The Effect of Using SMS as a Post Task Activity on Iranian EFL Learners’ Grammar Knowledge

Mohamad Reza Farangi, Jamileh Kamyab, Majid Izanlu, Nazanin Ghodrat

Abstract


The current study aimed at investigating the effect of using SMS on Iranian upper-intermediate EFL learners’ grammar learning. Moreover, the effect of using SMS on the Iranian EFL students’ autonomy and their perception of it as an educational tool was investigated. The participants of the present study consisted of 60 upper-intermediate Iranian EFL learners. Different instrumentations including the Oxford Placement Test (OPT), grammar test, and Autonomy Questionnaire were used in this study. Through adopting a quasi-experimental design with a pretest- treatment-posttest sequence, participants were divided into Experimental and Control group. The data was analyzed and inferentially compared using independent sample and paired sample t-test. The results indicated that there was a statistically significant difference between the pretest and posttest means of experimental and control group regarding their performance in grammar test. The results showed that experimental group learners outperformed the learners in control group. Therefore, using SMS had a significant effect on Iranian EFL learners’ effective learning of grammatical structures; in addition, it helped students to increase their autonomy towards learning. As an implication of this study, it is proposed that SMS usage can be incorporated into language classroom effectively to enhance learners’ learning of different language skills.


Keywords


SMS; grammar learning; EFL learners; autonomy

Full Text:

PDF

References


Azar, B. (2007). Grammar-Based Teaching: A Practitioner‘s Perspective. TESL-EJ. 11(2). 1-12 Retrieved September 12, 2012 from .

Alexander, B. (2004). Going Nomadic: Mobile Learning in Higher Education. Educause Review, 39 (5), 28-35.

Balasundaram, S. R., & Ramadoss, B. (2007). SMS for question-answering in the m-Learning scenario. Journal of Computer Science, 3 (2), 119-121. Retrieved December 10, 2007, from http://www.scipub.org/fulltext/jcs/jcs32119-121.pdf.

Bax, S. (2003). CALL--past, present and future. System, 31(1), 13-28. http://dx.doi.org/10.1016/S0346-251X(02)00071-4.

Chinnery, G. M. (2006). Emerging technologies, going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10, 9-16.

Dickins, P., & Woods, E. (1988). Some criteria for the development of communicative grammar tasks. TESOL Quarterly, 22, 623–646.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.

Ellis, R. (2008). “The Place of Grammar Instruction in the Second/Foreign Language Curriculum”. In E. Hinkel and S. Fotos (eds.), New Perspectives on Grammar Teaching in Second Language Classrooms. New York: Routledge.

Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition. Retrieved from http://www.cdc.qc.ca/pdf/2013-Horizon-Report-creative-commons-copy.pdf.

Johnson, L., Adams, S., & Cummins, M. (2012). The NMC horizon report: 2012 higher education edition. Retrieved from http://akgul.bilkent.edu.tr/nmc/2012-Horizon-Report-HE.pdf.

Kennedy, C., & Levy, M. (2008). L'italiano al telefonino: Using SMS to support beginners' language learning. ReCALL, 20(3), 315-330. http://dx.doi.org/10.1017/S0958344008000530.

Kennedy, G., Krause, K., Churchward, A., Judd, T., & Gray, K. (2006). First year students’ experiences with technology: Are they really Digital Natives? Internal report. The University of Melbourne. Retrieved December 10, 2007 from http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf.

Klopfer, E, Squire, K and Jenkins, H. (2002). Environmental Detectives: PDAs as a window into a virtual simulated world. Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education. Vaxjo, Sweden: IEEE Computer Society, 95-98

Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. London: Oxford University Press.

Levy, M., & Kennedy, C. (2005). Learning Italian via mobile SMS. In A. Kukulska-Hulme, & J. Traxler (Eds.), Mobile learning: A handbook for educators and trainers (pp. 76-83). London: Taylor and Francis.

Lightbown, P., & Spada, N. (1990). Focus on form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 12, 429–446.

Long, M. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17, 359–382.

Long, M. (1988). Instructed interlanguage development. In L. Beebe (Ed.), Issues in second language acquisition: Multiple perspectives. New York: Newbury House.

Long, M., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly 26, 27–56.

Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515-525. http://dx.doi.org/10.1111/j.1365-2729.2008.00289.x.

Lu, J, Chun-Sheng, Chang, L. & Yao, J.E. (2003). Technology Acceptance Model of Wireless Internet. Internet Research: Electronic Networks Application & Policy, 13(3), 206-222

Motallebzadeh, K., &Ganjali, R. (2011). SMS: Tool for L2 Vocabulary Retention and Reading Comprehension Ability. Journal of Language Teaching and Research, 2(5), 1111-1115. http://dx.doi.org/10.4304/jltr.2.5.1111-1115.

Nassaji, H. (2000). Towards integrating form-focused instruction and communicative interaction in L2 classroom: Some pedagogical possibilities. The Modern Language Journal, 84(2), 241–250.

Prensky, M. (2005). Adopt and adapt: Shaping tech for the classroom. Retrieved October 15, 2007, from http://www.edutopia.org/node/1423/print.

Richards, J. C. (2008). “Accuracy and Fluency Revisited”. In E. Hinkel and S. Fotos (eds.), New Perspectives on Grammar Teaching in Second Language Classrooms. New York: Routledge.

Sharples, M. (ed.) (2006). Big issues in mobile learning. Report of a workshop by the Kaleidoscope Network of Excellence Mobile Learning Initiative. UK: University of Nottingham.

Shield L. &Kukulska-Hulme A. (eds.). (2008). Special edition of ReCALL on Mobile Assisted Language Learning: http://www.eurocalllanguages.org/recall/rcontents.html#sep08 [December, 2012].

Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.

Skehan, P. (2007). Task research and language teaching: Reciprocal relationships. In S. Fotos, and H. Nassaji (Eds.): Form-focused instruction and teacher education: Studies in honor of Rod Ellis. (pp. 28-48). Oxford: Oxford University Press.

Skehan, P. (2014). The context for researching a processing perspective on task performance. In P. Skehan (Ed.), Processing perspectives on task performance (pp. 1-26). Philadelphia/Amsterdam: John Benjamins. http:// dx.doi.org/10.1075/tblt.5.

Skehan P. & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93–120.

Starovoit,V. (2012) How does Text Messaging Affect the Ability to Write and Speak in English? How culture and society languages speak English www.ehow.com/about_6501816_text-ability-write-speak-english_.html.

Spada, N., &Lightbown, P. M. (1993). Instruction and the development of questions in the L2 classroom. Studies in Second Language Acquisition, 14, 205–221.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass& C. Madden (Eds.), Input in second language acquisition, (pp. 235–256). New York: Newbury House.

Swain, M., &Lapkin, S. (1990). Aspects of the sociolinguistic performance of early and late French immersion students. In R. Scarcella, E. Andersen, & S. Krashen (Eds.), Developing communicative competence in L2 (pp. 41–54). Boston, MA: Heinle & Heinle Publishers.

Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217-228. http://dx.doi.org/10.1111/j.1365-2729.2005.00129.x.

Traxler, J & Riordan, B. (2003). Evaluating the effectiveness of retention strategies using SMS, WAP and WWW student support. Proceedings of 4th Annual Conference. Galway, Ireland: LTSN Centre for Information and Computer Science, 54-55

Williams, J. (1995). Focus on form in communicative language teaching: Research findings and the classroom teacher. TESOL Journal, 4(4), 12–16.

White, L. (1991). Adverb placement in second language acquisition: Some effects ofpositive and negative evidence in the classroom. Second Language Research, 7, 133–161.

White, L., Spada, N., Lightbown, P., &Ranta, P. (1991). Input enhancement and L2 question formation. Applied Linguistics, 12, 416–432.

Wang, S., & Heffernan, N. (2009). Mobile 2.0 and Mobile Language Learning. In M. Thomas (Ed.), Handbook of Research on Web 2.0 and Second Language Learning (pp. 472-490): IGI Global.

Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. TOJET, 10(3), 25-38.




DOI: http://dx.doi.org/10.17507/jltr.0802.24

Refbacks

  • There are currently no refbacks.


Journal of Language Teaching and Research (JLTR, ISSN 1798-4769)
Copyright © 2015-2018 ACADEMY PUBLICATION — All Rights Reserved