International Journal of English Language Teaching Vol.7, No.4, pp.30-35, June 2019 Published by European Centre for Research Training and Development UK ( www.eajournals.org) 30 Print ISSN: 2055-0820(Print), Online ISSN: 2055-0839(Online) INFLUENCE OF MOBILE LEARNING ON STUDENTS` ESSAY WRITING IN ENGLISH LANGUAGE Mohammed Habib ABBA 1 & Muhammad Ali MUSTAPHA 2 Mohammed Goni BUKAR 3 1 Department of Science Education, University of Maiduguri, P.M.B. 1069, Maiduguri 2& 3 Department of Arts Education, University of Maiduguri, P.M.B. 1069, Maiduguri ABSTRACT: The study examines influence of mobile learning on students` essay writing in English language. The main objective of the study is to determine the extent to which mobile learning influences students` descriptive, narrative and expository essay writings. Quasi- experiment design was used to determine the influence of mobile learning on essay writings of Kanembright College`s advanced students. The study involved 205 ESL students enrolled to study proficiency programme (2019) in the college. Forty (40) advanced students were chosen to constitute the target population using purposive sampling technique. The students were categorized into 20 experimental and 20 control groups. Pretest and posttest were applied to determine their performance in essay writings. The data collected were analysed using ANOVA. The findings of the study revealed that mobile learning has significant influence on ESL students` essay writing. Therefore, it was recommended that teachers of English language should encourage active participation of students in classroom activities through use of mobile phones. KEYWORDS: Mobile learning, Essay Writing & English language INTRODUCTION Today, the teaching and learning of English language has taken new dimensions from the use of conventional classroom resources to the technological gadgets. This is because of the rapid growth of technology that cut across all spheres of human life. The use of technology in ELT is as old as the technology itself. Teachers of English language in the old days made several attempts to define, identify and theorize best approaches of teaching English language in schools. That led to the transitions from one method to another. Several methods and procedures were highlighted in the course of these transitions ranging from direct method, to grammar translation and communicative language teaching etc. The deployment of ICT facilities to simplify teaching and learning of English came to being when Computer Assisted Instruction (CAI) and Computer Aided Language Instruction (CALI) emerged. The advent of the microcomputer in the late 1970s brought about computing within the range of a wider audience, resulting in a boom in the development of CALL programs and a flurry of publications of books on CALL in the early 1980s. Even in those days, language teachers were good users of technological gadgets. Gramophone records were among the first technological aids used by language teachers in order to present students with recordings of native speakers’ voices, and broadcasts from foreign radio stations were used to make recordings on reel-to-reel tape recorders. Other examples of technological aids that have been used in the foreign language classroom include slide projectors, film-strip projectors, film projectors, videocassette recorders and DVD players (Côté, Narins & Connor, 1962).