Views: 1,950
Arab World English Journal (AWEJ) Special Issue on CALL Number 11. July 2025 Pp. 235-251
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Centre for Foundation Studies, Maldives National University, Male’, Maldives
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Pusat PERMATAPintar Negara, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
This paper reports the formative evaluation of a mobile-assisted English for Specific Purposes (ESP) speaking module, ‘TourSpeak’, conducted during its development process. The study explores how experts and learners perceive the content, pedagogy, and usability of the module, as well as their feedback on its strengths, weaknesses, and suggestions for improvement. The two-stage formative evaluation consists of a review by six experts and a walkthrough by two learners in the first stage, followed by micro-evaluations from four learners in the second stage. Data was collected using evaluation checklists with structured items and open-ended questions. The responses to the structured items were analysed based on frequency, and feedback was analysed thematically. The findings indicate that the experts and learners had a positive perception of the module’s content, pedagogy, and usability. They perceived the module as pedagogically sound, enabling knowledge construction, sharing of experiences, interaction, discussion, and self-directed learning. They perceive the module’s learning objectives, content, and lesson structure as suitable for improving speaking skills. The module was usable in terms of its user interface, user-friendliness, and user acceptance. They also emphasized relevant content, realistic scenarios, clear structure, and user-friendliness as strengths of the module, while reliance on the internet is considered a weakness. Suggestions for improvement include expanding content with diverse scenarios, incorporating gamification elements, revising the feedback time, and incorporating live chat or calls. The findings provide valuable insights for language instructional designers, ESP practitioners, and mobile module developers, informing the development of ESP modules and expanding technological integration in ESP.
Shoozan, A., Mohamad, M., & Mohd Zahidi, A. (2025).Expert and Learner Evaluation of a Mobile-Assisted ESP Speaking Module: A Formative Study. Arab World English Journal (AWEJ) Special Issue on CALL (11):235-251
Alrasheedi, S. (2020). Investigation of Factors Influencing Speaking Performance of Saudi EFL Learners (1990). Arab World English Journal, 11 (4) 66–77. DOI: https://dx.doi.org/10.24093/awej/vol11no4.5
Alisoy, H. & Sadiq, Z. (2024). Mobile-Assisted Language Learning (MALL): Revolutionizing language education. Luminis Applied Science and Engineering. 1 (1), 60-72. https://doi.org/10.69760/lumin.202400002
Alqarni, A. (2024). Effect of Mobile Assisted Learning on English Language Vocabulary and Grammar: The Saudi Arabian Context as a Case Study. Arab World English Journal (AWEJ) Special Issue on CALL (10) 246-265. https://dx.doi.org/10.24093/awej/call10.16
Andujar, A., & Salaberri-Ramiro, M. S. (2021). Exploring chat-based communication in the EFL class: Computer and mobile environments. Computer Assisted Language Learning, 34(4), 434–461. https://doi.org/10.1080/09588221.2019.1614632
Azli, W. U. A. W., Shah, P. M., & Mohamad, M. (2018). Perception on the Usage of Mobile Assisted Language Learning (MALL) in English as a Second Language (ESL) Learning among Vocational College Students. Creative Education, 9, 84-98. https://doi.org/10.4236/ce.2018.91008
Brown, H. D. (1994). Principles of Language Learning and Teaching. Upper Saddle River, Prentice Hall
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Chaney, A.L. & Burke, T.L. (1998). Teaching Oral Communication in Grades K-8. Allyn and Bacon.
Chen, X. (2016). Evaluating Language-learning Mobile Apps for Second-language Learners. Journal of Educational Technology Development and Exchange, 9(2), 39-51.
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-speaking performance and learning perceptions. Computers & Education, 146, https://doi.org/10.1016/j.compedu.2019.103751
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc.
Dudley-Evans, T., & St John, M.J. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge University Press.
Enamorado, M.A.J. (2025). Development of linguistic competence in English for Specific Purposes through ChatGPT: A case study. Journal of Language and Education, 11(1), 85-100. https://doi.org/10.17323/jle.2025.23745
Faqih, K.M.S. (2022). Investigating the adoption of an innovation using an extended UTAUT model: the case of mobile learning technology. Journal of Theoretical and Applied Information Technology. 100 (17), 5600-5631.
Fitria, T.N. (2020). Teaching English for specific purposes to the students in English language teaching. Journal of English Teaching Adi Buana, 05 (1), 55-66.
Goh, C.C.M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.
Ho, Y.Y. (2020). Communicative language teaching and English as a foreign language undergraduates’ communicative competence in Tourism English. Journal of Hospitality, Leisure, Sports and Tourism Education. 27. https://doi.org/10.1016/j.jhlste.2020.100271
Hoehle, H., Aljafari, R., & Venkatesh, V. (2016). Leveraging Microsoft’s Mobile Usability Guidelines: Conceptualizing and Developing Scales for Mobile Application Usability, International Journal of Human-Computer Studies 89(5), 35-53. https://doi.org/10.1016/j.ijhcs.2016.02.001
Hoehle, H. Venkatesh, V. (2015). Mobile application usability: Conceptualization and instrument development. MIS Quarterly 39(2), 435-472.
Hsu, K., & Liu, G. (2021). A systematic review of mobile-assisted oral communication development from selected papers published between 2010 and 2019. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2021.1943690
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centred Approach. Handbook of Research in Second Language Teaching and Learning. Cambridge University Press.
Iftikhar, N. (2025). Mobile-assisted language learning (MALL): Revolutionizing second language acquisition. Journal of Applied Linguistics and TESOL, 8 (1), 1038–1045.
Kim, H., & Kwon, Y. (2012). Exploring smartphone applications for effective mobile-assisted language learning. Multimedia-Assisted Language Learning, 15(1), 31-57. https://doi.org/10.15702/mall.2012.15.1.31
Knowles, M. S. (1984b). Andragogy in Action. San Francisco, CA: Jossey-Bass.
Ko, E. G., & Lim, K. Y. (2022). Promoting English learning in secondary schools: Design-based research to develop a mobile application for collaborative learning. The Asia-Pacific Education Researcher, 31, 307– 319. https://doi.org/10.1007/s40299-021-00562-0
Krashen, S. (2006). Second Language Acquisition Theory, Applications, and Some Conjectures. TESOL Asia. TESOL Asia.
Lertchalermtipakoon, P., Wongsubun, U., & Kawinkoonlasate, P. (2021). Need Analysis: English Language Use by Students in the Tourism and Hospitality and Industry. English Language Teaching, 14(3), 59-71.
Li, R. (2024). Effects of mobile-assisted language learning on foreign language learners’ speaking skill development. Language Learning & Technology, 28(1), 1–26. https://hdl.handle.net/10125/73553
Martín-Monje, E., Arús, J., Rodríguez-Arancón, P., & Calle-Martínez, C. (2014). REALL: Rubric for the evaluation of apps in language learning. Retrieved from http://hdl.handle.net/20.500.12020/389
Mayer, R. E. (2009). Multimedia Learning. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
Morrison, G. R., Ross, S. M., Kalman, H. & Kemp, J.E. (2011). Designing Effective Instruction. 6th ed. USA. Wiley.
Mudawe, O. M.N., & Maslamani, J. A. (2024). A Conceptual Framework for Evaluating Computer-Assisted Language Learning-Dedicated Applications. Arab World English Journal (AWEJ) Special Issue on CALL (10). 105-117. https://dx.doi.org/10.24093/awej/call10.8
Namtapi, I. (2022). Needs Analysis of English for Specific Purposes for Tourism Personnel in Ayutthaya. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 409–439.
Nassaji, H. (2020). Good qualitative research. Language Teaching Research. 24(4), 427 –431
Nieveen, N. & Folmer, E. (2013). Formative evaluation in educational design research. In Plomp, T. & Nieveen. N. (eds), An introduction to educational design research. Netherlands Institute of Curriculum Development. Otodu, S., & Khoiriyah. (2023). Students’ Preference of Speaking Activities in Online ESP Classes. Al-Ishlah: Jurnal Pendidikan, 15(2), 1310-1320.
Ork, Y., Chin, P., Ban, T., Em, S. (2024). Factors causing students’ challenges in learning English speaking skills: A review of empirical works. Cambodian Journal of Educational and Social Sciences (CJESS). 1(1), 26-36. https://doi.org/10.69496/cjess.v1i1.6
Patton, M. (1980). Qualitative Evaluation Methods. Sage Publications.
Piaget, J. (1974). To Understand is to Invent: The Future of Education. (G.-A. Roberts, Ed.). New York: Grossman Publishers.
Plom, T. & Nieveen, N. (2013). Educational Design Research: An Introduction. In Plomp, T. & Nieveen. N. (eds), An introduction to educational design research. Netherlands Institute of Curriculum Development.
Paneerselvam, A., & Mohamad, M. (2019). Learners’ Challenges and English Educators’ Approaches in Teaching Speaking Skills in an ESL Classroom: A Literature Review. Creative Education, 10, 3299-3305. https://doi.org/10.4236/ce.2019.1013253
Rao, P.S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ). 2(2): 6–18.
Richey, R.C. & Klein, J.D. (2007). Design and development research: methods, strategies, and issues. Routledge.
Rosell-Aguilar, F. (2017). State of the app: A taxonomy and framework for evaluating language learning mobile applications. CALICO Journal, 34(2). https://doi.org/10.1558/cj.27623
Saptany, S.G. & Prabowo, B.A. (2024). Speaking proficiency among English for Specific Purposes: A literature review on assessment and pedagogical approaches. LITERACY: International Journal of Social, Education and Humaniora. 3(1), 36-48. https://doi.org/10.56910/literacy.v3i1.1392
Siri, M. M. 2018. Pembangunan dan Penilaian Aplikasi Pembelajaran Mudah Alih (MobiEko) bagi Keperluan Pengajaran dan Pembelajaran Mikroekonomi di Politeknik Malaysia. Universiti Kebangsaan Malaysia, Selangor.
Sung, Y., Chang, K., & Yang, J. (2015). How effective are mobile devices for language learning? A metaanalysis. Educational Research Review, 16, 68–84. https://doi.org/10.1016/j.edurev.2015.09.001
Sukiani, N. K., Priyani, P.O., Astariani, P.S.P., Laksana, I.P.Y., & Sadiyani, N.W. (2024). Development of Mobile-Assisted Language Learning (MALL) based English for Specific Purposes teaching materials. A.A.N.G. Sapteka et al. (eds). Procedings of the International Conference on Sustaininable Green Tourism Applied Sceince- Social Applied Science (ICoSTAS-SAS. Advances in Economics, Business and Management Research. 308, https://doi.org/10.2991/978-94-6463-622-2_47
Syakur, A., Sugrin, S., Margana, M., Juning, E. & Sabat, Y. (2020). Improving English language speaking skills using “Absyak” online learning model for second semester in higher education. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 684-694. http://dx.doi.org/10.33258/birle.v3i2.897
Tessmer, M. (1993). Planning and conducting formative evaluations: Improving the quality of education and training. London: Kogan Page.
Venkatesh, V., Morris, M. G., Davis, G. B. & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27, (3), 425-478. https://ssrn.com/abstract=3375136
Zaman, M.A.U. (2024). Challenges in English for specific purposes (ESP) teaching materials: a systematic review for modern learning environments. International Journal of Arts and Social Science, 1(1), 8-1. https://doi.org/10.62304/ijass.v1i1.139
Aishath Shoozan Aishath Shoozan is a lecturer at the Department of Language and Humanities Foundation, Centre for Foundation Studies, Maldives National University. She is currently pursuing her PhD at the Faculty of Education, Universiti Kebangsaan Malaysia. Her research interests include English for Specific Purposes (ESP), innovations in second language teaching and learning, and the teaching and learning of speaking skills. https://orcid.org/0009-0008-6571-5353
Maslawati Mohamad Dr. Maslawati Mohamed is a senior lecturer at the Faculty of Education, Universiti Kebangsaan Malaysia. Her research areas are Teaching English as a Second Language and innovations in Teaching and Learning. Her primary research interests include innovations in teaching and learning in the ESL context, teaching reading in the ESL context, and English for Specific Purposes. https://orcid.org/0000-0002-8979-5895
Azizah binti Mohd Zahidi Dr Azizah binti Mohd Zahidi is a senior lecturer at Pusat GENIUS@pintar Negara, University Kebangsaan Malaysia. Her expertise is in TESL and gifted education. Her research interests include self-regulation and social regulation among language learners, as well as self-regulated learning and academic achievement.
https://orcid.org/0000-0002-2850-9090