Teacher perspectives on the integration of mobile-assisted language learning

Abstract

Mobile-Assisted Language Learning (MALL) provides second language (L2) learners and teachers with resources to enhance the learning experience, including its anytime, anywhere accessibility (Traxler, 2007). However, factors such as lack of confidence with technology (Son, 2014) and time limitations (Godwin-Jones, 2015) may prevent teachers from implementing MALL successfully. To better understand the barriers to using MALL, this pilot study investigated the perspectives of 21 L2 English teachers at secondary schools and colleges in Quebec (Canada). An online questionnaire, requiring 15-30 minutes to complete, consisted of six-point Likert scales, short answers, multiple-choice questions, and probed teachers' current practices, willingness to engage with different tools, and factors influencing their implementation (e.g. time restraints, lack of training). Results suggest that while most language teachers appear to be open to engaging their students in MALL, limitations and concerns regarding distractions, cheating, school policy, class disruption, and time pressures remain.

Confronting the Challenges of MALL: Distraction, Cheating, and Teacher Readiness

“…In a similar way, [25] explain that the pedagogical limitations involve the lack of students' concentration and work interruption when using mobile devices. [26] also indicate that concerns about distraction, classroom disruption as well as potential cheating may also have an impact on teachers' decision to allow using mobile devices in the classroom. [27] Maintain that a contradictory tendency is happening in higher education at the momentdespite the fact that cell phones and other mobile devices are completely embedded in the life of students, instructors normally see these devices, cell phones in particular, as something that causes distractions, and is unnecessary for learning purposes.…”

EFL Pre-Service Teachers’ Perception toward the Use of Mobile Assisted Language Learning in Teaching English

“…Classroom activities were supported by reading e-books that contained Phonology subject, playing audio and video file to get visualization of the Phonological concept, and operating offline dictionary. Grimshaw, Cardoso, and Collins (2017) reported that most language teachers were opened to engage their students in MALL, but they still worried with the limitation of MALL.…”

Learners’ satisfaction comparison between text and speech dialogue-based computer assisted language learning system

“…The speech recognition function should be improved. The satisfaction analysis of the speech DB-CALL system is similar to that of the online survey of speech assisted language learning of Grimshaw, Cardoso, and Collins (2017). If technology of speech recognition improves further, the satisfaction level of Table 3 below will be higher.…”