Use of Mobile Assisted Language Learning in an ESP Context to Improve Learning: The Case of Third-Year Finance Students at the University of Tlemcen

Abstract

The study is an attempt to investigate the use of using Mobile-assisted Language Learning (MALL) in developing grammar, vocabularyand sentence structuretothird-year business students of English at Abou Bakr Belkaid University, department of Finance and accountancy. Hence, it has been hypothesized that students who use mobile devices will show better performance in grammar, vocabulary and sentence structure than their peers who do not use them in their learning. To achieve the study aims, a Mixed- methods Approach was adopted, which is an mixture of quantitative and qualitative research methods. In effect, this research was conducted throughout three phases: The pre experimental phase, the experimental phase, and post-experimental phase. In the pre- experimental phase, the researcher collected initial data to build a ground for the experiment using a pretest designed and administered to students in order to scrutinize the students’ readiness and attitudes for using their own mobile devices. During the experimental phase, we adopted a quasi-experimental approach with two groups (experimental and control), and pre/post-test design in order to confirm or disconfirm the aforementioned hypothesis. The experimental group consisted of thirty two (32) studentsandthe control one covered thirty two (32) students. The researcher useda semi-structured interview to learn about their outlooks as to the use of mobile devices by their students in the hope to improve grammar, vocabulary and sentence structure. The gathered data revealed that students are ready to utilize and improve their skills through the use of their mobile devices. More importantly, the results uncovered that there is a statistically significant difference between both groups in favour of the experimental group, in the three stated language competences owing to the implementation of MALL. Teachers also showed acceptance and readiness to use students portable devices to improve those based skills. The results are satisfactory not only in enhancing those three skills, but also in proving that these devices are important to serve educational needs. Based on these findings, a series of recommendations that may benefit students and teachers were proposed.