Teaching English Collocations to Undergraduate Learners through Mobile Assisted Language Learning

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Muhammad Mooneeb Ali, Dr Nazir Malik, Shagufta Moghal, Zoobia Asad, Dr. Asma Shahid Kazi


The current study investigates the effects of Mobile assisted language learning (MALL) on collocations learning of Pakistani ESL students. The experimental study is an effort to understand if there is a significant difference in the use of collocations by ESL learners who learnt through two different methodologies, one through MALL and one without it. Ten public sector schools from Lahore, Pakistan, were selected through simple random sampling for inclusion in the experiment. After due permissions, a sample of 80 grade 4 students from the aforementioned schools was selected. Initially a pretest was conducted before the participants were segregated in two groups of 40 each (controlled and experimental group). The learning method for controlled group was conventional teaching, whereas MALL was used for learning of the experimental group. Both groups were taught for 14 sessions over a period of seven weeks, where each session was 60 minutes long. After the completion of the sessions a post test was conducted which similar in pattern and difficulty as the pretest. The results were analyzed through SPSS and showed a marked improvement in the performance of the experimentation group that learnt by MALL. The result reflected that the mobile assisted language learning may be used as an effective methodology to enhance the exposure and understanding of ESL Learners to collocation use in Pakistan. The research opens future avenues for similar studies in other language areas to investigate the appropriateness and effectiveness of MALL in language classrooms.

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