During a problem since they can use one

During the experimental phase, the researcher reliedon a classroom observation to record theinformation needed for research purposes, and this allowed the researchers tohave a firsthand experience with participants and record the data accurately asit was revealed. Classroom observation is a suitable way to construct a clear idea aboutthe use of mobile devices in EFL classroom, and to determine its role on affectingstudents’ motivation to speak and learn English.

Then, the results attainedfrom this research instruments will be compared with their complements: thereflective diaries, and the motivation questionnaire. During the observations, the researcher was able toobserve students’ attendance, participation, interaction and engagement withthe mobile devices. Observing the classroom environment permitted theresearchers to view the students’ work and witness the completion of tasks. Since the focus of the study is on the students,the classroom observation results are presented according to students’ behavior.In the present study, classroom observation was selected to document the students’participation, attendance, attention, interest, persistence engagement,satisfaction, and confidence. To collect the required data, the researcher usedan observation checklist to record down the information of 15 sessions.

 The former is going to be treatedqualitatively in texts and passages; whereas the latter will be analysed usingquantitative techniquesResults of Classroom Observation Field Notes Technical IssuesIn the initial phase of the treatment, 30out of 32 participants, in MALL classroom, owned smart phones. However, twoparticipants prefer to use their tablets instead of  smartphones. There was only two students whodid not have a smartphone or tablet.

Yet, this was not a problem since they canuse one of the spare emergency mobile devices.Some of the participants claimed that theysigned up without problems; however, some other students could not complete theset-up for either technical problems, slow connectivity, or forgetting theirown password. The students themselves found a solution to this by posting theneeded materials on the Facebook group that was created by the teacher.Another problem we have encountered wasinside the classroom, where some students did not download the needed materialsfor classes, thus causing some delays in the class. This issue was solved bysending the needed materials for learning from the students/ teachers smartdevices using forwarding application share it. Therefore, we asked all thestudents to install share it application in their devices because it is a quickapp and it facilitates the exchange of materials.

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In the oral class, when theresearcher asked students to start listening and watching videos using their ownmobile devices, we have noticed that the students are using devices   smoothly.One issue, however, was that not all students brought their own earphones, so Iquickly learned another practical issue to have some spare ones for thissituation. Another problem that we have confronted is the low battery life ofsome devices. To solve this issue, we asked students to share a device withhis/her colleague. Even with the difficulties experienced in the first fewweeks, nearly all students felt relaxed in using their mobiles for the learningpurposes inside the classroom or for doing projects outside the classroom.

By the third and fourth weeks, these issuessettled down. The two students brought their own smartphones, and listening andwatching from mobile devices went smoothly. Nearly all students saw using themobile devices in class as useful, simple and enjoyable. It seems that listeningto the class audio or video on the mobiles was the easiest and most useful activity.It is also worth mentioning that, students easily moved from using mobiledevices and returning back to face to face learning mode.  The audio and video recordings projects weregoing along very smoothly and they had become a natural part of the class,despite problems with the recording process, this activity was also found to beeasy and useful by a large majority of students. As teacher played the role of facilitator,and controller, there were also some negative comments about students beingdistracted by their phones using them for non-class related purposes although Ihad not observed a big problem with this issue myself.

In the mid of the firstsemester, in the fourth week, most students were by this stage of the project /coursecomfortable with using their mobile devices, enjoying using them and realizingthe educational value of their use in the Blended Learning environment.In the traditional learning class, thecontrol group was taught in the traditional way face-to-face mode of learning withoutany use of student mobile devices or. In other words, the students were notallowed to use their mobile technologies, being a smartphone or tablet. Thecontent of the class was the same as the experimental group classes but with nouse of technology. This class went satisfactorily because like the otherclasses the major part of the class was the same oral communication activities.In this class,  students did not listen or watch to the audioand video materials as in the experimental group, students access the content on their handouts and the mini projectswere done ‘live’ in the class.

There were positives and negatives about thisclass. On one hand, there was none of the stress of the early stage of the projectas students did not have to learn how to use the mobile devices and none of theproblems of forgotten passwords or network issues. However, conversely, therewas none of the benefits of using technology in the blended learning approachand none of the special interest and motivation the use of the mobile devicesadded to the other classes.

Classroom AtmosphereIn the MALL- classinstruction, the students’ attention was easily captured and most of them wereeasily involved in the discussion. It is worth noting that more than half ofstudents seemed to be enjoying the class activities; they showed willingnessfor participation asked questions, sought more explanation and clarification ofcertain points which seemed to be ambiguous or misleading. Moreover, they tryto provide each other with additional information they know. However, we cannot ignore the fact that some students are distracted when they received calls,messages, notifications on Facebook. By contrast, the students, in the traditional-class instruction, show a high level of attention at the beginning of theclass, but it decreases as the course progressed.

Even though, all the students did notdisplay any inattentive or disrupting behavior, just some of them who askedquestions, sought for clarification, and express their ideasfreely.  In fact, he did his best to makehis course more interesting. However, students seemed passive and they rarelytried to participate or ask for clarification. It was observed that they wereincapable to speak fluently in English or formulate a correct and coherentsentence.

Their low level of proficiency in English is a handicap for them tocommunicate. The observation also revealed that, in both groups, there was somestudents who showed a kind of reluctance and hesitation when they speak.            Furthermore, from the observation,the researcher recorded that in both groups almost all the students showenthusiasm to complete tasks and projects in pairs and groups. However, some unmotivated students, in thetraditional class, were less likely to involve actively when they were asked towork together in the class. Unfortunately, in completing projects outside theclass, some students preferred to work with friends or with people whom theyusually got along with because they did not like being paired up with peoplethey were not friendly with. While others preferred to work individually.

 When a student resisted cooperating withstudents who were not his/her friends, that student was advised to be tolerantand inclusive of everyone in the class. More importantly, the researcher observed thatstudents who use mobile devices inside and outside the classroom are morecurious and eager to explore and learn new things than students who subjectedto traditional way of learning. The students’ curiosity reflects their owninterest and motivation for learning. Also, the students in the experimentalgroup enjoyed learning inside the classroom. In the other hand, participants inthe control group easily get bored. We also observed the increasedcollaboration between students when using the mobile devices which was not thecase of the control group.

In addition to collaboration, we also observed adegree of healthy competitiveness among the students, in the experimentalgroup, when engaged in doing projects, which pushed them to keep trying tooutperform their classmates.  Lack of confidence, was observed in theinitial phase of the study with both groups, which can be built up only byspeaking and more speaking. The most common reasons are, shyness and fear ofmaking mistakes. At the beginning of the course, some students became verynervous or embarrassed when they were asked to share their opinions indiscussions and brainstorming activities because the students had presumptionsthat they might be criticized if they wrongly suggested an idea or an opinion.Some students found themselves at a loss for words when they had to do thepresentation in front of the whole class. The problems of lack of confidence, unevenparticipation, and students’ unwillingnesswhich hindered the development in speaking skill were solved by pairing and grouping the students.

At the beginning of the oral sessions, students inboth groups had little confidence to share their ideas and participate in theactivities. As the course went on, in MALL- instruction classroom, more andmore students participated in the activities and they became curious of whatother students’ points of views were. Finally, all the students were friendlyto each other and every student wanted to talk and involve in the activity. Theywere no longer afraid of making mistakes while speaking, they were correctingeach other and helping each other to find the right words.Classroom Observation Checklist Through this observation, the researcherfilled the checklist containing different aspects. The results are analyzed inthe following section by using table, and graphs.

While observing the classes,I have made different criteria that were as follows:Attendance The figure below displays the rate ofstudents’ attendance of oral expression class overall the 14 weeks. As showedin the figure, the attendance rate of the two groups (experimental and controlgroups) was high almost of the time. The students’ eagerness to attend oralclass sessions may reflect the students high level of interest, however we cannot ignore the fact that the students’ attendance is compulsory in thedepartment of English.

In other words, the students are obliged to attendclasses. Even though, we have noticed some absences among the participants inboth groups. As you can see on the table, we recorded low attendance amongparticipants of the control group in session six, and this was after the winterholidays, yet the students’ attendance in the experimental group was moderate. Thestudents’ attendance for the control group was moderate in session eleven atthe beginning of the secoDuring the experimental phase, the researcher reliedon a classroom observation to record theinformation needed for research purposes, and this allowed the researchers tohave a firsthand experience with participants and record the data accurately asit was revealed. Classroom observation is a suitable way to construct a clear idea aboutthe use of mobile devices in EFL classroom, and to determine its role on affectingstudents’ motivation to speak and learn English. Then, the results attainedfrom this research instruments will be compared with their complements: thereflective diaries, and the motivation questionnaire. During the observations, the researcher was able toobserve students’ attendance, participation, interaction and engagement withthe mobile devices. Observing the classroom environment permitted theresearchers to view the students’ work and witness the completion of tasks.

Since the focus of the study is on the students,the classroom observation results are presented according to students’ behavior.In the present study, classroom observation was selected to document the students’participation, attendance, attention, interest, persistence engagement,satisfaction, and confidence. To collect the required data, the researcher usedan observation checklist to record down the information of 15 sessions.

 The former is going to be treatedqualitatively in texts and passages; whereas the latter will be analysed usingquantitative techniquesResults of Classroom Observation Field Notes Technical IssuesIn the initial phase of the treatment, 30out of 32 participants, in MALL classroom, owned smart phones. However, twoparticipants prefer to use their tablets instead of  smartphones. There was only two students whodid not have a smartphone or tablet. Yet, this was not a problem since they canuse one of the spare emergency mobile devices.Some of the participants claimed that theysigned up without problems; however, some other students could not complete theset-up for either technical problems, slow connectivity, or forgetting theirown password.

The students themselves found a solution to this by posting theneeded materials on the Facebook group that was created by the teacher.Another problem we have encountered wasinside the classroom, where some students did not download the needed materialsfor classes, thus causing some delays in the class. This issue was solved bysending the needed materials for learning from the students/ teachers smartdevices using forwarding application share it. Therefore, we asked all thestudents to install share it application in their devices because it is a quickapp and it facilitates the exchange of materials. In the oral class, when theresearcher asked students to start listening and watching videos using their ownmobile devices, we have noticed that the students are using devices   smoothly.

One issue, however, was that not all students brought their own earphones, so Iquickly learned another practical issue to have some spare ones for thissituation. Another problem that we have confronted is the low battery life ofsome devices. To solve this issue, we asked students to share a device withhis/her colleague. Even with the difficulties experienced in the first fewweeks, nearly all students felt relaxed in using their mobiles for the learningpurposes inside the classroom or for doing projects outside the classroom.

By the third and fourth weeks, these issuessettled down. The two students brought their own smartphones, and listening andwatching from mobile devices went smoothly. Nearly all students saw using themobile devices in class as useful, simple and enjoyable.

It seems that listeningto the class audio or video on the mobiles was the easiest and most useful activity.It is also worth mentioning that, students easily moved from using mobiledevices and returning back to face to face learning mode.  The audio and video recordings projects weregoing along very smoothly and they had become a natural part of the class,despite problems with the recording process, this activity was also found to beeasy and useful by a large majority of students. As teacher played the role of facilitator,and controller, there were also some negative comments about students beingdistracted by their phones using them for non-class related purposes although Ihad not observed a big problem with this issue myself. In the mid of the firstsemester, in the fourth week, most students were by this stage of the project /coursecomfortable with using their mobile devices, enjoying using them and realizingthe educational value of their use in the Blended Learning environment.In the traditional learning class, thecontrol group was taught in the traditional way face-to-face mode of learning withoutany use of student mobile devices or.

In other words, the students were notallowed to use their mobile technologies, being a smartphone or tablet. Thecontent of the class was the same as the experimental group classes but with nouse of technology. This class went satisfactorily because like the otherclasses the major part of the class was the same oral communication activities.In this class,  students did not listen or watch to the audioand video materials as in the experimental group, students access the content on their handouts and the mini projectswere done ‘live’ in the class. There were positives and negatives about thisclass. On one hand, there was none of the stress of the early stage of the projectas students did not have to learn how to use the mobile devices and none of theproblems of forgotten passwords or network issues.

However, conversely, therewas none of the benefits of using technology in the blended learning approachand none of the special interest and motivation the use of the mobile devicesadded to the other classes.Classroom AtmosphereIn the MALL- classinstruction, the students’ attention was easily captured and most of them wereeasily involved in the discussion. It is worth noting that more than half ofstudents seemed to be enjoying the class activities; they showed willingnessfor participation asked questions, sought more explanation and clarification ofcertain points which seemed to be ambiguous or misleading. Moreover, they tryto provide each other with additional information they know. However, we cannot ignore the fact that some students are distracted when they received calls,messages, notifications on Facebook.

By contrast, the students, in the traditional-class instruction, show a high level of attention at the beginning of theclass, but it decreases as the course progressed. Even though, all the students did notdisplay any inattentive or disrupting behavior, just some of them who askedquestions, sought for clarification, and express their ideasfreely.  In fact, he did his best to makehis course more interesting.

However, students seemed passive and they rarelytried to participate or ask for clarification. It was observed that they wereincapable to speak fluently in English or formulate a correct and coherentsentence. Their low level of proficiency in English is a handicap for them tocommunicate. The observation also revealed that, in both groups, there was somestudents who showed a kind of reluctance and hesitation when they speak.            Furthermore, from the observation,the researcher recorded that in both groups almost all the students showenthusiasm to complete tasks and projects in pairs and groups. However, some unmotivated students, in thetraditional class, were less likely to involve actively when they were asked towork together in the class. Unfortunately, in completing projects outside theclass, some students preferred to work with friends or with people whom theyusually got along with because they did not like being paired up with peoplethey were not friendly with. While others preferred to work individually.

 When a student resisted cooperating withstudents who were not his/her friends, that student was advised to be tolerantand inclusive of everyone in the class. More importantly, the researcher observed thatstudents who use mobile devices inside and outside the classroom are morecurious and eager to explore and learn new things than students who subjectedto traditional way of learning. The students’ curiosity reflects their owninterest and motivation for learning. Also, the students in the experimentalgroup enjoyed learning inside the classroom. In the other hand, participants inthe control group easily get bored. We also observed the increasedcollaboration between students when using the mobile devices which was not thecase of the control group.

In addition to collaboration, we also observed adegree of healthy competitiveness among the students, in the experimentalgroup, when engaged in doing projects, which pushed them to keep trying tooutperform their classmates.  Lack of confidence, was observed in theinitial phase of the study with both groups, which can be built up only byspeaking and more speaking. The most common reasons are, shyness and fear ofmaking mistakes. At the beginning of the course, some students became verynervous or embarrassed when they were asked to share their opinions indiscussions and brainstorming activities because the students had presumptionsthat they might be criticized if they wrongly suggested an idea or an opinion.Some students found themselves at a loss for words when they had to do thepresentation in front of the whole class. The problems of lack of confidence, unevenparticipation, and students’ unwillingnesswhich hindered the development in speaking skill were solved by pairing and grouping the students.

At the beginning of the oral sessions, students inboth groups had little confidence to share their ideas and participate in theactivities. As the course went on, in MALL- instruction classroom, more andmore students participated in the activities and they became curious of whatother students’ points of views were. Finally, all the students were friendlyto each other and every student wanted to talk and involve in the activity. Theywere no longer afraid of making mistakes while speaking, they were correctingeach other and helping each other to find the right words.Classroom Observation Checklist Through this observation, the researcherfilled the checklist containing different aspects. The results are analyzed inthe following section by using table, and graphs. While observing the classes,I have made different criteria that were as follows:Attendance The figure below displays the rate ofstudents’ attendance of oral expression class overall the 14 weeks. As showedin the figure, the attendance rate of the two groups (experimental and controlgroups) was high almost of the time.

The students’ eagerness to attend oralclass sessions may reflect the students high level of interest, however we cannot ignore the fact that the students’ attendance is compulsory in thedepartment of English. In other words, the students are obliged to attendclasses. Even though, we have noticed some absences among the participants inboth groups. As you can see on the table, we recorded low attendance amongparticipants of the control group in session six, and this was after the winterholidays, yet the students’ attendance in the experimental group was moderate. Thestudents’ attendance for the control group was moderate in session eleven atthe beginning of the second semester.

We also recorded a moderate level ofattendance in session 14, the last session in the academic year.nd semester. We also recorded a moderate level ofattendance in session 14, the last session in the academic year.