Abstract:
This research aimed to investigate the effect of using mobile assisted listening lessons on students
listening comprehension and motivation to learn listening of AMUCS grade 11 students, to
investigate their listening comprehension, and to investigate their motivation. It concentrates on
listening comprehension mainly because listening is the most important skill among the four skills
in English language subject. To investigate the problem, quasi-experimental research design
applied and it is suitable for such studies. Test and questionnaire is used to collect data from 46
participants as a sample size. These participants are engaged as a sample size from Arbaminch
University Community School grade 11. Among those participants, the sample size taken were
(n=23 as experimental) and (N=23 as control groups). Those participants were taught in mobile
assisted language learning program. The instruments of the research included mobile assisted
listening comprehension skill test, and five point Likert questionnaires on students’ motivation to
learn listening. The investigation revealed that the students in experimental group outperformed
over their counterparts in the control group as a result of mobile assisted listening comprehension
lesson. Result of the research revealed a statistically significant difference between the mean
scores of the participants in the pre and post administration of the participants’. This means there
was statistically improvement in the experimental group students on mobile assisted listening
comprehension lesson and motivation to learn listening. As overall, the participants found that
mobile assisted listening comprehension lesson enhanced their motivation; and specifically it
increased their determination, arouse their interest, raised their confidence to do several listening
tasks. Finally, I recommended that mobile assisted listening comprehension lesson should be given
to students to enhance their achievement on that issue and to motivate students to learn listening.
Behalf of that, this research is helpful for educators, instructors, teachers, and curriculum
designers.
