CENTRE FOR LANGUAGE STUDIES

DEPARTMENT OF ENGLISH LANGUAGE & LINGUISTICS

UHB 30102
ENGLISH FOR TECHNICAL PURPOSES
FINAL REPORT

NO NAME MATRIX NUMBER

1 MUGINTHARAN A/L PACKIRISAMY CB170070

2 MUHAMMAD AMIR BIN KUNHAMMAD CD 160028

3 HARITH RAZZIEN BIN ROSLAN - CD160087

4 MUHAMMAD NAZWAN BIN MOHAMAD NORI - CD160185

5 SASHVEN NAGALINGAM AD160188

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 TABLE OF CONTENTS

CHAPTER 1 ...................................................................................................................…….………. 4

ABSTRACT……………………………………………………………………………........................... 4

1.0 INTRODUCTION....................................................................................................................... 5

1.1 BACKGROUND OF STUDY.................................................................................................... 5

1.2 PROBLEM STATEMENT …….............................................................................................. 5

1.3 RESEARCH OBJECTIVE ……................................................................................................ 5

1.4 RESEARCH QUESTION ………………………………………………………………...…. 6

1.5 SIGNIFICANCE OF THE STUDY…………………………………………………….….…. 6

1.6 LIMITATION OF THE STUDY………………………………………….……………..…… 6

1.7 DEFINITION OF TERMS……………………………………………….……………............ 7

1.8 METHODOLOGY………………………………………………………….………………….. 7

CHAPTER 2…………………………………………………………………………..………………… 8

2.1 LITERATURE REVIEW…………………………………………………………………….. 8-9

2.2 EXPLORING SMARTPHONE APPLICATIONS FOR EFFECTIVE MOBILE-ASSISTED

LANGUAGE LEARNING………………………………………………………………………….. 9-10

2.3 USING TECHNOLOGY IN AND BEYOND THE LANGUAGE CLASSROOM …… 10-11

2.4 STUDENTS’ PERCEPTIONS OF MOBILE LEARNING…………………………….…… 12

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CHAPTER 3...................................................................................................................................... 13

3.0 FINDINGS....................................................................................................................... 13

3.1 DATA ANALYSIS...................................................................................................... 13-30

4.0 DISCUSSIONS........................................................................................................ 31-33

5.0 CONCLUSION………………………………………………………………………………. 34

6.0 RECOMMENDATIONS……………………………………………………………………… 35

7.0 REFERENCES....................................................................................................................... 36-38

8.0 APPENDICES

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 CHAPTER 1

ABSTRACT

The present report aims to investigate the advantages of English apps for UTHM students.
The growing popularity of engineering education and seeking employment in University
Tun Hussein Onn Malaysia have boosted the technical students to use English language for
both academics and professional communication. This paper investigates three parameters
on how English apps help them in spoken skills of students i.e., the importance of speaking
skills, and the confidence level of UTHM students in speaking English, the causes of poor
speaking skills and the solutions to the problem in speaking of undergraduate students. For
this purpose, a research was designed to carry out the investigation among the
undergraduates in students of all Faculties in University Tun Hussein Onn Malaysia. For
data collection, a questionnaire was developed in the form of digital using Google form and
distributed to a hundred participating students. They were asked fifteen questions each on
various types of questions. From the data analysis almost 59.3% of the respondents show
that English app does give them advantage in learning English. Most of the problems faced
are highly in the form of confidence in their ability to speak and write fluent English,
difficulty in expressing their thoughts and opinion in English. It was also further
discovered that the causes of these problems were lack of practice, being a non-native
speaker and less attention toward English language. Students can enhance their
communication abilities, if proper helps and approaches were given to them.

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1.0 INTRODUCTION

1.1 BACKGROUND OF THE STUDY

English whether we like it or not is very important in tourism .We must improve our English skills.
Nowadays, English has official or special status used in at least seventy five countries with a total
population of over two billion. Around 750 billion people are believed to speak English as a foreign
language. This is why we need to hone our English because it serves as a powerful tool and has many
perks. Learning a language has a multitude of benefits including making us smarter, building our
multitasking skills, improving our memory, and making us more perceptive. There’s no better way to
connect with foreign cultures than by speaking the language. For fun ways to pass the times, flip through
language books and play around with language learning apps. There are a lot of apps learning nowadays,
therefore only 3 apps are chosen to be discuss that is Duolingo - Learn Languages for Free, Memrise -
learn languages free and Learn English with Babbel. Most of the apps that were chosen were free to
make it easier for all student to access and practice learning English better. By having the proper
pronunciation and better use of vocabulary in English we are able to increase the confidence level of
student in communicating with other student in English.

1.2 PROBLEM STATEMENTS

1. Most of the UTHM students are lack of confidence during their English Language lessons.

2. Most of the UTHM students tend to be nervous during presentations in English Language.

3. Most of the UTHM students do not know the ways to improve their fluency when speaking.

1.3 RESEARCH OBJECTIVES

1. To discover the confidence level among UTHM students.

2. To determine the problems during presentations in English Language.

3. To figure out the ways to improve fluency in speaking.

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1.4 RESEARCH QUESTIONS

1. What is the confidence level among UTHM students while using the English Language?

2. What are the problems the students face while doing their presentation in English?

3. Would the English learning apps improve the fluency in speaking English language among the
students?

1.5 SIGNIFICANCE OF STUDY

This study is carried out to determine the advantages of English learning apps in enhancing the command
of English language among UTHM students. This study would be a platform in boosting the confidence
among UTHM students while using the English language. Furthermore, it would also help to overcome
their problems while doing their presentation in English. Other than that, awareness regarding the
importance of the English language could be raised among the students.

1.6 LIMITATION OF STUDY

From this study, there was a few limitations. First, limitation of times, where each of the group member
has different kind of schedule and some of us are from different faculties make it hard for us to arrange a
meeting and discussion with all group members. Second, the cooperation from other students was low.
Student in UTHM are rarely contributing in giving respond for research conducted. Last, limitation of
budget, where the printing cost was high when we have to print out the questionnaire form to distribute
to UTHM students.

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1.7 DEFINITION OF TERM

1. UTHM

UTHM is known as University Tun Hussein Onn Malaysia. It is one of the public universities in
Malaysia and located in the south of Peninsular Malaysia.

2. Apps
App is short for "application," which is the same thing as a software program. While an app may
refer to a program for any hardware platform, it is most often used to describe programs for
mobile devices, such as smartphones and tablets.

1.8 Methodology

1. Questionnaire was printed out and distributed randomly to our respondents (50 students
UTHM).

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 CHAPTER 2

2.0 LITERATURE REVIEW

Mobile-Assisted Language Learning (MALL) focuses on the use of mobile technology in

language learning. In MALL environment, there is no need for learners to sit in a classroom or in
the front of a computer to study. Actually, MALL can be viewed as an ideal solution to language
learning barriers in terms of time and place (Miangah & Nezarat, 2012). This technology gives a
combination of flexibility, accessibility, and interactivity with mobile apps unlike other typical
classroom technologies (Liu, Tan, & Chu, 2009). This combination can facilitate language
learning through the access of authentic, contextualized resources, for instance, it provides
students the opportunity to connect to anteriority learned knowledge, acquire new knowledge
and further develop problem-solving skills (Liu, Tan, & Chu, 2009, Liu, Navarrete & Wivagg,
2014).

More specifically, MALL brings noteworthy benefits to students; they can use different types of
apps on mobile devices to watch online tutorial, read material, and listen English records, they
can stop or fast forward through materials as their desired, giving them the independent control
based on the pace they receiving information, it permits students to decide their own learning
processes (Banister, 2010). According to Kukulska & Shield (2007), MALL can encourage
collaboration and co-construction of knowledge. Students had to find information and share it
with their peers so that they can build up an overall understanding of a realistic problem.
Education departments all over the world have realized the advantages of this new technology,
McCarty (2005) and Belanger (2005) found that both Japanese and USA schools encourage their
students’ participations by providing iPods to them.

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Furthermore, some researches pay attention to the pedagogical methods that brought by using
apps in mobile devices. These mobile devices have an auxo-action for collaborative approach
and self-regulated approach. For example, exchanging the academic ideas on Internet forum or
discussing a project with partners on mobile phones might be encouraging collaboration.

The rapid development of app technologies has made these English learning apps have capability
to integrate different media, for example, text, picture, animation, audio and video can be
integrated in order to create a multimedia instructional material, as well as prompt students’
interest in studying. By using communication apps such as QQ, WeChat and Skype to talk with
others in English, college students are encouraged to willingly speak up and engage in
discussions (Shih, 2011). During the progress of talking with others in English through certain
chat app, college students constantly overcome their linguistic restriction, and happily express
their ideas and thoughts.

2.2 EXPLORING SMARTPHONE APPLICATIONS FOR EFFECTIVE MOBILE-

ASSISTED LANGUAGE LEARNING

The increasing popularity using mobile device or as the easier term to be called nowadays it a
mobile smart phone which are used for social networking, podcasting, speech recognition that
were installed in mobile application that bring the changes in Mobile- Assisted Language
Learning or known as ( MALL) which spreading learning opportunities and reshaping the old
way and conventional learning styles into the new way and easier. The widespread use of
smartphone has brought millions of mobile application to people.

Some researchers (Chinnery, 2006; Kukulska-Hulme, 2009; Kukulska-Hulme & Shield, 2008)
have researched and discussed MALL, but, only incidentally, as a part of large studies looking at
Computer-Assisted Language Learning, but some unique features distinguish MALL from other
types of computer-based learning (Kukulska-Hulme & Shield, 2008). The success of MALL

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depends on whether or not MALL curriculum and material developers understand the nature of
mobile learning and make the most effective use of MALL technology.

The purpose of this study is to extend this discussion with broad, updated information regarding
currently available ESL mobile applications (apps). This study reviews over a hundred
smartphone apps that were designed for ESL learners; 87 of these were then selected for further
in-depth analysis. This study adapted the work Hubbard (1988, 2006, 2011) did in his study
“Integrated Framework for CALL Courseware Evaluation,” (Hubbard, 1988, 2006, 2011), to
provide an analytical framework to look at design and evaluation criteria for mobile based ESL
software.

From both quantitative and subjective investigation of information, this analysis presents for the
general examples of normal and particular highlights of ESL portable applications; 2) the subtle
elements of these highlights and capacities were then inspected as their viability on particular
dialect aptitudes. At last, this investigation examines the qualities and shortcomings of current
ESL taking in applications from an educational and innovative point of view and proposes the
headings which may lead toward compelling improvement of future MALL.

2.3 USING TECHNOLOGY IN AND BEYOND THE LANGUAGE CLASSROOM

Lately, there has been great concentration in the exciting area of Mobile-Learning as known as
M-learning. Rather like the term ‘blended learning’, it means different things to different people.

We can interpret the term ‘mobile technologies’ in a number of ways, to include some or all of
the following devices:

• mobile phones

• smartphones, such as the Blackberry, iPhone or Google Android

• PDAs
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• netbooks / notebooks / laptops

• tablet PCs

• mp3 players

• eBook readers, such as Amazon’s Kindle and Sony’s eBook reader

“Everything is in your fingers”, that’s one of the trademark that have been used nowadays. It is
now mutual for many people to access YouTube videos, their email and surf the web on their
smartphones. Many tech-savvy users update their Facebook profiles and tweet (send messages to
followers via the micro-blogging site, Twitter) from their mobile-phones.

The biggest is the idea that training can be done anytime also anywhere. Training enables
students to study in cafes, trains, museums or galleries, airports, hotel foyers and many more
places. Such training using mobile technologies could be in the form of interactive gap-fill type
exercises, a quiz or test, or listening to podcasts or viewing vodcasts (video podcasts).

In some cases, the sharing of information is almost instantaneous.as the example, a teacher could
use WhatsApp to transfer the same content to all students on their mobile phone.

M-learning and language teaching

There has been a current growth in language teaching applications in the area of M-learning.
Many of these have been designed to offer free-standing language support and practice.

ELECTRONIC DICTIONARIES

A number of electronic dictionaries now have a version which can be accessed via a mobile
phone or smartphone, such as the Longman Dictionary of Contemporary English (Longman), the
Cambridge Advanced Learner's Talking Dictionary (CUP) and the Oxford English Dictionary
(OUP). There is also a huge and ever-growing number of free dictionaries available for mobile
phones, especially bi-lingual dictionaries

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2.4 STUDENTS’ PERCEPTIONS OF MOBILE LEARNING

Most of the students agreed that mobile learning had benefits for their learning. The perceived
benefits of mobile learning comprised ubiquitous learning, facilitation of learning, ubiquitous
access to the Internet, possibility of the use of multimedia, portability, environment-friendliness,
continuous learning support, and convenience. However, the students did not have consensus on
some benefits of mobile learning such as easy access to mobile learning software tools and low
cost of mobile devices.

Regarding students’ perceptions of limitations of mobile learning showed that the

implementation of mobile learning is not without limitations and challenges from the perspective
of the students. The most important challenges to students’ use of mobile devices for learning
EFL include the high cost of mobile devices, the lack of access to mobile learning software tools,
the lack of wireless Internet connection facilities in language teaching institutions, students’ low
digital literacy to use mobile devices for educational purposes, and students’ lack of knowledge
about the use of mobile devices for EFL learning. However, the students did not have consensus
concerning some challenges of mobile learning such as distraction, screen size, and inefficiency
of the use of mobile devices for learning EFL.

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 CHAPTER 3
3.0 FINDINGS

3.1 DATA ANALYSIS

Figure 1: Ages of the respondents.

From the 59 responses data that have been collected, 21-25 years old is the highest
percentages that have 40 responses which is 67.8%. Then the second is 20 years old 10 responses
which is 16.9% then 26 years old 9 responses is the smallest percentages that have been
participate which is 15.3%.

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 Figure 2: Gender of the respondents.
From the 59 responses, the findings here that the male 41 responses (69.5%) is more than
the female 18 responses (30.5%) that participate in our respondent.

Figure 3: Faculty Department of the respondents.

From the 59 responses, there are 6 different students from different department. The
highest percentages from 22 student FKMP (37.3%), the second highest is from 12 student
FPTV (20.3%), and then 8 students from FKEE (13.6%), FSKTM (8.5%) and the rest is from
FPTP and FKAAS faculty.

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 Figure 4: Year of studies of the respondents.
From the 59 responses, the majority of the student that participate our research is from
year 3, 32 responses (54.2%) and then followed by 10 students from year 2 and year 4 which is
(25.5%) respectively. The smallest percentages are from 7 responses from year 1 which is
(11.9%).

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 Figure 5: The usage of any English apps by students.
From the 59 responses, there are 49 responses that say yes which is (83.1%) compared to
10 responses that say No which is (16.9%).

Figure 6: The effectiveness of English apps by students.

From the 59 responses, 35 responses (59.3%) say yes compared to 24 responses (40.7%)
say No.

Figure 7: The recommendation from students.

From the 59 responses, there are 48 responses (81.4%) that say (Yes) compared to 11
responses say (No) that score (18.6%) of overall percentages.

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 Figure 8: The familiarity English apps.
From the data chart, its shows that Duolingo have 41 responses (69.5%) compared to
Memrise that score second highest 38 responses (64.4%). The it followed with Babble that have
25 responses (42.4%).

Figure 9: Student behavior in using English.

From the survey, many students often use English when speaking to foreigners that 39
responses (66.1%). Second higher is Lecturers that score 37 responses (62.7%). Then followed

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by parents 31 responses (52.5%) and then friends 32 responses (54.2%) and lastly to the siblings
29 responses (49.2%).

Figure 10: Method in English learning by students.

From the chart, the method that student UTHM use to learn English is watching Movies
49 response (83.1%) and followed by second is by listening to the English song 41 responses
(69.5%). Then the books and face to face with lectures are 37 responses (62.7%) respectively.
Lastly Using English apps is 32 responses (54.2%).

Figure 11: The usefulness of using English Apps.

From the survey, the rate for 5(strongly agreed) is the highest 31 responses (52.5%).
Second highest is rate for 4 (agree) 17 responses (28.8%). For maybe no 3 is 7 responses

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(11.9%) then followed by no 1 (strongly disagree) which is 4 responses (6.8%) and no 2
(disagreed) none responses.

Figure 12: The efficiency of English Class.

From the survey, the rate for 5(strongly agreed) is the highest 31 responses (52.5%).
Second highest is rate for 4 (agreed) 18 responses (30.5%). For answer no 3(maybe) is 6
responses (10.2%) then followed by no 2 (disagree) 1 responses (1.7%) and 3 responses for no 1
(strongly disagreed) which is (5.1%).

Figure 13: The efficiency of self-learning in learning English.

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 From the survey, the rate for 5(strongly agreed) is the highest 27 responses (45.8%).
Second highest is rate for 4 (agreed) 23 responses (39%). For answer no 3 (maybe) is 5
responses (8.5%) then followed by no 2 (disagree) 2 responses (3.4%) and for answer no 1
(strongly disagreed) is 2 responses which is (3.4%).

Figure 14 : Level of English command responder prefer in writing, reading, and speaking

For the questionnaire, the respondents have to give their rate of English command level
for writing, reading and speaking in 4 categories which is poor, average, good and excellent. For
writing command, 4 of respondent were poor, 11 were average, 34 were good and 10 are
excellent. For reading command, 2 of respondent were poor, 10 were average, 33 were good and
14 are excellent. For speaking command, 4 of respondent were poor, 10 were average, 36 were
good and 9 were excellent.

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 Figure 15 : English learning Apps that respondents know

For question 15 to 17, we use open ended questionnaires and the respondents have gave
many kind of answers, so we sorted the answers and categorized it to 4 types of answers, which
is, English learning Apps, gaming Apps, social media Apps and other.

Category Numbers of respondents and examples of Total of

answers respondent
English Learning Apps Padlet -2, Edmodo-2, Google Translate-5, 23
iTranslate-3, Babbel-1, Memrise – 2,
Dualingo-3, Hello English-3, Grammarly-2
Gaming Apps Plato-4, Search Words-3, Words Games-3, 14
Werewolves-2, Oh My English-2
Social Media Facebook-4, Instagram-3, Telegram-3 12
Comic Apps Comic apps-2 2
Others Don’t Know-10 10
Table 1 : Category of English learning Apps that respondents know

For English learning Apps category, there were 23 of the respondents gave answers that
fall in these category. The example of answer given is, Padlet, Edmodo, Google Translate,
iTranslate Babbel, Memrise, Dualingo, Hello English, Grammarly. For second category, gaming
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Apps, there were 14 respondents fall into this category and the example of gaming apps is Plato,
Search Words, Words Games, Werewolves, and Oh My English. For social media category, 14
of respondents fall into it, and the example given is Facebook, Instagram, and Telegram. For
comic category, 2 respondent answer it but they did not state clearly which Apps that they were
used and last category is other, where the respondent answered the questionnaire as none, do not
know, and none.

Figure 16 : How the respondents learn English

For this question, we divided the answer category to 7 types of category which is
watching English movies, Chat with other, reading, teacher or class, song or music, games and
social media. Below is the table that had been categorized by each types.

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 Category Number of respondents
Watching English movies 8
Chat with other 10
Reading 8
Teacher or class 16
Songs or music 7
Games 4
Social media 6
Table 2 : Types of English learning by respondents

In this question, 8 of the respondents used watching English movies as their learning
technique. 10 of them use to chat with others, 8 of them reading, 16 of them learned English by
taught by teachers or classes, 7 of them through music or songs, 4 of them by playing games and
last 6 respondents used social media.

Figure 17 : Self-regulated learning approach advantages and disadvantages

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 For this question, 34 of the respondent responded that self-regulated learning
approach gave advantages and 10 of respondents responded that self-regulated learning gave
disadvantages and last 9 of respondent did not answer the question properly and fall into other
category. Table below summarized the data have been collected for this question.

Category Number of respondent and examples of Total of respondents

answers
Advantages Flexible in time and place-10, suit own 36
style of study-5, less stress-3, boost
confident-5, gain more information-4, can
focus more-3, give more pleasure-3,
improve English-3
Disadvantages Broken grammar-6, no guide from 14
teacher-6, mispronounced words-6,
Others None-3, lazy-2, no comments- 2, don’t 9
know -2
Table 3 : Advantages and disadvantages of self-regulated study by respondents

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 Figure 18 : Most effective learning and improvising English language

For question no 16 till 18, respondent given a multiple choice of answer type of
questionnaires. According this question, the respondent had been asked which method were
more effective to learn English. They were given 3 answer which is self-regulated, English
learning Apps and teacher-centered approach. The respondent has responded that 25 of the
respondents or 42.4% believe that self-regulated was the most effective way to learn and
improve English language. Others 16 of them believed that using English learning Apps more
effective than others. Lastly, 18 of respondents stated that self-regulated was the most effective
learning approach to learn English.

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 Figure 19 : Respondents usually speak English.

In this question, the respondents had been asked with whom that they usually
speak English with, either with family, friends, lecturers or foreigners. The respondents
responded that 16.9% or 10 or them usually speak English with family, 37.3% or 22 of them
usually speak English with friends, 23.7% or 14 of them usually speak English with lecturers and
22% or 13 of them usually speak English with foreigner.

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 Figure 20 : Frequent of using English in daily life

The respondents had been asked how much frequent that they use English in their daily
life. We classified the answer to less than 1 hour, 1-5 hours, 5-10 hours and more than 10 hours.
From the pie chart graph, 28.8% or 17 of respondent used English less than 1 hour, 40.7% or 24
of respondent use English for 1-5 hours daily and also 28.8 or 17 of them used English for 5-10
hours. The last 2.9% or 1 of respondent used English more than 10 hours in daily life.

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 Figure 21 : Preferred source to learn English

For question 19 to 21, we were used ranking type questionnaire which the respondents
need to rank their preferred by order. In question 19, respondents asked to rank the preferred
source to learn English as they preferred. The choices given were movies, newspaper or article,
and story books or novels. From the graph above, we can conclude that movie source were the
most preferred by most of respondent with 42 of them vote movies source as their first source.
Second ranked preferred by the respondent is story books and novels with 19 vote and lastly
newspapers or articles in third ranked with 14 votes.

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 Figure 21 : Preferred place to use English by respondents

For question number 20, the respondents been asked to rank their preferred place to use
English either at home, class, or outing. The respondents had ranked class as their first preferred
place to use English with 24 votes. Second place ranked by the respondents is at home with 22
votes and last place to rank as preferred by respondent is outing.

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 Figure 21 : Preferred English learning Apps by respondents

For the last question, the respondents were need to rank their preferred English learning
Apps which is Duolingo, Memrise, and Babbel. From the above graph, the data collected showed
that Duolingo is the first preferred for the respondents with 33 votes. Memrise comes in second
preferred by the respondent with 11 votes and the third place preferred by respondents were
Babbel.

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4.0 DISCUSSION

Based on the findings conducted through the questionnaire given via online on Google
doc, the feedback given was responded by the students of UTHM which is around 59 students
that 69.5 % = 41 students are male and 31.5 %=18 students and the rest of them were female.
Most of the student participated in the Questionnaire were mostly around 21-25 years that
around 67.8% = 40 students, also there are some below 20 years old that is around 16.9% = 10
students and the at least is around 26 years above around 15.3% = 9 students. The majority of the
students that answered this questionnaire is from the senior from third year around 54.3% = 32
students while the second and fourth year have the same amount of 16.9% =10 students each
while the junior first year were the least that is 11.9% = 7 students. Most of the students are from
FKMP that is around 37.3% =22 students, 20.3% = 12 students from FPTV, 13.6% = 8 students
from FKEE and 8.5% = 5 students are from FSKTM. All of these statements can be verified
through the findings from question 1 to 4 in section A Demographic.

From the findings in question 1 of section B, we know that 49 out of 59 students which
mean 83.1% them use English apps while the others with a percentage of 16.9% don’t. Findings
from section B question 2 shows that most of them recognize the importance of these English
apps as 59.3% of them are using the English apps to improve their skills in communication and
grammar while 40.7% doesn’t find any form of advantages from these English language apps. In
question 3 section B, 81.4% of students said that they would recommend the apps to others while
18.6% aren’t interested in doing so.

From questions 4 to 6, students were given questions where they could select more than
1 answer. From question 4, we got to know that students are more familiar with the Duolingo
app (69.5%) followed by Memrise (64.4%) and Babble (42.4 %). Duolingo is the most preferred
choice because the content learning is much simpler and convenient to use. In question 5, we
wanted to know with whom the students converse in English the most. We got to know that
66.1% and 62.7% use English with foreigners and lecturers respectively. The rest that are family,
friends and siblings obtained 31 responses (52.5%), 32 responses (54.2%) and 29 responses
(49.2%) respectively.

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 For questions 10-12, we used scale indicator to determine the command of students in
writing, reading and speaking. It starts from 1 which is weak and goes up to 5 which represents
excellent. From question 10 we got to know that 34 out of 59 students are good in writing. As for
reading, majority of them with a number of 33 students said that they have good reading skills.
For speaking, again scale 4 which represents good got the majority vote of 36 students.

For question 13, we got to know that most of the students improve their English
command by using Telegram with a percentage of 13.6%. In question 14, 23 respondents chose
English language learning apps as apps to improve their command in English.

From question 15, answer for the questions were tabulated in tables 1 and 2. From table
1, we got to know that 36 students chose self-regulate study gives more advantages than
disadvantages to them. This is because most of the students prefer self-study because they could
manage their time flexibly while learning English.

For question 16 section B, most of the students prefer self-regulated study which
obtained a percentage of 42.4% rather than the teacher-centered method with a percentage 27.1%
followed by English learning apps with percentage of 30.5%. This is because students feel that
self-regulated study will give them more control of their time in learning English. The amount of
time spent in English language in daily life can be seen in findings of question 18 section B.
Majority of them use English for 1-5 hours daily with a percentage of 40.7% or 24 students of
respondent and also 28.8% or 17 of them used English for 5-10 hours. The least 2.9% or 1 of
respondent used English more than 10 hours in daily life. From this question we want to know
on how much student did spend their time on learning English.

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 From questions 19 to 21, the students were asked to rank on their preferences. For
question 19, respondents were asked to rank the preferred source to learn English. Movies came
out top with 42 votes. Second ranked preferred by the respondent is story books and novels with
19 vote and lastly newspapers or articles in third ranked with 14 votes.

For question 20, the respondents been asked to rank their preferred place to use English
either at home, class, or outing. The respondents had ranked class as their most preferred place to
use English with 24 votes. Second place ranked by the respondents is at home with 22 votes and
last place to rank as preferred by respondent is outing.

For the last question, the respondents were needed to rank their preferred English
learning Apps which is Duolingo, Memrise, and Babbel. From the data collected, Duolingo is
the first preferred for the respondents with 33 votes. Memrise comes in as second preferred by
the respondent with 11 votes and the third place falls to Babbel.

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5.0 CONCLUSION

Based on the findings obtained from the response to the questionnaire by UTHM students,
we can conclude that English learning mobile apps are widely used by them in improvising the
English language. A massive support had been shown towards the usage of English learning
apps. This clearly indicates that UTHM students are on par with the very modernisation process
of technology. It also comes as a great news as we know that the technology advancement tends
to make learning easier and fun when its being used in the appropriate manner. As much as
there’s technology development to facilitate learning process, students still do prefer the
traditional way of meeting face-to-face with their lecturers in solving doubts as well as
improvising their command of English language. Movies and musics are some of the ways which
help the students to improve their fluency in English. They prefer the self-regulated method as its
more flexible, easy and not strenuous. However, the method has its cons too as there’s no one to
guide and correct them when mistakes such as grammatical and spelling errors occur.

The objectives of this report had been achieved. One of the main objective of the report is to
discover the confidence level among UTHM students. From the findings of our questionnaire we
could clearly observe the confidence level among the students from the frequency of usage of the
language and the place its being used at. Most of them use English for approximately 1-5 hours
daily on average and they converse in English mainly with their friends. Secondly, from our
questionnaire, we could determine the problems faced by the students while presenting in
English. From our findings, we know that most of the students tend to get nervous while
presenting as they are not confident with their English command even though they could
converse well. We also managed to figure out the ways that the students prefer in order to
improve their fluency in speaking. Based on our findings, we noticed that most students prefer
the method of self-regulated learning such as watching movies and listening to songs.

To wrap it up, we could say that the title we chose for our report tends to be an eye-opener
in showing the importance of technology in enhancing English language among UTHM students.
From the findings, we could clearly draw the line between the importance of modern learning as
well as traditional learning.

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 6.0 RECOMMENDATION

Based on the result we have obtained from the research, we get to know that most of the
students in University Tun Hussein Onn Malaysia were using the English language application
that we have recommended through our research. The English language applications are
Memrise, Duolingo and Babble. As a recommendation this research can be conducted not only at
university but also at schools, tuition classes, polytechnics and skills colleges. We also can
replace Google document with questionnaires and interview to get to know the feedback from
users immediately. Moreover, we also can explain and introduce our research to the school
students and teachers so that from now onwards they can reduce the difficulties in English
language. By using this applications in class the teaching and learning process will run
effectively. Furthermore, we also can add few more English language applications which is
upgraded with advanced technologies to make the students access it easily. By doing this, there
will be less difficulties faced by the students in understanding the English wordings and phrases.
This type of beneficial applications should be used in UTHM for the educational purpose.

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8.0 APPENDIX

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