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We explored the effects of familiarity with mobile-assisted language learning environments (MALLE) on creativity. We administered English as a foreign language (EFL) course to university students. They learned EFL in class and then used new knowledge to apply it to the real world using mobile technology after class. All students were assigned to 3 groups: (1) students who learned in unfamiliar MALLE, (2) students who learned in familiar MALLE, and (3) students who learned in unfamiliar MALLE but with familiarization strategies. We evaluated and compared content of essays composed by students from 3 groups to explore the effects of familiarity with MALLE on students’ creativity. Our results evealed that students in the second and third groups (i.e. those who were already familiar with MALLE and those who become familiar with MALLE thanks to familiarization strategies) outperformed students in the first group (i.e. those who were not familiar with MALLE). This result may suggest that creativity of students was affected by their familiarity with MALLE. Based on this finding we suggest that instructors consider familiarization of students with MALLE when their language learning process takes place in the real world.
Shadiev et al. (Fri,) studied this question.