Zabihollah Allahi; Esmail Zareii Zavaraki; Parviz Sharifi-Daramadi; Dariush Noroozi; Ali Delavar
Abstract
Abstract This study aimed to examine the effectiveness of mobile-assisted instruction on learning, achievement motivation and cooperation of students with visual impairment in English language courses. This was a quasi-experimental study implemented on high school female students (grade 2) with visual ...
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Abstract This study aimed to examine the effectiveness of mobile-assisted instruction on learning, achievement motivation and cooperation of students with visual impairment in English language courses. This was a quasi-experimental study implemented on high school female students (grade 2) with visual impairment in Iran. The sample consisted of 52 students with visual impairment (26 in experimental group and 26 in control group) who voluntarily took the test. In the experimental group, in addition to regular classroom instructions, classroom activities were done using the students' mobile-phones, while the control group was only offered the classic method. To collect data, Abdekhodaee Achievement Motivation Questionnaire, the Researcher-Made Cooperation Questionnaire, and the Researcher-Made English Test were used. To analyze data, covariance analysis was used. The findings revealed that mobile-assisted instruction had a positive impact on increasing learning, achievement motivation and the cooperation of students with visual impairment in English language courses. So, the three hypotheses were confirmed. Therefore, it is concluded that mobile-phones can be utilized to help students with visual impairment in English language courses. This study was done in Iran for the first time, so the results can be a road-map for instructional designers, educational technology students, special education experts and teachers to use mobile-phones purposefully in education.