Application of M-Learning In Enhancing Reading Competency Among Engineering Undergraduates

Abstract

With the advent of technology in the learning process, classroom alternatives have been practised to ensure that students receive the best practices in the classroom. Mobile learning (m-learning) is one of the options applied by educators to improve the quality of instructions. This study aimed to investigate the reliability of m-learning in improving the quality of learning process on students’ reading comprehension skills. 30 first-year students of Universiti Tun Hussein Onn Malaysia (UTHM) from technical faculty were chosen to be the participants of this study. A quasi-experimental technique was utilised in which students were evaluated during the pretest and posttest stages to determine the difference in their reading skills once the m-learning instrument was applied in between these stages. Then, a questionnaire was distributed to each student via Google Form in order to collect data on their perceptions of m-learning implemented by their instructor. The findings demonstrated that students had a favourable opinion towards m-learning and that there were notable variations in the outcomes of the pretest and posttest. Thus, the implementation of m-learning is highly recommended in order to achieve the best results and satisfaction in the learning process.

Keywords: M-learning, perception, reading competency

Introduction

A second language learner's reading ability and English competence are both influenced by their reading comprehension as English as Second Language or English as Foreign Language (ESL/EFL) students (Kung, 2019; Pourhosein Gilakjani & Sabouri, 2016; Rahimi et al., 2016). As some researchers have claimed that reading comprehension affects reading ability (Rahim et al., 2017), several studies were conducted in regard to improving ESL/EFL learners' reading comprehension by examining the strategies used during the reading activities. These strategies include visual organisation (Rahim et al., 2017), and scaffolding (Shirmohammadi & Salehi, 2017).

The rapid growth of technology and the momentary adaptation of the younger generation have led to new patterns in daily life and consequently in learning and education. According to The Malaysian Communications and Multimedia Commission (MCMC Statistics & Data Intelligence Department, 2021) “smartphone use is the highest among individuals under the age of 35, and the trend is declining in older age groups”. The survey establishes validity in proving that teenagers and young adults are the active users of smartphones in which these groups fall under the category of students. This indicates that technologically advanced students are keeping up with the latest devices available in the market and somehow manage to stay ahead of their peers in terms of the devices they use for everyday communication, connectivity and educational purposes. There is always a gap between ‘what students are capable of’ (through the devices they use) and ‘what is offered in the classroom’. Hence, it is undeniable that technology adds more hues to students' learning experiences, including English language learning.

Ever since the studies of Educational Technology emerged in the 1980s, the utilisation of technology has become an option to educators’ pedagogies in blending their teaching materials to appear modern and interactive (Pedro et al., 2018). In fact, learning with a mobile phone is fundamentally different from learning in the classroom. The connection of the Internet to mobile devices makes it easier for students to access their learning materials and communicate with their peers without having to be physically in the classroom. Although its definition has evolved in various directions in this 21st century, the growth of these definitions has ultimately led to the formation of a new learning modality, which is called mobile-learning (m-learning) (Pedro et al., 2018).

Research Methods

Findings

The questions in the questionnaire were divided into parts as a means to record the accurate outcomes. The questionnaire responses consisted of two parts: 1) respondents' demographic information and 2) perceptions of m-learning. In addition, students’ results from the pretest and posttest were documented to determine the difference and effectiveness of implementing m-learning in the classroom. Hence, all the collected data was presented below.

Conclusion

According to the results, it is clear that students value and actively participate in online English learning. Although there are multiple challenges faced by the students, fellow educators and administration due to the abrupt adjustments to the educational system, the online learning environment offers various advantages in the context of English language learning. It is undeniable that this medium promotes flexibility, self-learning, reduces costs and offers convenience to some extent. Online learning is a fantastic option during the COVID -19 pandemic, despite its inability to completely replace face-to-face learning. In order to establish a more balanced learning environment for English, this study suggests that blended learning shall be taken into account. It is also recommended that further research needs to be conducted to evaluate the consequences of entirely online English instruction on students from various academic backgrounds and genders.

Acknowledgement

The researchers would like to thank GERAN TIER 1 (H806) for the financial support of this research.

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