The Effect of MALL on Pre-intermediate EFL Learners’ Writing Performance

Abstract

The present study aimed to investigate the effect of using mobile-assisted language learning (MALL) on pre-intermediate learners’ writing performance. The participants were selected based on the interview and PET test at the beginning of the term. Subjects were assigned into two homogenous groups, one as experimental and the other as the control group. The subjects participating in this study were 30 female pre-intermediate learners. The whole course consisted of 15 sessions and each session took 90 minutes. Both control and experimental groups, benefited from every aspects of the same teaching. To study the impact of using technology on teaching writing, first, the experimental subjects joined a Viber group. At the beginning of every week, the same topic was selected for experimental and control groups, and subjects were required to write the most relevant materials and ideas concerning the selected topic. Learners in experimental group were motivated to participate in Viber group in this way, and the control group members were required to perform writing tasks through conventional writing techniques. Two parallel writing tests (composition) were administered as the pretest and posttest for both groups. The results of statistical analysis of post-test writing scores revealed that MALL had a significant impact on the writing skill of the experimental group.