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<italic><bold>Introduction:</bold></italic> One of the prominent approaches in language education is Mobile-Assisted Language Learning (MALL) due to recent advances in technology. To benefit from MALL effectively and develop it when it is required, it is important to know the perceptions of the ones who use it. Although much research related to students’ and teachers’ perceptions of MALL in primary and secondary education is present in the literature, research related to perceptions of instructors in higher education is limited. Thus, this study aimed at identifying the instructors’ perceptions of utilizing MALL in higher education.
<italic><bold>Methods:</bold></italic> As the perceptions of the participants were aimed to be explored in detail, the qualitative research design was adopted. An open-ended questionnaire was developed by the researchers and administered to 24 instructors working at the English Language Teaching (ELT) departments of different universities in Turkey. The data were analyzed through content analysis.
<italic><bold>Results:</bold></italic> It was found that the instructors defined MALL as using mobile technologies for language learning. Moreover, the participants had positive perceptions about MALL as it had some benefits, such as anytime, anywhere learning, stronger students’ interest, higher motivation and autonomy, individualized and collaborative learning. However, MALL users faced some challenges, such as weak internet connection and battery, time consumption in terms of preparing content for the class, classroom management problems and low digital literacy of both students and instructors.
<italic><bold>Discussion: </bold></italic>The results of the study were parallel to the findings of the previous studies in the literature. This study found that MALL contributed to learning independent of time and place, high motivation and interest, saving time and energy, individualized learning, collaborative learning, autonomous learning, and learning with fun.
<italic><bold>Limitations: </bold></italic>This study is not without limitations. Triangulation of data with in-depth interviews could be implemented to increase detailed information and reliability.
<italic><bold>Conclusions:</bold></italic> The results of the study showed that instructors who had benefitted from technology in their teaching process had positive perceptions despite some challenges. To this end, it is suggested that MALL be utilized in language teaching by minimizing its challenges.
</abstract>

Introduction: One of the prominent approaches in language education is Mobile-Assisted Language Learning (MALL) due to recent advances in technology. To benefit from MALL effectively and develop it when it is required, it is important to know the perceptions of the ones who use it. Although much research related to students’ and teachers’ perceptions of MALL in primary and secondary education is present in the literature, research related to perceptions of instructors in higher education is limited. Thus, this study aimed at identifying the instructors’ perceptions of utilizing MALL in higher education.
Methods: As the perceptions of the participants were aimed to be explored in detail, the qualitative research design was adopted. An open-ended questionnaire was developed by the researchers and administered to 24 instructors working at the English Language Teaching (ELT) departments of different universities in Turkey. The data were analyzed through content analysis.
Results: It was found that the instructors defined MALL as using mobile technologies for language learning. Moreover, the participants had positive perceptions about MALL as it had some benefits, such as anytime, anywhere learning, stronger students’ interest, higher motivation and autonomy, individualized and collaborative learning. However, MALL users faced some challenges, such as weak internet connection and battery, time consumption in terms of preparing content for the class, classroom management problems and low digital literacy of both students and instructors.
Discussion: The results of the study were parallel to the findings of the previous studies in the literature. This study found that MALL contributed to learning independent of time and place, high motivation and interest, saving time and energy, individualized learning, collaborative learning, autonomous learning, and learning with fun.
Limitations: This study is not without limitations. Triangulation of data with in-depth interviews could be implemented to increase detailed information and reliability.
Conclusions: The results of the study showed that instructors who had benefitted from technology in their teaching process had positive perceptions despite some challenges. To this end, it is suggested that MALL be utilized in language teaching by minimizing its challenges.

EFL Instructors’ Perceptions of Utilizing Mobile-Assisted Language Learning in Higher Education

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution 4.0 International License.

Introduction: One of the prominent approaches in language education is Mobile-Assisted Language Learning (MALL) due to recent advances in technology. To...

EFL Instructors’ Perceptions of Utilizing Mobile-Assisted Language Learning in Higher Education

Publié en ligne: 09 juil. 2022

Pages: 22 - 40

Reçu: 28 oct. 2020

Accepté: 15 févr. 2021

DOI: https://doi.org/10.2478/atd-2022-0012

Mots clés
mobile-assisted language learning, EFL instructors, higher education, perception

© 2022 Kübra Okumuş Dağdeler et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

EFL Instructors’ Perceptions of Utilizing Mobile-Assisted Language Learning in Higher Education

Publié en ligne: 09 juil. 2022

Pages: 22 - 40

Reçu: 28 oct. 2020

Accepté: 15 févr. 2021

DOI: https://doi.org/10.2478/atd-2022-0012

Mots clésmobile-assisted language learning, EFL instructors, higher education, perception

© 2022 Kübra Okumuş Dağdeler et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
mobile-assisted language learning, EFL instructors, higher education, perception