Examining EFL instructors’ and students’ perceptions and acceptance toward M-learning in higher education

Chen, Kate Tzu-Ching

doi:10.1007/s10209-016-0494-8

Cited by 26 publications

(22 citation statements)

References 26 publications

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“…Moreover, the second section of questionnaire initially comprised 21 items mainly adopted and modified from several previous studies (Batsila & Tsihouridis, 2018;Chen, 2016;Esteves et al, 2017;Gani et al, 2016;Georgieva et al, 2011;Licorish et al, 2018), with the following domains: instructors' perceptions regarding M-learning, and the Implementation of Kahoot in EFL classroom. Part 1 of the questionnaire consisted of 7 statements gathering information about instructors' beliefs about their preference to use M-learning compared to traditional courses as well as their M-learning experiences inside and outside classrooms.…”

Section: Instrumentsmentioning

confidence: 99%

Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors

Mahbub

2020

J. Eng. Foreign. Lang.

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Now, EFL pedagogical practices have gradually transformed from traditional classrooms into digital learning. Within this context, mobile devices have now been considered as an auspicious medium for future learning. This study investigated how EFL instructors from different secondary education institutions viewed the in-class use of Kahoot in English-language classrooms. To this end, they were invited to fill a 13-items web-based questionnaire covering several categories: factual, behavioral, and attitudinal. Twenty-seven (n=27) Indonesian EFL instructors in secondary education at both public and private high schools mostly located in East Java, Indonesia, voluntarily participated in this present study by completing the online survey. The results indicated that participants mostly demonstrated positive feelings toward the utilization of Kahoot in EFL classrooms. It showed that Kahoot was perceived as a promising software application to enhance the English-language learning process. To explore the effectiveness of this online game-based platform, more future-related research with large-scale participants in broader geographic regions should be carried out in this area.

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Section: Instrumentsmentioning

confidence: 99%

Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors

Mahbub

2020

J. Eng. Foreign. Lang.

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“…Understanding and accepting mobile learning affects the way classroom instruction is organized. Instructors should refine their current teaching strategies, and in case there is a desire among students to apply this method of learning, they should adequately prepare students for a technology-based environment (Chen, 2016). This view is also supported by Mahat et al (2012) who argue that prior to designing and implementing a mobile learning system, it is important to assess future users' perceptions of mobile learning, because these perceptions significantly affect their willingness to adopt mobile learning.…”

Section: Introductionmentioning

confidence: 98%

“…However, in comparison to mobile learning studies and applications, very little research has been conducted on mobile learning acceptance and mobile learning readiness (Ilci, 2014). Also, "mobile learning" has not been successfully implemented in many countries due to the low level of awareness, acceptance, accessibility, and technological skills among teachers and learners (Chen, 2016). Hence, successful implementation of mobile learning is largely determined by teacher acceptance (Mac Callum, 2010).…”

Section: Introductionmentioning

confidence: 99%

Mobile Phone Use in Education and Learning by Faculty Members of Technical-Engineering Groups: Concurrent Mixed Methods Design

2020

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The purpose of this study was to evaluate Mobile Learning Acceptance among faculty members. The research methodology was a concurrent mixed methods design. The research method in the quantitative part was descriptive-survey, and in the qualitative part a phenomenological approach was applied. In the quantitative part, the study population consisted of all female and male faculty members of technical-engineering groups at Shiraz University (N = 147), where 87 participants were selected using stratified random sampling method. In the qualitative part, the participants included a small fraction of the same faculty members who had also participated in the quantitative part, and were selected by purposive sampling approach with criteria technique. Research instruments consisted of a researcher-made scale of mobile learning acceptance. Upon verifying the validity and reliability of the scale, it was distributed among the subjects, and the collected data were analyzed using SPSS 21 software. Qualitative data were collected from semi-structured interviews with faculty members who had an experience of mobile learning. The quantitative results indicated that in all areas, except for Usefulness, the faculty members' acceptance of mobile learning was higher than average, and Usefulness was at a moderate level. In the qualitative part, after integrating and summarizing the data, a total of 17 basic themes and three organizing themes were extracted, including the benefits of mobile learning, the barriers and limitations of mobile learning, and the required infrastructure for effective implementation of mobile learning.

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“…By doing so, it will assist language instructors to maximize the benefits of mobile assisted language learning. Chen (2017) had conducted a survey on the perceptions and acceptance on mLearning by university EFL instructors. Looking at the results, the instructors had high levels of perception and acceptance toward mLearning among the learners.…”

Section: Literature Reviewmentioning

confidence: 99%

Discovering Lecturers’ Perspectives of the Use of ‘English for Academic Survival Mobile Learning Module’ (Tutor Me) Among Tertiary Students

Ngadiran¹,

Alias²

2018

ASS

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Due to the advancement of mobile technologies, over the past few years, the perceptions relating to mobile learning (mLearning) have been evolving. The purpose of this study was to examine the lecturers’ perspectives on the use of ‘Tutor Me’ by the lecturers of English for Academic Survival (UHB 10302) course during tutorial sessions and independent study hours among tertiary students of Universiti Tun Hussein Onn Malaysia (UTHM). Two lecturers who had used the platform were interviewed by the developer of ‘Tutor Me’. The results indicated that the lecturers were positive on the use of ‘Tutor Me’ as one of the mLearning platform to be used to the students of UHB 10302 course.

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Examining EFL instructors’ and students’ perceptions and acceptance toward M-learning in higher education

Cited by 26 publications

References 26 publications

Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors

Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors

Mobile Phone Use in Education and Learning by Faculty Members of Technical-Engineering Groups: Concurrent Mixed Methods Design

Discovering Lecturers’ Perspectives of the Use of ‘English for Academic Survival Mobile Learning Module’ (Tutor Me) Among Tertiary Students

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