Result of Utilizing Mobile Learning and Task-Based Learning for Developing English Reading Competency in Secondary Year 5 Students

Abstract

The objectives of this research were 1) to compare learning achievement between mobile learning with task-based learning for English reading competency development and traditional learning, and 2) to examine the satisfaction of students using mobile learning with task-based learning for English reading competency development. The sample group consisted of 81 Secondary Year 5 Students in the second semester of the academic year 2022, selected through purposive sampling. The tools used in this research included 1) experimental tools, such as a lesson plan incorporating mobile learning with task-based learning for English reading competency development, a lesson plan and mobile learning lessons, and 2) data collection tools, including a test to measure English reading competency and a satisfaction questionnaire. The research found that 1) the learning achievement of students who used mobile learning with task-based learning for English reading competency development was significantly higher than that of students who learned through traditional methods at a statistically significant level of .05, and 2) the overall satisfaction level of students who used mobile learning with task-based learning for English reading competency development was found to be very high.