Mobile Learning Effect through Tablet-Assisted Language Learning on Student Success in EFL Writing

Authors

  • Ulas Kayapinar

    Liberal Arts Department, American University of the Middle East, Egaila 54200, Kuwait
  • Sarp Erkir

    Liberal Arts Department, American University of the Middle East, Egaila 54200, Kuwait

DOI:

https://doi.org/10.30564/fls.v6i6.7436
Received: 6 October 2024 | Revised: 31 October 2024 | Accepted: 4 November 2024 | Published Online: 9 December 2024

Abstract

The purpose of this study is to explore the effect of mobile learning on writing achievement using tablet PCs. It used a pretest-posttest control group design to assess the effect at a private university in Türkiye. The study involved 55 students and two instructors who volunteered to participate. A 16-week tablet-assisted language learning (TALL) material was used for the treatment group while the control group was instructed in a regular way of using a coursebook pack and a notebook. A validated writing achievement test was used to collect data. To reveal a potential difference between the pretest and posttest results of the groups, a non-parametric equivalent to the t-test for dependent samples, Wilcoxon Signed-Ranks test was employed.  To reveal a potential difference between posttest results of the groups, a non-parametric equivalent to the t-test for independent samples, Mann-Whitney U test was employed.  In addition, some descriptive statistics were calculated to support the results. The findings revealed that TALL made a significant change in students’ achievement scores in EFL writing; however, the treatment group scores were not statistically and significantly higher than the control group scores based on comparison of both groups’ posttest scores. The findings show that TALL can impact educational practices by replacing traditional classroom practice if need be.

Keywords:

Mobile Learning; Tablet PCs; EFL; Writing; Achievement; Higher Education

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How to Cite

Kayapinar, U., & Erkir, S. (2024). Mobile Learning Effect through Tablet-Assisted Language Learning on Student Success in EFL Writing . Forum for Linguistic Studies, 6(6), 575–588. https://doi.org/10.30564/fls.v6i6.7436

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Vol. 6 , Iss. 6 (December 2024)

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Article

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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