ABSTRACT The aim of this study is to examine teachers’ perceptions of the use of Mobile-assisted language learning MALL in teaching English, focusing on the benefits, and drawbacks of u
INTRODUCTION
Rationale
The rapid expansion of technology and wireless networks has transformed various sectors, particularly education, with significant benefits for English as a Foreign Language (EFL) teaching and learning (Kukulska-Hulme, 2007) The increasing use of mobile devices as educational tools, alongside traditional computer-assisted language learning (CALL), highlights the growing importance of mobile technology in education, with projections indicating that over 70% of the global population will own a mobile device by 2025 (Kaliisa et al., 2019) This shift has led to the emergence of mobile-assisted language learning (MALL), a specialized branch of CALL that utilizes mobile technology to offer flexible, accessible, and effective language learning opportunities (Kukulska-Hulme, Norris, & Donohue, 2015; Dehkordi, 2018).
Mobile Assisted Language Learning (MALL) offers significant advantages, allowing learners to access educational materials anytime and anywhere, which greatly enhances their learning experience This flexibility is crucial in today's fast-paced environment, enabling individuals to balance their studies with busy schedules Research shows that MALL provides easy access to a wide array of resources for both students and teachers, enriching the overall learning process (Chartrand, 2016; Krivoruchko et al., 2015) Additionally, the integration of modern technologies like video calling and online meeting platforms into mobile devices has transformed traditional teaching methods and cultural practices (Pachler, Bachmair, & Cook, 2010).
While Computer-Assisted Language Learning (CALL) offers significant benefits, it faces challenges, especially for low-income learners lacking access to necessary technology (Sheild & Weininger, 1999) The limitations of desktop technologies often overshadow their portability and accessibility In contrast, Mobile-Assisted Language Learning (MALL) effectively bridges formal and informal learning, providing a cohesive experience that traditional CALL lacks (Rau, Gao, & Wu, 2008) Research indicates that learners generally have a favorable attitude towards mobile learning, valuing its personalization, collaboration, and authenticity (Viberg & Grửnlund, 2013) Mobile technologies create personalized learning environments that boost student motivation (Garcia-Cabot, de-Marcos, & Garcia-Lopez, 2015; Nikou & Economides, 2017) Additionally, integrating augmented reality (AR) in MALL within formal education has been shown to enhance learning outcomes and improve student satisfaction (Furió, Juan, Seguí, & Vivó).
Research on Mobile-Assisted Language Learning (MALL) has primarily concentrated on students’ perceptions and technological aspects, neglecting the important insights from teachers (Kukulska-Hulme & Shield, 2007) Understanding teachers’ perceptions is crucial, as their attitudes and beliefs greatly impact their teaching practices and decision-making (Barcelos, 2003) For successful integration of MALL into English language instruction, positive teacher attitudes are essential (Wagner et al., 2016) In contrast, negative beliefs and attitudes can create significant barriers to the effective adoption and use of MALL in educational settings (Teo, 2008).
Integrating Mobile-Assisted Language Learning (MALL) into English instruction is vital for enhancing the teaching and learning experience MALL offers flexible, accessible, and engaging opportunities for learners However, successful implementation requires addressing teachers' perspectives and concerns, as they are essential stakeholders in education Resistance and negative attitudes among teachers can obstruct MALL adoption, thereby restricting its potential advantages (Teo, 2008).
This research, titled “Teachers’ Perceptions of Mobile-Assisted Language Learning (MALL) in Teaching English,” investigates the views of teachers at Quy Nhon English Centers By examining their perceptions, the study aims to identify both the challenges and advantages associated with adopting MALL in English language instruction Gaining insights into teachers' attitudes and beliefs about MALL is crucial for effectively integrating this innovative approach into EFL teaching, ultimately improving the learning experience for both educators and students.
Aim and objectives
The aim of this study is to investigate English teachers’ perceptions of using MALL for the teaching process at English Centers in Quy Nhon City
- To investigate EFL teachers’ perceptions of the benefits of using MALL for teaching English
- To identify EFL teachers’ perceptions of the drawbacks of using MALL for teaching English.
Research questions
To achieve the aim and objectives of the study, the following research questions are raised:
1 What are the EFL teachers’ perceptions of the benefits of using Mobile-assisted language learning in teaching English?
2 What are the EFL teachers’ perceptions of the drawbacks of using Mobile-assisted language learning in teaching English?
Scope of the study
The study explores teachers' perceptions of Mobile-Assisted Language Learning (MALL) for English instruction, drawing on research by Oz (2015), Kukulska-Hulme (2009), and Wu (2019) It utilizes a questionnaire with a 5-point Likert scale and semi-structured interviews involving 33 EFL teachers from three English Centers in Quy Nhon Due to resource and time constraints, not all teachers from the English Language Centers participated Participants completed questionnaires either on paper or via Google Forms, and five were selected for in-person interviews.
Significance to the study
This study aims to enhance the understanding of teachers' perceptions regarding the use of Mobile-Assisted Language Learning (MALL) in classrooms It seeks to provide valuable insights into the advantages and challenges teachers associate with MALL in English language instruction The findings will highlight the potential of MALL as an effective teaching tool, encouraging educators to integrate it into their teaching strategies.
Recognizing the limitations faced by teachers can help stakeholders, including decision-makers, educators, and MALL theorists, to formulate effective MALL policies and design technology-driven educational strategies that enhance the learning experience This research provides valuable insights for future researchers exploring the role of MALL in the English teaching-learning process.
Organization of the thesis
The thesis consists of five chapters
Chapter 1, Introduction, presents the rationale, the aims and objectives, the scope, the research questions, the significance, and the structure of the study
Chapter 2, Literature Review, defines major related concepts and briefly reviews the related works that compose the theoretical background of the study
Chapter 3, Methodology, outlines the research methods employed in the study, beginning with an overview of the research approach It then details the participants involved in the research, followed by a description of the research instruments utilized for data collection The chapter concludes with a summary of the procedures implemented to conduct the study effectively.
Chapter 4 presents the study's findings, starting with an assessment of the reliability of the research instruments, followed by an analysis of the questionnaire data, and concluding with a detailed examination of the interview results Chapter 5 offers a comprehensive summary of the research, outlines teaching implications, addresses the study's limitations, and proposes directions for future research.
LITERATURE REVIEW
Mobile Assisted Language Learning (MALL)
Mobile-Assisted Language Learning (MALL) refers to the utilization of mobile devices to enhance the teaching and learning experience, regardless of location (O’Malley et al., 2003) This approach integrates technological tools to support ubiquitous language learning (Franklin, 2011) Research has extensively explored the role of smartphones in language education, highlighting their significance in technology-assisted language learning (Viberg & Gronlund, 2012).
Instructors and researchers have integrated Mobile-Assisted Language Learning (MALL) into traditional English as a Foreign Language (EFL) classrooms, as mobile phones offer diverse learning opportunities that enhance both teaching and learning proficiency (Kim, 2018).
Baek and Lee (2018) highlighted that Mobile Assisted Language Learning (MALL) revolves around utilizing mobile devices for educational purposes This approach not only enhances formal learning within classroom environments but also allows for flexible learning opportunities anytime and anywhere.
Mobile-Assisted Language Learning (MALL) encompasses several essential components that enhance its effectiveness, including the flexibility to learn anytime and anywhere, the capability to seamlessly transition between devices, easy access to information, and adaptability to individual study preferences.
Numerous scholars offer various interpretations of Mobile-Assisted Language Learning (MALL), often emphasizing the effectiveness of tools or the learners' perspectives and emotions regarding MALL This thesis aims to expand teachers' perceptions by shifting the emphasis from a technology-centric approach to a more people-centered approach in MALL.
Mobile learning is an ever-evolving field characterized by a diverse array of devices and applications that are continuously advancing As noted by Trinder (2005), mobile learning encompasses a spectrum of tools, from basic single-purpose devices like audio players to sophisticated multi-functional technologies such as mobile phones and personal digital assistants (PDAs).
Trinder’s list of mobile tools from 2005 includes a variety of devices such as mobile phones, PDAs, smartphones, GPS tools, laptops, MP3/MP4 players, video players, multimedia players, e-game tools, e-organizers, e-books, CDs, and DVDs, which are all recognized as mobile learning devices Initially employed in artificial learning environments for experimentation, these tools have now evolved to serve educational purposes, demonstrating their effectiveness in language learning.
A 2009 report by the International Telecommunication Union (ITU) highlights that mobile phones are the most prevalent mobile learning devices, boasting around 4.6 billion subscriptions globally This figure has surged due to technological advancements and market expansion The growing popularity of mobile phones has captured the interest of educators and scholars, leading to numerous studies on their functionality in language learning, as noted by Kiernan and Aizawa.
In 2004, a pioneering study explored the integration of mobile phones in learning, combining a Mobile-Assisted Language Learning (MALL) approach with task-based learning, revealing significant advantages for language acquisition Following this, numerous studies (Thornton & Houser, 2005; Cavus & Ibrahim, 2007; Saran, Seferoglu & Cagiltay, 2009; Stockwell, 2007; Kennedy & Levy, 2008; Lu, 2008) have focused on vocabulary learning through mobile phones' SMS and MMS capabilities, consistently demonstrating their effectiveness as tools for enhancing vocabulary skills For example, Thornton and Houser’s research highlighted the positive impact of mobile technology on vocabulary acquisition.
Research from 2005 indicates that students who engaged in mobile vocabulary lessons acquired more vocabulary than those in traditional classroom settings Lu (2008) supports this by highlighting that mobile phones serve as more effective vocabulary-learning tools than conventional pen and paper methods, stressing the significance of active participation in the learning process Additionally, the study found that students who frequently read vocabulary messages achieved better results on post-tests compared to those who engaged with the material less often.
Research indicates that mobile phones are increasingly utilized for educational purposes, outpacing other Mobile Assisted Language Learning (MALL) devices This trend can be attributed to the rapid adoption of mobile phone technology, which is the fastest in history (ITU, 2009) Additionally, mobile phones are more accessible, affordable, lightweight, and practical than many alternatives, contributing to their widespread popularity in both research and educational practice.
Personal Digital Assistants (PDAs), as defined by Beatty (2003), are compact handheld computers designed for storing and managing information like documents and calendars However, modern PDAs offer a broader range of functionalities, including music composition, video creation, and advanced software programming, along with GPS navigation capabilities through Internet connectivity via GSM operators Their advanced features, such as multimedia interfaces and larger screens, make them popular for educational purposes (Clough et al, 2007; Corlett et al, 2005; Song & Fox, 2008; Trinder, Magill & Roy, 2005) Despite these advantages, PDAs are owned and used by fewer individuals compared to mobile phones (Cavus & Ibrahim, 2009; Chinnery, 2006).
While PDAs can enhance educational experiences, they come with limitations Corlett et al (2005) developed a mobile learning organizer for wireless-enabled handheld PDAs to aid 17 students' academic success by providing comprehensive class content Although students appreciated the PDA-enhanced learning, they encountered challenges, including short battery life, limited internet access outside school, slow application performance, and system crashes.
According to the Oxford Advanced Learners' Dictionary (2003), podcasts are defined as a series of digital media files available for download via an Internet connection Utilizing subscription technology, users can subscribe to a podcast source, allowing automatic delivery of episodes without the need to manually sign in or download content (Campbell, 2005).
Synchronization of podcast devices with computers is crucial for enhancing their effectiveness The word podcast is usually explained as a combination of iPod, a famous media player, and broadcast (Evans, 2008) In
In 2005, Duke University provided its freshmen with free 20GB Apple iPods to facilitate access to course content, marking a significant step in integrating technology into education Since then, numerous studies, including those by Bongey et al (2006) and Abdous et al (2009), have examined the effectiveness of podcasting in enhancing academic performance and language acquisition Power and Shrestha (2009) highlighted podcasting as an innovative educational tool, suggesting that adding multimedia elements like images and hyperlinks can enrich the learning experience Additionally, Stanley (2006) found that podcasts serve as effective supplementary resources for textbooks, while other research (Evans, 2008; Lee & Chan, 2007) indicates that podcasts positively influence students' motivation and attitudes towards learning, reinforcing their role as engaging educational tools.
Perception
According to Sidhu (2003), perceptions are the viewpoints individuals hold regarding events in the learning process, providing valuable insights and justifications that can help teachers and fellow students improve the overall learning experience.
Perception, as defined by McShane and Von Glinow (2010), is the process of receiving and interpreting sensory information to make sense of our surroundings Irwanto (2002) and Fadillah (2019) categorize perception into positive and negative types Positive perceptions encompass accepted knowledge and responses, while negative perceptions involve contradictory details that can lead to adverse behaviors Ultimately, whether a perception is viewed as positive or negative is influenced by individual interpretation of the information at hand.
Perception is the conscious process of interpreting information from visible and tangible objects and events, ultimately leading to conclusions (Amin et al., 2022) This process allows individuals to understand themselves and their environment by organizing external stimuli received from their surroundings (Husna, 2021).
According to Sari et al (2022), perception is defined as the process through which an individual utilizes their five senses to receive stimuli, interpret them, and organize the information to create an understanding and mental image of the observed object or environment.
According to Destrianti et al (2018), perception can be seen as a selective process that results from categorizing interpretations Maharani et al
Perception is defined as the sensory response to experiences, events, and objects that convey information (2021) It involves an individual's capacity to recognize, interpret, and organize environmental input, shaped by their focus during observation, as noted by Hamidan Affandi et al (2020).
Perception is the process through which individuals evaluate objects in their environment, utilizing their five senses to receive stimuli This ability involves interpreting sensory information to form responses to various objects and events Ultimately, perception allows individuals to feel, see, and draw conclusions about their surroundings.
In conclusion, perception is the process through which external stimuli are received and organized within the individual's body to form conclusions about the observed environment or object
Irowanto (2002) identifies two types of perceptions that arise from the interaction between individuals and objects: negative and positive perceptions These perceptions significantly influence how we interpret and respond to our surroundings.
1 Positive Perception: It is a form of perception that encompasses all knowledge and responses that are consistent and align with the object of perception It refers to the interpretation of information and knowledge positively by an individual Muhlisin et al (2022) explained that a favorable view of the observed object leads to a positive perception The emergence of a positive perception of a person is caused by individual satisfaction with the object that is being perceived, individual knowledge, and individual experience of the object
2 Negative Perception: It refers to the knowledge and responses that do not align with the perceived object It encompasses responses, actions, or attitudes that indicate rejection or disapproval of the perceived object Therefore, a person's perception, whether positive or negative, will always influence how they act The creation of a positive or negative perception depends entirely on how an individual defines their knowledge of an observed object The emergence of a person's negative perceptions can be caused by individual dissatisfaction with the object being perceived, individual ignorance, and the absence of personal experience with the object Similarly, positive perceptions can arise from satisfaction, knowledge, and experience as explained by Catherine and Brady (2009)
Qiong (2017) stated that perception encompasses several processes, including:
1 Selection: It is the initial stage in perception During this stage, we transform stimuli from the environment into meaningful experiences In our daily lives, we encounter a multitude of information, making it impossible to comprehend everything Therefore, to avoid being overwhelmed by the influx of information, we restrict and focus our attention on crucial situations
2 Organization: The second stage after the selection process is organization During this stage, we organize external information by identifying meaningful patterns This is done by categorizing objects or people, which helps us make sense of general knowledge about them and their characteristics
3 Interpretation: The third stage is interpretation, which involves giving meaning to the selected stimuli Once the stimuli are categorized into stable patterns, we can attempt to understand these patterns by interpreting them However, different people can interpret the same stimuli differently due to their unique cultural perspectives, which influence their interpretations and evaluations
In this study, the object is the use of visual media by teachers to influence their actions during the learning process.
Benefits of using MALL in teaching English
In the modern technology-driven landscape, Mobile Assisted Language Learning (MALL) enhances educational experiences by integrating mobile devices into teaching As students are increasingly adept with technology and thrive in tech-based learning environments, MALL's implementation in classrooms becomes crucial This innovative teaching tool positively impacts all facets of the language learning process, underscoring its value in contemporary education (Kukulska-Hulme, 2009).
(2015), and Wu (2019) using MALL brings effective benefits to the teaching process of teachers and the learning process of students These have been mentioned as follows:
2.3.1 Promoting independent and self-directed learning
The primary benefit of Mobile Assisted Language Learning (MALL) is its flexibility, enabling learners to study anytime and anywhere with mobile device access Research by Kukulska-Hulme (2009) highlights that mobile phones offer significant mobility advantages, allowing both teachers and students to engage in learning across diverse settings, including homes, cafes, and outdoor spaces This accessibility fosters learner autonomy, empowering individuals to take control of their educational journey.
Chartrand (2016) emphasized that mobile-assisted language learning (MALL) provides language learners and educators with easy access to a wealth of educational resources through internet connectivity This accessibility equips learners with extensive supplementary materials for language acquisition Furthermore, Krivoruchko et al (2015) noted that MALL enhances flexibility, allowing both learners and educators to engage with their target language anytime and anywhere, enabling teachers to conveniently access teaching materials Overall, MALL presents numerous benefits for teachers, students, and the overall learning experience.
Learner autonomy, as defined by Teng (2018), refers to the ability to take control and manage one's own learning process This concept encompasses setting personal goals, determining the content and sequence of learning, choosing appropriate methods and techniques, managing the overall learning experience, and evaluating outcomes Emphasizing an active role for students, learner autonomy aligns closely with student-centered learning approaches, promoting engagement both inside and outside the classroom.
According to Bhestari and Luthfiyyah (2021), Mobile-Assisted Language Learning (MALL) significantly improves English proficiency and promotes self-directed learning outside traditional classrooms MALL allows students to engage in self-paced learning, enabling them to independently explore and understand challenging concepts from online lessons at their convenience.
2.3.2 Encouraging collaborative learning and communication
Mobile devices enhance language learning by facilitating collaboration and interaction between learners and teachers, allowing for efficient information sharing Kirsch (2016) demonstrated this through the use of the iTEO storytelling app, which engaged elementary students in Luxembourg in oral storytelling tasks Working in small groups, students recorded, edited, and reflected on their stories while using an in-app chat feature to discuss and refine their work The study revealed that the iTEO app significantly improved collaborative learning and oral storytelling skills among young language learners This example underscores the importance of a learner-centered approach in education, highlighting how well-designed mobile-assisted language learning (MALL) tools can effectively support collaborative learning experiences.
Kukulska-Hulme and Viberg (2018) found that mobile learning can enhance collaboration among learners when facilitated by teachers One effective method for achieving this is through real-time communication and information sharing via mobile instant messaging, utilizing voice, text, and images.
Collaborative learning significantly reduces students' anxiety compared to solitary study, as noted by Wu (2019) The MALL method highlights the effectiveness of this approach in language education Furthermore, Sánchez-Prieto and Huang (2019) emphasize that integrating mobile devices in educational settings fosters essential competencies, including communication skills, teamwork, information management, and environmental relationships.
Utilizing mobile devices in education can enhance learners' communication and teamwork skills, as well as their capacity to manage information and interact with their environment effectively.
2.3.3 Improving efficiency and effectiveness in teaching and learning languages
High-quality content is a significant advantage of mobile learning, as noted by Kutluk & Gῢlmez (2014) Students can easily access authentic materials that align with educational goals and feature well-organized content, enhancing navigation Engaging with such quality resources boosts learners' happiness, motivation, and overall satisfaction Furthermore, as highlighted by Mara (2012), mobile learning not only positively influences emotions and thoughts but also enhances critical thinking, problem-solving abilities, and language skills—especially in listening and speaking—when learners use mobile applications.
According to Guo (2014), numerous mobile applications are available to enhance vocabulary, grammar, speaking, listening, reading, and writing skills in English learning These engaging apps often incorporate interactive activities, making language acquisition enjoyable for students.
According to Oz (2015), integrating teachers equipped with Mobile-Assisted Language Learning (MALL) into language education can significantly improve teaching strategies This method promotes a more productive learning environment for students in language courses and enhances the overall quality of lessons.
Mobile devices significantly enhance language learning by providing various features and applications that support skill development (Chiu et al., 2015) Specifically, dictionary apps on smartphones are particularly beneficial, as they allow learners to hear correct pronunciations and practice them, thereby improving both pronunciation and vocabulary skills (Chartrand, 2016).
Azli, Shah, and Mohamad (2018) found that both teachers and students held positive views on the implementation of Mobile-Assisted Language Learning (MALL) in educational settings They believed that MALL could enhance the overall teaching and learning experience, fostering a more engaging and effective environment Furthermore, the participants expressed confidence in educators' ability to successfully integrate MALL into their instructional practices.
MALL to effectively support EFL teaching and learning
Free programs are highly beneficial for meaningful language acquisition, as they provide essential tools for exchange, collaboration, feedback, and the development of critical thinking skills (Losi, 2022) While paid programs may include extra features, free programs remain valuable educational resources.
Drawbacks of using MALL in teaching English
Despite the proven advantages of Mobile-Assisted Language Learning (MALL) in improving teaching and learning, many educators hesitate to integrate this technology into their classrooms due to certain challenges Research by Oz (2015) and Salehi & Salehi (2012) highlights the drawbacks of MALL, which can negatively impact both teachers' instructional methods and students' learning experiences.
The use of mobile devices as learning tools in classrooms can lead to significant distractions for students, often causing them to engage in unauthorized activities Research by Wei et al (2012) highlights that mobile phone usage during lessons disrupts students' concentration on core educational objectives Furthermore, Stephens and Pantoja (2016) found that students who text during class struggle to manage multiple tasks, like listening to lectures while messaging, which hinders their ability to focus on the material being presented Elder (2013) reinforces this by noting that such task-switching is detrimental to student attention and learning.
Teachers face challenges in monitoring students' use of mobile devices during learning, as research by Park (2011) indicates that students primarily engage with these devices for entertainment, including listening to music, texting, and using social media This tendency leads to distractions that significantly impact students' focus and learning activities, as highlighted by Hashim et al (2017) Consequently, educators struggle to effectively supervise all students in the classroom environment.
Mobile devices can create distractions for students, as they often find it challenging to manage their phones alongside their textbooks (Oz, 2015) Additionally, while apps are designed to support academic work, they may inadvertently shift focus away from studying, leading to further interruptions in the learning process.
The integration of mobile devices in the classroom presents unique management challenges for educators, who must closely monitor student usage to maintain focus on educational tasks and prevent distractions from unrelated apps or websites To mitigate these distractions, some teachers strategically position students using mobile devices at the front or back of the classroom, as highlighted by Young (2006).
Maxwell (2007) highlighted that while professors typically prohibit students from reading newspapers or playing solitaire during class, the distractions from mobile devices are even more significant, resulting in lower student engagement.
Transitioning from traditional teaching methods to Mobile-Assisted Language Learning (MALL) can be challenging for many educators, particularly those unfamiliar with mobile devices and applications like Facebook, as noted by Salehi and Salehi (2012) This lack of familiarity can hinder their effectiveness in foreign language instruction Additionally, the vast availability of online resources can lead to information overload, especially for teachers who struggle to identify relevant materials Older educators often face difficulties in integrating mobile technology into their teaching due to insufficient technological pedagogical content knowledge (TPACK), as highlighted by Hsu (2016) Furthermore, some older teachers may exhibit technophobia, avoiding the use of electronic devices in their classrooms, according to Oxford University Press ELT (2016).
Many traditional teachers face challenges when transitioning to modern foreign language instruction through Mobile-Assisted Language Learning (MALL) According to Salehi and Salehi (2012), those unfamiliar with mobile devices like Facebook may struggle to integrate them effectively into their classes Additionally, the vast array of online educational resources can overwhelm teachers lacking skills in locating relevant materials Experienced educators often lack the necessary technological pedagogical content knowledge (TPACK) to incorporate mobile technology and apps into their teaching (Hsu, 2016) Furthermore, some older teachers may resist using electronic devices due to a fear of technology, as noted by Oxford University Press ELT (2016).
Baek and Lee (2018) identify that the main challenges of Mobile-Assisted Language Learning (MALL) arise from technical issues and the varying levels of digital literacy among both educators and students Sánchez-Prieto and Huang further emphasize the importance of addressing these obstacles to enhance the effectiveness of MALL in language education.
In 2019, it was observed that while teachers often utilize mobile devices for daily tasks, they are reluctant to integrate these tools into their teaching methods due to various challenges.
Instructors have expressed uncertainty regarding the effectiveness of mobile devices in education, often favoring traditional teaching methods due to concerns about their own technological skills and attitudes towards learning, which may limit their exploration of mobile tools for language acquisition Despite this hesitation, many acknowledge the advantages of mobile applications in enhancing classroom experiences and complementing traditional textbooks Furthermore, a lack of technology literacy can negatively impact perceptions of the learning process Research by Cárdenas-Moncada et al (2020) highlights that unfamiliarity with mobile learning applications, such as Kahoot!, can lead to ineffective implementation in language classes.
Pelgrum (2001) emphasized a critical issue regarding the implementation of Mobile Assisted Language Learning (MALL) in educational settings: the inadequate time available for teachers Educators are concerned about their limited time to familiarize themselves with new technologies and software, as well as to create and design innovative lesson formats The process of revising lesson plans is already time-consuming, but integrating technology into these plans demands even greater effort and resources.
Teachers often hesitate to integrate technology into their classrooms due to various concerns, as noted by Ertmer et al (2012) When they choose to incorporate technology, the challenge lies in selecting the right tools from a vast array of internet technologies, tutoring systems, and learning environments that can enhance student learning and fit within the curriculum Additionally, when administrators implement technology without consulting teachers, it may save time but can foster negative perceptions of the technology Although teachers may initially view it as a burden, the right technology can ultimately enrich their teaching experience and make it more enjoyable.
Sad and Goktas (2014) found that preservice teachers often held limited positive views on mobile phones as effective learning tools In Tanzania, despite the widespread use of mobile phones in educational institutions, their application in teaching and learning remained minimal This was attributed to teachers' inadequate knowledge of how to integrate mobile phones into education, along with concerns regarding the potential negative impacts of their use.
A study by Hismanoglu et al (2017) investigated faculty members' perspectives on Mobile Assisted Language Learning (MALL) in university preparatory programs The findings indicated that while faculty recognized the potential of MALL to enhance communication skills, they expressed doubts regarding its effectiveness in English as a Foreign Language (EFL) instruction This skepticism may stem from several limitations associated with MALL, including challenges in student management, insufficient technological knowledge, and diminished learner focus.
2.4.1.5 Negative attitude and dependence on MALL
Previous studies
Numerous studies have examined the perspectives of teachers and students on mobile learning across various educational environments However, there is a notable lack of research focusing on language teachers' perceptions of mobile-assisted language learning (MALL) specifically within the context of English as a Foreign Language (EFL).
A 2009 study surveyed King Saud University students in Saudi Arabia regarding their attitudes towards mobile technology in education and its effect on student retention While the findings indicate a favorable reception of mobile learning among students, the study overlooks the perspectives of teachers, who play a vital role in the implementation of these technologies in educational environments This gap is significant, as teachers’ attitudes and beliefs greatly impact their teaching practices and the effective integration of new technologies (Barcelos, 2003).
Azabdaftari and Mozaheb (2012) investigated the effectiveness of a phone-based vocabulary program versus traditional printed flashcards in L2 English vocabulary acquisition, revealing that mobile learning tools significantly enhance vocabulary learning However, the study primarily concentrated on student outcomes, neglecting the experiences and perceptions of teachers Recognizing teachers' perspectives is crucial to ensure that mobile learning tools are not only effective but also practical and feasible for classroom implementation.
Ozdamli and Uzunboylu (2015) conducted a study on mobile learning perceptions among secondary school students and teachers in Northern Cyprus, gathering data from 467 teachers and 1,556 students across 32 schools The findings revealed a strong interest in mobile learning among both groups, with positive attitudes towards its use in education; however, they also highlighted a significant gap in the adequate skills necessary for effective implementation.
In a study conducted in Sudan, Al Mubarak (2017) employed a quantitative model to explore the perceptions of Sudanese university students regarding the use of phone applications, such as Facebook, for vocabulary acquisition.
A study involving 100 first- and second-year students revealed that they had a positive attitude towards using a platform for learning, highlighting benefits such as acquiring new knowledge, fostering independent learning, improving vocabulary skills, streamlining the learning process, and boosting motivation The use of Facebook was noted to assist students in vocabulary assimilation through various online materials, enhancing their focus on specific words and encouraging active participation in content creation However, the research lacked insights from teachers, which are crucial for a complete understanding of the challenges and opportunities in Mobile Assisted Language Learning (MALL) implementation.
A qualitative study by Tai and Ting (2021) explored language teachers' attitudes toward Mobile-Assisted Language Learning (MALL) in Taiwan, revealing that teachers observed enhancements in the language teaching process through mobile technology Nonetheless, the research also identified several challenges that educators encounter, underscoring the necessity for further investigation into strategies that can assist teachers in effectively integrating MALL into their teaching practices.
In Vietnam, it is quite difficult to look for studies related to the topic of teachers’ perception towards MALL in teaching in Vietnam Nguyen Ngoc
A survey conducted by Vu (2016) at a university revealed that most participants owned mobile phones, with 67% using these devices for language learning The results indicated a positive perception of Mobile-Assisted Language Learning (MALL), as 35% of participants rated the courses as highly effective, while 45% recognized the efficiency of mobile learning These findings suggest that mobile learning is an effective approach for language teaching and learning in Vietnam.
Pham (2020) explored students' attitudes toward mobile-assisted language learning (MALL) through a mixed-methods study, revealing generally positive sentiments among participants The findings suggest that MALL should be adopted as an innovative strategy in English language instruction to enhance digital literacy for both teachers and students While the study highlights the favorable reception of MALL, it notes a gap in understanding teachers' perceptions, which are essential for the effective integration of this learning approach in educational settings.
Thang Nguyen Van and Ha Nguyen Thi Thanh (2021) conducted an action research study that highlighted the positive effects of Mobile-Assisted Language Learning (MALL) on vocabulary acquisition among first-year students, demonstrating notable enhancements in both vocabulary achievement and student motivation However, the study did not address teachers' perceptions, which are essential for effectively integrating MALL into classroom practices.
This study addresses the gap in research on language teachers' perceptions of mobile-assisted language learning (MALL) in EFL instruction at Quy Nhon English Centers By exploring these perceptions, it aims to identify the advantages and disadvantages of MALL adoption Understanding teachers' attitudes and beliefs about MALL is vital, as they significantly impact teaching practices and decision-making Positive attitudes are crucial for successful integration, while negative beliefs can obstruct adoption Ultimately, this research seeks to enhance existing knowledge and support the effective implementation of MALL, improving language learning opportunities for both teachers and students.
Summary
This chapter presents the theoretical framework of the thesis, referencing the works of Kukulska-Hulme (2009) and Oz (2015) It is structured into five sections: the first section defines the concept of Mobile Assisted Language Learning (MALL) and identifies the various MALL devices utilized in educational contexts The second section explores cognition and cognitive types, while the third section examines teachers' perceptions regarding the advantages of MALL in teaching and learning The fourth section addresses the challenges associated with MALL implementation, highlighting issues such as teachers' lack of skills, language proficiency, attitudes, time constraints, and classroom environments Finally, the chapter concludes with a discussion of previous studies relevant to the topic.
METHODOLOGY
Research design
The present investigation used a mixed-method research design to address the research questions The use of a mixed-method research design allows researchers to integrate qualitative and quantitative methods Creswell
In 2006, it was proposed that employing both qualitative and quantitative methods provides a more comprehensive understanding of research problems than relying on a single approach The study utilized a mixed-methods strategy, integrating both quantitative and qualitative techniques to effectively address the research questions.
Quantitative research, as defined by Dornyei (2007), utilizes numerical data analyzed through statistical methods This approach employs structured questionnaires that focus on numerical information, allowing for statistical descriptions and the exploration of relationships, as noted by McMillan & Schumacher (1993) Burns & Grove (1993) further characterize quantitative research as a formal, objective, and systematic method for describing and testing relationships while investigating cause and effect.
According to Nachmias (2008), the quantitative research approach emphasizes objectivity and neutrality, relying on precise statistical data from participant responses In contrast, the qualitative approach, as described by Burn and Grove (1993), is a systematic and subjective method focused on capturing life experiences and their significance, prioritizing the quality of information over sample size This method allows participants to provide in-depth and detailed insights based on their personal experiences, as highlighted by Fraenkel, Wallen, and Huyn (2012).
This study emphasizes the importance of combining quantitative and qualitative research to better understand teachers' perceptions of Mobile-Assisted Language Learning (MALL) in English Centers in Quy Nhon City By integrating both data types, the research findings gain enhanced credibility To achieve the research objectives and answer specific inquiries, the study employed questionnaires and semi-structured interviews Analysis of these tools revealed key features of the system, such as immediate feedback, randomization of questions, and detailed analysis of question items.
Research setting and participants
The study focused on 33 English teachers from three different centers in Quy Nhon City, selected for their use of mobile devices and mobile learning in the classroom The aim was to gather diverse insights and strategies from each participant Prior to the study, the researcher provided comprehensive information about its objectives and significance Background information about the participants is detailed in Table 3.1.
Table 3.1 Background information of the participants
English Centre Sai Gon Languge Centre 18 54.5 N3
Table 3.1 highlights a notable gender disparity among teachers, with 3 male teachers (9.1%) and 30 female teachers (90.9%) The age distribution shows that 69.7% of teachers are aged between 22 and 30, while 30.3% fall within the 31-40 age range In terms of teaching experience, over 48.5% of participants have taught English for more than 3 years, while 27.3% have less than 3 years of experience, and 24.2% have over 6 years in the field.
Research method and data-gathering instruments
The study employed a mixed-methods approach, utilizing both qualitative and quantitative data collection techniques Data was collected through questionnaires, which provided numerical insights from a large participant pool, and semi-structured interviews, which offered a deeper understanding of participants' perceptions (Kendall, 2008) This combination was essential for comprehensively addressing the research problem and enhancing the reliability of responses to the two research questions A summary of the research questions and the instruments used for data collection is presented in Table 3.2.
Table 3.2 Research questions and instruments
Research questions Instruments The number of respondents
1 What are the teachers’ perceptions of the benefits of using MALL in teaching
2 What are the teachers’ perceptions of the drawbacks of using MALL in teaching
Quantitative research strategies, as noted by Muijs (2010), emphasize the collection of numerical data applicable to groups of individuals Questionnaires are recognized as a key tool for gathering this quantitative data, particularly in educational research, where they allow respondents to complete them independently without the need for researcher assistance (Salkind, 2003).
Questionnaires are a highly effective research tool, as noted by 2007, and their use can enhance overall research effectiveness Robson (2011) emphasized that the absence of researchers during questionnaire completion minimizes bias, leading to improved generalizability and sample representativeness Given their efficiency in saving time and effort for both researchers and participants, teacher questionnaires were selected as the primary data collection method for this study Survey questionnaires are particularly valuable for collecting large amounts of data quickly, as highlighted by Descombe (2017) This survey specifically aimed to investigate teachers' perspectives on the advantages and disadvantages of Mobile Assisted Language Learning (MALL).
This research utilized a questionnaire divided into three main sections, employing a 5-point Likert scale ranging from strongly agree to strongly disagree (Appendix A) The first section gathered demographic information from participants, including names, ages, and gender The subsequent sections contained 20 items focused on teachers' perceptions of Mobile-Assisted Language Learning (MALL) in English instruction The second section featured 13 items assessing the perceived benefits of MALL for both teaching and learning, while the final section included 7 items examining the perceived drawbacks of MALL in English education.
This research utilized semi-structured interviews to explore teachers' perspectives on the use of Mobile-Assisted Language Learning (MALL) in the classroom According to Bernard (1988), semi-structured interviews are particularly effective when there is a single opportunity to discuss a topic, especially with multiple interviewers involved These interviews strike a balance between structured and unstructured formats, allowing for influence from both interviewers and respondents, as noted by Arksey and Knight (1999) They concentrate on specific issues, enabling interviewees to elaborate on their ideas and delve deeper into topics of interest to the researcher, as highlighted by Denscombe (2008).
Interviews are a vital qualitative research tool, as they effectively extract narrative information and provide a deeper understanding of individuals' perspectives (Dornyei, 2007) They not only capture specific opinions and analyze words but also allow participants to convey their thoughts and emotions (Berg, 2007) Furthermore, interviews are a natural and socially acceptable method of data collection, applicable across various situations and subjects (Dornyei, 2007) Conducting multiple interviews can reveal insights that other methods, such as surveys and observations, may miss (Blaxter et al., 2006).
After the survey questionnaires were completed, a semi-structured interview was conducted to explore teachers' perceptions and feelings about using Mobile-Assisted Language Learning (MALL) in language instruction Following Johnson's (2008) recommendation, five teachers participated in interviews, each lasting up to 10 minutes, which were recorded for future analysis These interviews contributed to understanding the survey findings on teachers' attitudes toward MALL in English teaching.
Data collection procedures
A survey was administered to 33 teachers across three English schools in Quy Nhon City, with the researcher providing paper questionnaires directly to ensure they were not overlooked Prior to distribution, the researcher clarified the survey's purpose and addressed any questions from the teachers, encouraging them to complete the survey at their own pace To enhance data accuracy, the researcher sought permission to follow up with the teachers for clarification on any ambiguous responses The quantitative data collection methods utilized in the study are illustrated in Figure 3.1.
Figure 3.1 Quantitative data collection procedure
Semi-structured interviews were conducted with five teachers after they completed a questionnaire, utilizing tailored questions to align with the research inquiries for consistency and focus The interviews featured three open-ended questions aimed at exploring teachers' perceptions of Mobile-Assisted Language Learning (MALL) in their teaching practices Participants were identified using codes from Teacher 1 (T1) to Teacher 5 (T5).
The researcher recorded and transcribed participants' responses for later analysis, ensuring confidentiality by withholding their actual names Figure 3.2 illustrates the qualitative data collection procedure used in the study.
Figure 3.2 Qualitative data collection procedure
Quantitative data (questionnaires) Quantitative analysis
Qualitative data (transcripts) Qualitative analysis
Procedure for data analysis
Data analysis commences after the completion of data collection, employing both quantitative and qualitative methods to address research questions and objectives The findings are displayed in tables for a clear and concise representation of the investigated issue.
The data analysis utilized the Statistical Package for Social Sciences (SPSS) for coding variables and calculating total scores Descriptive statistics, including measures of central tendency like mean, median, and mode, were employed, while inferential statistics were assessed through chi-square analysis.
Table 3.3 Mean Range for Agreement Degree
Qualitative data analysis involves creating transcripts from interview responses to gain deeper insights into teachers' perspectives This analysis of raw interview data enhances and illustrates the findings from questionnaires, providing a more comprehensive understanding of the subject.
In this research, the teacher survey was modified from Oz (2014) and
Vo Thuy Linh (2022) is widely utilized by researchers to explore teachers' perceptions of Mobile-Assisted Language Learning (MALL) for English instruction However, the researcher adapted and refined the survey to better fit the specific research context and objectives.
The researcher performed a reliability analysis of the questionnaire utilizing IBM SPSS (Version 22), calculating means, standard deviations, and various statistics The evaluation of the scales' reliability revealed a Cronbach’s Alpha coefficient of 0.89, demonstrating a high level of internal consistency This indicates that the study's measurement instrument is highly reliable.
The research data's reliability and validity were confirmed by comparing questionnaire responses with interview information Clear communication with interview subjects ensured accurate understanding of their answers The alignment of response options in the questionnaires with interview responses further supported the findings, leading to the conclusion that the study results are both reliable and valid.
This chapter outlines the methodology, a vital component of the research, detailing aspects such as research design, location, participants, instructional materials, tools, procedural steps, data interpretation, and ethical considerations Chapter 4 will present the findings of the study.
FINDINGS AND DISCUSSION
Teachers’ perceptions of drawbacks of using MALL in teaching English
While Mobile-Assisted Language Learning (MALL) offers significant benefits for English teaching, educators encounter various challenges in its implementation This study aims to explore the specific drawbacks that teachers face when integrating MALL into their classroom practices.
Data analysis for items 1-7 of the teacher’s perceptions of the drawbacks of using MALL in teaching English is presented in Table 4.2
Table 4.2 Teachers’ perceptions of drawbacks of using MALL in teaching English
Statement SD D N A SA Mean SD f (%) f (%) f (%) f (%) f (%)
1 Using mobile devices and applications in the classroom can make it difficult for teachers to manage their students and can affect classroom discipline
2 Teachers have not been trained about using MALL in teaching
3 Teachers do not have enough time in class to present lessons using MALL
4 The school has an Internet network for teaching, but the
Internet speed is not sufficient for teaching using
5 Teachers are unable to use
MALL to teach because many students do not possess smartphones, which are required to participate in the lessons
6 Students are easily distracted by other entertainment applications instead of focusing on learning on mobile devices
MALL may lead to students become more subjective, uncreative, and having poor thinking skills when it comes to learning
Note: f = frequency, SD: Strongly Disagree, D: Disagree, N: Neutral, A: Agree, SA:
Strongly Agree, M: Mean; SD: Standard deviation
The results indicate that teachers' awareness of the drawbacks of using Mobile-Assisted Language Learning (MALL) in English teaching is notably high, with an average score of 3.91 (SD=0.91), surpassing the midpoint of the 5-point scale (3.5) This significant difference (p=0.00) suggests that teachers encounter considerable challenges when implementing MALL in their classrooms Consequently, it can be concluded that educators are acutely aware of the limitations associated with MALL in their teaching practices.
Table 4.2 highlights the limitations teachers face when utilizing Mobile-Assisted Language Learning (MALL) for English instruction, with average scores between 3.182 and 4.515 out of 5 across five key items These challenges are elaborated upon in the subsequent sections.
The survey results indicate a strong consensus among teachers regarding the challenges of using mobile devices and applications in the classroom, with the highest mean score (M= 4.515) reflecting concerns about classroom management difficulties A low standard deviation of 0.75 signifies a robust agreement that MALL can contribute to disorder and noise Furthermore, 78% of teachers reported that inadequate Internet speed hampers effective MALL implementation, evidenced by Item 4's mean score of 4.364 (SD = 0.96) Additionally, over 81% of participants felt that there is insufficient class time to integrate MALL into lessons (Item 3; M = 4.342; SD = 0.9) Moreover, nearly 76% agreed that teachers lack adequate training in MALL usage (Item 2; M = 4.121; SD = 0.78), which may lead to stress and apprehension among new educators regarding technology integration.
A significant 66% of teachers expressed concerns about using Mobile Assisted Language Learning (MALL) due to the lack of smartphones among students, highlighting inadequate facilities as a major barrier (M=3.727, SD=0.94) Additionally, 60% of educators noted that students are often distracted by entertainment apps, detracting from their learning experience on mobile devices (M=3.697; SD=0.81) This distraction has led to students becoming less focused and subjective, negatively impacting their creativity and critical thinking skills (M=3.182; SD=1.13) Overall, the moderate level of agreement among participants suggests that MALL usage may adversely affect students' academic performance.
Teachers encounter various challenges when utilizing Mobile-Assisted Language Learning (MALL) for English instruction, including limited experience, slow internet connectivity, and classroom management issues These factors can result in student distractions and reduced creativity, ultimately affecting the quality of learning Moreover, teachers may be reluctant to adopt MALL due to constraints like insufficient teaching time and an increased workload.
The semi-structured interviews revealed that teachers encounter numerous drawbacks in their teaching roles The data was gathered from five teachers across three different centers
When asked about the drawbacks of using MALL in teaching, the respondents said teachers may have difficulty managing students, which could lead to discipline problems in the classroom
One significant challenge in classroom management is keeping students focused, as mobile devices can be a major distraction Instead of engaging with language learning apps, students frequently check social media, play games, or browse the Internet during class.
“……My classroom is often crowded and noisy Therefore when using
MALL in teaching, I find it difficult to manage and control the classroom….”
“ The difficulty of managing a classroom in which every student uses a mobile device can be a drawback To ensure students continue to work and use devices appropriately, ongoing supervision is required ” (T3)
Furthermore, teachers said that issues related to knowledge and skills hindered them from using MALL in schools
While my understanding of Mobile-Assisted Language Learning (MALL) is basic, I still face challenges in effectively utilizing and managing it within the classroom This highlights the necessity for comprehensive training in MALL to enhance its application in educational settings.
One significant challenge of Mobile-Assisted Language Learning (MALL) is the time constraints faced by educators Teachers often express concerns about insufficient time to effectively prepare MALL-based lessons, identifying this lack of time as a major drawback in implementing MALL strategies in their classrooms.
One major disadvantage of mobile learning is the extended preparation time it demands Unlike conventional learning methods, it necessitates that individuals search for, assess, and occasionally develop suitable applications and resources, leading to a potentially time-consuming process.
“…….I have a busy schedule with a lot of classes every week and I also use MALL As a result, I may not have enough time to teach using traditional textbooks….” (T3)
In addition, in the interview, teachers also said that their school does not have Internet for teaching
“….I often have problems with internet connection at school Although
Wi-Fi is provided, the large number of students and teachers using it makes the network connection slower….” (T4)
“ I encounter challenges when teaching with the support of the
Internet I believe it’s important for every teacher to ensure that they have a good Internet connection and reliable mobile devices Unfortunately, I often find that these technical prerequisites are not met ” (T5)
Moreover, teachers have also pointed out that the main drawback of MALL when used in class is the lack of sufficient mobile devices for students to participate in lessons
A significant challenge in implementing Mobile-Assisted Language Learning (MALL) is the lack of smartphones among many students, which hinders their ability to participate fully in lessons.
Not all students in my class have adequate mobile devices for MALL participation, leading to concerns among parents about the potential negative effects of mobile devices on their children's learning As a result, many parents prohibit their children from bringing these devices to class.
Semi-structured interviews highlighted several common challenges faced by teachers in English instruction, which can profoundly affect the teaching process These challenges often differ depending on the teachers' experience levels and the unique dynamics of their classrooms.
Discussion
The intervention, based on questionnaire results and initial goal-setting, will begin in the second semester of the 2023-2024 school year and last for 8 weeks Findings indicate that English teachers at various centers have differing views on the advantages and disadvantages of Mobile-Assisted Language Learning (MALL) Notably, most respondents acknowledged that, despite several limitations, MALL offers significant benefits for both teaching and learning The discussion of these research results follows.
4.3.1 The results for Research Question 1:
Teachers at the English center in Quy Nhon have expressed positive perceptions regarding the use of Mobile-Assisted Language Learning (MALL) for teaching English, as indicated by questionnaire surveys and semi-structured interviews The benefits of MALL include enhanced lesson quality, increased student engagement, and the convenience of accessing information anytime and anywhere These advantages contribute to a more effective teaching process, positively impacting both teaching and learning outcomes Notably, the effectiveness of MALL in improving teaching and learning remains consistent across different English teaching environments, aligning with findings from previous studies by Al Mubarak (2017), Ozdamli and Uzunboylu (2015), Kirsch (2016), Han & Keskin (2016), Xu & Peng (2017), and Bhestari & Luthfiyyah (2021).
In a study conducted in Sudan, Al Mubarak (2017) found that the
The Facebook mobile application significantly aids students in vocabulary acquisition through diverse online materials, enhancing focus, independent learning, and motivation Research by Kirsch (2016) highlights that the iTEO app fosters collaborative learning and oral storytelling among young language learners, demonstrating the effectiveness of a learner-centered approach in mobile learning Ozdamli and Uzunboylu (2015) found positive perceptions of mobile learning among secondary school teachers and students, although their proficiency in utilizing these tools remains insufficient Studies by Han & Keskin (2016) and Xu & Peng (2017) indicate that voice recording applications like WhatsApp enable teachers to communicate and monitor student progress, facilitating independent learning Furthermore, Bhestari and Luthfiyyah (2021) confirm that Mobile-Assisted Language Learning (MALL) enhances English proficiency and supports self-directed learning beyond traditional classrooms, aligning with the current study's findings.
Both teachers and students share favorable views on the integration of Mobile Assisted Language Learning (MALL) in the classroom To fully harness its advantages, educators should strategically incorporate MALL into their lesson plans.
4.3.2 The results of Research Question 2:
Questionnaires and interviews highlighted notable limitations faced by teachers utilizing Mobile Assisted Language Learning (MALL) for English instruction Key challenges included insufficient teacher training, difficulties in classroom management, time constraints, and inadequate facilities These issues align with findings from prior research, including those by Oz.
Research by Oz (2015) and others highlights several drawbacks of using Mobile-Assisted Language Learning (MALL) in classrooms Oz notes that mobile devices can distract students as they attempt to manage both phones and textbooks Onyema (2019) found that network connectivity issues often hinder both students and teachers in Nigeria Shield and Kukulska-Hulme (2008) emphasized that the cost of mobile phone ownership can be a significant barrier for some learners Additionally, Baek and Lee (2018) pointed out that technical challenges and varying levels of digital literacy among educators and students contribute to the difficulties of MALL implementation This study's findings align closely with these previous conclusions.
Teachers recognize several drawbacks associated with using Mobile-Assisted Language Learning (MALL) in their English teaching practices, which can impact both their teaching effectiveness and students' learning experiences However, they are also able to pinpoint these challenges and develop strategies to overcome them.
Summary of the findings
This chapter reveals insights from questionnaires and interviews regarding teachers’ perceptions of Mobile-Assisted Language Learning (MALL) in English instruction The findings indicate that most participants recognize the importance and advantages of MALL, including enhanced teaching efficiency, increased student motivation, and easy access to resources However, teachers also identified challenges in implementing MALL, such as difficulties in classroom management, insufficient experience, and slow Internet connections The subsequent chapter will explore these implications and limitations, along with recommendations for future research.
CONCLUSION AND IMPLICATIONS
Summary of the major findings
This study investigates teachers' perceptions of Mobile-Assisted Language Learning (MALL) for teaching English, highlighting both its benefits and challenges Findings indicate that participating teachers generally view MALL positively, recognizing its significant role in enhancing language teaching and learning They appreciate how MALL makes lessons more engaging and diverse, motivating students to be active participants Additionally, MALL simplifies teachers’ tasks by facilitating material distribution, monitoring student activities, and record-keeping However, the research also identifies drawbacks, such as slow internet connections, limited classroom management, and time constraints, which hinder effective MALL integration Teachers report that students often become easily distracted, overly dependent on apps, and struggle with critical thinking, potentially leading to exposure to inappropriate content and negative impacts on performance Furthermore, insufficient technical support and negative attitudes towards MALL integration pose additional challenges for English instruction.
Research implications
The study reveals that while most teachers hold positive views on integrating Mobile-Assisted Language Learning (MALL) into their English instruction, they face challenges during classroom implementation To improve the effectiveness of MALL in lessons, several recommendations are provided that can aid educators, school leaders, and teachers in overcoming these obstacles.
Research shows that many teachers lack proper training in Mobile-Assisted Language Learning (MALL), indicating a gap in effective classroom management and usage of this technology Despite this, teachers can mitigate challenges associated with MALL if they address specific concerns and implement necessary changes Their role is vital for the successful integration of MALL, yet findings reveal that teachers' understanding of MALL remains moderate To enhance the quality of teaching and learning through MALL, it is essential to encourage teachers to embrace new roles and responsibilities.
To enhance their knowledge and skills in Mobile-Assisted Language Learning (MALL), teachers should actively seek out training programs and tasks related to MALL, even if not offered by their institutions or the Ministry of Education Taking the initiative to enroll in MALL-focused application classes will help educators effectively manage classroom situations while utilizing MALL Additionally, it is essential for teachers to deepen their understanding of MALL, select suitable tools for their students, and incorporate these tools into their English teaching By doing so, they can significantly improve their professional abilities and career prospects while maximizing the benefits of MALL in their teaching practices.
The role of English managers is essential in enhancing the integration of Mobile-Assisted Language Learning (MALL) in education, despite their indirect involvement It is crucial for managers to understand the importance of MALL tools and the related policies to meet teachers' expectations and encourage their participation in professional development programs A significant barrier to MALL implementation is the lack of student access to phones or necessary facilities To address this, management should foster communication with parents to secure the required resources and support for MALL-based lessons However, they may encounter challenges if parents are resistant to providing devices for their children's participation in this innovative teaching approach.
The primary challenge in implementing Mobile-Assisted Language Learning (MALL) in classrooms is the slow Internet connection To address this, schools must ensure reliable wireless Internet access for both teachers and students, ideally by upgrading their current Internet packages Improved connectivity will facilitate easier access to online resources Additionally, enhancing facilities and equipping teachers with MALL skills will encourage them to integrate these tools into their lessons, recognizing their significance in education Schools should also focus on providing technical support to ensure that MALL tools function effectively and any issues are resolved quickly Finally, incentivizing teachers through rewards for participating in professional development programs will motivate them to apply their new skills in the classroom.
Limitations of the study
The researcher dedicated considerable effort to meet the research objective; however, the study encountered limitations stemming from time constraints and the researcher's lack of experience.
The study conducted at the English center in Quy Nhon faced limitations, including a small sample size of 33 teachers, which restricts the generalizability of the findings to the broader context of Binh Dinh province To enhance the reliability of the results, future research should involve a larger participant pool and be conducted over an extended period Additionally, the study did not account for various influential characteristics such as age, motivation for language learning, and cultural backgrounds Furthermore, the data collection relied solely on self-reported surveys and interviews, lacking classroom observations To improve the validity and reliability of future studies, it is recommended to incorporate additional data collection methods, including classroom observations.
The study is limited by the decision not to include student surveys, as the researcher teaches 8th-grade students who may not be mature enough to engage in research Consequently, the focus remains solely on the perceptions of teachers.
Recommendations for further studies
Based on the limitations of the study above, here are some recommendations for further research
Firstly, it is suggested that the same topic should be investigated with the participation of more teachers to increase the study’s generalizability This could potentially yield more valuable insights
Further exploration of this study is warranted, particularly regarding teachers' utilization of Mobile-Assisted Language Learning (MALL) in English language instruction Future research should employ classroom observation tools to assess the actual and observable use of MALL by educators Additionally, it is essential to investigate the factors influencing teachers' perceptions of MALL in the context of English language teaching.
Research on students' perceptions of Mobile-Assisted Language Learning (MALL) for English acquisition is essential This study aims to compare the views of teachers and students, offering a thorough analysis of the advantages and disadvantages of integrating MALL into language education.
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The following question is designed to collect data for the Master’s thesis topic: “Teachers’ perceptions of the use of Mobile-assisted language learning (MALL) in teaching English”
We encourage you to answer the questions honestly and accurately, as your feedback is crucial for enhancing teaching and learning skills in schools Rest assured, all information provided will be used solely for research purposes, and your personal details will remain confidential.
Before answering the question, please tick the box with your information
A - Teachers’ perceptions of the benefits of using MALL in teaching English
(i) Teachers’ perceptions of MALL usefulness for teachers’ teaching
Instructions: Please tick (√) in one appropriate box that describes your level of agreement with each of the following statement
1 The use of MALL is useful in teaching
2 The use of MALL in the English classroom makes the lessons more attractive
3 The use of MALL increases the quality of lessons
4 The use of MALL allows teachers to easily search for materials that enhance teaching
5 With mobile devices, teachers can make use of many social platforms like Facebook, Zalo,
WeChat, etc to communicate with the students
6 The use of MALL provides a convenient environment to have discussions about language teaching topics
7 The use of MALL helps teachers provide students with learning resources quickly and conveniently
8 Mobile devices and applications are convenient to share some useful language teaching tasks with the colleagues
(ii) Teachers’ perceptions of MALL usefulness for students' learning
1 The use of MALL improves students’ learning efficiency
2 The use of MALL makes students more interested in learning
3 The use of MALL enhances students’ mutual collaboration in the English classroom
4 The use of MALL encourages student to independent and autonomous learning
5 The use of MALL improves the students’
B - Teachers’ perceptions of the drawbacks of using MALL in teaching English
1 Using mobile devices and applications in the classroom can make it difficult for teachers to manage their students and can affect classroom discipline
2 Teachers have not been trained about using
3 Teachers do not have enough time in class to present lessons using
Internet network for teaching, but the Internet speed is not sufficient for teaching using MALL
5 Teachers are unable to use MALL to teach because many students do not possess smartphones, which are required to participate in the lessons
6 Students are easily distracted by other entertainment applications instead of focusing on learning on mobile devices
7 Using technology such as MALL may lead to students become more subjective, uncreative, and having poor thinking skills when it comes to learning
1 Do you think teachers should use Mobile-Assisted Language learning in teaching English? Why?
2 What are the benefits of using MALL in teaching English?
3 What are the drawbacks of using MALL in teaching English?
TRANSCRIPTION OF INTERVIEW (English version)
Thank you for meeting with me today; I appreciate your time This interview aims to explore your perspectives on the use of Mobile-Assisted Language Learning (MALL) for teaching English Rest assured, your personal information will remain confidential, so please feel comfortable sharing your insights openly.
I: Do you think teachers should use MALL for teaching English? Why?
T: Yes, I think that MALL should be used in English classes Because MALL brings many benefits to teaching and learning
I: What are the benefits of using MALL in teaching English?
T: In my opinion, using MALL in the classroom could greatly benefit teachers in their teaching Specifically, MALL provides information for both teachers and students When I use MALL, I have immediate access to a wide range of teaching resources, such as e-books, educational websites, podcasts, videos, and language learning apps Moreover, it is also helpful for my students Using apps like Cake, Duolingo, etc., can aid in English language acquisition Students engage in self-practice activities, thereby enhancing their English skills encompassing listening, speaking, reading, writing, grammar, and vocabulary
I: What are the drawbacks of using MALL in language teaching?
T: Despite the many benefits of using MALL, there are drawbacks when teachers use it in class Not all students in my class have sufficient mobile devices to participate in lessons using MALL Many parents are concerned that bringing mobile devices to class may negatively impact their children's learning process, so they forbid them from bringing mobile devices to class
Moreover, when I use MALL in the classroom, it requires me to spend time researching and creating new, appropriate lessons instead of using a traditional syllabus
I: Do you think teachers should use MALL in teaching English? Why
T: Yes, of course When I use MALL in teaching English, students are very eager and interested in their learning
I: What are the benefits of using MALL in teaching English?
T: It helps me access this information from anywhere and whenever I need it
Mobile-assisted language learning (MALL) enhances student learning efficiency by providing quick access to relevant resources through platforms like Google and YouTube This approach offers a flexible and engaging learning experience, making language acquisition more effective and enjoyable through interactive elements and educational games.
I: What are the drawbacks of using MALL in teaching English?
T: In my opinion, I believe that MALL is an important approach for my future teaching career, and I have a positive attitude towards its use However, I only have a basic understanding of MALL and I struggle to use and manage it seamlessly in the classroom I am uncertain if I have enough technology skills and knowledge to integrate it into my future classrooms When I use MALL to search for information, I often encounter a large amount of unnecessary information, making it difficult to find what I need I feel that proper training is necessary, but unfortunately, there is no specialized training program available for MALL
I: Do you think teachers should use MALL in teaching English? Why
T: Yes In my opinion, English teachers should use MALL for their teaching because MALL plays an important role in improving teaching and learning abilities
I: What are the benefits of using MALL in teaching English?
T: In my listening class, I use mobile apps and the Internet to access authentic speech samples for teaching new vocabulary, such as the Cambridge dictionary This helps students become familiar with native pronunciation and also assists me when I encounter words with difficult pronunciation Many students are excited when I use MALL in the classroom With MALL, students can scan codes on their phones to solve exercises or participate in group discussions given by teachers This practice can enhance students' teamwork and increase interaction among classmates, which will ultimately lead to more effective lessons
I: What are the drawbacks of using MALL in teaching English?
T: The difficulty of managing a classroom in which every student uses a mobile device can be a drawback To ensure students continue to work and use devices appropriately, ongoing supervision is required In addition, there are technical problems, which can interrupt the flow of the lesson Besides, I have a busy schedule with a lot of classes every week, and I also use MALL
Due to time constraints, I am unable to rely solely on traditional textbooks for teaching Additionally, I find it challenging to search for new materials via mobile applications to prepare for my lectures Nevertheless, I strive to adapt the textbook content by integrating Mobile-Assisted Language Learning (MALL) to ensure my students receive comprehensive knowledge in each lesson.
I: Do you think teachers should use MALL in teaching English? Why
T: Yes MALL offers numerous benefits for English language teaching, including enhanced access to resources, increased engagement and motivation, flexibility and convenience, opportunities for language practice, and the development of digital literacy skills Therefore, teachers should embrace MALL as a valuable tool to support and enrich their English language teaching practices
I: What are the benefits of using MALL in teaching English?