Abstract
Mobile technologies appear to be gaining in popularity regarding foreign language instruction they have recently proliferated in academic environments. M-learning opens up new possibilities and opportunities for both teachers and students, and it is inevitable that methodological approaches to pedagogy and ways of teaching foreign languages are accordingly adjusted and reevaluated. Despite the numerous significant advantages mobile technologies offer, scholars and educators have to take into consideration some barriers and limitations in this respect, and respond to both existing and future challenges. Moreover, the studies on MALL (mobile-assisted language learning) seem to be predominantly focused on benefits of specific technological advances when the advantages of MALL are discussed. This article attempts to present a critical review of the literature which deals with MALL as further research and exploration in this area is necessary, especially with regard to challenges and barriers language teachers face when m-technologies are employed. Three major drawbacks related to using mobile technologies in teaching are predominantly discussed, namely learner distraction, cheating, and teacher perception and readiness. Moreover, proposing feasible solutions to the challenges and barriers is also discussed in the article.
Highlights
The introduction of digital technologies in the process of teaching and learning is a topic which spans the literature on educational technology since the 1980s [1]
Mobile devices have become an inseparable part of each individual [3], and contemporary global issues require people specializing in various fields to effectively communicate in foreign languages [4], [5]
It should be noted that rather limited research has been performed in relation to the perceptions of language teachers on the implementation of MALL [9]. It appears that mobile learning requires still a long way to go, and the existing barriers are represented by the lack of policy support as well as governmental investment and negative attitudes towards cell phones in the school environment due to cyber-bullying, cheating, etc
Summary
The introduction of digital technologies in the process of teaching and learning is a topic which spans the literature on educational technology since the 1980s [1]. According to [6], the use of computers, mobile devices and the Internet is expected to continue increasing since technology is more accessible, in particular for people in developing countries. Is positively influenced by the advantages of modern technologies [7], [8] It is, inevitable that educators worldwide tailor their ways of teaching in relation to the integration of technologies into teaching so as to become competent and skilled teachers of foreign languages. It should be noted that rather limited research has been performed in relation to the perceptions of language teachers on the implementation of MALL [9] It appears that mobile learning requires still a long way to go, and the existing barriers are represented by the lack of policy support as well as governmental investment and negative attitudes towards cell phones in the school environment due to cyber-bullying, cheating, etc. Further drawbacks could be identified, and there is every likelihood that with newer technological affordances which will be emerging in large amounts, more disadvantages will be recognized
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