Enhancing Students’ Learning Outcomes through MALL in English Intensive Program for Railway Mechanical Technology

Damar Isti Pratiwi(1*), Rengganis Siwi Amumpuni(2), Ainun Fikria(3), Riana Eka Budiastuti(4),

(1) Politeknik Perkeretaapian Indonesia Madiun
(2) Universitas PGRI Madiun
(3) Politeknik Perkeretaapian Indonesia Madiun
(4) Universitas Muhammadiyah Semarang
(*) Corresponding Author




DOI: https://doi.org/10.26858/ijole.v7i2.22839

Abstract


This study attempts to investigate students’ learning outcomes in English Intensive Program through Mobile Assisted Language Learning (MALL) for Railway Mechanical Technology. The program was designed as a TOEFL preparation class that utilized Google Form, Quizizz, and Kahoot! As game-based learning (MALL platform). It was a case study on the 3rd year students of the Indonesian Railway Polytechnic (N=46). The observation was conducted during 20 meetings (40 hours). The data were collected through pre-test and post-test, then analyzed using descriptive statistics, paired t-test, Pearson r correlation, and Cohen d effect size. The passing grade score determined by the college (480) was also an additional consideration analysis. The results indicate significant impacts and a large effect on students’ learning outcomes after joining the English Intensive Program through MALL. Nonetheless, the English Intensive Program implementing MALL had a moderate correlation and was less effective in enhancing students’ learning outcomes. These findings shed light on the benefits and constraints of implementing MALL in the English Intensive Program.


Keywords


Educational Technology; English Intensive Program; ESP; MALL; Learning Outcomes

Full Text:

PDF

References


Abouzeid, R. (2018). The Effect of an Intensive English Program on the Vocabulary Size of Lebanese English Foreign Learners. International Journal of English Linguistics, 8(6), 281. https://doi.org/10.5539/ijel.v8n6p281

Ahmed, S. T. S., Qasem, B. T. A., & Pawar, S. V. (2020). Computer-Assisted Language Instruction in South Yemeni Context: A Study of Teachers’ Attitudes, ICT Uses and Challenges. International Journal of Language Education, 4(1), 59–73. https://doi.org/10.26858/ijole.v4i2.10106

Akmal, S., Risdaneva, R., Habiburrahim, H., & Sari, M. (2020). The English teachers’ challenges in TOEFL preparation for senior high school students. Journal on English as a Foreign Language, 10(1), 25–45. https://doi.org/10.23971/jefl.v10i1.1627

Akour, M., Alsghaier, H., & Aldiabat, S. (2020). Game-based learning approach to improve self-learning motivated students. International Journal of Technology Enhanced Learning, 12(2), 146. https://doi.org/10.1504/ijtel.2020.10027116

Alderson, J. C., & Hamp-Lyons, L. (1996). TOEFL preparation courses: A study of washback. Language Testing, 13(3), 280–297. https://doi.org/10.1177/026553229601300304

Bahari, A., & Salimi, M. (2019). Challenges and Affordances of Developing Receptive and Productive Skills via Technology-Based Instruction. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 25–55.

Bailey, D. R., & Lee, A. R. (2020). Learning from experience in the midst of covid-19: Benefits, challenges, and strategies in online teaching. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 21(2), 176–196.

Basuki, Y., & Hidayati, Y. (2019). Kahoot! or Quizizz: the Students’ Perspectives. ELLIC, April. https://doi.org/10.4108/eai.27-4-2019.2285331

Boonmoh, A., Jumpakate, T., & Karpklon, S. (2021). Teachers’ perceptions and experience in using technology for the classroom. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 1–24.

Casañ-Pitarch, R., & Candel-Mora, M. Á. (2021). Developing Language, Content, and Digital Competence Through International Telecollaborative Project Work. Teaching English with Technology, 2021(1), 29–47.

Chen, T. H., & Lin, C. C. (2018). Enhancing l2 english learning through mobile-assisted TBLT: EFL learners’ perspectives. The Journal of AsiaTEFL, 15(2), 453–461. https://doi.org/10.18823/asiatefl.2018.15.2.1.453

Chiang, H.-H. (2020). Kahoot! In an EFL Reading Class. Journal of Language Teaching and Research, 11(1), 33. https://doi.org/10.17507/jltr.1101.05

Chuang, C. H. (2019). University teachers’ strategies for alleviating EFL learner anxiety. The Journal of AsiaTEFL, 16(2), 691–700. https://doi.org/10.18823/asiatefl.2019.16.2.17.691

Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education (8th ed.). Routledge.

Coletta, V. P., & Steinert, J. J. (2020). Why Normalized Gain Should Continue to be Used in Analyzing Preinstruction and Postinstruction Scores on Concept Inventories. Physical Review Physics Education Research, 16(1), 10108. https://doi.org/10.1103/PhysRevPhysEducRes.16.010108

Gholami, J., & Azarmi, G. (2012). An introduction to Mobile Assisted Language Learning. International Journal of Management, IT and Engineering, 2(8), 1–9.

Hussein, S., & Barzani, H. (2021). The Role of Technology in ELL Classes in Turkish Republic of Northern Cyprus. International Journal of Language Education, 5(2), 30–39. https://doi.org/10.26858/ijole.v5i2.14109

Izzah, N. (2021). Exploring TESOL Teachers ’ Perceptions of Project-Based Assessment in ELT Classroom. International Journal of Language Education, 5(2), 102–115. https://doi.org/10.26858/ijole.v5i2.16284

Kemal, M. (2016). Current Trends in ELT (I. Yaman, E. EKmekci, & M. Senel (eds.); 1st editio). NUANS Publishing.

Khattak, Z. I., Usman, M., Khan, R., Abbasi, G., & Ahmad, A. (2011). Evaluation of the effectiveness of English language teaching in English language institutes in Mardan. Procedia - Social and Behavioral Sciences, 15, 1635–1638. https://doi.org/10.1016/j.sbspro.2011.03.344

Khoshnevisan, B. (2019). Technological Tools to Empower Teachers in Third-World Countries : Mobile Teacher App Mobile T eacher. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 347–354.

Kops, W. J. (2014). Teaching Compressed-Format Courses: Teacher-Based Best Practices. Canadian Journal of University Continuing Education, 40(1), 1–18.

Masfufah, S. (2018). Indonesian College Students’ Perceptions of TOEFL Preparation Class. EduLite Journal of English Education, Literature and Culture, 3(1), 66–78.

Miangah, T. M., & Nezarat, A. (2012). Mobile-Assisted Language Learning. International Journal of Distributed and Parallel Systems, 3(1), 309–319. https://doi.org/10.5121/ijdps.2012.3126

Muijs, D. (2010). Doing Quantitative Research in Education with SPSS (#2). SAGE Publications Ltd.

Mukundan, J., Mahvelati, E. H., & Nimehchisalem, V. (2012). The effect of an intensive English program on Malaysian Secondary School Students’ language proficiency. English Language Teaching, 5(11), 1–7. https://doi.org/10.5539/elt.v5n11p1

Nasiri, E., & Shokrpour, N. (2012). Comparison of intensive and non-intensive English courses and their effects on the student’s performance in an EFL university context. European Scientific Journal, 8(8), 127–137. http://eujournal.org/index.php/esj/article/view/136

Ngui, W., Pang, V., Hiew, W., & Lee, K. W. (2020). Exploring the impact of e-portfolio on ESL students’ writing skills through the lenses of Malaysian undergraduates. Call-Ej, 21(3), 105–121.

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533

Pratiwi, D. I., Atmaja, D. S., & Prasetya, H. W. (2021). Multiple e-learning technologies on practicing TOEFL structure and written expression. JEES (Journal of English Educators Society), 6(1), 105–115. https://doi.org/10.21070/jees.v6i1.1194

Pratiwi, D. I., & Ubaedillah, U. (2021). Digital Vocabulary Class in English for Railway Mechanical Technology. Teaching English with Technology, 21(3), 67–88.

Pratiwi, D. I., Zulkarnain, A., & Utomo, I. S. (2021). Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated? Research and Innovation in Language Learning, 4(2), 118–130.

Puspitasari, D., & Weng, C. (2020). English Medium Instruction in Taiwan : From the Perspective of International Students as Thesis Writer. International Journal of Language Education, 4(2), 194–208. https://doi.org/10.26858/ijole.v4i2.12930

Sato, T., & Burden, T. (2020). The impact of information processing styles in mobile-assisted language learning: Are multimedia materials effective for every learner? Electronic Journal of Foreign Language Teaching, 17, 154–167.

Szasz, P. (2010). State of the Profession: Intensive English Programs. The CATESOL Journal, 21(1), 194–201. http://www.catesoljournal.org/

Ubaedillah, U., & Pratiwi, D. I. (2021). Utilization of Information Technology during the Covid- 19 pandemic : Student’s Perception of Online Lectures. Edukatif: Jurnal Ilmu Pendidikan, 3(2), 447–455.

Ubaedillah, U., Pratiwi, D. I., Huda, S. T., & Kurniawan, D. A. (2021). An Exploratory Study of English Teachers : The Use of Social Media for Teaching English on Distance Learning. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(2), 361–372.

Wagner, M. N. L., Donskaya, M. V., Kupriyanova, M. E., & Ovezova, U. A. (2016). Perspectives of introduction of the mobile-assisted language learning (Mall) technology. International Journal of Environmental and Science Education, 11(15), 8562–8571.

Wu, J. G. (2019). The Use of Mobile Devices in Language Learning : A Survey on Chinese University Learners ’ Experiences. Call-Ej, 20(3), 6–20.

York, R. O. (2017). Statistics for Human Service Evaluation (#1). SAGE Publications, Inc. https://doi.org/10.4135/9781071801024

Yudhiantara, R., & Nasir, I. A. (2017). Toward Mobile-Assisted Language Learning (MALL): Reaping Mobile Phone Benefits in Classroom Activities. Register Journal, 10(1), 12. https://doi.org/10.18326/rgt.v10i1.813

Zain, D. S. M., & Bowles, F. A. (2021). Mobile-assisted language learning (Mall) for higher education instructional practices in efl/esl contexts: A recent review of literature. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 282–307.


Article Metrics

Abstract view : 1007 times | PDF view : 356 times

Refbacks

  • There are currently no refbacks.


License URL: https://creativecommons.org/

 

 

 

Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.