Mobile Assisted Language Learning: Learners' Attitude, Acceptance, and Barriers Amid the Pandemic Crisis

Min-Hsun Su, Pey-Chewn Duo and Yung-Feng Hsu
Ming Chuan University, Taipei, Taiwan

Abstract

Mobile assisted language learning (MALL) has received much attention among the teaching community during the past decades, even more attention has been given during the COVID-19 pandemic crisis in the past years. Face-to-face education at all levels has been forced to shut down. Educational institutes are seeking alternatives, trying to function well under this crisis. Online learning, using electronic devices and internet access to learn synchronous or asynchronously, has come to rescue. Mobile devices are one of the many electronic devices that have been greatly applied in online learning, such as smartphones, tablets, notebooks. They are ubiquitous and portable, which not only provide great flexibility, attractiveness, easy accessibility for learners, but also empower learners in their own learning. Mobile assisted language learning allows learners to decide when, where and how they want to learn their target language. If they like, they can review the target language lesson they learn at their own pace as long as they have their mobile devices in hand. Rather than seeing it as a disturbance in class, more and more language teachers are integrating m-learning tools, such as Kahoot!, Quizizz, Moodle or Teams, into their curriculum and teaching activities inside and outside of their classrooms. Students are often asked to submit assignments, share ideas via forums, and interact with teachers and peers online. While a few studies have shown students’ high level of satisfaction of using mobile phones as learning devices in class (e.g., Darsih & Asikin, 2020; Nuraeni, Carolina, Supriyatna, Widiati, Bahri, 2020), the researchers found that many students display reluctancy and unfamiliarity with the use of mobile applications. Thus, the purpose of this study is to investigate that, when face-to-face education is not possible, what attitude college students’ hold toward mobile assisted language learning in an English department. A mixed method was applied, including questionnaire survey, observation and interview. The questionnaire adapted from Gonulal (2019) was administered to a group of English majors. Researchers’ observation as language teachers and interview with several English majors were collected and analyzed. The results indicated that while the participants showed positive attitude in mobile assisted language learning, they also expressed certain worries, barriers and uncertainty. The results also revealed that while implementing mobile-assisted language learning, teacher and learners’ familiarity of the new technology, course design and planning, and class management are crucially important. This study highlights the possible future challenges not only in language education but in all education fields, and it is hoped that the results of this study could provide insights and references for policy makers and teachers to better prepare and implement mobile-assisted language learning and technology for the future of education.


Download ICMS XXV Book of Proceedings

Presentation