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Document Type |
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Thesis |
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Document Title |
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IPAD AS AN INSTRUCTIONAL TOOL IN ENHANCING YOUNG LEARNERS’ ACHIEVEMENT AND ENGAGEMENT IN EFL CLASSES IN SAUDI ARABIA. الايباد كوسيلة تعليمية في تعزيز التحصيل العلمي وتفاعل المتعلمين الصغار في فصول اللغة الانجليزية في المملكة العربية السعودية. |
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Subject |
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English Language Institute |
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Document Language |
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Arabic |
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Abstract |
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iPad tablets have been introduced into different educational sectors to facilitate learning and engage students in classroom. However, there is a lack of empirical evidence in regard to iPad usage in the Saudi EFL context. This study set out to examine the effects of integrating iPad tablets as an instructional tool to enhance young learner’s engagement and academic achievement in EFL class. It further endeavoured to illuminate the factors that impact student engagement, defined in this study as perceived usefulness (PU) and perceived ease of use (PEOU) based on the Technology Acceptance Model (TAM). It also sought to uncover the limitations that affect the utilization of the iPad in the classroom. An embedded mixed-methods design was employed within the framework of quasi-experimental design. Three research tools were utilized: pretest-posttest, a five-point Likert scale questionnaire, and classroom observation. The participants were a cohort of young (middle school) learners enrolled in a private school for girls in Jeddah, Saudi Arabia. The study found that the iPad indeed enhanced young learner achievement in the experimental group, as was indicated in the results of the pretest and posttest compared to students in the control group. Furthermore, the study revealed that students demonstrated a high level of engagement when using the iPad, specifically in relation to reading and vocabulary skills. Statistical analysis of the questionnaire findings indicated that PU was a factor that significantly impacted students’ level of engagement and while conceivably positive in its tone, PEOU did not have a significant impact on student engagement. Lastly, technical problems and the issue of lack of time were found to be predominant impediments to the integration of the iPad followed by unfamiliarity with the app, and student distraction. These findings provide EFL teachers and policy makers with insight on how to better integrate the iPad in the EFL sector.
KEYWORDS: Mobile Learning, iPad in education, Student Engagement, Academic Achievement |
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Supervisor |
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Dr. Tariq Elyas |
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Thesis Type |
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Master Thesis |
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Publishing Year |
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1438 AH
2017 AD |
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Added Date |
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Thursday, August 17, 2017 |
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Researchers
| بسمه مهدي البقمي | Al-Bogami, Basmah Mahdi | Researcher | Master | |
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