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<p style="text-align:justify;">Despite extensive research into the effectiveness&nbsp;of mobile-assisted language learning (MALL) in ESL/EFL language learning, there&nbsp;is insufficient evidence to conclude that supplementing conventional teaching methods of the writing process approach with MALL significantly improves the&nbsp;English writing performance of native Arabic speakers. This study investigates&nbsp;the role of mobile-assisted language learning in enhancing the writing skills&nbsp;of forty female intermediate-level Intensive English Program (IEP) students at&nbsp;an intermediate level at Kuwait University. Participants were tested using a&nbsp;variety of mobile applications and websites (i.e. the Microsoft Word application,&nbsp;an English dictionary application, and internet search engines). The researcher&nbsp;utilized questionnaires, observation notes, and other qualitative methods from&nbsp;student assignments for data collection. Results of the data analysis indicate&nbsp;that smartphones are indeed an effective teaching tool, with multiple positive effects&nbsp;on student agency. However, due to its nature and complexity, a cautious&nbsp;approach was used to interpret the findings of this study. The ultimate goal of&nbsp;the research was to compare the traditional approach to the teaching of process&nbsp;writing to a mobile-assisted approach. Study findings are discussed in details&nbsp;and options for future research are explored. Overall, results suggest that&nbsp;learner autonomy is improved by engaging in the writing process both inside and&nbsp;outside of the classroom. The results also suggest implications for increasing&nbsp;motivation and peer collaboration via the use of mobile technology.</p>

The Role of Mobile-assisted Language Learning (MALL) in Enhancing the Writing Skills of Intermediate IEP Students: Expectations vs Reality

Original Research 

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