Hassan S A L E H Mahdi | King Khalid University (original) (raw)

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Papers by Hassan S A L E H Mahdi

Semiotics has been investigated in the literature to enhance second language vocabulary acquisiti... more Semiotics has been investigated in the literature to enhance second language vocabulary acquisition. The previous studies have examined how semiotics could aid second language (L2) learner to learn concrete words. This study aims at investigating the effect of semiotics on learning abstract words. Fifty-five Arab learners of English as a foreign language (EFL) participated in the study and assigned into three groups. The first group was taught abstract words using semiotics. The second group was taught concrete words using semiotics. The third group was taught the same words using a traditional way, i.e., without semiotics. Results of the post-test indicated that participants in semiotics groups (either concrete or abstract) outscored the participants who did not use semiotics to learn new words. The study concluded that semiotics is a useful tool to enhance learning new words. Also, semiotics can be more helpful in learning concrete words than abstract words.

International Journal of Emerging Technologies in Learning (iJET), 2019

Learning pronunciation can be enhanced by several strategies. LINCS (List, Identify, Note, Create... more Learning pronunciation can be enhanced by several strategies. LINCS (List, Identify, Note, Create, Self-test) is one of these strategies that can be used to help language learners learn and remember new words effectively. LINCS is an acronym of the following steps: List the words, identify a reminding word, note a LINCing story, create a LINCing picture, and self-test. LINCS can be implemented either traditionally (i.e. pen-and-paper) or with the help of multimedia. Previous studies examined the effect of traditional LINCS on learning pronunciation. However, no single study has examined the effect of LINCS enhanced by multimedia on pronunciation learning. Therefore, this study aims at investigating the effect of LINCS enhanced by multimedia on learning Eng-lish pronunciation. Data were collected through pronunciation tests from 45 Arab university learners of English as a foreign language. They were randomly assigned into three groups: Multimedia-assisted LINCS, Traditional LINCS, and a control group (No LINCS). The study is an experimental one in which pre-and a post-tests were administered to these groups. The results indicated that LINCS (either multimedia-assisted LINCS or traditional LINCS) is an effective way of improving learners' FL pronunciation. The participants in both experimental groups performed better than the participants in the control group.

Video captioning is a useful tool for language learning. In the literature, video captioning has ... more Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (keyword captioned video and full captioned video). The study is an experimental one in which pre-and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner's pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning.

Mobile devices are considered as the most widely used information and communication technologies.... more Mobile devices are considered as the most widely used information and communication technologies. They have provided great advantages in language learning. This study reports a meta-analysis of the effectiveness of using mobile devices on vocabulary learning. A meta-analysis was conducted on research that compared the outcomes from students learning vocabulary using mobile devices to those learning vocabulary using traditional ways of learning. The meta-analysis examined how effect sizes varied based on learners' age, type of vocabulary learning (receptive or productive), and aspects of vocabulary used (form, meaning, and use). This metaanalysis examined the effect of using mobile devices on vocabulary learning by reviewing 16 studies involving 986 participants. The use of mobile devices in learning vocabulary was associated with greater achievement in comparison with traditional ways. The findings of the meta-analysis indicate a medium effect of using mobile devices on vocabulary learning (g ¼ .67). Major findings of the current meta-analysis include the following: (a) Mobile devices have moderate effect sizes on both ways of vocabulary learning (productive and receptive), (b) adult learners get benefit from using mobile devices in vocabulary learning better than young learners, and (c) mobile devices have moderate effect on all aspects of vocabulary learning.

Due to the importance of self-editing, a lot of researches tackled with the nature, the technique... more Due to the importance of self-editing, a lot of researches tackled with the nature, the techniques, and the observable role of self-editing in creating good writers. However, very few researches were concerned with CALL and self-editing; no research could be found about using MALL in self-editing. The purpose of this study was to determine the effectiveness of mobile phones on EFL learners' self-editing. The Self-editing application (White Smoke) was used for the purpose of the study. The participants of the study were 18 students in the 2nd level of English Department, University of Bisha, Saudi Arabia. The participants were randomly selected to participate in the study. In order to achieve the objectives of the study, a quasi-experimental study was designed, with pre-and-post test for the research subjects. The results of the study revealed statistically significant differences in self-editing in the two areas of grammar and punctuation but no statistically significant differences were revealed in the two areas of spelling and capitalization.

The use of computers in language learning is increased widely in most countries. Many educational... more The use of computers in language learning is increased widely in most countries. Many educational institutions all over the world have integrated computer technology into language instruction. However, this integration is not successful in many institutions. There are many issues that hinder the integration of Computer-Assisted Language Learning (CALL) into language learning. This paper reports on the literature associated with issues of CALL normalisation. It highlights the issues of CALL normalisation in English as foreign language (EFL) contexts and explores the most important factors to be considered to improve the use of CALL in these contexts. This paper also adds some issues that were not mentioned in the previous studies. It is suggested that for CALL normalisation to be occurred, five major issues should be addressed (i.e., personal, technical, pedagogical, socio-cultural, and institutional). Some suggestions are presented to help CALL to be normalized in EFL contexts.

The study adopted an experimental approach to investigate the impact of informal use of computer-... more The study adopted an experimental approach to investigate
the impact of informal use of computer-mediated
communication (CMC) on English as a Foreign Language
(EFL) learner’s interaction. CMC is an umbrella term
which refers to human communication via computer either
synchronously or asynchronously. It can be implemented
in two ways either formally or informally. Informal use
of CMC in this study means unevaluated and unplanned
activities which can occur outside the classroom, and can
be initiated by the students. This study sought to examine:
(a) if the learners participate actively in informal CMC;
(b) the factors that help informal CMC to be a successful
experience; and (c) the impact of CMC on comprehensible
written output. The participants were fifty adult EFL
Saudi learners at Najran University, Saudi Arabia. The
study utilized a homepage on Facebook as a research tool.
Data collection was done through a questionnaire and an
interview. The participants’ exchanges in the Facebook
group and their replies to the questionnaire were analyzed.
The results of the study revealed that informal use of
CMC can be affected by many factors. The voluntary
nature of learner participation, busy schedules, and the
teacher interference were some of these factors. The
results showed that the participants had positive attitudes
towards using CMC to improve their language.

This article reviews the literature on the implementation of computer-mediated communication (CMC... more This article reviews the literature on the implementation of computer-mediated communication (CMC) in language
learning. This review aims at understanding how CMC environments have been implemented to foster language
learning. The review draws on 40 recent research articles selected form 10 peer-reviewed journals, 2 book chapters
and one conference proceeding. This review investigates the studies that have dealt with the CMC environments used
for language learning. It reviews the studies that have explored the benefits of CMC in language learning; factors
affecting the use of CMC in language learning, and current CMC environments used for language learning (such as
emails, wikis, YouTube, Facebook). Only peer-reviewed articles have been selected. The review discusses the
findings of these studies and suggests guidelines for future research studies in this area. It concluded that further
studies are necessary to investigate how language teachers can integrate CMC environments and organize suitable
tasks. Also, further studies are necessary to determine the principles that are required to implement CMC in language
learning.

The integration of information and communication technology (ICT) into language teaching and lear... more The integration of information and communication technology (ICT) into language teaching and learning depends on many factors. Some of these factors are associated with teachers. Teachers play a crucial role in the integration of ICT. This study investigates the impact of teacher's age, experience, and gender on the integration of ICT into language teaching. This study utilized a mixed-method approach of investigation, which applies both qualitative and quantitative methods. The instruments used for data collection were a survey and an interview. The survey was administered to 46 in-service EFL teachers working at Najran University, Saudi Arabia. Ten out of these participants were interviewed. The results indicate that there is no significant difference in using ICT between the two groups of teachers according to their age and experience. However, the results indicate that there is a difference between male and female teachers in using ICT in language teaching. Female teachers reported less use of ICT in their instruction than male teachers. Some suggestions are offered to improve the situation of ICT integration into language learning in EFL contexts.

Thesis Chapters by Hassan S A L E H Mahdi

International Journal of Emerging Technologies in Learning (iJET), 2019