Assessing Student empowerment in speaking mobile-assisted language learning of EFL Universitas Ahmad Dahlan Undergraduates
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Institusion
Universitas Ahmad Dahlan
Author
Marbun, Cindi Martina
Subject
L Education (General)
Datestamp
2024-04-30 01:37:54
Abstract :
This study aimed to (1) investigate student empowerment in speaking mobile-assisted learning through social media platforms, (2) examine significant correlations between the factors of student empowerment; impact, meaningfulness and competence, (3) discover students? voices on any other factors of empowerment that can be gathered in relation to speaking mobile-assisted learning through social media platforms. The research was conducted using a mix-method of explanatory sequential design. It involved students (n=30) from the English Literature Department of the university. All data were collected from close-ended questionnaires and semi-structured interviews. In the quantitative phase, the data were analyzed using SPSS version 23 and presents the validity and reliability of the instrument. The findings revealed that students had a moderate level of empowerment when incorporating mobile-assisted learning into their speaking activities through social media platforms, with scores for a sense of meaningfulness (x?= 3.55), and a sense of competence (x?= 3.17), and a sense impact (x?= 3.08). Further, the significant correlation results among the empowerment factors were not interdependent, with all p-values of the indicators > 0.05. In the qualitative phase, an additional dimension emerged, highlighting that speaking mobile-assisted learning through social media platforms enhanced a sense of accessibility and flexibility and fostered students? sense of independence. By engaging in speaking activities through these platforms, students reported feeling empowered to seek out additional learning resources and create their own video speaking tasks at their convenience. The results of this study are expected to provide a valuable insights into what has been done and present implications for research and practice.
This study aimed to (1) investigate student empowerment in speaking mobile-assisted learning through social media platforms, (2) examine significant correlations between the factors of student empowerment; impact, meaningfulness and competence, (3) discover students? voices on any other factors of empowerment that can be gathered in relation to speaking mobile-assisted learning through social media platforms. The research was conducted using a mix-method of explanatory sequential design. It involved students (n=30) from the English Literature Department of the university. All data were collected from close-ended questionnaires and semi-structured interviews. In the quantitative phase, the data were analyzed using SPSS version 23 and presents the validity and reliability of the instrument. The findings revealed that students had a moderate level of empowerment when incorporating mobile-assisted learning into their speaking activities through social media platforms, with scores for a sense of meaningfulness (x?= 3.55), and a sense of competence (x?= 3.17), and a sense impact (x?= 3.08). Further, the significant correlation results among the empowerment factors were not interdependent, with all p-values of the indicators > 0.05. In the qualitative phase, an additional dimension emerged, highlighting that speaking mobile-assisted learning through social media platforms enhanced a sense of accessibility and flexibility and fostered students? sense of independence. By engaging in speaking activities through these platforms, students reported feeling empowered to seek out additional learning resources and create their own video speaking tasks at their convenience. The results of this study are expected to provide a valuable insights into what has been done and present implications for research and practice.
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