The effect of iPad assisted language learning on developing EFL students’ autonomous language learning

This paper will present the experience of using iPads with a group of 21 students in a Saudi university over a period of one semester. The purpose of this ongoing study is to explore how students learn to collaborate and interact in English by participating in a teacher-designed English as a Foreign Language (EFL) course. The course aimed at teaching students to work together by using a wide range of activities supported by the use of iPad devices. Data were gathered through a questionnaire, focus group interviews and learners’ diaries. The findings indicate that the use of the iPad when integrated carefully into a language course, and with the teacher’s instruction, can have positive effects on students’ motivation and learning. There is evidence that this form of learning provides students with opportunities to collaborate with their peers, develop relationships and build bonds. Based on these findings, there seem to be clear benefits of integrating mobile devices into language courses.