Abstract—This study investigated the impact of developing learning app via handheld devices based on some self-regulated learning strategies for improving English writing skills and motivation among intensive English language preparatory program students. The sample was chosen from English language preparation program students at college of sciences and Arts. The random sample consisted of (n=40) students. Those students were divided into two similar groups, Experimental and Control groups. To collect the data of the study, the Authors used a pre-posttest, interviews with the students and a motivation scale. T-test was used to compare between the two groups at the pre and post-test. The results revealed an observed improvement in writing skills, motivation, and attitudes for the benefit of experimental group. Moreover, the findings revealed that there were statistical differences between pre and post-test for the experimental group. No differences were found, according to the control group.
Index Terms—Self-regulated learning, handheld devices, writing skills, motivation.
Mohamed A. Elkot is with Computer Department, College of Science and Arts, Qassim University, Saudi Arabia (e-mail: Dr.firstname.lastname@example.org). Rabea Ali is with Department of English Language & Translation, College of Science and Arts, Qassim University, Saudi Arabia (e-mail: email@example.com).
Cite:Mohamed A. Elkot and Rabea Ali, "Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation," International Journal of Information and Education Technology vol. 10, no. 11, pp. 805-812, 2020.Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).