article · International Journal of Higher Education
A study evaluated how mobile learning influences the academic achievement and conversational skills of university students specialising in English. Researchers conducted a quasi-experimental investigation involving 50 students enrolled in a teaching strategies course. The cohort was split into an experimental group of 25 students accessing digital course material via the university Blackboard platform on mobile devices, and a control group of 25 students using printed course notes distributed during their first session. Outcomes were evaluated using an academic achievement examination and a rating scale for conversational competence. The findings revealed that delivering learning materials via mobile devices had a significant positive effect on both academic performance and spoken language abilities. Consequently, integrating mobile learning methods across university teaching environments was recommended to enhance instructional delivery.
Demonstrating that mobile learning enhances both subject comprehension and verbal proficiency provides practical evidence for modernising higher education. As mobile devices become universal, understanding their impact on spoken communication helps universities move effectively from paper hand-outs to digital course delivery, supporting more flexible language acquisition and improving overall student engagement.
This research reflects an applied and tested intervention within a university setting, targeting educators, students, and instructional designers. The findings support the development and adoption of mobile-friendly learning management modules and language training applications. Further commercialisation would require translating these teaching strategies into scalable digital software tools or structured institutional training programmes for broader educational markets.
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The present study aimed to examine the effect of Mobile Learning, which is a kind of E- learning that uses mobile devices, on the development of the academic achievement and conversational skills of English language specialty students at Najran University. The study used the quasi-experimental approach. Participants consisted of (50) students who were registered in a course called "Strategies of Teaching and Learning" offered by the Department of Curriculum and Instruction at the College of Education to students majoring in English at the Department of English Language at the College of Science and Arts. As usual participant students were divided into experimental and control groups of (25) students in each. The soft copy of the course content was uploaded to the University Blackboard System for students in the experimental group. Another hardcopy of the course content was delivered to students in the control group by hand in the first meeting. Data collection tools included an academic achievement test and conversational skills rating scale. Results showed that mobile learning had quite significant effect on both students' academic achievement and conversational skills. In light of these findings faculty members were recommended to adapt the use of Mobile Learning in their classes.
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DOI: 10.5430/ijhe.v5n3p20
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