Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32020
The Use of Mobile Phone as Enhancement to Mark Multiple Choice Objectives English Grammar and Literature Examination: An Exploratory Case Study of Preliminary National Diploma Students, Abdu Gusau Polytechnic, Talata Mafara, Zamfara State, Nigeria

Authors: T. Abdulkadir


Most often, marking and assessment of multiple choice kinds of examinations have been opined by many as a cumbersome and herculean task to accomplished manually in Nigeria. Usually this may be in obvious nexus to the fact that mass numbers of candidates were known to take the same examination simultaneously. Eventually, marking such a mammoth number of booklets dared and dread even the fastest paid examiners who often undertake the job with the resulting consequences of stress and boredom. This paper explores the evolution, as well as the set aim to envision and transcend marking the Multiple Choice Objectives- type examination into a thing of creative recreation, or perhaps a more relaxing activity via the use of the mobile phone. A more “pragmatic” dimension method was employed to achieve this work, rather than the formal “in-depth research” based approach due to the “novelty” of the mobile-smartphone e-Marking Scheme discovery. Moreover, being an evolutionary scheme, no recent academic work shares a direct same topic concept with the ‘use of cell phone as an e-marking technique’ was found online; thus, the dearth of even miscellaneous citations in this work. Additional future advancements are what steered the anticipatory motive of this paper which laid the fundamental proposition. However, the paper introduces for the first time the concept of mobile-smart phone e-marking, the steps to achieve it, as well as the merits and demerits of the technique all spelt out in the subsequent pages.

Keywords: Cell phone, e-marking scheme, mobile phone, mobile-smart phone, multiple choice objectives, smartphone.

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 843


[1] Ali Z., Ghazali M. A. I. M. Learning Technical Vocabulary through a Mobile App: English Language Teachers’ Perspectives, (2016) Centre for Modern Languages & Human Science, Universiti Malaysia.
[2] Dooly, M. Sadler, R. Becoming Little Scientists: Technologically-Enhanced Project-Based Language Learning 2016 Language & Technology, Volume 20, Number 1 pp. 54-78.
[3] Eaton, S. E. Global Trends in Language Learning in the 21st Century. (2010) Calgary: Onate Press. Retrieved from
[4] Godwin-Jones, R. Emerging technologies: Mobile apps for language learning (2011). Language Learning & Technology, 15(2), 2-11.
[5] Grasso, A., Roselli, T. Guidelines for Designing and Developing Contents for Mobile Learning, (WMTE 2005). Proceedings of the 2005 IEEE International Workshop on Wireless and Mobile Technologies in Education.
[6] Olaofe, I. Teaching English in Second Language Adverse Situations A Solution-Based Approach, (2013) Applied Linguistics and Language Education Centre, Zaria, Nigeria. pg. 140-141.
[7] Seppala, P., Alamaki, H. Mobile learning in teacher training (2003). Journal of Computer Assisted Learning.
[8] Thorne, S. Massively semiotic ecologies and L2 development: Gaming cases and issues. (2012) In S. De Wannemacker, S. Vandercruysse, & G. Clarebou (Eds.), Serious games: The challenge. Vol. CCIS 280 (pp. 18–31). Berlin, Germany: Springer-Verlag.
[9] Thorton P., Houser, C. Using Mobile Phones in Education, (WMTE 2004). Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technology in Education.
[10] Wong, C. C., Sellan, R., Lee, L. Y.: Assessment Using Mobile Phone – an Explanatory Study (2006) http//