Open AccessRapport in EFL Classrooms with a Mobile Application in Everyday Context
Author(s) -
Leila Khubyari,
Mehry Haddad Narafshan
Publication year - 2016
Publication title -
international journal of english language education
Language(s) - English
Resource type - Journals
ISSN - 2325-0887
DOI - 10.5296/ijele.v4i1.8961
Subject(s) - psychology , context (archaeology) , mathematics education , english language , population , sample (material) , test (biology) , pedagogy , geography , sociology , chemistry , demography , biology , paleontology , archaeology , chromatography
Technology especially, using mobile considered a booming future trend, facilitates education anywhere and anytime, and increases rapport among the growing number of second language learners. Consequently, this study probes the impact of Mobile Assisted Language Learning (MALL) on rapport in EFL classrooms. The population of this study was intermediate female EFL students (15-20 years old) at English Language institutes located in Kerman, district 2. A Cambridge Placement Test (CPT) was used to have almost homogenous groups. After administrating the CPT, 40 students who were randomly and equally assigned to the experimental and control groups (20 students in each group) were selected as the sample of this study. To see the impact of MALL on EFL learners' classroom rapport, the researcher utilized quantitative research method. The instrument applied in this study was a classroom rapport questionnaire. The result revealed that regular and immediate text messages can act as an effective way of establishing rapport between the teacher and the students.