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Findings show substantial improvement for experimental groups in content and ideas, organization and mechanics, vocabulary, and language use compared with other groups. The study investigates an instructional WhatsApp program for eleventh-grade students, addressing motivations for technology-supported writing and gaps in prior research on EFL writing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-mall-instruction-on-teens-writing-performance-article/600954/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-mall-instruction-on-teens-writing-performance-article/600954.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To examine the potential effectiveness of MALL, specifically an instructional WhatsApp program, on teens’ writing performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What improvements did the results show for the experimental groups?",{"text":117,"@type":113},"Substantial improvement was reported in content and ideas, organization and mechanics, vocabulary, and language use.",{"name":119,"@type":110,"acceptedAnswer":120},"How were the participants assigned in the study?",{"text":121,"@type":113},"Ninety-two eleventh-grade students from four sections were randomly assigned into four groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600954,1792426602,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Effect of Instruction on Performance  \nThe Effect of MALL Instruction on Teens' Writing Performance  \nRaghda F. Al-Hamad  \n[raghda-hamad@hotmail.com](raghda-hamad@hotmail.com)  \nFaculty of Education, Yarmouk University, Irbid, Jordan  \nDina A. H Al-Jamal  \n[deena.j@yu.edu.jo](deena.j@yu.edu.jo)  \nFaculty of Education, Yarmouk University, Irbid, Jordan  \nRuba F. Bataineh  \n[rubab@yu.edu.jo](rubab@yu.edu.jo)  \nFaculty of Education, Yarmouk University, Irbid, Jordan  \nAbstract  \nThis paper examines the potential effectiveness of MALL for developing teens' writing performance . The results reveal substantial improvement in content and ideas, organization and mechanics, vocabulary, and language use in favor of the experimental groups (viz . Smart Teens and Amazing Teens) .  \nKeywords  \ninstructional program, teens, WhatsApp, writing performance, Yarmouk University.  \nR.Al-Hamad, D. Al-Jamal & R. Bataineh  \nDigital Education Review-Number 35, June 2019-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \n289  \nI. Introduction  \nMobile-Assisted Language Learning (MALL) is an approach to technology integration in language learning using \"personal, portable devices that facilitate learning, emphasizing continuity or spontaneity of access across different contexts of use” ( Kukulska-Hulme & Shield, 2008: 273) . In the field of foreign language pedagogy, students often use it more for informal writing than formal writing within the language classroom, as they make use of their writing skills to play and chat with family and friends .  \nTexting is the preferred means of communication amongst teens (Rempel, Ballantyne, MagillEvans, Nicholas, & Mackie, 2014) . Along with texting, teens are incorporating several devices, platforms and online sites into their interactions with friends, including instant messaging like WhatsApp. In comparison with digital writing, traditional paper-and-pencil writing may seem too formal or even boring. Students seem to enjoy using technology to write since it is easier and more engaging than traditional writing. According to Kukulska-Hulme and Shield (2008:273),  \n[t]eens write a lot, but they do not think of their emails, instant and text messages as writing. This disconnects matters because teens believe good writing is an essential skill for success and that more writing instruction at school would help them.  \nThe utility of mobile devices has been a debatable issue in foreign language pedagogy. Research (e.g. Abedallah, 2015; Bataineh, Al-Hamad, & Al-Jamal, 2018 ; Chinnery, 2006; El-Hussein & Cronje, 2010; Jung, 2015 ; Klopfer & Squire, 2008; Naimie, Siraj, Abuzaid, & Shagholi, 2010; Rossing, Miller, Cecil, & Stamper, 2012; Thornton, & Houser, 2005; Walker, 2006) suggests several advantages for MALL instruction, as it (a) enhances students' motivation and engagement in the language learning context, (b) increases the accessibility of learning, as students can learn with various devices, indoor or outdoor, individually or in group, (c) has knowledge at the learners’finger tips, as it can be saved and easily transported once the mobile device is in the learner's pocket.  \nDespite these merits, researchers (e.g., Albers & Kim, 2002; Chinnery, 2006; Hew & Brush, 2007) have pointed several disadvantages, most important amongst which are (a) teachers' reluctance to incorporate mobile learning initiatives into their language classroom for lack of technologysupported pedagogical knowledge and classroom management, (b) teacher essentially unfavorable attitudes towards the integration of mobile devices in language teaching as mobiles are often seen as distractions more than catalysts of teaching and learning, (c) usability problems involving small screen size, internet connection, and the limited presentation of graphics, and (d) computational power, battery capacity, and input interface .  \nFacebook Messenger, Kakao Talk, Viber, Webchat, Snapchat, LinkedIn, WhatsApp, and Twitter are all social network applicatio","cbCaidotks4QELJM","https://ap.wps.com/l/cbCaidotks4QELJM","pdf",2422344,"English","# I. Introduction\n## II. Method","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine the potential effectiveness of MALL, specifically an instructional WhatsApp program, on teens’ writing performance.\"},{\"question\":\"What improvements did the results show for the experimental groups?\",\"answer\":\"Substantial improvement was reported in content and ideas, organization and mechanics, vocabulary, and language use.\"},{\"question\":\"How were the participants assigned in the study?\",\"answer\":\"Ninety-two eleventh-grade students from four sections were randomly assigned into four groups.\"}]","The Effect of MALL Instruction on Teens' Writing Performance - Article | PDF",1792091700,25]