ESL TEACHER PERCEPTIONS OF USING EDUCATIONAL MOBILE APPLICATIONS TO DEVELOP THE LANGUAGE SKILLS OF ESL ELEMENTARY SCHOOL STUDENTS

Authors

  • Jarrah Mohammad Al-Jarrah Assistant Professor of TEFL, Department of Educational Studies, Faculty of Islamic Studies, Islamic University of Minnesota, USA
  • Rania Hassan Talafhah Assistant Professor of TEFL, Department of Curriculum and Instruction, Faculty of Education, Yarmouk University, Jordan
  • Tamer Mohammad Al-Jarrah Department of Language and Communication, Universiti Malaysia Terengganu, 21300 Kuala Nerus, Terengganu, Malaysia

DOI:

https://doi.org/10.46827/ejfl.v0i0.2275

Keywords:

perceptions, educational mobile applications, integration, technology

Abstract

The purpose of this qualitative study is to explore the perceptions of ESL teachers regarding the use of educational mobile applications to help ESL elementary school students develop their language skills. Qualitative data were collected through in-depth interviews from eight ESL teachers from different schools in Carbondale. Participants reported positive perceptions of using educational mobile applications to develop the language skills of students. This study provides some recommendations for the successful integration of technology in English learning and teaching.

 

Article visualizations:

Hit counter

DOI

Author Biographies

  • Jarrah Mohammad Al-Jarrah, Assistant Professor of TEFL, Department of Educational Studies, Faculty of Islamic Studies, Islamic University of Minnesota, USA

    Jarrah Mohammad Al Jarrah was born in Jordan in 1982. I received the bachelor’s degree and master's degree from Yarmouk University, Jordan and PhD degree from Southern Illinois University - USA, in 2005, 2008, 2017 respectively. From 2008 to 2011, I worked as a lecturer and supervisor of English language at Sebai Institute for Medical Training in Saudi Arabia. In 2011 till 2013, I worked a coordinator of English language programs. In 2013, I enrolled the doctoral program in TEFL at Southern Illinois University, USA. I received several awards by different organizations such as College of Education and Human Services Scholarship for Academic Achievement, J. Murry and Myrtle F. Lee Scholarship for Exceptional Work in the Elementary School, and The Center for International Education Scholarship for an Outstanding Doctoral Student. After graduating in 2017, I have been working as an assistant professor at Islamic University of Minnesota- USA and supervising several graduation projects, thesis and dissertations.

  • Rania Hassan Talafhah, Assistant Professor of TEFL, Department of Curriculum and Instruction, Faculty of Education, Yarmouk University, Jordan

    Rania Hassan Talafhah was born in Jordan in 1984. I received the bachelor’s degree and master's degree from Yarmouk University, Jordan and PhD degree from Southern Illinois University, USA, in 2006, 2008, 2017 respectively. From 2008 to 2011, I worked as a lecturer and supervisor of English language at Sebai Institute for Medical Training in Saudi Arabia. In 2011 till 2013, I worked a coordinator of English language programs. In 2013, I enrolled the doctoral program in TEFL at Southern Illinois University, USA. I received several awards by different organizations such as Emma Smith Hough Library Research Scholarship Award, The Center for International Education Scholarship for an Outstanding Doctoral Student, and Foundation Scholarship / Auerbach Family Scholarship. After graduating in 2017, I have been working as an assistant professor at Yarmouk University, Jordan and teaching several graduate and undergraduate courses.

  • Tamer Mohammad Al-Jarrah, Department of Language and Communication, Universiti Malaysia Terengganu, 21300 Kuala Nerus, Terengganu, Malaysia

    Tamer Mohammad Al Jarrah was born in Jordan in 1987. I received the bachelor’s degree from Alhussien Bin Talal University, Jordan, and master's degree from UUM Universiti Utara, Malaysia, in 2009, 2015 respectively. From 2010 to 2013, I worked as a lecturer and supervisor of English language at Alsalam schools in Saudi Arabia. In 2013, I enrolled the doctoral program in Applied Linguistics at UMT Universiti Malaysia Terengganu‎, Malaysia and worked as teaching assistant in Applied Linguistics department. I participated in several conferences in teaching and Applied Linguistics over world.

References

Al Aamri, K. S. (2011). The use of mobile phones in learning English language by Sultan Qaboos University students: Practices, attitudes and challenges. Canadian Journal on Scientific & Industrial Research, 2(3), 143–152.

Al-Fahad, F. (2009). Students’ attitudes and perceptions towards the effectiveness of mobile learning in King Saud University, Saudi Arabia. The Turkish Online Journal of Educational Technology, 8(2), 111–119.

Al-Jarrah, J. M., Talafhah, R. H., & Al-Jarrah, T. M. (2019). social networking sites and English language learning: Jordanian EFL learners ‘practices and experiences. European Journal of English Language Teaching.

Al-Jarrah, T. M., Mansor, N., Talafhah, R. H., & Al-Jarrah, J. M. (2019). The application of metacognition, cognitivism, and constructivism in teaching writing skills. European Journal of Foreign Language Teaching.

Barrett, K. A. (2008). An exploration of EFL teachers' and learners' lived experiences in a synchronous online VoIP-enabled cross cultural language learning environment (doctoral dissertation). Retrieved from ProQuest LLC. (UMI No. AAI3318114)

Baysal, N. Z., Şahenk, S. S., & Hazneci, Ö. Y. (2010). Evaluation of the primary school level students’ attitudes towards mobile phones. Procedia Social and Behavioral Sciences, 2, 4279–4284.

Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal of Technology and Teacher Education, 10(1), 95–100.

Chaklikova, A. & Karabayeva, K. (2015, October). Prospective language teachers' perspectives on the use of technology in the foreign language classroom: survey of attitudes towards the practical implications and outcomes of lessons incorporating technology. Proceedings of The Multidisciplinary Academic Conference, 1-9.

Collier, V. (1989). How long? A synthesis of research on academic achievement in a second language. TESOL Quarterly, 23(3), 509–531.

Constantinescu, A. I. (2007). Using technology to assist in vocabulary acquisition and reading comprehension. The Internet TESL Journal, 13(2).

Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.

Creswell, J., & Plano Clark, V. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.

Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language learning, 41(4), 469–512.

Gardner, R. C., Day, J. B., & Maclntyre, P. D. (1992). Integrative motivation, induced anxiety, and language learning in a controlled environment. Studies in Second Language Acquisition, 14(2), 197–214.

Gliner, J. A., Morgan, G. A., & Leech, N. L. (2009). Research methods in applied settings: An integrated approach to design and analysis. New York, NY: Routledge.

Granito, M., & Chernobilsky, E. (2012). The effect of technology on a student’s motivation and knowledge retention. Northeastern Educational Research Association (NERA) Annual Conference (pp. 1–22).

Grezel, J. E. D., & Sciarone, A. G. (1994). Computer testing of listening comprehension. Computers & Education, 23(1), 125–132.

Hismanoglu, M. (2012a). Prospective EFL teachers' perceptions of ICT integration: A study of distance higher education in Turkey. Educational Technology & Society, 15(1), 185–196.

Hismanoglu, M. (2012b). The impact of a curricular innovation on prospective EFL teachers' attitudes towards ICT integration into language instruction. Online Submission, 5(1), 183–202.

Hultgren, L. P. (2008). The essences of interaction in online education: The experience of six doctoral students (Unpublished doctoral dissertation). Capella University, Minnesota.

Kang, S. H. (1995). The effects of a context-embedded approach to second-language vocabulary learning. System, 23(1), 43–55.

Kanthawongs, P., & Kanthawongs, P. (2013). Perception of primary school students, parents and teachers toward the use of computers, the internet and social networking sites. Procedia-Social and Behavioral Sciences, 88, 282–290.

Krashen, S. D. (1981). Second language acquisition and second language learning. New York, NY: Oxford University Press,

Lee, J. S., & Kim, S. W. (2015). Validation of a tool evaluating educational apps for smart education. Journal of Educational Computing Research, 52(3), 435–450.

Lin, W. C., & Yang, S. C. (2011). Exploring students' perceptions of integrating wiki technology and peer feedback into English writing courses. English Teaching, 10(2), 88–103.

Lincoln, Y. S. and Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.

Merç, A. (2015). Using technology in the classroom: A study with Turkish pre-service EFL teachers. The Turkish Online Journal of Educational Technology, 14(2), 229–240.

Meskill, C., & Mossop, J. (2000). Technologies use with ESL learners in New York State: Preliminary report. Journal of Educational Computing Research, 22(3), 265–284.

Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in teaching EFL. International Journal of Applied Linguistics and English Literature, 2(1), 13–22.

National Council of La Raza. (1990). Hispanic education: A statistical portrait 1990. Washington, DC: Author.

Nomass, B. B. (2013). The impact of using technology in teaching English as a second language. English Language and Literature Studies, 3(1), 111–116.

O'Bannon, B. W., & Thomas, K. M. (2015). Mobile phones in the classroom: Preservice teachers answer the call. Computers & Education, 85, 110–122.

Ozdamli, F., & Uzunboylu, H. (2015). M‐learning adequacy and perceptions of students and teachers in secondary schools. British Journal of Educational Technology, 46(1), 159–172.

Ozdemir, S. (2010). Supporting printed books with multimedia: A new way to use mobile technology for learning. British Journal of Educational Technology, 41(6), 35– 38. doi: 10.1111/j.1467-8535.2010. 01071.x

Patton, M. Q. (2002). Two decades of developments in qualitative inquiry a personal, experiential perspective. Qualitative social work, 1(3), 261-283.

Pepe, T. M. (2016). Teacher perceptions and attitudes of classroom technology integration related to iPad training (Doctoral dissertation). Walden University.

Peterson, M. (1990). An evaluation of VOXBOX: A computer-based voice-interactive language learning system for teaching English as a second language (Unpublished doctoral dissertation). United States International University.

Radich, J. (2013). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Every Child, 19(4), 18–19.

Şad, S. N., & Göktaş, Ö. (2014). Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools. British Journal of Educational Technology, 45(4), 606–618.

Sadik, A. (2006). Factors influencing teachers’ attitudes toward personal use and school use of computers new evidence from a developing nation. Evaluation Review, 30(1), 86–113.

Shifflet, R., & Weilbacher, G. (2015). Teacher beliefs and their influence on technology use: A case study. Contemporary Issues in Technology and Teacher Education, 15(3), 368–394.

Silver, N. W., & Repa, J. T. (1993). The effect of word processing on the quality of writing and self-esteem of secondary school English-as-second-language students: Writing without censure. Journal of Educational Computing Research, 9(2), 265–283.

Swann, P. (1992). Computer assisted language learning for English as a foreign language. Computers & Education, 19(3), 251–266.

Tabuenca, B., Kalz, M., Drachsler, H., & Specht, M. (2015). Time will tell: The role of mobile learning analytics in self-regulated learning. Computers & Education, 89, 53–74.

Traxler, J. (2007). Defining, discussing and evaluating mobile learning: The moving finger writes and having writ… . The International Review of Research in Open and Distance Learning, 8(2).

Valk, J. H., Rashid, A. T., & Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. The International Review of Research in Open and Distributed Learning, 11(1), 117–140.

Vázquez-Cano, E. (2014). Mobile distance learning with smartphones and apps in higher education. Educational Sciences: Theory & Practice, 14(4), 1505–1520.

Ybarra, R., & Green T. (2003). Using technology to help ESL/EFL students develop language skills. The Internet TESL Journal, 9(3).

Yüksel, G., & Kavanoz, S. (2011). In search of pre-service EFL certificate teachers’ attitudes towards technology. Procedia Computer Science, 3, 666–671.

Zhang, S. (2009). The role of input, interaction and output in the development of oral fluency. English Language Teaching, 2(4), 91–100.

Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers & Education, 94, 1–17.

Downloads

Published

2019-02-19

Issue

Vol 4, No 1 (2019)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).