Using Mobile Messaging Applications to Improve TOEFL Speaking Test Performance
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As smartphones become universal in Korean life, as well as in its university classrooms, much research has been conducted into investigating their efficacy as a language-learning tool. The implications for language teachers could be profound. This current study investigated the effect of using various different mobile messaging applications equipped with audio-visual recording capabilities for improving performance in the TOEFL speaking test. The research questions are 1) Does the use of mobile messaging applications encourage practice among learners? 2) Do learners experience any improvement in their responses to sample TOEFL speaking test questions? Two groups of learners enrolled in a TOEFL speaking test preparation class. One group (n=17) was instructed to practice between classes by recording answers using an application freely available for mobile devices. The second group (n=17) was given no specific instructions. The first group also received feedback from the instructor using the same method, while the second group did not. The research findings showed that learners using mobile messaging applications tended to practice significantly more than those who didn’t use a mobile application. In addition, learners using the application outperformed the learners who didn’t use the application on sample questions answered under TOEFL test conditions.
Abstract
As smartphones become universal in Korean life, as well as in its university classrooms, much research has been conducted into investigating their efficacy as a language-learning tool. The implications for language teachers could be profound. This current study investigated the effect of using various different mobile messaging applications equipped with audio-visual recording capabilities for improving performance in the TOEFL speaking test. The research questions are 1) Does the use of mobile messaging applications encourage practice among learners? 2) Do learners experience any improvement in their responses to sample TOEFL speaking test questions? Two groups of learners enrolled in a TOEFL speaking test preparation class. One group (n=17) was instructed to practice between classes by recording answers using an application freely available for mobile devices. The second group (n=17) was given no specific instructions. The first group also received feedback from the instructor using the same method, while the second group did not. The research findings showed that learners using mobile messaging applications tended to practice significantly more than those who didn’t use a mobile application. In addition, learners using the application outperformed the learners who didn’t use the application on sample questions answered under TOEFL test conditions.
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