Mobile Learning: Its Effect on the Performance of Grade 9 Students on Unreal Conditionals
Article Sidebar
Published
Dec 14, 2018
Main Article Content
Abstract
To improve the performance on English grammar specifically on if-clause statements (unreal conditionals), the researcher implemented Mobile Learning using an intranet set-up to overcome internet connectivity problems. MOODLE server was installed on a laptop while students used their mobile devices to access the interactive content. This study intended to find out whether Mobile Learning improve the performance of students in appropriately using unreal conditionals. Quasi-experimental quantitative design with focus groups for validation was utilized. Results confirmed the poor performance of students on unreal conditionals based on pretest mean scores. Likewise, results revealed that there is a significant difference between the posttest mean scores of the experimental group and control group. Furthermore, the effect of Mobile Learning in improving the performance on unreal conditionals of the experimental group was large. Grade 9 students have difficulty in appropriately using unreal conditionals, but Mobile Learning can be used to overcome this difficulty. Recommendations are forwarded in encouraging the productive use of students’ mobile devices in schools by rescinding existing DepEd orders that prohibit their use during class hours and creating guidelines on their appropriate usage.
Article Details
Section
Articles
References
Al-Khawalda, M. (2013). The Interpretation of English Conditional Sentences by Arabic Native Speakers. Dirasat: Human and Social Sciences, 40(1), 194-201. doi:10.12816/0000629
Ammar, A., & Spada, N. (2006). ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning. Studies in Second Language Acquisition, 28(04), 543-574. doi:10.1017/s0272263106060268
Aubrey, S. C., & Shintani, N. (2014). The effects of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer mediated environment. Paper presented at the meeting of the American Association of Applied Linguistics, Portland, OR.
Baleghizadeh, S., & Oladrostam, E. (2011). The Effect of Mobile Assisted Language Learning (MALL) on Grammatical Accuracy of EFL Students*. Mextesol Journal, 34(2). Retrieved from http://mextesol.net/journal/public/files/ ca1f27d967909bf9c3f8695622304806.pdf
Berent, G. P. (1985). Markedness Considerations In The Acquisition Of Conditional Sentences. Language Learning, 35(3), 337-372. doi:10.1111/j.1467-1770.1985.tb01082.x
Brandl, Klaus. (2005). Are you ready to Moodle?. Language Learning & Technology. 9. 16-23.
Cheng, L.C. (2005, June). A study of the acquisition of English Conditionals by Chinese ESL learners. Retrieved from https://mafiadoc.com/a-studyof-the-acquisition-of-english-conditionals-bychinese-esl-_59f2ca7b1723dd2f368d92ec.html
Chou, C. L. (2000). Chinese Speakers’ Acquisition Of English Conditionals: Acquisition Order And L1 Transfer Effects. Second Language Studies, 19(1). Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/40637/1/Chou(2000)
_WP19(1).pdf.
Cohen, J. (1988). Statitical Power Analysis for the Behavioral Sciences (Second Edition). New Jersey: Lawrence Earlbaum Associates, Publishers. Comrie, B. (1986). Conditionals: A typology. In E. Traugott, A. Meulen, J. Reilly, & C. Ferguson, On Conditionals (pp. 77-99). Cambridge: Cambridge University. Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Handbook of mobile learning (pp. 3-14). Florence, KY: Routledge.
Deadman, M. (n.d.). Student’s Reactions to the Use of CALL (Computer Assisted Language Learning)
in their English Studies. Retrieved from https://www.kyoai.ac.jp/college/ronshuu/no-14/2014-deadman.pdf.
El-Dakhs, D. (2014). So, can teaching grammar work? QScience Connect, 6. Retrieved from http://www.qscience.com/doi/pdf/10.5339/connect.2014.6
Ellis, R. (1997). Second Language Acquisition. USA: Oxford University Press.
Ellis, R. (1998). Teaching and Research: Options in Grammar Teaching. TESOL Quarterly, 32(1), 39- 60. doi:10.2307/3587901
Ellis, R. (2001). Introduction: Investigating Form- Focused Instruction. Language Learning, 51, 1-46. doi:10.1111/j.1467-1770.2001.tb00013.x
Elturki, E. (2014). Investigation of Grammar Problems Facing English Language Learners. Humanising Language Teaching, 16(2).
Evans, N. W., Hartshorn, K. J., & Strong-Krause, D. (2011). The efficacy of dynamic written corrective feedback for university-matriculated ESL learners. System, 39(2), 229-239. doi:10.1016/j.system.2011.04.012
Gordon, D. (1985). “The Marking of Conditionality in One Learner’s Interlanguage: A Semantic Analysis.” Working Papers, Department of English as a Second Language, University of Hawaii, Manoa [PDF file]. Retrieved from http://www.huduser.org/Datasets/IL/IL08/in_fy2008.pdf
Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of Dynamic Corrective Feedback on ESL Writing Accuracy. TESOL Quarterly, 44(1), 84-109. doi:10.5054/tq.2010.213781
Mobile Learning W. L. Ambat and K. S. Panolong 147 Hirschel, R. (2012). Moodle: Students’ perspectives on forums, glossaries, and quizzes. The JALTCALL Journal , 8(2), 95-112.
Jin, S. (n.d.). Implementation of Smartphonebased Blended Learning in an EFL Undergraduate Grammar Course. Multimedia-Assisted Language Learning. Retrieved from http://journal.kamall.or.kr/wpcontent/uploads/2015/01/Jin_17_4_01.pdf
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press Inc.
Lavolette, E., Polio, C., & Kahng, J. (2015). The accuracy of computer assisted feedback and students’ responses to it. Language Learning & Technology, 19 (2), 50-68.
Levene, H. (1961). Robust tests for equality of variances. Contributions to probability and statistics. Essays in honor of Harold Hotelling, 279-292.
Li, Z., & Hegelheimer, V. (2013, October). Mobile-Assisted Grammar Exercises: Effects on Self-Editing...Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/44343/1/17_03_
lihegelheimer.pdf
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (2nd ed.). San Francisco, CA: Jossey-Bass.
Lyster, R., & Ranta, L. (1997). Corrective Feedback And Learner Uptake. Studies in Second Language Acquisition, 19 (1). doi:10.1017/s0272263197001034
Murcia, M. C., & Freeman, D. L. (1999). The Grammar Book An ESL/EFL Teacher’s Course Second Edition. Boston, MA: Heinle & Heinle Publishers.
Najmi, K. (2015). The Effect of Mobile-Assisted Language Learning (MALL) on Guided Writing Skill of Iranian Upper-Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 2 (4), 42-52.
Norris, R. W. (2003). How do we overcome the difficulties of teaching Conditionals? Bulletin of Fukuoka International University, 9, 39-50.
Olandes, A. (2016, October 10). Philippine Internet is improving but still the slowest in the world. PhilStar Global. Retrieved from https://www.philstar.com/business/technology/2016/10/10/1631885/philippine-internet-improving-still-slowest-world
Panova, I., & Lyster, R. (2002). Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom. TESOL Quarterly, 36(4), 573-595. doi:10.2307/3588241
Parel, C. P., Caldito, G., Ferree, P., De Guzman, G., Sinsioco, C., & Tan, R. (1978). Social survey research design. Quezon City: Philippine Social Science Council.
Plomteux, B. (2013). Moodle to the Rescue to Practice Grammar in Remediation Classes.
In Plomteux, B. (2013). Moodle to the Rescue to Practice Grammar in RemeIn Conference proceedings. ICT for language learning, 102.
Rahimi, M., & Miri, S. S. (2014). The impact of mobile dictionary use on language learning. Procedia-Social and Behavioral Sciences, 98, 1469-1474.
Robertson, C. E. (2008). Integration of Moodle Course Management System into an EFL Writing Class. The JALT CALL Journal, 8 (1), 53-59.
Sagarra, N., & Zapata, G. C. (2008, April 30). Blending Classroom Instruction with Online Homework: A Study of Student Perceptions of Computer-Assisted L2 Learning. Retrieved from https://eric.ed.gov/?id=EJ812208
Saran, M., Seferoglu, G., & Cagiltay, K. (2012,January). Mobile language learning: Contribution of multimedia ... Retrieved from https://www.researchgate.net/publication/282395967_Mobile_language
_learning_Contribution_of_multimedia_messages_via_mobile_phones_in_
consolidating_vocabulary
Schmidt, R. W. (n.d.). The Role of Consciousness in Second Language Learning. Retrieved from http://nflrc.hawaii.edu/PDFs/SCHMIDT The role of consciousness in second language learning.pdf
Sopin, G. (2015). Perceptions and Preferences of ESL Students Regarding the Effectiveness of Corrective Feedback in Libyan Secondary Schools. IOSR Journal of Research & Method in Education, 71-77.
Traugott, E. C., Meulen, A., Reilly, J. S., & Ferguson, C. A. (1986). On Conditionals. Cambridge: Cambridge University.
Tuan, L. T. (2012). Learning English Conditional structures. Theory and Practice in Language Studies, 2 (1), 156-160.
Viberg, O., & Grönlund, Å. (2012). Mobile assisted language learning: A literature review. In 11th World
Ammar, A., & Spada, N. (2006). ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning. Studies in Second Language Acquisition, 28(04), 543-574. doi:10.1017/s0272263106060268
Aubrey, S. C., & Shintani, N. (2014). The effects of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer mediated environment. Paper presented at the meeting of the American Association of Applied Linguistics, Portland, OR.
Baleghizadeh, S., & Oladrostam, E. (2011). The Effect of Mobile Assisted Language Learning (MALL) on Grammatical Accuracy of EFL Students*. Mextesol Journal, 34(2). Retrieved from http://mextesol.net/journal/public/files/ ca1f27d967909bf9c3f8695622304806.pdf
Berent, G. P. (1985). Markedness Considerations In The Acquisition Of Conditional Sentences. Language Learning, 35(3), 337-372. doi:10.1111/j.1467-1770.1985.tb01082.x
Brandl, Klaus. (2005). Are you ready to Moodle?. Language Learning & Technology. 9. 16-23.
Cheng, L.C. (2005, June). A study of the acquisition of English Conditionals by Chinese ESL learners. Retrieved from https://mafiadoc.com/a-studyof-the-acquisition-of-english-conditionals-bychinese-esl-_59f2ca7b1723dd2f368d92ec.html
Chou, C. L. (2000). Chinese Speakers’ Acquisition Of English Conditionals: Acquisition Order And L1 Transfer Effects. Second Language Studies, 19(1). Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/40637/1/Chou(2000)
_WP19(1).pdf.
Cohen, J. (1988). Statitical Power Analysis for the Behavioral Sciences (Second Edition). New Jersey: Lawrence Earlbaum Associates, Publishers. Comrie, B. (1986). Conditionals: A typology. In E. Traugott, A. Meulen, J. Reilly, & C. Ferguson, On Conditionals (pp. 77-99). Cambridge: Cambridge University. Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Handbook of mobile learning (pp. 3-14). Florence, KY: Routledge.
Deadman, M. (n.d.). Student’s Reactions to the Use of CALL (Computer Assisted Language Learning)
in their English Studies. Retrieved from https://www.kyoai.ac.jp/college/ronshuu/no-14/2014-deadman.pdf.
El-Dakhs, D. (2014). So, can teaching grammar work? QScience Connect, 6. Retrieved from http://www.qscience.com/doi/pdf/10.5339/connect.2014.6
Ellis, R. (1997). Second Language Acquisition. USA: Oxford University Press.
Ellis, R. (1998). Teaching and Research: Options in Grammar Teaching. TESOL Quarterly, 32(1), 39- 60. doi:10.2307/3587901
Ellis, R. (2001). Introduction: Investigating Form- Focused Instruction. Language Learning, 51, 1-46. doi:10.1111/j.1467-1770.2001.tb00013.x
Elturki, E. (2014). Investigation of Grammar Problems Facing English Language Learners. Humanising Language Teaching, 16(2).
Evans, N. W., Hartshorn, K. J., & Strong-Krause, D. (2011). The efficacy of dynamic written corrective feedback for university-matriculated ESL learners. System, 39(2), 229-239. doi:10.1016/j.system.2011.04.012
Gordon, D. (1985). “The Marking of Conditionality in One Learner’s Interlanguage: A Semantic Analysis.” Working Papers, Department of English as a Second Language, University of Hawaii, Manoa [PDF file]. Retrieved from http://www.huduser.org/Datasets/IL/IL08/in_fy2008.pdf
Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of Dynamic Corrective Feedback on ESL Writing Accuracy. TESOL Quarterly, 44(1), 84-109. doi:10.5054/tq.2010.213781
Mobile Learning W. L. Ambat and K. S. Panolong 147 Hirschel, R. (2012). Moodle: Students’ perspectives on forums, glossaries, and quizzes. The JALTCALL Journal , 8(2), 95-112.
Jin, S. (n.d.). Implementation of Smartphonebased Blended Learning in an EFL Undergraduate Grammar Course. Multimedia-Assisted Language Learning. Retrieved from http://journal.kamall.or.kr/wpcontent/uploads/2015/01/Jin_17_4_01.pdf
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press Inc.
Lavolette, E., Polio, C., & Kahng, J. (2015). The accuracy of computer assisted feedback and students’ responses to it. Language Learning & Technology, 19 (2), 50-68.
Levene, H. (1961). Robust tests for equality of variances. Contributions to probability and statistics. Essays in honor of Harold Hotelling, 279-292.
Li, Z., & Hegelheimer, V. (2013, October). Mobile-Assisted Grammar Exercises: Effects on Self-Editing...Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/44343/1/17_03_
lihegelheimer.pdf
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (2nd ed.). San Francisco, CA: Jossey-Bass.
Lyster, R., & Ranta, L. (1997). Corrective Feedback And Learner Uptake. Studies in Second Language Acquisition, 19 (1). doi:10.1017/s0272263197001034
Murcia, M. C., & Freeman, D. L. (1999). The Grammar Book An ESL/EFL Teacher’s Course Second Edition. Boston, MA: Heinle & Heinle Publishers.
Najmi, K. (2015). The Effect of Mobile-Assisted Language Learning (MALL) on Guided Writing Skill of Iranian Upper-Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 2 (4), 42-52.
Norris, R. W. (2003). How do we overcome the difficulties of teaching Conditionals? Bulletin of Fukuoka International University, 9, 39-50.
Olandes, A. (2016, October 10). Philippine Internet is improving but still the slowest in the world. PhilStar Global. Retrieved from https://www.philstar.com/business/technology/2016/10/10/1631885/philippine-internet-improving-still-slowest-world
Panova, I., & Lyster, R. (2002). Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom. TESOL Quarterly, 36(4), 573-595. doi:10.2307/3588241
Parel, C. P., Caldito, G., Ferree, P., De Guzman, G., Sinsioco, C., & Tan, R. (1978). Social survey research design. Quezon City: Philippine Social Science Council.
Plomteux, B. (2013). Moodle to the Rescue to Practice Grammar in Remediation Classes.
In Plomteux, B. (2013). Moodle to the Rescue to Practice Grammar in RemeIn Conference proceedings. ICT for language learning, 102.
Rahimi, M., & Miri, S. S. (2014). The impact of mobile dictionary use on language learning. Procedia-Social and Behavioral Sciences, 98, 1469-1474.
Robertson, C. E. (2008). Integration of Moodle Course Management System into an EFL Writing Class. The JALT CALL Journal, 8 (1), 53-59.
Sagarra, N., & Zapata, G. C. (2008, April 30). Blending Classroom Instruction with Online Homework: A Study of Student Perceptions of Computer-Assisted L2 Learning. Retrieved from https://eric.ed.gov/?id=EJ812208
Saran, M., Seferoglu, G., & Cagiltay, K. (2012,January). Mobile language learning: Contribution of multimedia ... Retrieved from https://www.researchgate.net/publication/282395967_Mobile_language
_learning_Contribution_of_multimedia_messages_via_mobile_phones_in_
consolidating_vocabulary
Schmidt, R. W. (n.d.). The Role of Consciousness in Second Language Learning. Retrieved from http://nflrc.hawaii.edu/PDFs/SCHMIDT The role of consciousness in second language learning.pdf
Sopin, G. (2015). Perceptions and Preferences of ESL Students Regarding the Effectiveness of Corrective Feedback in Libyan Secondary Schools. IOSR Journal of Research & Method in Education, 71-77.
Traugott, E. C., Meulen, A., Reilly, J. S., & Ferguson, C. A. (1986). On Conditionals. Cambridge: Cambridge University.
Tuan, L. T. (2012). Learning English Conditional structures. Theory and Practice in Language Studies, 2 (1), 156-160.
Viberg, O., & Grönlund, Å. (2012). Mobile assisted language learning: A literature review. In 11th World