1.

Many spring break partiers are not aware that in many Caribbean countries,
ABJECT poverty is often found side-by-side with luxury hotels, spas, and resort
properties.*
0/1
a. To make a feature of something more noticeable
b. Allowing no hope of improvement or relief
c. Senseless or nonsense talking or writing
d. Late or tardy

2. The stereotypical, nagging mother-in-law is CAPTIOUS to an extreme, and teens

tend to think that their parents are as well.*
0/1
a. The typical atmosphere, feeling, or mood of a place
b. Arrogant, with disregard or lack of respect for someone or something
c. Always finding fault and making trivial and excessive criticisms
d. A serious and solemn attitude or way of behaving

3. The senator was accused of JOBBERY by his opponent, yet he was never
charged formally.*
1/1
a. To criticize someone or something severely
b. Concerned over the perfection of even the smallest detail
c. Senseless or nonsense talking or writing
d. The corrupt practice of making private gains from public office

4. Recently, a defense attorney was placed in jail for referring to the proceedings as
a KANGAROO COURT.*
1/1
a. An unofficial court that is set up on the spot to deliver a judgment that had already been
decided in advance
b. To display in an ostentatious way
c. Arrogant, with disregard or lack of respect for someone or something
d. Revealing a lack of intelligence, as well as a lack of awareness

5. The two boxers stood toe to toe, each with a MALEVOLENT glare focused on the
other.*
1/1
a. Money or property that is left to someone
b. Demonstrating or having a desire to harm others
c. Quiet, easy to control or teach
d. Lacking vigor and energy
6. The attempt to see everything at Disneyland in one day can DISCOMBOBULATE
even the calmest parents.*
0/1
a. Polite respect or submission to the judgment, opinion, or wished of another
b. The point at which something comes to maturity or reaches a desired outcome
c. Uninteresting and intellectually undemanding
d. To throw someone into a state of confusion

7. Robbie’s mom is known as a FASTIDIOUS housekeeper, so we all took our

shoes off at the door.
1/1
a. Concerned over the perfection of even the smallest detail
b. Not allowed by law
c. A point or situation with no solution
d. Horrifying, using death as subject

8. It is surprising when GRANDIOSE schemes become realities, but that is why so

many reach for the stars.*
1/1
a. Not changing, or not able to be changed
b. Speech or writing full of long and pretentious words
c. Lacking grace or tact in a social situation
d. Pretentious, pompous, and imposing

9. Much to the CHAGRIN of his family and friends, Suzanne rejected Bill’s
proposal.*
1/1
a. A feeling of humiliation due to disappointment
b. Unable or unwilling to do anything useful
c. Having a good enough taste to be eaten or drunk
d. To make someone or something holy

10. His FLIPPANT actions and words earned a few laughs from his peers, but they
also got him several days of detention and a bad reputation.*
1/1
a. Showing a lack of appropriate seriousness
b. Wet, dirty, unkempt
c. The typical atmosphere, feeling, or mood of a place
d. Not changing, or not able to be changed
Reading Section
8 of 10 points

Introduction

Mobile Assisted Language Learning (MALL) is the next step for language learning
wherein learners will not need to sit in a classroom or in front of a computer to get learning
materials (Miangah & Nezarat, 2012). As mobile technologies are growing and attracting more
and more types of consumers, its use has spread into more areas. It now influences cultural
practices and allows new kinds of learning (Pachler et al., 2010 as cited in Gronlund & Viberg,
2012).
The main advantage of MALL is its portability. As Yamaguchi (2005) states, "A computer
is better than a mobile phone for handling various types of information such as visual, sound,
and textual information, but mobile phone is superior to a computer in portability. And some
students don’t have their own computer". Due to this characteristic, mobile learning has gotten
more attention from scholars and researchers. However, educators are more gradual at
introducing mobile learning since they need to understand how it can be effectively used in
various kinds of learning (Kukulska-Hulme & Shield, 2008)
Mobile learning and its sub area MALL have been changing the landscape of
technology-led language learning. Thus, this research aims to study the effects of using a
mobile phone application as a supplementary tool for learning on Japanese students who are
studying for the Test of English for International Communication (TOEIC). It mainly focuses on
the reading comprehension and the testing skills of the learners.
Currently, Japanese have the lowest TOEFL score in Asia (Yamaoka, 2009) and more
and more Japanese are venturing into foreign countries with the desire to learn English.
Philippines offers English education at a cheaper price than foreign countries which makes it
attractive for foreign learners. For ESL instructors, it is a challenge to find new techniques to
make students learn better and easier. Mobile Assisted Language Learning might just be one of
the new emerging techniques which will be efficient for learners.

Methodology

This study uses the descriptive research using the case study approach. The case study
method has the ability to examine an in depth “case” within its “real life context” (Yin, 2004). As
stated by Shavelson and Townes (2002, pp. 99-106 as cited in Yin, 2004) the case study
method is pertinent when the research answers either a descriptive question (what happened?)
or an explanatory question (how or why did something happen?).
For this research, 5 Japanese respondents were selected. There were 4 males and 1
female with ages ranging from 20-28. All of them were students in an ESL school in Cebu City.
They all take the TOEIC test with scores between 600-800. They speak Japanese as their first
language and studied English when they were in junior high school.
They were asked to use an application named English Reading Comprehension which is
exclusively downloaded from the Appstore. The application aims “to improve vocabulary,
grammar, and logical thought ability” and currently receives a rating of 4 stars in the Appstore. It
includes: English Reading Comprehension (~ 330 lessons) - TOEFL Reading Comprehension
(~185 lessons) - TOEIC Reading Comprehension (~ 64 lessons). The entire number of lessons
can only be accessed if it is bought but there are free lessons in each part. The English Reading
Comprehension application has 28 free lessons, TOEFL Reading Comprehension has 25, and,
TOEIC Reading Comprehension has 10. Each student was given instructions to use the free
lessons from the sections in the application for at least 20 hours and answer as much as they
can. All the lessons had articles or texts followed by different questions related to the article or
text. Since the format of the contents in each part was very similar to the real TOEIC test, the
application was selected by the researcher. The students were not limited to only answering the
TOEIC test because of this reason.
After using the application for more or less 20 hours, each student was given an
interview about their experience with the application. The questions were as follows but were
not limited to: What is your general impression of the application? What are its advantages and
disadvantages? How useful was it for you? What can you say about its feedback system? How
difficult was it? How long did you use it? Would you recommend it to your friends? Do you have
suggestions to the developers?

Findings and Discussions

Reading practices can help students improve their vocabulary and vocabulary
knowledge can enhance their reading comprehension (Chen, C. M. & S.-H. Hsu, 2008). The
texts and articles found in the application are emails, historical articles, pieces about famous
people from all over the world, etc. Basically, the texts were varied and used a wide range of
vocabulary. For the students who used the application, they were able to encounter plenty of
new and difficult vocabulary words that tested their skill level. This was the consistent general
impression that was given on the application.

Usefulness
There were mixed opinions on whether the application was useful or not. 3 out 5
students thought that it was. One student said it was not useful and another student said that it
could have been useful if he had reviewed about the unknown words. Everyone agreed though
that there were many new words in the application. As Student A claims, “I could know that my
vocabulary is so poor. That’s a good point. I realized I must study more.”
Student B said that, “the amount of English read is important to our English skill. I can be
used to English more.” For her, the application provides practice in order to familiarize herself
more with the English language.

Another advantage that the students stressed is its portability. In a statement Student C
delivered, “This application is played using an Apple device so I don’t need to prepare notebook
or textbook; it is a portable studying material. Since it is a free application, it is good”. The
application can also be used offline and it is easy to operate. This finding validates the study of
Huang et al. (2012) that the many advantages of mobile learning is its flexibility, low cost, small
size and user-friendliness.
As to its similarities with the real TOEIC test, 4 out 5 students claimed that it is similar to the
exam. They pointed out that using the application helped them get used to the TOEIC test.
According to Student B, “It helped with TOEIC, especially in the Reading Comprehension
section. If I take the TOEIC again, I will use it.” For Student D, “It helped me in my TOEIC, not
only in the vocabularies but also it is a training for me to answer the TOEIC exam since I
couldn’t read long articles before I came here. Now I can read long articles.”
When the interview was done, the students just finished taking their TOEIC test. Usually
when the exam date is near, students at this school lessen the number of their classes with their
teachers and do plenty of self-studying as promoted by the management. During this period,
they said they used the application and it provided a change of pace from the normal studying
routine they make with their books and notebooks.

Feedback System
When each lesson is completed, a summary of the answers in all the questions are
shown. After which, there will be a rating of at most five stars depending on the performance of
the application user. For Student C, “It is good that I can see my rating right after I finish
answering one lesson.” He also added that, “If I get three stars, I feel that I need to study more”.
Other students supported Student C. According to Student D, “If I get 5 stars after
playing the application, I thought, “I am smart!” If I get 2 stars, I feel so sad. Especially in lesson
1 in the TOEIC reading comprehension, I cannot understand so many words that is why I could
not understand the article. But because I cannot understand some words, I have to look it up in
the dictionary and then I will learn.” The same sentiments were expressed by the rest of the
students.
The positive attitude toward the feedback system of the application shows that it is
important for the learners to know right away where they stand in the lessons of the application.
It encourages the learners to work harder in each lesson they answer. This indicates that
English reading accompanied with unfamiliar vocabulary learning and self-assessing feedback
is influential in developing the reading comprehension and reading abilities of the learners
(Chen & Hsu, 2008).

Disadvantages
All of the respondents pointed out that there were spelling and grammatical mistakes in
the application. Also, according to Student B, she would have wanted the application to be more
interactive with more graphics added like an “avatar” that would show the development of the
user. She added that “a zoom function would be nice because it can’t be expanded.” For her,
people who have bad eyesight would have difficulty in seeing and reading the paragraphs in
such a small screen without the zoom function. These statements prove the study of Albers &
Kim (2001) about the disadvantages of mobile learning which are small screen size and limited
presentation of graphics.
Difficulty
 The students were asked about the difficulty level of the lessons and the common
answer was that it depends on the lesson. In each section there are some difficult parts and
other parts are also so easy for them. The average time for them to finish one lesson was 5
minutes, despite the difficulty. Student B took the initiative to time herself while answering each
lesson because according to her, the real TOEIC test has a timer. Because of this habit, she
was able to know that her reading and answering speed became faster with the help of the
application.

Conclusion
Using mobile learning and applications to teach a second or foreign language is still a
new territory for Filipino teachers. Especially in the Philippines, there are many limitations to the
use of gadgets in assisting language learning, like the dependence on networks that may not
have a reliable high transmission capacity and may be subject to various kinds of disturbances
(Gronlund & Viberg, 2012). However, this shouldn’t discourage teachers to slowly introduce this
new trend.
As shown in this study, the application English Reading Comprehension is an effective tool for
Mobile Assisted Language Learning (MALL). The Japanese students who had the opportunity to
use the application stated that despite its shortcomings, they would recommend it to other
students who are also taking TOEIC or those who want to improve their reading comprehension
skill. Even though the study was done on Japanese students, language teachers all over the
world can benefit from this knowledge. With the large number of free applications available in
the market, there are ample choices from which teachers can choose the best application to fit
their students’ needs. However, since this field is still under development it is best for teachers
to be careful on which applications to introduce to their learners. In this study, the application
was proven useful as a supplement. It may not have the same results if it was used as the main
method of teaching.
The future brings a lot of opportunities for the growth of new methods in language learning. As
for MALL, it would be beneficial to analyze the interconnection between individuals’ learning
strategies, learning styles, and use of mobile technology. Knowledge on these aspects would be
beneficial not only for learners and educators but also for system developers (Gronlund &
Viberg, 2012).

1. Based on the text what does MALL mean?*

1/1
a. Mobile Assistant Language Learning
b. Mobile Assisted Language Learning
c. Mobile Assorted Language Learning
d. Mobile Assailant Language Learning

2. Which of the following is NOT TRUE about MALL?*

1/1
a. It is better than a computer in terms of portability.
b. Researchers and scholars do not bother about MALL.
c. Educators are careful about introducing MALL.
d. MALL allows students to not sit in a classroom to learn.

3. Which of the following is NOT a characteristic of the English Reading

Comprehension application that the students used?*
1/1
a. It is only available on the Appstore.
b. It contains TOEIC Reading Comprehension and TOEFL Reading Comprehension lessons.
c. All lessons are free.
d. The lessons are similar to TOEIC Reading Comprehension.

4. How long did the students use the application?*

1/1
a. Exactly 20 hours
b. Approximately 20 hours
c. Less than 20 hours
d. More than 20 hours

5. How useful was the application according to the students?*

1/1
a. There was no extra preparation needed when using the application because it is handy.
b. It showed their weakness in English vocabulary.
c. It provided a change of pace in their study routine.
d. All the above.

6. What does Chen & Hsu say about feedback systems?*

0/1
a. Feedback is information about reactions to a product, a person's performance of a task, etc.
which is used as a basis for improvement.
b. Feedback comes in three forms: appreciation (thanks), coaching (here's a better way to do it),
and evaluation (here's where you stand).
c. Feedback should have a clear business focus.
d. Feedback, specifically self-assessing ones is helpful in the development of the reading skills
of learners.

7. Which of the following cons of the application coincided with what Albers & Kim
stated about the disadvantages of MALL?*
0/1
a. Spelling mistakes
b. Grammar mistakes
c. Small screen
d. None of the above
8. Student B timed herself while answering one lesson from the application. What
did she find out after doing so?*
1/1
a. Her reading and answering became faster over time.
b. It always takes exactly 5 minutes to answer each lesson.
c. She can answer difficult parts fast.
d. None of the above

9. In the first paragraph of the conclusion, what was mentioned as a limitation when
using MALL, especially in the Philippines?
1/1
a. Dependence on usually unreliable networks
b. Filipinos know nothing about it
c. English is difficult for Filipinos
d. Filipinos don’t need to take TOEIC

10. According to the study, how can the application best be used in teaching
English?*
1/1
a. As the main method of teaching
b. As a supplementary material
c. A and B
d. None of the Above

Track 31
1.*
0/1
A
B
C

2*
1/1
A
B
C

Track 31

3*
1/1
A
B
C
D
E
F

4*
1/1
A
B
C
D
E
F

5*
1/1
A
B
C
D
E
F

6.*
1/1
A
B
C
D
E
F

Track 32

7*
1/1
RESERVATION

8*
1/1

LOCAL EDUCATION AUTHORITY

9*
1/1

MANAGING DIRECTOR

10*
0/1

ALL