INTRODUCTION
Background to the study
In today's fast-paced world, the rapid advancement of science and technology has led to the widespread popularity of mobile devices, particularly among the youth Smartphones, tablets, and personal digital assistants have become integral to daily life, education, and various professional settings, facilitating quicker and more efficient information processing and knowledge acquisition.
Mobile devices have prompted the usage of mobile learning in a great number of pedagogical contexts and sparked learning activity innovations (Rogers & Price,
Mobile learning, as defined by Geddes (2004), involves acquiring knowledge or skills through mobile devices anytime and anywhere, leading to behavioral changes The advent of mobile-assisted technologies has transformed learning by enabling the transfer and application of knowledge and skills across diverse contexts (Sharples et al., 2007).
According to Nguyen Ngoc Vu (2016), mobile and wireless devices empower learners to engage actively with their educational materials and choose activities tailored to their needs The benefits of integrating mobile technologies in language learning are evident, as they attract new users and create innovative learning environments (Pachler, Bachmair & Cook, 2010) Therefore, it is essential to thoroughly explore mobile-assisted language learning (MALL) to enhance language teaching and learning experiences.
Kukulska-Hulme and Shield (2008) define Mobile Assisted Language Learning (MALL) as both formal and informal language learning facilitated by handheld devices Unlike traditional computer-assisted language learning, MALL focuses on the flexibility and immediacy of access to learning resources across various environments This approach highlights the integration of mobile technology, particularly mobile phones, in enhancing language acquisition.
English is the most widely spoken language globally, recognized as the official language in 67 countries and as a secondary official language in 27 others (Ilyosovna; 2020) For learners aiming to master English, discovering effective strategies to enhance their learning process is essential Therefore, creating a comfortable and supportive learning environment is crucial for English language acquisition.
Vietnam is home to over 20 million students and 2 million teachers, highlighting the significance of mobile learning and Mobile Assisted Language Learning (MALL) in education The rapid growth of smartphones and tablets has led to a rising trend in mobile learning, making these devices essential for educational purposes As MALL begins to integrate into Vietnamese language classrooms, it marks an important step forward, despite still being in its early stages.
Since the COVID-19 pandemic, students have increasingly utilized Mobile Assisted Language Learning (MALL) for English language acquisition To maximize the benefits of MALL in enhancing their English learning experience, it is essential to investigate their current practices and attitudes towards this approach.
Problem statement
The integration of Mobile-Assisted Language Learning (MALL) provides diverse educational opportunities and mobile applications for enhancing English as a Foreign Language (EFL) skills Mobile phones serve as effective tools for language learning, offering portable, user-friendly, and accessible instructional activities that are cost-effective for both teachers and students.
Recent global studies have focused on the integration of Mobile-Assisted Language Learning (MALL) in English education, primarily examining its impact on vocabulary enhancement and overall language acquisition (Lu, 2008; Wang & Shih, 2015; Sufi & Shalmani, 2018; Almadhady & Baharum, 2021) Additionally, assessing learners' attitudes towards MALL is essential for its successful implementation, as a positive attitude increases the likelihood of acceptance of this innovative approach.
In the Vietnamese context, various studies have explored the use of mobile devices and Mobile-Assisted Language Learning (MALL) in English education, emphasizing the attitudes of both students and teachers Research highlights how MALL fosters learner autonomy and identifies key factors that affect the implementation of mobile devices for English language learning Additionally, the studies examine the usage and acceptance of mobile devices in enhancing listening skills.
Vu, 2016; Pham Thu Tra, 2020; Nguyen Van Thang & Nguyen Thi Thanh Ha, 2021; Vo Thi Xuan Anh et al., 2021; Vo Van Loc et al., 2021)
Limited research has examined how vocational college students in Vietnam utilize mobile devices to enhance their English language learning, revealing distinct learning outcomes compared to university students.
At DNCC, many students find English challenging, as most enrollees in vocational training programs have previously demonstrated low proficiency in the subject, as reflected in their record books Despite this difficulty, English remains a mandatory minor subject at the college.
The college lacks specialized labs or projector-equipped rooms for English learning, relying instead on traditional classrooms with minimal technological support This limitation makes it challenging to implement computer-assisted language learning effectively However, given that most DNCC students own smartphones, mobile-assisted language learning (MALL) emerges as a viable alternative to enhance English learning alongside conventional methods Consequently, the researcher aims to investigate current MALL practices among students and their attitudes toward its integration, with the goal of developing strategies to improve English learning outcomes.
Aims and objectives of the study
This study aims to investigate DNCC students' attitudes toward Mobile-Assisted Language Learning (MALL) and its application in their English learning The specific objectives of the research include providing deeper insights into how these students engage with MALL in their language studies.
to discover the students’ practices of MALL to learn English at Dak Nong Community College
to explore students’ attitudes towards MALL in English language learning at Dak Nong Community College.
Research questions
This study tries to answer the following questions:
1) What are the students’ practices of MALL to learn English at Dak Nong Community College?
2) What are the students' attitudes towards MALL in learning English at Dak Nong Community College?
Scope of the study
This study aims to explore the implementation of Mobile Assisted Language Learning (MALL) in English as a Foreign Language (EFL) education It specifically examines how students utilize smartphones for English learning and their attitudes towards the use of MALL in this context.
The research was conducted at Dak Nong Community College (DNCC) to facilitate the study, focusing on second-year non-English major students who had completed the General English course and utilized Mobile-Assisted Language Learning (MALL) in their English studies Participants were selected from five classes within two major groups: Engineering-Technology and Agriculture-Forestry The study utilized a survey and semi-structured interviews to assess students' perceptions and attitudes towards the use of mobile devices in English learning through MALL.
Significance of the study
This study seeks to enhance understanding of DNCC students' attitudes towards Mobile-Assisted Language Learning (MALL) and their application of MALL in English learning, aiming for significance in both practical and theoretical aspects.
This study enhances the existing literature on mobile learning and Mobile Assisted Language Learning (MALL), while also providing insights into vocational college students' attitudes towards MALL The findings serve as a valuable reference for educators and researchers interested in exploring MALL in various contexts.
The study identifies the current activities and attitudes of DNCC students towards Mobile Assisted Language Learning (MALL) in their English studies It provides students with a chance to self-assess their MALL practices and discover effective methods to enhance their English competency Additionally, positive attitudes towards MALL are expected to motivate students in their English learning journey Ultimately, the findings aim to enhance the teaching and learning process of English at DNCC.
Definition of key terms
The concept of "attitude" encompasses three key components: the cognitive aspect, which involves students' perceptions of the usefulness and ease of use of mobile devices; the affective aspect, reflecting their feelings of trust or distrust and like or dislike; and the behavioral aspect, indicating their plans and actions that demonstrate future tendencies.
Learning English refers to the process of learning four English skills (listening, speaking, reading, and writing) and acquiring English knowledge (vocabulary, pronunciation, and grammar)
Mobile-assisted language learning (MALL)
MALL is an approach in EFL learning, which is associated with the employment of mobile technologies in language teaching and learning process
A portable computer-assisted device is a compact gadget that can be easily carried by an individual and operates wirelessly Examples of such devices include smartphones, tablets, and media players.
Mobile-learning refers to the process of learning any knowledge and skill with the assistance of mobile technologies
Non-English majored students, specifically second-year students in fields such as Information Technology, Industrial Electrical Engineering, Plant Protection, and Veterinary Medicine, are required to study English as part of their vocational training curriculum.
Practice involves the effective utilization of mobile devices for learning English, encompassing activities and the frequency of usage to enhance the four essential skills: listening, speaking, reading, and writing Additionally, it includes the development of pronunciation, vocabulary, and grammar through mobile learning tools.
Organization of the thesis
This thesis consists of five chapters as follows:
Chapter 1: Introduction – This chapter provides an introduction to the study with the background information related to the study, the statement of the problem, the aims, and objectives, the research questions, the scope of the study, the significance of the study, the definitions of the key terms as well as the organization of the thesis
Chapter 2: Literature review – This chapter presents the theoretical background of some previous studies related to the topic of the thesis It is composed of 2 main sections: theoretical foundation of MALL and previous studies relating to MALL A lot of studies of Vietnamese and foreign researchers are recommended, summarized as well as discussed in brief Lastly, the researcher also inserts the conceptual framework of the current study in this chapter
Chapter 3: Research Methodology – This chapter considers the methodology of the research including the research design, the research site, the sample and sampling procedures, the research instruments, the data collection procedures, the data analysis procedures as well as the reliability and validity
Chapter 4: Results and Discussions – This chapter describes the findings and discussions of the study’s findings by analyzing the data collected from questionnaires and semi-structured interviews The findings are presented according to the order of the research questions Moreover, the discussion of the data is also compared and contrasted with the data in previous studies
Chapter 5: Conclusions – This chapter summarizes and concludes the study with the main findings, as well as an explanation about unavoidable limitations of the thesis It also recommends some theoretical and pedagogical implications and suggestions for further studies.
LITERATURE REVIEW
Introduction
This chapter reviews relevant literature and presents key evidence related to the research topic, focusing on mobile technology in education and mobile-assisted language learning (MALL) It explores EFL learners' attitudes towards MALL and examines previous studies on the application of MALL in English learning The chapter concludes with the conceptual framework of the study.
Technology in education
The twenty-first century is characterized by the pivotal role of technology in our lives, serving as a foundation for economic growth In today's world, economies lacking technological advancement struggle to thrive, as technology streamlines and accelerates work processes Its impact extends to various sectors, notably education, where recent studies indicate that students’ learning and engagement significantly improve through the use of modern tools and equipment (Nagasubramani, 2018) Technology fosters interactivity and enhances the learning experience, making knowledge transfer easier, more convenient, and productive Consequently, with the support of advanced technology, our cognitive abilities can operate more efficiently, particularly in the educational sphere.
Wang (2005) emphasizes that the most effective way to learn a language is through engaging, real-world experiences, with technology and the internet serving as valuable resources in language education As noted by Warschauer and Meskill (2000), the integration of modern technologies in language classrooms reflects the evolving goals of language education in a postindustrial society At the turn of the century, technology has become essential in our daily lives, shifting the focus from traditional skills like essay writing and reading newspapers to essential digital skills such as emailing and conducting online research Consequently, the incorporation of technology into language instruction is not only beneficial but necessary.
Integrating technology into foreign language instruction marks a shift from a behavioral to a constructivist learning approach Viewing language as a dynamic entity, immersion is recognized as the most effective way to learn Tools like computers and the Internet play a crucial role in enhancing these immersive language learning methods.
Mobile technology in education
Mobile devices are gaining significance in various sectors, particularly in education The swift advancement of mobile technologies is transforming not just technical applications but also learning environments In addition to e-learning, mobile learning (m-learning) is emerging, emphasizing the integration of mobile technology into educational processes.
Mobile learning, as defined by Fojtika (2014), emerges from the capabilities of portable devices that easily fit in one's hand or pocket This rapidly expanding field is transforming educational practices in schools, colleges, universities, and workplaces Currently, mobile devices, particularly tablets and smartphones, are the most favored tools for communication and accessing textbooks With enhanced power, these devices enable the use of diverse multimedia resources, including audio, video, and 3D models Beyond merely viewing educational content, students can leverage tablets for various activities such as creating diagrams, taking notes, completing assignments, and watching video lectures.
Mobile-assisted language learning (MALL)
Chinnery (2006) highlights the increasing integration of mobile learning in language education, introducing the concept of Mobile Assisted Language Learning (MALL) This approach emphasizes how the mobility and portability of mobile devices enhance the language learning experience.
Mobile-Assisted Language Learning (MALL) is defined as a language acquisition method that is enhanced through the use of mobile devices such as smartphones, PDAs, media players, and palmtop computers (2011) This approach emphasizes the integration of technology in language learning, as noted by Baleghizadeh and Oladrostam.
Mobile Assisted Language Learning (MALL) refers to technology-supported learning that can be implemented in various formats, including face-to-face, remote, and online environments According to Kukulska-Hulme and Shield (2008), MALL encompasses both formal and informal learning facilitated by portable technologies, making it accessible anytime and anywhere.
Mobile devices encompass a variety of gadgets, including mobile phones and tablets with Internet access, as well as electronic dictionaries, MP3 players, and game consoles that lack this connectivity.
According to Song (2008), mobile-device-facilitated language learning offers several advantages, including the immediate delivery and reception of information, flexibility in terms of time and location, and an increase in motivation These factors contribute to more enjoyable language learning experiences.
Mobile learning (m-learning) is characterized by its individualized, natural, casual, informal, and pervasive nature, as noted by Miangah and Nezarat (2012) While learning on mobile phones may take longer than on computers, it offers learners the flexibility to study anytime and anywhere, making it ideal for picking up a second language during free moments Mobile-Assisted Language Learning (MALL) allows students to access educational materials via mobile devices without the need for a classroom or computer, distinguishing it from traditional learning environments.
In actuality, MALL is a fantastic technique to learn a language despite time and location restrictions
2.4.3 Advantages and disadvantages of MALL
Mobile Assisted Language Learning (MALL) has gained significant attention due to its numerous advantages, including mobility, technological convergence, and learner ownership (Kukulska-Hulme, 2009) With the advancement of mobile technology, smart devices have become essential for language learners, providing quick access to a wide range of resources and applications MALL enables learners to study at their convenience, tailoring their education to fit personal needs and preferences Additionally, mobile technology has transformed language acquisition in a multimedia environment, enhancing student interaction, feedback exchange, and overall engagement in the learning process (Xu & Peng, 2017).
Mobile-based learning offers significant time and space advantages, making it more effective than traditional book-based methods for enhancing English language skills Studies indicate that the use of mobile devices and smartphones leads to improved language abilities, highlighting their superiority in educational contexts.
Some scholars argue that mobile devices should be banned in classrooms due to potential distractions Research indicates that students often engage in texting, web browsing, or chatting with friends during class, which detracts from their focus on the teacher (Tindell & Bohlander, 2012).
Another issue to be concerned about is test cheating According to Fackler
In 2011, reports emerged about students in Japan using cell phones to cheat on entrance exams, leveraging technology to share answers to multiple-choice questions or photograph exam content for assistance Additionally, web-browsing capabilities allow students to search for answers, access dictionaries, and utilize other resources However, Tafazoli, Parra, and Huertas-Abril (2018) highlight challenges such as restricted audio-visual interaction, small screen size, limited keyboard functionality, and data storage constraints that may hinder effective use of these devices during exams.
Mobile learning faces several challenges, including potential distractions and unethical behavior, physical health issues, and data privacy concerns Many educators argue that cell phones hinder effective learning due to interruptions from ringtones, emails, and texting, as well as the risk of cheating.
2.4.4.1 MALL in learning English listening skills
Mobile learning, as highlighted by Azar and Nasiri (2014), is an effective method for enhancing listening comprehension, making language acquisition both enjoyable and engaging Their study reveals that participants find mobile phone-based audiobooks more beneficial for listening skills compared to traditional CD-ROM audiobooks, as they offer additional learning opportunities and flexibility to explore preferred topics anytime Similarly, Artyushina and Sheypak (2018) advocate for the integration of cellphones in teaching listening comprehension to young students at the Russian Technical University, emphasizing that these widely-used devices, popular for entertainment, can also significantly improve ESL/EFL listening skills.
2.4.4.2 MALL in learning English speaking skills
Speaking is recognized as the most crucial language skill Kukulska and Shield (2008) explore the potential of collaborative speaking and listening through mobile devices in their research They advocate for the use of portable computers and mobile phones as valuable tools to enhance speaking and listening abilities.
Almadhady et al (2021) suggest that Mobile-Assisted Language Learning (MALL) applications can serve as a valuable alternative to traditional classrooms for enhancing speaking skills Their research indicates that users find MALL applications create an engaging environment conducive to improving their speaking abilities.
2.4.4.3 MALL in learning English reading skills
Sato and Suzuki (2013) highlight that multimedia and Mobile-Assisted Language Learning (MALL) applications enhance working memory, facilitating better word recognition and decoding skills They argue that strengthening word decoding is essential for automating this process, ultimately improving the overall reading experience in a second language (L2) As a result, students are able to retain more vocabulary, recall meanings more quickly, and achieve higher performance in reading comprehension tasks.
EFL learners’ attitudes towards MALL
2.5.1 Definition and Aspects of Attitudes
In the literature, there are several definitions of attitudes, which vary based on the viewpoint of the researchers
Van den Berg et al (2006) introduce the ABC model of attitude, which comprises three components: cognitive, affective, and behavioral This widely recognized framework defines the affective aspect as an individual's feelings towards an attitude object, while the behavioral component reflects a person's intentions regarding that object The cognitive dimension encapsulates an individual's beliefs about the attitude object, providing a comprehensive understanding of how attitudes are formed and expressed.
According to Bashar (2012), an attitude reflects the inclination to support or oppose something in one's environment, which can manifest as either a positive or negative value In the realm of mobile education, this indicates that the adoption of mobile devices for learning and teaching is influenced by the perceptions of students and teachers towards these advanced technologies, irrespective of their actual effectiveness.
Attitude, as defined by Vishal (2014), reflects an individual's mental and neurological readiness toward various entities, encompassing three key components: the Affective Component, which includes emotions such as trust and feelings of like or dislike; the Behavioral Component, which relates to actions indicating future tendencies; and the Cognitive Component, focused on perceptions and beliefs about the subject Changing a person's attitude is challenging, as it involves complex emotional and cognitive processes that are often automatic.
2.5.2 EFL learners’ attitudes towards MALL
Recent advancements in language learning technologies have sparked significant research into EFL learners' attitudes towards Mobile Assisted Language Learning (MALL) Notable studies by Wong and Looi (2010), White and Mills (2014), Wang and Shih (2015), and Hadi and Emzir (2016), as well as Sila Ahmad, Armarego, and Sudweeks, have contributed to this growing body of knowledge.
Research indicates that learners generally appreciate using mobile devices for language learning due to their effectiveness in enhancing key skills such as vocabulary, pronunciation, and grammar However, some studies reveal negative perspectives on Mobile-Assisted Language Learning (MALL) For instance, Motiwalla's 2017 survey highlights participants' dissatisfaction with smartphones, citing issues like small screen size, typing difficulties, and poor visual quality Additionally, Stockwell (2010) found that a significant majority—60% of students—prefer using laptops over smartphones for vocabulary learning, indicating a clear preference for larger screens.
Previous studies
Numerous studies have investigated learners' practices and attitudes regarding the integration of Mobile-Assisted Language Learning (MALL) in English education These practices encompass students' use of mobile devices to enhance their English skills, including listening, speaking, reading, writing, vocabulary acquisition, grammar comprehension, and pronunciation improvement.
Recent research highlights the growing interest in Mobile-Assisted Language Learning (MALL) among international scholars A study by White and Mill (2014) examined Japanese university EFL students' attitudes towards smartphone technology, revealing that while students preferred using mobile phones for personal purposes, they had a positive outlook on incorporating mobile devices into their language learning process Similarly, Davie and Hilber (2015) focused on undergraduate engineering students at the South Westphalia University of Applied Sciences, finding that 68 students viewed the smartphone app Quizlet as an effective and enjoyable tool for learning English vocabulary This research indicates that utilizing smartphones in language education not only enhances student motivation but may also lead to significant long-term benefits.
Pengnate (2018) investigated the attitudes of 219 first-year students from information technology, business administration, and engineering faculties towards mobile-assisted language learning (MALL) and identified related challenges Utilizing an open-ended questionnaire and rating scale, the study revealed that students held a high level of positive attitudes towards MALL, with the most favorable feedback on attitudes, followed by concerns about problems The findings suggested that mobile technologies offer a flexible solution for language learning without time and place constraints Similarly, Mukhallafi (2019) examined the attitudes and practices of MALL among 205 first-year EFL students at Northern Border University in Saudi Arabia The study, conducted through a questionnaire analyzed via SPSS, indicated strong support for the use of mobile devices in education, with students expressing eagerness to download apps that could enhance their academic performance.
They expressed a keen interest in utilizing mobile phone technology to learn English and were eager to engage with applications designed for language learning This approach allowed them to receive valuable online feedback from their instructors, enhancing their educational experience.
Jebur (2020) researched EFL students' attitudes towards mobile devices for language instruction and their actual usage as learning aids Two questionnaires were distributed to 237 English department students, revealing that they held favorable opinions about mobile technology The findings indicated that students frequently used their mobile devices for research, data collection, and language acquisition, primarily utilizing them as dictionaries.
2.6.2 In the university context of Vietnam
In Vietnam, Mobile-Assisted Language Learning (MALL) has garnered significant attention from researchers Hoang Dang Tri (2013) conducted a study at Hoa Sen University with 76 Vietnamese English majors, revealing that most students actively use mobile devices for English learning and educational purposes The findings indicated a positive attitude towards mobile phones for language acquisition, particularly in vocabulary, listening, and reading skills Additionally, Nguyen Ngoc Vu (2016) explored mobile learning trends among Vietnamese students enrolled in online language courses, finding that MALL was widely accepted The study reported that 35% of participants rated the courses as highly effective, while 45% viewed mobile learning as extremely efficient A remarkable 94% of respondents agreed that mobile technology enhances language learning more than traditional face-to-face methods.
Pham Thu Tra (2020) investigated the attitudes of first-year English students at B University in Vietnam regarding Mobile Assisted Language Learning (MALL) The study involved 95 students who utilized mobile devices as educational tools in their classes Findings from the questionnaire indicated that participants held generally positive attitudes towards the integration of mobile devices in the classroom, with many expressing favorable impressions of MALL's utility and ease of use Furthermore, students reported experiencing excitement when using technology to enhance their language acquisition in an educational setting.
A study by Vo Van Loc et al (2021) revealed that EFL learners are enthusiastic about utilizing mobile technology for studying English, appreciating the ease of access through wireless devices in classrooms These portable tools enable comprehensive learning across all language skills, including listening, speaking, reading, and writing, as well as essential components like pronunciation, grammar, and vocabulary Additionally, EFL students at the university embraced mobile technology for their English studies and expressed a desire to continue using it, aligning with the Technology Acceptance Model (TAM).
A recent study by Vo Thi Xuan Anh et al (2021) explored students' perceptions of using Quizizz live games on mobile devices in English classrooms and their impact on student engagement Data were collected to analyze the effects of these interactive games on student involvement.
A study involving 90 non-English major students utilized two methods: a questionnaire distributed to all participants and interviews conducted with 30 of them The findings revealed that students held positive attitudes towards Quizizz games in the classroom, considering them an effective, engaging, and valuable tool for enhancing learner engagement.
In summary, previous research primarily concentrated on the use of Mobile Assisted Language Learning (MALL) for English language acquisition and learners' perceptions of MALL Additionally, studies highlighted the advantages and efficacy of MALL in enhancing English skills and knowledge However, there is a notable lack of research examining the practices and attitudes towards MALL among students in vocational training colleges, where English proficiency levels tend to be lower than in other higher education institutions.
This study aims to address gaps in the existing literature regarding the usage and attitudes towards Mobile-Assisted Language Learning (MALL) in vocational training colleges in Vietnam.
Conceptual framework of the study
This study's conceptual framework is grounded in a comprehensive literature analysis and the model proposed by Van den Berg et al (2006), which identifies three key components of attitude: Cognitive, Affective, and Behavioral The Cognitive aspect examines students' perceptions of the effectiveness and usability of portable devices for English learning, alongside the challenges they face The Affective component explores the emotions experienced by students during mobile learning, including feelings of delight, joy, and concern Lastly, the Behavioral aspect provides insights into students' future decisions regarding mobile learning, such as their need for support and their willingness to continue using these devices.
Attitudes towards Mobile-Assisted Language Learning (MALL) significantly influence how students engage with mobile devices, particularly smartphones, for learning English This study focuses on current practices that encompass the use of mobile technology to enhance various language skills, including listening, speaking, reading, and writing, as well as vocabulary, grammar, and pronunciation acquisition.
The research explores the correlation between students' mobile device usage and their English learning experiences, utilizing questionnaires and interviews It focuses on two key areas: first, the activities students engage in with mobile devices for learning the four language skills, and the frequency of their usage; second, students' perceptions of the effectiveness and ease of using mobile devices, including any challenges they face, their emotional responses during mobile-assisted learning, and their future intentions regarding the use of these devices in their English studies.
Figure 2.1 Conceptual Framework of the Study
Source: Van den Berg et al (2006), Vishal, J (2014)
Summary
This chapter includes documents that provide additional background information, basic definitions underpinning the current research Besides, it also
Attitudes towards MALL Practices of MALL
Learning English vocabulary, grammar, pronunciation
Usefulness Ease of use Difficulty
MALL (Mobile-Assisted Language Learning) offers both benefits and drawbacks in the context of learning English, influencing learners' attitudes towards its integration This section emphasizes that prior studies provide a foundation for the current research, underscoring the significance of existing scientific findings in shaping the exploration of MALL's impact on English language acquisition.
METHODOLOGY
Introduction
This chapter provides an outline of the research methods in order to address the research’s objectives presented in chapter one
This chapter provides an overview of the research design, including the methods and participants involved It details the research site, sample selection, and sampling procedures, as well as the instruments used for data collection Finally, the chapter concludes with an explanation of the data analysis procedures employed in the study.
Research design
This study utilized a mixed-methods approach, integrating both qualitative and quantitative data to achieve a comprehensive understanding of the topic By leveraging the strengths of each methodology, the research aimed to overcome the limitations inherent in using a single data type This combination allowed for a more in-depth analysis and richer insights into the subject matter.
Creswell (2014) argues that mixed methods enhance the comprehension of research problems and questions, offering a holistic view of phenomena Notably, the qualitative approach delivers a detailed insight into participants' experiences regarding specific research issues within real-life contexts Furthermore, qualitative methods assist researchers in validating their research questionnaires (Hesse-Biber, 2010).
This study utilized questionnaires and semi-structured interviews to investigate the Mobile-Assisted Language Learning (MALL) practices and attitudes of DNCC students Specifically, a questionnaire was administered to gather in-depth information from 109 students, while interviews were conducted with 10 students to gain additional insights.
Research site
The study was carried out at Dak Nong Community College (DNCC), a newly established vocational institution located in Gia Nghia city, Dak Nong province Founded in 2018, the college began offering vocational training programs in 2019.
In the 2020 school year, the majority of DNCC students, primarily secondary graduates, are pursuing vocational training diplomas alongside high school diplomas, reflecting the college's origins as a vocational school A small number of high school graduates aim to earn an Associate Degree, but many students struggle with low English proficiency, as indicated in their academic records.
During the 2021-2022 academic year, DNCC offered vocational training programs to approximately 750 students across two main fields: Engineering-Technology, which encompasses five majors (Information Technology, Industrial Electrical Engineering, Automobile Technology, Metal Cutting, and Fashion Tailoring), and Agriculture-Forestry, consisting of four majors (Plant Protection, Veterinary Medicine, Hotel Management, and Social Affairs) Among these students, around 300 are second-year students from nine classes, all of whom are non-English majors required to complete a General English course, a mandatory minor in their curriculum, using a textbook developed by the Directorate of Vocational Education and Training Additionally, students in three specific majors—Information Technology, Veterinary Medicine, and Hotel Management—must also take an English for Specific Purposes (ESP) course as their second English course, with class sizes ranging from 15 to 35 students The General English course comprises 90 periods, while the ESP courses vary in length, with 60, 30, and 135 periods respectively.
Sample and sampling procedures
A total of 109 second-year non-English major students, both male and female, from five classes at Dak Nong Community College were selected for this study Prior to selection, the researcher ensured that all participants were smartphone users The study employed a convenience sampling technique.
Convenience sampling, as described by Taherdoost (2016), involves selecting participants who are readily accessible, making it a popular choice due to its simplicity and cost-effectiveness compared to other sampling methods This approach can effectively address various research challenges, as it is often easier to engage with acquaintances rather than strangers.
Second-year students at DNCC were chosen for the study as they had completed both the General English and ESP courses in their curriculum After filling out the questionnaires, two students from each class were randomly selected through a lucky draw to participate in interviews, ensuring a random sampling method was employed for the selection process.
The researcher ensured the confidentiality of all participants' personal information and responses during the research process Detailed demographic information, including gender, age, major, years of English learning, and the number of completed English courses, is summarized in Table 3.1 and is further elaborated upon below.
The study involved 105 vocational college students from two major fields: Engineering – Technology, which encompasses Information Technology and Industrial Electrical Engineering, and Agriculture – Forestry, including Plant Protection and Veterinary Medicine Notably, the male participants outnumbered females by a ratio of three to one The majority of participants were aged between 17 and 20 years (98.1%) and had been studying English for 3 to 8 years Among these students, 57.1% had completed one English course (General English), while 42.9% had completed two courses (General English and ESP).
4 Years of learning English 3-5 years 37 35.2
5 Number of English courses completed
Research Instruments
As the nature of the study is a mixed-method design including quantitative and qualitative, research should employ various methods to ensure trustworthiness (Yin,
In this study, a combination of a questionnaire and semi-structured interviews was employed to gather data, ensuring the validity and reliability of the findings through the use of multiple data sources (Creswell, 2012).
According to Creswell (2014), focus group discussions are effective for understanding participants' preferences regarding interventions, while questionnaires are essential for quantifying their perceptions of treatment suitability In this study, a questionnaire was utilized to gather crucial information on students' Mobile-Assisted Language Learning (MALL) practices and attitudes towards learning English Some items were self-constructed by the researcher, while others were adapted from previous studies by Azli, Shah, and Mohamad (2018), Gonulal (2019), and Alkhudair (2020) To address time and cost constraints, the researcher opted to modify existing questionnaires to align with the study's objectives The questionnaire was initially prepared in English and subsequently translated into Vietnamese, with accuracy ensured through reviews by the researcher’s supervisor and an external expert It comprised three sections: Part 1 focused on personal information such as age and gender, Part 2 addressed current usage of mobile devices for learning English, and Part 3 explored attitudes towards MALL.
In particular, the three main sections of the questionnaire are below:
The study is divided into three parts: Part 1 collects personal information from students, including gender, age, major, years of English learning, and completed English courses at DNCC Part 2 focuses on students' current usage of mobile devices for English learning, featuring 12 multiple-choice questions Part 3 assesses students' attitudes towards mobile device usage for learning English, categorized into Cognitive, Affective, and Behavioral aspects, with a total of 27 items measured on a four-point Likert scale This scale is preferred over a five-point option to reduce neutral responses and enhance the reliability of the data collected.
The questionnaire items in part 2 are self-constructed by the researcher, and some of the items in part 3 are adapted Table 3.2 shows the adapted questionnaire items in more details
Questionnaire items (part 3) Sources Total
- Cluster 1 including items 1, 2, 3, 6, 7, 8, 9, 10 aims at asking students about their cognitive aspect of attitude towards MALL
- Cluster 2 including items 12, 17 aims at discovering students’ affective aspect of attitude towards MALL
- Cluster 3 including items 21, 23, 24, 26, 27 deals with students’ behaviorial aspect of attitude towards MALL
A semi-structured interview was conducted to gain in-depth insights into students' use of Mobile-Assisted Language Learning (MALL) for learning English and their attitudes towards it Each interview was held individually, fostering a comfortable environment for students to answer questions openly This semi-structured format allowed the interviewer to adapt the order and delivery of questions based on the interviewee's responses The interviews took place on the same day following the completion of the questionnaire survey.
The interview questions for students were carefully crafted based on the questionnaire's main components and relevant literature, consisting of nine questions To ensure clarity, all questions were translated into Vietnamese and subsequently into English for analysis in the master's thesis A pilot interview was conducted to validate the clarity and effectiveness of the questions in gathering essential information Prior to the interviews, students received instructions and the questions in advance, allowing them to prepare adequately.
In conclusion, data collection instruments for this research included the questionnaire and interviews for collecting both quantitative and qualitative data to address two research questions.
Data collection procedures
Following a pilot test with 10 students who were not participating in the study,
A total of 109 Vietnamese questionnaires were distributed among students in five classrooms, aimed at ensuring the clarity and appropriateness of the statements to avoid participant confusion This pilot testing was crucial for gathering accurate information, particularly among two main groups: Technique-Technology and Agriculture-Forestry The survey was conducted during break times to allow students to focus on the questionnaire, which took approximately 20-25 minutes to complete Due to varying class schedules, the questionnaire collection spanned three days After the completion, the researcher promptly gathered the responses, identifying four invalid copies where respondents selected "Agree" for all items in Part 3 Consequently, the final count for data analysis was adjusted to 105 valid responses.
For the study, two students from each of the five classes were randomly selected through a lucky draw to participate in interviews, resulting in a total of 10 second-year non-English majors The interviews were conducted over three days, scheduled after morning or afternoon classes, with each session lasting approximately 20-25 minutes Conducted in Vietnamese, all interviews were fully recorded to ensure data accuracy, while the researcher also took detailed notes The collected responses were subsequently reviewed and analyzed to derive meaningful insights.
Data analysis procedures
The collected questionnaire data was reviewed and corrected for errors to ensure accuracy and completeness, as emphasized by Balnaves and Caputi (2001) Following this, the questionnaires were coded, and the quantitative data was analyzed using SPSS Statistics version 25 to calculate means (M), standard deviations (SD), frequencies (F), and percentages (%) The mean scores reflecting students' attitudes towards the integration of Mobile-Assisted Language Learning (MALL) in English learning were then interpreted accordingly.
Four-point Likert-scale of agreement: M= 1.00 - 1.75: Strongly disagree; M 1.76 - 2.50: Disagree; M= 2.51 – 3.25: Agree; M= 3.26 – 4.00: Strongly agree
In part 2, the students' responses to the open-ended questions were meticulously recorded These answers were subsequently categorized into groups of similar responses, numbered sequentially from 1 to 3, and analyzed using SPSS software.
The respondents for the questionnaire were coded as S1 to S105
Qualitative data were gathered through individual semi-structured interviews with students, recorded and meticulously transcribed (Bloor et al., 2001) The transcripts were then translated into English for analysis The research utilized content analysis to summarize and interpret the interview data effectively.
In particular, the responses of the interview were analyzed by using a content analysis approach The interviewees were coded as S1, S2, S3 … to S10.
Reliability and Validity
Validity is crucial for successful research (Cohen et al., 2000) To enhance face validity and reliability, a pilot questionnaire was conducted prior to the official survey This pilot study helps clarify instructions, determine the right number of independent variables, and assess the reliability of observational techniques (Bordens & Abbott, 2011) The pilot survey involved 10 students and took place on June 6th.
In 2022, a pilot questionnaire was developed with three sections: personal information, current usage of Mobile-Assisted Language Learning (MALL), and attitudes towards MALL The researcher provided clear instructions to students during the survey, resulting in a high level of comprehension and performance Following the pilot, minor grammar errors in the questionnaire were corrected to enhance its applicability for the study, which was then subjected to a content validity assessment To accommodate participants, both the questionnaire items and interview questions were translated into Vietnamese, their native language.
To ensure the content and construct validity of the study, the MALL practice and attitudes instruments were evaluated by two external experts with expertise in quantitative research in English language education Following their feedback, inappropriate items were eliminated, and the wording was adjusted for clarity Furthermore, five volunteer students were interviewed to assess the items prior to the survey distribution, leading to additional revisions of any ambiguous questions until they were easily understood by the target population.
According to Field (2005), while accuracy is linked to validity, consistency over time pertains to reliability This study assessed data using descriptive statistics, particularly Cronbach’s Alpha coefficients, to evaluate the consistency of sub-scales Utilizing SPSS version 25, the analysis focused on the reliability of student responses through these coefficients George and Mallery (2003) provide a classification for Cronbach’s Alpha coefficients, which further informs the assessment of reliability in this context.
Table 3.3 Cronbach’s Alpha index of the 27 questionnaire items of Attitudes
Category Number of items Cronbach’s Alpha
The Cronbach’s Alpha α of part 3 of the questionnaire was at 831, so the reliability of the questionnaire was good.
Ethical issues
Prior to initiating data collection, approval was secured from Dak Nong Community College, following consultations with both leaders and students Furthermore, personal information gathered during the research was kept confidential, with participants assigned numerical identifiers in an Excel file to ensure data privacy and encoding.
Summary
This chapter outlines the research methodology employed in the study, detailing the research design, site, and sample characteristics, including gender, English learning duration, and major It also discusses the research instruments used, such as questionnaires and semi-structured interviews Furthermore, the chapter provides comprehensive information on the data collection and analysis procedures Finally, the subsequent chapter presents a summary of the results derived from these methodologies.
RESULTS AND DISCUSSION
Introduction
This chapter presents and discusses data collected from questionnaires and semi-structured interviews, focusing on two key research questions: the practices of students using mobile devices for English learning and their attitudes towards Mobile-Assisted Language Learning (MALL) at Dak Nong Community College The findings are organized sequentially, starting with the first research question, and incorporate both quantitative data and qualitative insights from interviews to ensure a comprehensive triangulation of results.
Results of the study
4.2.1 The current practices of MALL in learning English
Types of mobile devices and duration of use
Table 4.1 Types of mobile devices used by the participants and duration of use
No Types of mobile devices and duration of use
1 What mobile device(s) are you using? a Smartphones 104 99.05 b Tablets 0 0 c Media players 1 0.95
2 How long have you been using your device(s) to learn
Table 4.1 reveals that nearly all students at Dak Nong Community College (99.05%) utilize smartphones for English learning, with only 0.95% using media players and none using tablets In terms of usage duration, 67.6% of students have engaged with mobile devices for one semester, 27.6% for two semesters, and a mere 4.8% for three semesters Since the survey was conducted in the fourth semester, it indicates that very few students have consistently used mobile devices for English learning over three semesters, likely because they primarily relied on smartphones during their English courses in the first or second semester.
All interviewees (10 out of 10) reported utilizing smartphones for learning English Among them, 50% have been using mobile devices for one semester, while the other half have been using them for two semesters, with no students using them for three semesters.
Use of mobile devices to learn listening skill
Table 4.2 below shows data on the current usage of mobile devices to learn listening skills of DNCC students
Table 4.2 Current usage of mobile devices to learn listening skill
3 To learn listening skill, what do you use mobile devices for? a Listen to English songs or watch English movies
73 51.8 b Listen to English conversations on apps or websites
32 22.7 c Join online English courses, including listening skill
21 14.9 d Talk with foreigners to improve listening skill
4 How often do you use your device(s) a Everyday 22 21.0 b Every week 25 23.8 to learn listening skill? c When required by teacher 58 55.2
According to Table 4.2, 51.8% of students utilized smartphones to enhance their listening skills by listening to English songs or watching English movies Additionally, 22.7% engaged with English recordings or conversations through various apps and websites, while 14.9% participated in online English courses that focused on listening skills Notably, only 5.7% of students used smartphones for conversations with foreigners to improve their listening abilities, and 5% opted for alternative methods such as playing English games or completing teacher-assigned homework, with some not using smartphones at all for this purpose.
In a recent interview, all students indicated that they frequently utilize smartphones to enhance their listening skills by engaging with English songs and movies.
To improve my listening skills in English, I primarily utilize my smartphone to listen to English music and watch movies In addition to enjoying songs and films, I also use my device to complete English homework assigned by my teacher and to engage with English conversations online Despite not participating in any online English courses or having the opportunity to converse with foreigners, these methods have been instrumental in enhancing my listening abilities.
In addition, half of the interviewees said that they used smartphones to listen to English recordings or English conversations on apps or websites Here are some of their responses:
I enhance my listening skills through various apps and resources I utilize ELSA Speak and Duolingo for practice, while also listening to English music and audio recordings from VOA Additionally, I watch English conversations on YouTube to further improve my comprehension.
However, only one among ten students used smartphone to join English courses He shared:
“Besides, I also join online English courses, which include listening skill.” (S5)
Data from the interview also shows that no students learned listening skill by talking with foreigners One of them noted:
Many students rely on smartphones for enhancing their listening skills, with 55.2% using them only when required by their teachers A smaller portion, 23.8%, engages in mobile learning weekly, while 21% incorporate it into their daily routine.
Use of mobile devices to learn speaking skill
Table 4.3 Current usage of mobile devices to learn speaking skill
5 To learn speaking skill, what do you use mobile devices for? a Record your voice or other people speaking English
46 33.1 b Practice speaking by topics on apps or websites
62 44.6 c Join online English courses, including speaking skill
21 15.1 d Talk with foreigners to improve speaking skill
6 How often do you use your device(s) to learn speaking a Everyday 22 21.0 b Every week 22 21.0 c When required by teacher 61 58.0 skill?
According to Table 4.3, DNCC students predominantly utilize mobile devices to enhance their speaking skills, with 44.6% using smartphones for topic-based speaking practice through various apps or websites Additionally, 33.1% of students record their English speech or that of others, while only 15.1% participate in online English courses that focus on speaking skills A mere 3.6% engage in conversations with foreigners to improve their speaking abilities, and 5% of students opt for alternative methods, such as singing English songs or not using smartphones at all for learning speaking skills.
In a recent interview, 80% of students reported using mobile devices to enhance their speaking skills through various apps and websites, often recording their own English voice or that of others.
I utilize my smartphone to record my English voice and practice speaking through free apps like Duolingo and ELSA Speak, which help me test my pronunciation Interestingly, none of the interviewees reported using smartphones for online English courses focused on speaking skills or for conversing with foreigners to enhance their speaking abilities However, one individual mentioned occasionally using their smartphone to communicate with friends in English.
“To learn speaking skill, I use smartphone to record my English voice and sometimes chat with my friends in English.” (S4)
According to data presented in Table 4.3, 58% of students utilized smartphones for learning speaking skills only when instructed by their teachers In contrast, 21% of students engaged with mobile devices for this purpose on a weekly basis, while another 21% practiced speaking skills daily.
Use of mobile devices to learn reading skill
Table 4.4 Current usage of mobile devices to learn reading skill
7 To learn reading skill, what do you use mobile devices for? a Read English materials sent by teacher
67 41.9 b Read articles, texts, books, stories written in English
27 16.9 c Practice reading by topics on apps or websites
31 19.4 d Join online English courses, including reading skill
18 11.3 e Message with foreigners to improve reading skill
8 How often do you use your device(s) to learn reading skill? a Everyday 21 20.0 b Every week 25 23.8 c When required by teacher 59 56.2
According to Table 4.4, 41.9% of students utilized smartphones to read English materials provided by their teachers, marking it as the most common activity In contrast, 19.4% engaged with reading topics through apps or websites, while 16.9% read various English texts, including articles and stories Additionally, 11.3% participated in online English courses that focused on reading skills, and 9.4% communicated with foreigners to enhance their reading abilities Notably, only 1.3% of students reported minimal engagement in this area, with just two students participating.
%) chose item f (other): one of them did not use smartphone to learn reading skill; and one of them used smartphone to translate from English to Vietnamese and vice versa
Data from the interviews reveal a notable discrepancy in reading habits, with 60% of participants using smartphones to read English articles, texts, books, or stories, in contrast to only 16.9% reported in the questionnaire.
To enhance my reading skills, I frequently utilize my smartphone to read a variety of English texts, including articles, stories, and books, often as assigned by my teacher.
Besides, two interviewed students shared that they used smartphones to read English materials sent by the teacher:
To enhance my reading skills, I frequently engage with English materials provided by my teacher, often utilizing my smartphone to access these resources during English courses Additionally, I enjoy reading interesting English stories to further improve my comprehension and enjoyment of the language.
However, only one interviewee reported that she used smartphones to practice reading by topics on apps or websites:
“ I also practice reading by topics on apps or websites Sometimes I read English posts on social network.” (S8)
Similarly, one student also shared that he used smartphone to join online English courses, which included reading skill:
“To learn reading skill, I use smartphone to read books written in English and join online English course.” (S4)
Discussion
This study aimed to investigate how DNCC students utilize Mobile-Assisted Language Learning (MALL) to enhance their English skills and to examine their attitudes towards this learning approach The results are analyzed and discussed in relation to the existing literature and the data gathered during the research.
4.3.1 Students’ practice of MALL in learning English
The findings from the questionnaires and interviews indicate that nearly all students engage in Mobile-Assisted Language Learning (MALL) in various ways and frequencies It can be concluded that students utilize MALL for enhancing their English skills, including listening, speaking, reading, and writing, as well as improving vocabulary, pronunciation, and grammar This aligns with the research by Vo Van Loc et al (2021), which highlights that users of portable devices can effectively learn all aspects of the English language, encompassing listening, speaking, reading, writing, and essential knowledge such as pronunciation, grammar, and vocabulary.
To enhance their English listening skills, students primarily utilized smartphones to enjoy English songs and movies, which are popular entertainment choices among youth Other methods included accessing English recordings or conversations through apps and websites, as well as participating in online English courses However, few students engaged in conversations with foreigners to practice their listening skills, likely due to the limited presence of foreigners in Gia Nghia city and the lack of opportunities for direct interaction Additionally, many students from low-income families face challenges in affording online English courses.
Many students enhance their English speaking skills by utilizing smartphones to practice through various apps or websites, often recording their voices While a few participate in online English courses or converse with foreigners to improve their speaking abilities, the majority face financial constraints that limit their access to these resources.
Smartphones play a crucial role in enhancing English reading skills by allowing students to access materials shared by their teachers Users can read a variety of English content, including articles, texts, books, and stories Additionally, they can practice reading through dedicated apps or websites, participate in online English courses focused on reading, and engage in messaging with native speakers to further improve their skills.
Students primarily utilize smartphones to enhance their writing skills by practicing sentences and paragraphs on various apps and websites, as well as seeking reference materials online They often participate in online English courses, engage in messaging or emailing with native speakers to refine their writing abilities, and share English posts on social media platforms.
Current trends in mobile device usage for language learning reveal that students frequently utilize online dictionaries and apps to explore vocabulary meanings, usage, and pronunciation Additionally, they engage with grammar points, learn vocabulary by topics through various apps or websites, and participate in online English courses focused on pronunciation, vocabulary, and grammar.
The study reveals that a significant number of students frequently use mobile devices to enhance their English learning across various skills Key activities include listening to English songs or movies for listening skills, practicing speaking on apps, reading materials provided by teachers, and writing exercises on platforms Additionally, students utilize mobile devices to look up vocabulary meanings, consult pronunciation through online dictionaries, and engage in research and data collection, as highlighted in Jebur's (2020) research Similarly, Hoang Dang Tri (2013) found that most students leverage mobile technology for English learning, particularly focusing on vocabulary, listening, and reading skills Overall, mobile devices play a crucial role in supporting students' English language acquisition.
The study found that more than half of the students only utilized smartphones for English learning when instructed by their teachers, indicating a reluctance to engage with mobile technology for educational purposes This aligns with previous research by White and Mill (2014), which noted that students preferred using mobile phones for personal activities rather than language learning Additionally, DNCC students' struggles with English since secondary school have diminished their intrinsic motivation to self-study using smartphones Consequently, it is essential for teachers to provide guidance and assign appropriate tasks that encourage effective smartphone use for learning English.
4.3.2 Students’ attitude towards MALL in learning English
A study revealed that most DNCC students hold a positive attitude towards Mobile-Assisted Language Learning (MALL) in English education, with the cognitive aspect rated highest, followed by behavioral and affective aspects The students found mobile devices beneficial for enhancing their English skills and performance, expressing comfort and enjoyment while using them for learning They believe that the English learning process should be supported by mobile devices, advocating for the integration of mobile applications to complement traditional English education.
Numerous studies, both within Vietnam and internationally, support this finding For instance, research by Pengnate (2018) revealed that students have a positive attitude towards mobile-assisted language learning, suggesting that mobile technologies offer an ideal solution for language acquisition without the limitations of time and location.
A study by Mukhallafi (2019) revealed that students are generally enthusiastic about using mobile devices for educational purposes, expressing a strong interest in downloading smartphone apps to enhance their academic performance Furthermore, they have a positive inclination towards learning English through mobile phone technology.
The study's findings align with Azli et al (2018), revealing that respondents hold positive perceptions regarding the integration of Mobile-Assisted Language Learning (MALL) Participants strongly believe that MALL significantly enhances the teaching and learning process By utilizing MALL in language instruction, students gain access to diverse resources, engage in various activities, and improve their English communication skills with peers and instructors.
Furthermore, the gained findings are supported by Alkhudair’s research
(2020), which stated that the majority of EFL students had favorable attitudes toward the integration and utilization of mobile devices in educational settings
In Vietnam, several studies support the positive findings regarding mobile learning, including research by Hoang Dang Tri (2013), Nguyen Ngoc Vu (2016), Pham Thu Tra (2020), and Vo Thi Xuan Anh et al (2021) Hoang Dang Tri (2013) found that learners had favorable views on using mobile phones for English study in the future Furthermore, Nguyen Ngoc Vu (2016) indicated that most participants believed mobile learning offered more benefits compared to traditional face-to-face instruction, highlighting the effectiveness of mobile technology in education.
Pham Thu Tra (2020) found that most students had favorable perceptions of Mobile-Assisted Language Learning (MALL), appreciating its utility and ease of use, which enhanced their excitement in language acquisition through technology Similarly, Vo Thi Xuan Anh et al (2021) reported that students held positive attitudes towards Quizizz games in the classroom, considering them an effective and engaging tool that significantly boosted learner participation.
Summary
This chapter analyzes data from questionnaires and semi-structured interviews to explore the practices and attitudes towards Mobile-Assisted Language Learning (MALL) among DNCC students It presents findings from both qualitative and quantitative analyses, clarifying how MALL is utilized for English learning The discussion deconstructs these findings, comparing them with previous studies on MALL practices and student attitudes.