. The study pursued a quasi-experiment research design. It recruited 80 EFL learners across Najran University and Qassim University, KSA. To ensure parity of existing language proficiency and learning success, the Oxford Placement Test is administered once before and once at the end of the intervention to all of the 80 participants to obtain comparative values.. Furthermore, a semi-structured interview is also used with three randomly selected participants from each of the experimental groups to obtain data on individual perceptions of the EFL learners to the use of MALL in the EFL classroom. Content analysis is used to identify dominant themes in these. Findings revealed that learners acquisition for confusing words were developed to a great extent in both universities. Moreover, the study found that there is no significant difference in the students' achievement attributed to the learning sittings, Z = .935. Finally the students expressed satisfaction in terms of their autonomy ratings and complementary points of view on the use of SMS, based on the semi-structured interviews. The current research is useful as its findings can apply to mobile teaching and text messaging in the English classroom for EFL curriculum developers and English language teachers.
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