Smartphone as additional learning tool with reference to EFL students in selected Universities in Chad (Published)
Today, mobile technology is a growing trend in learning languages. A mobile technology like smartphone is used by university students in their daily lives anywhere and anytime. There are number of language learning applications on smartphone that can help develop students’ language skills. The present study aims at investigating how the students perceive the usefulness of smartphone for learning English and how they use it to improve their linguistic skills. A 30-item questionnaire was administered to 513 students in the university of N’djamena and Doba. The data collected from respondents were analysed using basic descriptive statistics. The Findings reveal that there is a high positive agreement toward engagement in using smartphone as tools for learning among EFL students. In addition, it was found that students mostly embark into some linguistic activities (listening and reading) which help gain more practice on some skills than the others (writing and speaking) through their smartphone.
Citation: Alladoum, Roland (2022) Smartphone as additional learning tool with reference to EFL students in selected Universities in Chad, British Journal of English Linguistics , Vol. 10, Issue 3, pp.30-36
Keywords: English as a foreign language, Mobile Learning, Perceived Usefulness, Smartphone
EFL Reading in Higher Education: Literary Versus General Texts (Published)
Ensuring the profound value of reading to foreign language acquisition within higher education programs, the current paper delineates a research study on reading within EFL contexts. The study was conducted for almost one academic semester at the institution where the researcher works. The impact of reading literary versus general texts on enhancing EFL university students’ performance in the reading skill was explored involving two groups: experimental and control. The experimental group students were exposed to literary texts whilst the control group students were exposed to general texts. To measure effectiveness of experimental treatment, the researcher administered a pre-posttest using paired samples t-test. Based on the statistical findings, the experimental group students’ performance on the communicative reading competency pre-posttest was significantly better than their counterparts of the control group. In light of the study findings, a number of implications and recommendations have been proposed for EFL researchers and specialists to take into consideration.
Keywords: : Communicative Reading Competency, English as a foreign language, General Texts, Literary Texts