Teachers’ Perspectives on Foreign Language Acquisition and Mobile or Computer Assisted Language Learning: A Qualitative Study

Abstract

The study underscores issues of teachers' perspectives, their understanding, awareness, utilization, and effectiveness of technological mediated mobile capabilities in foreign language acquisition (FLA). Seven teachers (FLA) from five nationalities were interviewed online, and the data collected and compiled along with notes were descriptively analyzed. The findings illustrate that although FLA teachers are ready to embrace changes and accept the usage of technology-mediated computer and mobile-assisted language learning (C/MALL) in online classes; however, this adaptability posits some challenges, which need technical support, training, interactions on its usage for language acquisition. The argument emphasizes the discourses between FLA teachers, parents, and institutions for creating a conducive environment and technological affordances for executing computer and mobile-assisted language learning in significant ways. Besides, it highlights the contradiction between the usage of Smart Mobile Devices (SMDs) for language acquisition and lack of efficiency and effective use of such devices by teachers, and the formalities of mobile use for teachers to include student-centered activities and students’ immersion. Finally, the study presents implications and prospects for future studies based on the perception of FLA teachers, and parents towards the use of the computer or SMDS viewed as CALL or MALL.