An Investigation of Preservice English Teachers’ Perceptions of Mobile Assisted Language Learning

Huseyin Oz

doi:10.5539/elt.v8n2p22

Abstract

This study aimed to investigate preservice English as a foreign language (EFL) teachers’ perceptions about mobile assisted language learning (MALL) and find out whether their perceptions differed by gender, grade level and grade point average (GPA). The study also sought to determine whether gender, grade level and GPA variables would predict their perceptions of MALL. A total of 201 participants enrolled in an EFL teacher education department at a major state university participated in the study and completed the “Mobile Learning Perception Scale.” Quantitative data were analyzed using descriptive statistics (means and frequencies, and percentage) and inferential statistics (MANOVA and regression analysis). Findings revealed that overall the participants had high levels of perceptions about MALL, and that gender, grade level and GPA differences moderated the effects of the measured constructs on their perceptions of MALL. All the interviewees expressed their positive attitudes towards using mobile devices in language instruction. The results of multivariate tests indicated a significant main effect for their gender and their perceptions, as well as an interaction effect between gender and GPA. Findings also demonstrated that GPA and gender were the strongest predictors of participants’ perceptions about MALL.

Highlights

Over the last three decades second or foreign language (L2) instruction has been one of the major subject areas of education in which technology has played a central role
This study aimed to investigate preservice English as a foreign language (EFL) teachers’ perceptions about mobile assisted language learning (MALL) and find out whether their perceptions differed by gender, grade level and grade point average (GPA)
There is insufficient research into factors that may influence students’ readiness, adoption and use of m-learning. Seeing this gap in the current literature, this study aimed to contribute in this respect by investigating preservice English as a foreign language teacher’ perceptions of mobile assisted language learning and determining whether there are any differences of perception according to gender, grade level and GPA

Summary

Introduction

Over the last three decades second or foreign language (L2) instruction has been one of the major subject areas of education in which technology has played a central role. With recent developments in mobile technology, mobile learning (or m-learning) has attracted considerable attention in the field of L2 instruction (Kukulska-Hulme, 2009; Saran & Seferoğlu, 2010; Saran, Seferoğlu, & Çağıltay, 2009, 2012; Stockwell, 2010). Mobile devices such as netbooks, laptops, iPads, tablets, cellular phones, smartphones, digital cameras, mp players, personal digital assistants (PDAs), and e-readers have become very widespread, especially among young people (Franklin, 2011). Despite ongoing barriers to m-learning such as cost, technical considerations, accessibility, and attitudinal factors (Joint Information Systems Committee [JISC], 2013), the available evidence seems to suggest that m-learning is globally on the rise (Dudeney & Hockly, 2012; Hockly, 2013)

Objectives

Methods

Results

Discussion

Conclusion