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Learners' Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience

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Title: Learners' Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience
Language: English
Authors: Calabrich, Simone L.
Source: International Education Studies. 2016 9(12):120-136.
Availability: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Peer Reviewed: Y
Page Count: 17
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Student Surveys, Student Attitudes, Telecommunications, Handheld Devices, Second Language Learning, Second Language Instruction, Teaching Methods, Technology Integration, Private Schools, Computer Mediated Communication, Search Engines, Travel, Information Seeking, Student Motivation, Preferences, Cognitive Style, Statistical Analysis
ISSN: 1913-9020
Abstract: This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.
Abstractor: As Provided
Number of References: 48
Entry Date: 2016
Accession Number: EJ1121553
Database: ERIC
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  Data: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
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  Data: This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.
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      – SubjectFull: Telecommunications
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      – SubjectFull: Information Seeking
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      – SubjectFull: Student Motivation
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      – SubjectFull: Cognitive Style
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      – SubjectFull: Statistical Analysis
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