Integrating Mobile Phones into the EFL Foundation Year Classroom in King Abdulaziz University/KSA: Effects on Achievement in General English and Students’ Attitudes
Why this work is in the frame
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Bibliographic record
Abstract
This study investigates the effect of ten teaching English as a foreign language (TEFL) oriented features of mobile phones in the English language classroom on the achievement of foundation-year students in King Abdulaziz University (KAU) in General English. The study also explores students’ attitudes towards this new method of teaching. The study uses an experimental design where the control group is taught through the strategies used in ELI, whereas the experimental group is taught through the same strategies used in the control group in addition to mobile phones. The independent variable is using ten features of mobile phones in the EFL classroom and the dependent variable is the foundation-year students’ achievement in general English. Forty male students of the foundation year at level two are assigned for the control group as well as the experimental one. The tools of the study are: A pre-test to ensure the equivalency of the two groups before conducting the experiment, a post test to see if there are any statistically significant differences in students’ achievement in general English that are attributed to mobile phones, and a questionnaire to see students’ attitudes towards using mobile phones in the English as a foreign language (EFL) classroom. The results of the t-test showed differences in the mean scores in favor of the experimental group, but these differences were not statistically significant at ? = 0.5. The analysis of the questionnaire showed positive attitudes toward using mobile phones in the classroom. The study concludes with recommendations about training students and teachers on the academic use of mobile phones and reinforcing the attitudes of students toward using them in the EFL classroom.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it