Effectiveness of Mobile Learning to Improve Letter Writing Skills Through Scaffolding Using WhatsApp – A Study on Working Adults

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Commonwealth of Learning (COL)

Mobile learning has made a huge impact on technology assisted learning and research during the last two decades. However, a need exists to focus attention on adult learners who are restricted from accessing the conventional learning process due to lack of time and other family/official responsibilities. According to available literature on mobile learning, (Ling, Ahmad, & Hashim, 2018; Elaish, Shuib, Ghani, & Yadegaridehkordi, 2017; Traxler, 2017) teaching English as a second language to working adults using m-learning has not been researched and this study intends to contribute to knowledge in this context. //

This study was carried out using an exploratory research methodology. Interventions were designed as individual/group work and tests by the researcher to sustain the m-learning process with scaffolding. A convenience sample (n=62) of government workers aged 25 to 45 was used with the application of mixed method. Brief questionnaires were used as mode of ratings, with proficiency and progressive tests. In addition, questionnaires, observations and structured interviews together with unstructured interviews in the form of personal conversation were administered for data collection. A Mobile Learning Environment (MLE) facilitated by WhatsApp was used as the communication interface with access to web-based Google forms. The MLE was used to write letters and revise grammar/vocabulary. The results revealed that while m-learning helped them learn at ease, major barriers such as the inability to find time to participate in a conventional class and low self-confidence can also be overcome using mlearning. The learners were able to maintain their participation by adapting study time to suit their free time. Interventions proved to be effective multimedia facilities that could be easily accommodated in the MLE. Further, analysis of tests showed a considerable improvement. // Limitations such as less mobile literacy, time constraints, and lack of confidence did not hinder the progress of the study. // Paper ID 156

Mobile Technology in Education,Communication Skills,Adult Education