Chinese college students’ preferences for mobile-assisted language learning classes and their effects on student engagement in English language classrooms

Abstract

ABSTRACT Purpose This research investigated college student preferences for and engagement in mobile-assisted language learning (MALL) classes and whether the level of class engagement differed among students according to class preferences. Design/methodology/approach Using a mixed-methods approach, 115 first-year college students who were experiencing an innovative learning method, i.e., taking both traditional and MALL classes simultaneously, were invited to participate in the survey, and six of them were also invited to participate in the interviews. Findings and originality/value The analyses indicated that participants were highly engaged in MALL classes and liked the flexibility and learning resources. A greater number of participants preferred traditional language classes over mobile-assisted classes due to real-time communication and being better able to focus in the former. Participants preferring for MALL classes were significantly more engaged in such learning approaches than those without such a preference. These results indicate that mobile technologies are effective in assisting language learning and teaching, and student preferences regarding class type shape their engagement in language classrooms. The reasons behind students' active engagement and the effects of class preference on student engagement in MALL classrooms are discussed. Implications for how to promote meaningful engagement in MALL classrooms are offered.