آمار
| تعداد نشریات | 21 |
| تعداد شمارهها | 470 |
| تعداد مقالات | 3,695 |
| تعداد مشاهده مقاله | 5,027,810 |
| تعداد دریافت فایل اصل مقاله | 3,168,930 |
The Impact of Using Mobile Phone Applications on ESL Secondary School Students’ Writing Proficiency: A Short Term Study Systems Theory (EST) | ||
| Technology Assisted Language Education | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 02 مهر 1405 | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22126/tale.2026.14180.1191 | ||
| نویسندگان | ||
| Bilawal Ali1؛ Kiran Shirazi* 2 | ||
| 1Department of English, Student, Sindh Madressatul Islam University, Karachi, Pakistan. | ||
| 2Department of English, Lecturer, Sindh Madressatul Islam University, Karachi | ||
| چکیده | ||
| This study aimed to examine the impact of using mobile phone applications on improving the writing proficiency of secondary-level students. writing proficiency is one of the most important areas for English as a Second Language (ESL) learners, with frequent difficulties observed in spelling, grammar, and vocabulary usage. For this study, a quantitative quasi-experimental design was adopted. The number of participants was 25 students, including a control group and an experimental group, each group consisting of 25 students. It was a quantitative study that enabled the variables to be measured using inferential statistics. The study time span was two weeks; thus, a short-term study may be considered a pilot study. The experimental group was given two mobile applications, Grammarly and Improving Writing Skills, after a brief training session, while the control group continued with traditional classroom instruction without technological intervention. Both groups were assessed through pre-tests and post-tests based on paragraph writing tasks, and results were analyzed using a rubric that measured spelling, grammar, and vocabulary. The experimental group showed significant improvements in all three areas of writing, particularly in spelling accuracy, grammatical correctness, and vocabulary building, while the control group showed only minimal progress. These results indicate that mobile applications provide learners with immediate and individualized feedback and enhance traditional classroom instruction. The study concluded that integrating mobile-assisted language learning into ESL classrooms can improve students’ writing proficiency, support learner independence, and encourage engagement with the writing process. The findings convey practical implications for teachers, curriculum planners, and policymakers seeking to modernize language learning practices. | ||
| کلیدواژهها | ||
| Mobile phone applications؛ ESL learning؛ Writing proficiency؛ Secondary School Students | ||
|
آمار تعداد مشاهده مقاله: 1 |
||