Teaching English Collocations to Undergraduate Learners through Mobile Assisted Language Learning
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LINGUISTICA ANTVERPIENSIA, 2021 Issue-1
www.hivt.be
ISSN: 0304-2294
Teaching English Collocations to Undergraduate
Learners through Mobile Assisted Language Learning
Muhammad Mooneeb Ali
Department of English
Government College of Science, Wahdat Road, Lahore, Pakistan/Department of Applied Linguistics Government College University Faisalabad
Dr Nazir Malik
…………….
Shagufta Moghal
Department of Professional Studies, Institute of Education
Lahore College for Women University , Lahore, Pakistan
Zoobia Asad
PhD Scholar, Research and Evaluation Department
Lahore College for Women University , Lahore, Pakistan
Dr. Asma Shahid Kazi
Department of Professional Studies, Institute of Education
Lahore College for Women University , Lahore, Pakistan
Issue Details Abstract
Issue Title: Issue 1
Received: 08 October, 2020 The current study investigates the effects of Mobile assisted language learning
Accepted: 19 November, 2020 (MALL) on collocations learning of Pakistani ESL students. The experimental study is
Published: 25 December, 2020
Pages: 326 - 348
an effort to understand if there is a significant difference in the use of collocations by
ESL learners who learnt through two different methodologies, one through MALL and
one without it. Ten public sector schools from Lahore, Pakistan, were selected through
Copyright © 2020 by author(s) and
Linguistica Antverpiensia simple random sampling for inclusion in the experiment. After due permissions, a
sample of 80 grade 4 students from the aforementioned schools was selected. Initially a
pretest was conducted before the participants were segregated in two groups of 40 each
(controlled and experimental group). The learning method for controlled group was
conventional teaching, whereas MALL was used for learning of the experimental
group. Both groups were taught for 14 sessions over a period of seven weeks, where
each session was 60 minutes long. After the completion of the sessions a post test was
conducted which similar in pattern and difficulty as the pretest. The results were
analyzed through SPSS and showed a marked improvement in the performance of the
experimentation group that learnt by MALL. The result reflected that the mobile
assisted language learning may be used as an effective methodology to enhance the
exposure and understanding of ESL Learners to collocation use in Pakistan. The
research opens future avenues for similar studies in other language areas to investigate
the appropriateness and effectiveness of MALL in language classrooms.
Keywords
Mobile Assisted Language Learning, Collocations, English as a Second Language,
ESL learners, Pakistani Education, Public Sector Schools, Experimental Research.
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Introduction
Appropriate word selection and choice has always posed a challenge to
English as second language (ESL) learners, especially in countries like
Pakistan, where English has been the medium of instruction for a
significant period of time. Unlike native speakers, ESL learners are not
proficient in the use of collocations, which is the propensity to use two or
more words together in discourse (Schmitt, 2000). Vasiljevic (2014)
pointed out that the use of appropriate collocation is the most difficult
aspect for non-native users, even for advanced ESL learners. Shammas
(2013) has associated acquisition of collocations to limited exposure to
L2, gaps in understanding the context and even lexical fossilization.
Farooqui (2016) is of the view that collocations are integral elements for
the acquisition of vocabulary, as the meaning of word is dependent upon
the others to which it collocates in a given context, this meaning is
acquired through listening and reading collocations in real life contexts,
before being successfully produced in writing or speaking.
Chan and Liou (2005) propone that even though collocations are
essential in language acquisition they are often neglected by teachers and
learners alike. Even if they are taught, the antiquated methods and
resources of classroom teaching are often ineffective (Demir, 2017). In
the context of this study, the difference and distinctions between the
structure of English and Urdu pose a challenge for teachers. This
necessitates the use of technology and innovative modes of teaching to
develop opportunities for learning English collocations. Rachid and
associates (2018) are of the opinion that the inclusion of technology in
English language teaching in Pakistani context has become indispensable;
this is especially pertinent in the post COVID-19 educational context,
where teachers and learners were driven to adopt distance and online
modes of instruction.
Collocations in English
The patterns of collocations are the foundation of every language
and it actually differentiates between natives and non-natives (Tekingül,
2013). The inability to use collocations actually leads to lack of
understanding (Mahvelati, 2016), hence it is vital that ESL teachers must
know how to clarify and explain the use of collocations and how to utilize
them in contextual settings. Barnbrook, Mason and Krishnamurthy (2013)
have stated that in any given language 7% space is covered by
collocations; this is supported by Rahimi and Momeni (2012) who say
that collocations are a commonality in all the languages. Collocations are
language chunks that improve oral and written performance (Vasiljevic,
2014) in addition to being significant in language development (Nemah &
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Ezzi, 2018). Collocation knit language cohesively and tightly (Xia, 2013),
and connect meanings with contexts (Petkovska & Neshkovska, 2019).
Some researchers have pointed out that in comparison with idioms,
collocations are harder to substitute or paraphrase in order to get an
identical expression (Hyland, 2008; Durrant, 2009).
Pedagogical Considerations in the Teaching of Vocabulary and
Collocations
In teaching of vocabulary items and collocations, research has pointed out
the prevalence of the techniques such as verbal explanation, synonyms
and antonyms, translation, physical demonstration, questioning for
meaning, exemplification and reference to the context (Rahimi &
Momeni, 2012). Hedge (2008) has pointed out that these techniques do
not aid vocabulary retention and learners are not able to use them in
academic tasks and real communication. The lexical approach in
pedagogy has proposed presenting language in meaningful chunks, which
has been found to be effective in the teaching of collocations and
vocabulary (Willis & Willis, 2006); presenting language in meaningful
chunks often necessitates modelling of language and use of real-life
communicative exchanges.
Faghih and Sharafi (2006) researched English language errors of
Iranian students taught though traditional methods and found that the
majority of them were rooted in lack of proficiency in collocations,
mostly in the use of adjective plus noun; noun plus noun collocations
often presented problems too. In an experimental study Rahimia and
Momenia (2012) found that when learners were taught vocabulary
through the use of concordance and collocations use, they retained it
longer and became more proficient over time; this is true for all level of
learners. This gives clear indications that teaching techniques for
vocabulary and collocation acquisition need more attention and should be
adapted according to learner needs.
Mobile Assisted Language Learning (MALL)
Mobile assisted language learning (MALL) can be defined as a method of
learning language that is supported by the use of mobile technologies
such as palmtops, handheld devices and technologies (Hashim et al.,
2017). Many researches have shown how contrary to Computer Assisted
Language Learning (CALL), MALL allows for various handheld devices,
like mobile phones, MP3 or MP4 players, cameras and digital recorders
for voice recording, supporting learning anywhere and anytime through
internet connectivity (Ali, Malik & Rehman, 2016; Kukulska-Hulme &
Bull, 2009). The mobility, accessibility and the practicality of MALL are
the key components that can create a highly interactive and student-based
learning environment in the classroom, catering to various learning needs
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of the digital natives (Wagner et al., 2016). This innovative addition to
the educational contexts not only utilizes a wide range of mobile
technologies and devices, but also incorporates programs and
customizable applications (apps).
Helwa (2017) stated that MALL is a subdivision of learning through
technology which can be applied effectively in both face to face and
online situations; this is also observed in the post-COVID-19 era, where
learning has been led by social media platforms and chat groups. The
popularity of MALL is due to its convenience in usage, either personally
or publicly, or individually or collectively, which unlocks new avenues of
learning (Ozer& Kılıç, 2018; Kukulska-Hulme & Shield, 2008). It also
aids learners in interacting with peers by forming collaborative groups
and constructing channels of teaching and learning (Lyddon, 2016).
There are numerous studies which have appreciated MALL as an aid
to language learning in varying contexts (Alemi, Sarab and Lari, 2012;
Cavus & Ibrahim 2009; Gaber, 2015; Nwaocha, 2010). It motivates the
learners during learning processes (Chen & Chang, 2011; Chang & Hsu,
2011), thus contributing significantly to greater autonomy, performance
and engagement on the part of students (AbuSa'aleek 2014; Huang,
Huang, Huang & Lin, 2012). Cohen and Ezra (2018) have shown that
MALL is popular for it’s round the clock accessibly and ease of
connectivity, while Fernando and Marikar (2017) claimed that MALL
contributes to active learning while keeping in mind with cultural and
social contexts, which makes language learning highly personal,
meaningful and of real-life use.
Effect of MALL on Vocabulary Development and Teaching
Collocations
Research has supported the positive effects of MALL in teaching of
collocations and vocabulary items. Wang and Shih (2015) conducted an
experimental research to investigate the aforementioned, and the results
indicated that learner vocabulary showed significant improvement
through constructivist MALL based activities in Thai classrooms. Tabrizi
and Moghadam (2016) conducted a study on collocations instruction via
short message service (SMS), showing the positive results of the
integration of technology for retention and exposure to the English
language structures. In a meta-analysis which examined the effect of
using mobile devices on vocabulary learning, Mahdi (2018) showed that
MALL used for learning vocabulary yielded greater achievement and
performance in comparison to traditional methods. The results depicted
that MALL is more effective for adult and older learners as compared to
younger ones, and positively affect bot receptive and productive skills.
Ali et al., (2020) conducted an experimental study on the vocabulary
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learning of ESL learners in Pakistani context through MALL; the results
showed that MALL increased motivation and passion for learning a
second language significantly.
The previous studies mentioned in the literature review provide
evidence of how MALL may be successfully incorporated in teaching
language. Although research on teaching with MALL is abundant all over
the world, there is little research on collocation instruction in the South
Asian, and more specifically Pakistani, ESL context. Furthermore, in
Pakistan the methods for teaching/learning are conventional leaving a lot
of room open to explore technology based learning, precisely MALL.
There is room for investigating which MALL activities and techniques
are more effective when teaching collocations to middle school students
in Pakistan.
Research Objectives and Hypotheses
The main of objective of this research is to create a niche that
shows how MALL influences collocation learning of Pakistani 4th grade
School Learners in Punjab, Pakistan.
Hence the Hypotheses for the study are as follows:
Ho: MALL does not influence collocation acquisition of Pakistani ESL
school learners of Grade 4.
H1: MALL positively influences collocation acquisition of Pakistani ESL
school learners of Grade 4.
Significance of the study
Although teachers have been known to teach collocations in educational
institutions, ESL learners in Pakistan are still not able to use and
understand collocations properly in their conversations and writing. One
of the causes maybe the use of antiquated methods and techniques of
teaching, which is not appreciated by the learners nor is it providing the
desired results. Using MALL as an approach, particularly in the ESL
setting, may be helpful and more conducive to teaching lexical
collocations to Pakistani ESL learners. This study has its implication for
the policy makers in Pakistan as this is one of the initial investigations
using MALL in the formal language learning process. Institutional heads
may find that the use of MALL may have many benefits and may be
modified according to the objectives and aims of courses, syllabi and
learning situations. The idea of learning and mentoring beyond the
constraints of time and place may revolutionize the concept of teaching
and learning in Pakistan.
Population of the Study
The population of this study comes from Lahore, where 80 male school
students, between 9 to 10 years, studying in grade 4 were selected from
ten public sector schools. Initially these Public sector schools in Lahore
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were chosen through simple random sampling method; the students were
also selected through simple random sampling technique. In this way
each 4th grade learner in the selected school had equal probability of
being the part of the research process.
Method
This study use experimental research design which is a quantitative
design that presents the pertinent and particular aspect through numbers
which can be checked through statistical measurements (Cresswell,
2017). They were assessed to be at the pre-Intermediate level of English
proficiency and were studying English as a compulsory subject; the
equality amongst participants was homogenized through the use of the
Oxford Placement test. The learners were divided randomly into two
groups i.e. controlled and experimental groups, at their respective
institutions. The controlled group was taught traditionally whereas the
experimental group learnt by using MALL. The timeline for collection of
data is presented in Table 1v below.
Table 1: Timeline for Data Collection
January 6, 2020 January 13, January 14, 6th March, 2020 7th March, 2020
2020 2020
Oxford Pre-test to Placement into Ending of Post-test ( identical
Placement test ( understand the two groups for treatment for to the pattern of
For homogeneity existing treatment both groups Pre-test)
of learners knowledge of
collocations
Keeping in view the level of learners, 20 Noun + Noun
collocations (see Appendix 1) were chosen from the first four chapter of
the compulsory textbook used in public sector sectors schools. The
collocations were picked from the set of 80 collocations of different types
appropriate for teaching in middle school. The pretest provided the
necessary information to the researchers about the proficiency level of the
participants; the intervention was planned to teach the collocations which
they did not know/ use yet. The tool utilized for the pre- and post-test
contained 20 items; the items type consisted of sentence completion of
using collocations, fill in the blanks and gap fillers in paragraph. The test
items were selected from the past papers of English for grade 4, which
covered the selected collocations. The test items were presented in
different order sin the pre-test and post-test, so they did not seem familiar
to the participants.
For the intervention, the control group was taught conventionally
i.e. for them lecture based and translation method, after completing the
reading of the individual chapter; the chapter activities included
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identifying, translating and making lists of the Noun+ Noun collocations,
then practicing their use in worksheets. These worksheets had fill in the
blanks, sentence completion and MCQs in which the learners were
instructed to select the correct collocations. The researchers then checked
the worksheets for accuracy and asked participants to use the collocations
in sentences. There was no contextual or real-life practice of collocation
use.
For experimental group learners the method of classroom
instruction was on the mobile phones, in which all the learners were given
mobile phones (with the due permission of management of the institution)
in which the teacher provided them with worksheets that were animated
and used infographics. The learners had to complete several level of the
online activates, such as underline, fill and complete sentences with
collocation. Furthermore with the permission of parents a Whatsapp
group was also made where after the class the learners interacted,
discussed and practiced collocations through various self-driven real-life
activities and dialogues. The teacher intervened in their groups to share
videos, presentations, slide shares and animations to clarify the concepts
and understanding of the leaners. Sometimes teacher also initiated a
discussion, practice and informal assessment on Whatsapp to engage
learners in MALL based learning.
The process of treatment was of seven weeks, over 14 sessions;
each session lasted one hour, twice a week. After the seven weeks a post
test was administered to assess their collocation knowledge. This post-test
was identical to the contents used in pre-test. Here the learners were given
randomly selected various passages from their text to underline, fill the
gap or complete the sentence with the correct collocation. The researchers
used SPSS for the analysis of data, through independent and paired
sampled T test. The analysis was done to measure if MALL elevates
learners’ collocation performance or not.
Results
For finding out the results and to check the hypothesis the use of SPSS
revealed data. Data has been presented in the below tables by applying
paired sample t test which contrasts and compares the performance of two
groups.
Pretest and Post test Results and Reliability Statistics for the
Controlled Group
The Pretest and Post-test given to the participants were analyzed below
and additionally to find the Reliability Statistics Cronbach alpha has been
applied on the controlled group.
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Table 1
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 Pretest 9.22 80 1.290 .167
Post-test 11.85 80 1.039 .134
In Table 1, there is one sample group considered in the study; one
condition before experiment i.e. pretest group (x1) and after
experimentation i.e. post-test group (x2) each with sample size of n =80.
Pretest results reveal that sample mean value m1 = 9.22 is less than the
sample mean value m2 = 11.85 of Post-test group. The dispersion of
sample data of both groups about the respective sample means is
measured by standard deviation (SD), let represented by s1 = 1.290 for
Pretest group is however greater than of SD of Post-test group s2 = 1.039.
The estimated standard errors (se) show the dispersion of sample means
(m1, m2) about their respective population means let (µ1, µ2). Result
shows that se1= 0.167 for Pretest group also greater than se2 = 0.134 for
Post-test group.
Table 2
Paired Samples Correlations
Paired Samples
Correlations N Correlation p-value (Sig.)
Pair 1 Pretest & Posttest 80 .796 .000
In Table 2, the sample correlation between Pretest & Posttest
groups is r = 0.796 with p-value = 0.000* < (α = 0.05 as level of
significance) reveals that Ho: ρ = 0 is rejected and concluded that two
population Pretest group (x1) & Posttest group (x2) are positively
significantly correlated.
Table 3
Mean Difference between Paired Samples
Paired Differences (d)
Sig.
Paired Samples Std. 95% CIL of the
Std. Error T df (2-
Test Mean Deviatio Difference
Mean tailed)
n Lower Upper
Pretest - Posttest -2.633 .780 .101 -2.835 -2.432 -26.137 59 .000
In Table 3, the mean difference between paired sample (md = m1
– m2 = -2.633 approx.) is examined by t-test statistic. The value of t-test
statistic (t= -26.136 with df = 59) with p-value = 0.000* < (α = 0.05)
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indicates that the two sample groups represent two significantly different
populations, and hence shows that post-test group performance is
significantly much higher than the pretest group on the average. The
estimated standard deviation (SD) shown by sd = 0.780 describes the
dispersion among the sample paired differences (d), whereas the
estimated standard error (se) shown by se (d) = 0.101 describes the
dispersion among the sample mean differences (md) about population
paired mean difference (µd). And 95% Confidence Interval Limits (CIL)
describe that the population mean difference (µd) is estimated to lie
between the interval [-2.835, -2.432].
Table 4
Case Processing Summary
N %
Cases Valid 80 100.0
Excluded a 0 .0
Total 80 100.0
a. List wise deletion based on all variables in the procedure
Table 4 shows case processing summary of valid paired data of
sample (N=160) included as 100% in the analysis, nothing excluding.
Table 5
Reliability Statistics
Cronbach's Alpha Cronbach's Alpha
N of Items
Based on Actual Items Based on Standardized Items
α = 0.820 α = 0.828 2
As shown in Table 5, a reliability analysis was carried out on the
perceived task values scale comprising 2 item groups. For this Cronbach
alpha (α) is used as test statistic to measure how well the reliability
or internal consistency is between the item groups. In the given sample,
the estimated both statistics of Cronbach alpha (α = 0.820) and the
Standardized Cronbach alpha (α = 0.828) fall between the interval [0.8,
.90] and hence shows better reliability & internal consistency between the
two groups, Pretest (x1) & Posttest (x2). Most items appeared to be
worthy of retention, resulting in a decrease in the alpha if deleted.
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Table 6
Summary Item Statistics
Ratio =
Minimum Maximum Range N of
Mean Maximum / Variance
(Pretest) (Post-test) (x1 & x2) Items
Minimum
Item Means mc = 10.533 m1 = 9.217 m2 = 11.850 md = 2.633 mr = 1.286 vb = 3.467 2
Item Variances vp = 1.371 v1 = 1.079 v2 = 1.664 vd = 0.585 vr = 1.543 vv = 0.171 2
Inter-Item
.796 .796 .796 .000 1.000 .000 2
Correlations
Table 6 describes the comparisons between both groups, Pretest (x1) &
Posttest (x2); i.e. N= 2 item groups. The minimum value represents x1
and the maximum value represents x2. Thus mean value of x1 is m1
=9.217, and mean value of x2 is m2 =11.850; which shows the mean
difference range md = (m2 – m1) = 2.633 and mean ratio as mr = (m2 /
m1) =1.286 = (1+ 28.6%). These results reveal that post-test group has
2.633 (= md) favorable benefits in magnitude which is 28.6%
proportionally higher over the pretest group. The combined mean of (m1,
m2) is measured by the midpoint mc = 10.533, and between variance of
(m1, m2) is measured by vb = 3.467 describing the variability between
the groups.
Similarly, variance (x1) is v1 =1.079, and variance (x2) is v2
=1.664; which shows the variance difference as vd = (v2 – v1) = 0.585
and variance ratio as vr = (v2 / v1) =1.543. These results reveal
significance between variability of post-test group over pretest group. The
pooled variance of (v1, v2) is measured by vp = 1.371 describing the
variability within the groups (x1, x2); and vv = 0.171 describes the
variability between variances of the groups (x1, x2). The paired sample
shows significantly +ve correlation (i.e. r = 0.796) between Pretest &
Posttest groups.
Table 7
Item-Total Statistics
Scale Mean Scale Corrected Squared Cronbach's
if Item Variance if Item-Total Multiple Alpha if Item
Deleted Item Deleted Correlation Correlation Deleted
Pretest 11.82 1.135 .782 .611 .
Posttest 9.18 1.644 .782 .611 .
The summary statistics in Table 7 reveals that:
1). Scale Mean if Item Deleted: It describes that scale mean score m1 =
11.82 for PreTest group (x1) is higher than scale mean score m2 =
9.18 for PostTest group (x2),
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2). The scale variance, let represented by v1 = 1.135 for Pretest group
is however lower than the scale variance v2 = 1.644 of Post-test
group.
3). The Corrected Item-Total Correlation (=0.782) show significant
inter-relation between the score statistic on the individual item and
the sum of scores of remaining items.
4). The Squared Multiple Correlation that (0.611 = 61.1%) of variation in
the dependent item of interest is explained proportionally by the scores of
remaining items.
Table 8
Scale Statistics
Mean Variance Std. Deviation N of Items
Mc = 21.07 Vc = 4.877 Sc = 2.208 2
The summary statistics in Table-8 below reveals that the additive total (x1
+ x2) for both item groups (N =2), the scale mean is Mc = 21.07 with the
scale variance as Vc = 4.877 or the standard deviation as Sc = 2.208.
Pretest and Post test Results and Reliability Statistics for the Experimental Group
Table 9
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair PreTest (x1) 9.85 80 1.287 .166
1 PostTest
16.83 80 .977 .126
(x2)
In Table 9, another sample group is taken in the study; one
condition before experimentation i.e. pretest group (x1) and after
experimentation i.e. post-test group (x2) each with sample size of n =80.
Pretest results reveal that sample mean value m1 = 9.85 is less than the
sample mean value m2 = 16.83 of Post-test group. The dispersion of
sample data of both groups is measured by standard deviation (SD), let
represented by s1 = 1.287 for Pretest group is however greater than of SD
of Post-test group s2 = 0.977. The estimated standard errors (se) show the
dispersion of sample means (m1, m2) about their respective population
means let (µ1, µ2). Result shows that se1= 0.166 for Pretest group also
greater than se2 = 0.126 for Post-test group.
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Table 10
Paired Samples Correlations
N Correlation Sig.
Pair 1 Pre-Test (x1) & Post-Test (x2)
80 .721 .000
In Table 10, the sample correlation between Pretest & Posttest
groups is r = 0.721 with p-value = 0.000* < (α = 0.05 as level of
significance) reveals that Ho: ρ = 0 is rejected and concluded that two
population Pretest group (x1) & Posttest group (x2) are positively
significantly correlated.
Table 11
Paired Samples Test
Paired Differences
95% Confidence
Std. Std. Interval of the Sig.
Deviatio Error Difference (2-
Mean n Mean Lower Upper T df tailed)
Pair PreTest – PostTest -
-6.983 .892 .115 -7.214 -6.753 59 .000
1 = (x1 - x2) 60.617
In Table 11, the mean difference between paired sample (md = m1
– m2 = -6.983 approx.) is examined by t-test statistic. The value of t-test
statistic (t= -60.617 with df = 59) with p-value = 0.000* < (α = 0.05)
indicates that the two sample groups represent two significantly different
populations, and hence shows that post-test group performance is
significantly much higher than the pretest group on the average. The
estimated standard deviation (SD) shown by sd = 0.892 describes the
dispersion among the sample paired differences (d), whereas the
estimated standard error (se) shown by se(d) = 0.115 describes the
dispersion among the sample mean differences (md) about population
paired mean difference (µd). And 95% Confidence Interval Limits (CIL)
describe that the population mean difference (µd) is estimated to lie
between the interval [-7.214, -6.753].
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Table 12
Case Processing Summary
N %
Cases Valid 80 96.8
Excluded a 2 3.2
Total 80 100.0
a. List wise deletion based on all variables in the procedure
Table 12 shows case processing summary of valid paired data of
sample (N=80) included as 96.8% in the analysis, excluding 2 paired
observations.
Table 13
Reliability Statistics
Cronbach's Alpha Based on
Cronbach's Alpha Standardized Items N of Items
.820 .828 2
In Table 13, a reliability analysis was carried out on the perceived
task values scale comprising 2 item groups. For this Cronbach alpha (α) is
used as test statistic to measure how well the reliability or internal
consistency is between the item groups. In the given sample, the
estimated both statistics of Cronbach alpha (α = 0.820) and the
Standardized Cronbach alpha (α = 0.828) fall between the interval [0.8,
.90] and hence shows better reliability & internal consistency between the
two groups, Pretest (x1) & Posttest (x2). Most items appeared to be
worthy of retention, resulting in a decrease in the alpha if deleted.
Table 14
Summary Item Statistics
Maximum / N of
Mean Minimum Maximum Range Minimum Variance Items
Item Means mc = 13.342 m1 = 9.850 m2 = 16.833 md = 6.983 mr = 1.709 vb = 24.383 2
Inter-Item
.721 .721 .721 .000 1.000 .000 2
Correlations
Table 14 describes the comparisons between both groups, Pretest
(x1) & Posttest (x2); i.e. N= 2 item groups. The minimum value
represents x1 and the maximum value represents x2. Thus mean value of
x1 is m1 =9.850, and mean value of x2 is m2 =16.833; which shows the
mean difference range md = (m2 – m1) = 6.983 and mean ratio as mr =
(m2 / m1) =1.709 = (1 + 70.9%). These results reveal that post-test group
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has 6.983 (= md) favorable benefits in magnitude which is 70.9%
proportionally higher over the pretest group. The combined mean of (m1,
m2) is measured by the midpoint mc = 13.342, and between variance of
(m1, m2) is measured by vb = 24.383 describing the variability between
the groups. The paired sample shows significantly +ve correlation (i.e. r =
0.721) between Pretest & Posttest groups.
Table 15
Item-Total Statistics
Scale Corrected Cronbach's
Scale Mean if Variance if Item-Total Squared Multiple Alpha if Item
Item Deleted Item Deleted Correlation Correlation Deleted
PreTest (x1) 16.83 .955 .721 .520 .
PostTest (x2) 9.85 1.655 .721 .520 .
The summary statistics in Table 15 below reveals that:
1). Scale Mean if Item Deleted: It describes that scale mean score m1 =
16.83 for PreTest group (x1) is higher than scale mean score m2 =
9.85 for PostTest group (x2),
2). The scale variance, let represented by v1 = 0.955 for Pretest group
is however lower than the scale variance v2 = 1.655 of Post-test
group.
3). The Corrected Item-Total Correlation (=0.721) show significant
inter-relation between the score statistic on the individual item and
the sum of scores of remaining items.
4). The Squared Multiple Correlation that (0.520 = 52.0%) of variation in
the dependent item of interest is explained proportionally by the scores of
remaining items.
Table 16
Scale Statistics
Mean Variance Std. Deviation N of Items
Mc = 26.68 Vc = 4.423 Sc = 2.103 2
The summary statistics in Table 16 below reveals that:
The additive total (x1 + x2) for both item groups (N =2), the scale mean
is Mc = 26.68 with the scale variance as Vc = 4.423 or the standard
deviation as Sc = 2.103.
Findings and Discussion
Based upon the statistical analysis resented above, it can be said
that pre-test results of experimental group and controlled group is not
significantly different, showing that the two groups were homogenous.
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The performance of control group in the pre and posttest did not show
significant improvement in collocation learning; the participants did show
some improvement but it was not significant to conclude that they have
comprehended the concepts perfectly. The summary extracted from the
tables reflects that the learners in experimental group performed
significantly better in their post-test. Furthermore, after the treatment the
performance comparison in Post-test provides a significant difference in
the results from control and experimental groups.
The data in the tables above provides empirical evidence to nullify
the Ho which claims that MALL does not influence collocation
acquisition to Pakistani ESL school learners of grade 4, justifying H1
which stated that MALL positively influences collocation acquisition of
the Pakistani ESL learners. The results of the paired sample test for the
experimental and control groups showed slight difference for the pre-test
(see table 1 of controlled and table 9 in experimental group), not making
it significant. The statistical values presented in Table 2 of controlled and
Table 10 in experimental group validates that both sample groups belong
to different population.
Another important thing is look at the reliability of the test. For
any test to be successful reliability is pivotal. The table 5 in controlled
group paired sample t-test shows reliability analysis. This expresses that
this paired sample t-test of controlled group is perfectly reliable and has
internal consistency between their pre-test and post-test scenarios.
Therefore, it shows that items appeared in the tests are credible of
retention. Overall result claims that the post-test performance of
controlled group is better, yet the difference in the mean values of their
pre and post-test performances is not great.
Identical to the pattern of measuring the controlled group
performance, the experimental group performance in pre and post-test is
also assessed through paired sample t-test. Table 9 in experimental group
above presents that the mean value in pre-test is less than the post-test
value. The above Table-10 (in experimental group) presents that both the
pre and post-test samples are positively correlated. However, in table-11,
the mean difference between paired samples is examined through t-test
statistic. The value of t-test statistic directs post-test group performance is
significantly much higher than the pretest group as the difference in
means value is higher.
Furthermore at Table 13 a reliability analysis is performed to
examine the authenticity of the test. The results presented in table (13) in
experimental group clearly propose that the test is reliable and it has
internal consistency amongst pre-test and post-test scenarios. It also
validates the reliability of two groups and it shows that items appeared are
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credible of retention. The overall values show that that the post-test
performance of experimental group is significantly much higher than its
pre-test performance.
The findings of this study provide us with important aspect to look
for. The results extracted from the SPSS tables easily conclude that
MALL has strong impact on collocation based learning of the learners. In
Pakistani ESL context teaching English is a difficult phenomenon as the
learners have already developed their L1 and the second language
learning acquisition is always different from L1 (Ali et al., 2019). So the
teachers have to put in a lot of effort and to bring various activities that
can develop interest amongst the learners to be lively in the learning
process ((Rafi, 2013 as in Ismail Yusof & Yunus, 2016). Including
MALL in ESL context actually produces a new shape of learning which
attracts students and teachers. It urges teachers to use MALL to uplift
their teaching process to achieve learning objectives. The results share
commonality with the studies conducted by (Thornton & Houser, 2005;
Sole, Calic & Neijmann2010; Baleghzadeh & Oladrostam, 2010) who
stated that MALL constructs positivity and motivation for learners to
learn language
Zhao (2005) also asserted this point that MALL raises the ESL
contexts and thus improves English language learning. Wong & Looi
(2010) claimed that traditional methods are no longer influencial
therefore MALL is need of the time and in his viewpoint he is on the
same tone with this study’s findings. There are numerous studies i.e.
(Alemi, Sarab & Lari, 2012; Cavus & Ibrahim 2009; Nwaocha, 2010)
which have appreciated MALL as an aid to learning. The outcomes of
this research found similarities with the research performed by Ali et al.,
(2020) who concluded that MALL influence intensely on the vocabulary
based learning of ESL learners in Pakistan. This research was similar to
the study done by Cohen and Ezra (2018) who investigated that MALL is
impactful and beneficial as it evokes learning desire in learners. The
benefits and impact of MALL explored in this research echo the results of
a study by Fernando and Marikar (2017) who were of the view that latest
methods like MALL increase learning efficiency in English language
learning contexts.
Lastly it can be said that the findings of this study are alike Wang
and Shih (2015) study who through experimentation explored that MALL
elevates the learning in EFL situations. The conclusive elements of this
study are replica of various other researches done by Lu (2008),
Kukulska-Hulme (2009), Saran, Seferoglu and Cagiltay (2012), Fageeh
(2013), Alavinia and Qoitassi (2013), Taj et al. (2017), and Ahmed,
Armarego and Sudweeks (2017) who concluded their argument that
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MALL is the latest, beneficial modern and result oriented method
presently that increase learners’ performances
Conclusion
The conclusion of this study can be drawn from the results that
MALL’s hallmark features like autonomous, student-centeredness and
student-controlled learning can aid to raise learners’ efficiency. These
features are innovative, popular, new, beguiling and effectively
impressive for ESL learning situations. Here it was observed that MALL
not only hoisted the performance of learners but it also bonded them in a
learning community or a group and made the learning process
stimulating. It also improved their level of concentration as opinioned by
them. The facility of a different pathway of learning with relaxation and
convenience regarding the time and place also improved their learning. In
this regard, this study also relates with Khan, Radzuan, Shahbaz &
Ibrahim, (2019) in which it was found that MALL also helps to make the
learners autonomous, relaxed and passionate without diminishing the role
of the teachers.
In connection with MALL it can be said that this research can be
taken as a benchmark to implement MALL in the local context. This
research gives a comprehensive picture of applying MALL in informal
and formal learning situations. The benefits of changing learning methods
and practices through MALL can be used by teachers of other subjects
too in their classrooms. The results imply that MALL and MALL
applications can aid as an efficient learning tool that can assist course
books, learners and teachers in English classes. In the Pakistani context, it
is a new approach, yet it can be utilized in various other dimensions
keeping in view the results of this study. MALL may impact other
English language learning domains strongly. The findings emphasize that
MALL tools like mobile phones and relevant apps develop the interest of
learners that can uplift them specifically in ESL contexts. MALL, being a
new channel of learning can have a stronger impact on the process of
learning if applied properly (Abdous et. al., 2009). Learning techniques
through MALL support the learners to explore the latest and modern
avenues of learning. It can be extracted after viewing the results of this
phase that MALL can be a successful tool for learning, even for new
MALL users, thus these results boost up researchers who are aspirant to
perform any research on MALL in the local context. MALL keeps
learners interested in learning and English language ambiance which is
usually a difficult environment for ESL learners becomes interesting.
Current results also substantiate that MALL maintains the motivation of
learners. The inclusion of MALL provides them with stimulating and
exciting learning opportunities and new learning paths. The results of
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experimental group learners’ ascertained the fact that MALL has a
positive impact on learners so it can be utilized in other English language
learning programs as well. The results can also serve as a new channel of
understanding for the local administrators to involve technology i.e.
precisely MALL into the methodology while developing teaching and
learning instructions. This research reflects pivotal insights for some
plausible solutions to develop MALL classrooms in cities for better
learning avenues for learners. It also provides some solutions for rural
areas where sometimes there is a lack of teachers for learners. This
research also gives chance to review the teaching practices which are
already developed on GTM in Pakistan. This new innovation can also
change the teaching practices to modern learning methods in Pakistan.
The overall results and findings of this investigation show that
MALL has deep impact on collocation learning of Pakistani young
learners. It has been observed that the findings of previous literature
suggested lack of impactful methods for imparting knowledge regarding
collocations to ESL learners. The result was that in ESL learning
situations, due to orthodox methods there was sever problems in
collocation comprehension and learning. The outcomes of this research
clearly claim that MALL has a positive influence on the learners and it
improved the collocation learning of young ESL learners. Furthermore
the findings also give way to the conclusion that MALL is appreciated
and liked by Pakistani learners and their performance has been elevated
through the use of MALL. The new methods of learning through MALL
are enticing and attractive for them and they felt happy during their
learning situations and contexts. The outcomes of this study can be
beneficial for future researches regarding different elements of grammar.
Conclusively it may be said that explore various other methodologies
through MALL can be explored and utilized to increase the performance
of learners. Finally MALL can be the helpful for the teachers to impart
knowledge influentially.
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