MOBILE MEDIATED LEARNING IN LANGUAGE CLASSROOMS: LEARNER’S SATISFACTION, THEIR PERCEIVED USEFULNESS OF INSTRUCTION AND CLASSROOM ACHIEVEMENT

Abstract

Mobile technology has recently become one of the most important fields of study for many educators in the field of teaching and learning. Mobile technologies are considered as valuable resources for language learning and teaching and provide many practical applications for language learning. The concept of mobile mediated learning and its underlying constructs along with their implications for language learning and teaching are little understood in Iranian context. So, it is important to investigate how different aspects of mobile mediated learning including omnipresence, context customization, interactivity, perceived self-efficacy, and m-learning motivation affect second language learning. This paper investigates the understanding of mobile mediated language learning among Iranian English as a Foreign Language (EFL) learners by examining the effect of different aspects of this concept on learners’ satisfaction with mobile learning as well as the learners’ perception of usefulness of mobile learning. Moreover, this study aims to examine the effect of learners’ perceived satisfaction and perceived usefulness of mobile learning on EFL learners' classroom achievement. To this end, a sample of 150 EFL learners were added to a Telegram group for 12 mobile-assisted language learning sessions and then answered three questionnaires regarding aspects of mobile mediated learning and also learners’ perceived satisfaction and perceived usefulness of mobile learning. This study has a proposed research model that shows the constructs examined in this study. Structural equation modeling results indicated that two aspects of mobile mediated learning had a significant effect on learner’s perceived satisfaction. The findings also showed that three aspects of mobile mediated learning affected learner’s perceived usefulness of mobile learning. The results revealed that learner’s classroom achievement is not influenced by learners’ perceived satisfaction and perceived usefulness of mobile learning.