Using Google Play Applications to Improve Language Preparatory School Students` Pronunciation Skills (A Study on Tishk International University Students in Erbil, Iraq)

Yucedal, Hur Mustafa (2023) Using Google Play Applications to Improve Language Preparatory School Students` Pronunciation Skills (A Study on Tishk International University Students in Erbil, Iraq). International Journal of Social Sciences & Educational Studies, 10 (1).

Text (Research Article) Using-Google-Play-Applications-to-Improve-Language-Preparatory-School-Students-Pronunciation-Skills-A-Study-On-Tishk-International-University-Students-in-Erbil^J-Iraq-1.pdf - Published Version Download (255kB)

Abstract

Mobile phone applications have gained more momentum since Google Play (formerly known as Android Market) was launched in 2008. Apart from Google Play, Apple App Store and Amazon App Store have offered billions of applications for users in different fields as well as education. Having this fact in mind, this study was conducted to measure the effects of two Google Play applications on students` pronunciation improvement. To this aim, 40 students who were studying at Tishk International University Language Preparatory School in 2021-2022 Academic Year were chosen by systematic sampling method. Over a 10-week timespan, control group students followed the curriculum traditionally, while experimental group students` curriculum was enriched by Google Play applications including Learn English by Short Stories and Cambridge English Dictionary. The data were collected by two exams and the interview as in line with a mixed methods design research. The former ones were analyzed by SPSS 27 through independent sample t test, while the latter one was transcribed and analyzed by MAXQDA software program. The findings of the study revealed that chosen audiobooks and e-dictionary applications improved students` pronunciation scores significantly. In addition, students` attitudes towards e-books and e-dictionaries by Google Play applications have changed positively. The findings of this study may have some implications for stakeholders of education who consider integrating mobile assisted language learning (MALL) into the curriculum systematically.

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