The Impact of Using Mobile Phone Application on EFL Students’ Writing Proficiency (Published)
The increasing integration of mobile applications into language education has significantly impacted English as a Foreign Language (EFL) learning, particularly writing proficiency. This study examines how mobile applications influence the development of essential writing skills, including spelling, grammar, vocabulary, and composition, among EFL students. A quantitative approach was employed, utilizing pre- and post-tests alongside structured surveys to assess the writing performance of 200 intermediate-level students enrolled in English language courses in Hail, Saudi Arabia. Findings indicate substantial improvements across all writing components, with notable gains in spelling accuracy, grammatical competence, vocabulary retention, and overall composition structure. However, challenges such as over-reliance on digital tools, reduced critical thinking in writing, and distractions from mobile usage were also identified. The study recommends a balanced instructional approach that integrates mobile applications with traditional teaching strategies, fosters guided digital engagement and ensures equitable access to technology.
Keywords: EFL learning, mobile applications, student engagement, technology in education, writing proficiency
Peer Teaching for Peer Learning and Sharing: A study on students’ attitudes towards implementing peer teaching and learning in the ESL classroom at the University of Technology and Applied Sciences (Published)
The study reports on a collaborative peer teaching experiment conducted with a small group of English language students in a writing class at the University of Technology and Applied Sciences in Oman to assess the effectiveness of peer teaching in enhancing student engagement and learning. The study involved surveying students’ experience of teaching their peers and being taught by them in an academic writing class. The survey questionnaire comprised four sections, the first three of which employed a Likert scale where ‘1’ indicated the most affirmative response, while the fourth section was for descriptive data. The findings indicated that students have a positive perception of peer teaching and peer learning, although it appeared that they were more enthusiastic about their role as a peer teacher than as a peer learner. Moreover, the positive response of students towards the potential of peer teaching in promoting autonomous learning satisfied a prime feature of sustainable learning in terms of creating ‘learning that lasts. (Graham, Berman & Bellert, 2015).
Keywords: English language learners, collaborative peer teaching, peer learning, student engagement, sustainable learning