EFL TEACHERS’ PERSPECTIVES ON MOBILE-ASSISTED LANGUAGE LEARNING (MALL) RESOURCES FOR VOCATIONAL HIGH SCHOOL STUDENTS

  • Nara Sari Universitas PGRI Kanjuruhan Malang
  • Teguh Sulistyo Universitas PGRI Kanjuruhan Malang
Keywords: Mobile-Assisted Language Learning, material development, EFL teachers' perspectives, teacher professional development

Abstract

This study aimed to ascertain vocational EFL teachers’ perspectives on the development of Mobile-Assisted Language Learning (MALL) resources in vocational schools. It employed a mixed-method approach in which data were collected simultaneously using an open-ended questionnaire and semi-structured interviews. The study involved 95 English teachers from vocational schools in two cities of East Java, Indonesia. Among the participants, four were invited to participate in an online interview to discuss their perspectives on the characteristics, use and development of MALL material for vocational students. Data analysis was performed using descriptive statistics. The analysis results showed that more than half of the respondents agreed that MALL resources were more accessible (65.4%), easier to generate (65.4%) and more successful at improving learners’ autonomy (73.1%), compared to traditional materials. Additionally, 40% of teachers thought that MALL materials could be used to promote classroom interaction, and it was much easier for teachers to provide immediate feedback through mobile phone. In summary, 42% of teachers agreed that MALL resources could aid in foreign language acquisition. Due to students’ proximity to technology and mobile devices, teachers recognized that MALL materials can be applied inside and outside the classrooms. Therefore, vocational EFL teachers must be able to develop and implement MALL materials in their classrooms.

Author Biography

Teguh Sulistyo, Universitas PGRI Kanjuruhan Malang

English Language Department

References

Bachore, M. M. (2015). Language Learning through Mobile Technologies: An Opportunity for Language Learners and Teachers. Journal of Education and Practice, 6(31), 50–53.

Baek, Y., Zhang, H., & Yun, S. (2017). Teachers’ attitudes toward mobile learning in Korea. Turkish Online Journal of Educational Technology, 16(1), 154–163.

Baker, L. L. (2016). Re-Conceptualizing Efl Professional Development: Enhancing Communicative Language Pedagogy for Thai Teachers. TEFLIN Journal - A Publication on the Teaching and Learning of English, 27(1), 23. https://doi.org/10.15639/teflinjournal.v27i1/23-45

Boudjadar, T. (2015). ICT in the Writing Classroom : The Pros and the Cons. 4(1). https://doi.org/10.7575/aiac.ijalel.v.4n.1p.8

Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994-2012. Language, Learning and Technology, 17(3), 157–225.

Calabrich, S. L. (2016). Learners’ Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience. International Education Studies, 9(12), 120. https://doi.org/10.5539/ies.v9n12p120

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications, Inc.

Dashtestani, R. (2013). Implementing mobile-assisted language learning (MALL) in an EFL context: Iranian EFL teachers’ perspectives on challenges and affordances. The JALT CALL Journal, 9(2), 149–168. https://doi.org/10.29140/jaltcall.v9n2.153

Davie, N., & Hilber, T. (2015). Mobile-assisted language learning: Student attitudes to using smartphones to learn English vocabulary. Proceedings of the 11th International Conference on Mobile Learning 2015, ML 2015, March, 70–78.

Foomani, E. M., & Hedayati, M. (2016). A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context. English Language Teaching, 9(5), 206. https://doi.org/10.5539/elt.v9n5p206

Fraenkel, J. R., & Wallen, N. E. (2009). How to Design and Evaluate Research in Education (7th ed). McGraw-Hill.

Halim, S., & Halim, T. (2016). Adapting Materials: Revisiting the Needs of Learners. International Journal of Humanities and Cultural Studies Issn, 2(4), 633–642.

Hartatik, S. F., & Bia’yuni, A. N. F. (2020). The Teaching and Learning Practice Performed by Pre-School Teachers during COVID-19 Outbreak. Journal of English Language and Pedagogy, 3, 89–94.

Hockly, N. (2013). Mobile learning. ELT Journal, 67(1), 80–84. https://doi.org/10.1093/elt/ccs064

Kan, Q., & Tang, J. (2018). Researching mobile-assisted English language learning among adult distance learners in China: Emerging practices and learner perception of teacher role. International Journal of Computer-Assisted Language Learning and Teaching, 8(3), 1–28. https://doi.org/10.4018/IJCALLT.2018070101

Khan, R., Radzuan, N., Shahbaz, M., & Ibrahim, A. (2018). EFL instructors’ perceptions on the integration and implementation of MALL in EFL classes. International Journal of Language Education and Applied Linguistics, 08(2), 39–50.

Khazaie, S., & Ketabi, S. (2011). Contribution to Vocabulary Learning via Mobiles. English Language Teaching, 4(1), 174. https://doi.org/10.5539/elt.v4n1p174

Khubyari, L., & Haddad Narafshan, M. (2016). a Study on the Impact of Mall (Mobile Assisted Language Learning) on Efl Learners’ Reading Comprehension. International Journal of English Language Teaching, 4(2), 58–69.

Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. In ReCALL (Vol. 20, Issue 3). https://doi.org/10.1017/S0958344008000335

Lavin, A. M., Korte, L., & Davies, T. L. (2010). The impact of classroom technology on student behavior. Journal of Technology Research, 2(1), 1–13.

Liu, S.-H. (2015). The Perceptions of Participation in a Mobile Collaborative Learning among Pre-Service Teachers. Journal of Education and Learning, 5(1), 87. https://doi.org/10.5539/jel.v5n1p87

Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers and Education, 68, 76–85. https://doi.org/10.1016/j.compedu.2013.04.021

Means, B., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning : A Meta-Analysis of the Empirical Literature. Teachers College Record Volume, 115(March 2013).

Miangah, T. M. (2012). Mobile-Assisted Language Learning. International Journal of Distributed and Parallel Systems, 3(1), 309–319. https://doi.org/10.5121/ijdps.2012.3126

Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers and Education, 49(3), 581–596. https://doi.org/10.1016/j.compedu.2005.10.011

Octavia, H., Widiati, U., & Irawati, E. (2019). Vocational Students’ Perceptions of Mobile Assisted Language Learning (MALL) Materials. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(10), 1347–1352.

Oz, H. (2015). An investigation of preservice english teachers’ perceptions of mobile assisted language learning. English Language Teaching, 8(2), 22–34. https://doi.org/10.5539/elt.v8n2p22

Patten, Kathryn B., Craig, Valcarcel, D. (2007). iPods and English-language learners: a great combination. Teacher Librarian, 34(5), p 40-44. http://encore.fresno.edu:50080/ebsco-web/ehost/detail?sid=eedb0656-82cb-4a76-b23a-aba22c93073c@sessionmgr110&vid=1&hid=110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==#db=aph&AN=25327510

Peng, G., Maarof, N., Murat, M., Adeyemi, D. A., Chand, Z. A., Raz, Ö., Mu, C., Carrington, S., Fu, J., Sadi, F. F., Othman, J., Khaki, N., Hessamy, G., Studies, L., Torrance, A. M., Thomas, G. V, Robinson, E. J., Torrance, M., Strategies, E. S. L. W., … Mohamed Amin, E. (2013). A Cognitive Analysis of the Relationships between Chinese EFL Writers ’ Strategy Use and Writing Achievement Performance Shih-Chieh Chien University of Cambridge. Journal of Islamic and Arabic Education, 3(1), 44–61.

Pratiwi, N. P. A., Nariyati, N. P. L., & Sudirman, S. (2020). EFL pre-service teachers’ perception toward the use of mobile assisted language learning in teaching English. International Journal of Language Education, 4(1), 38–47. https://doi.org/10.26858/ijole.v4i2.10052

Puspitasari, Y., Widiati, U., Marhaban, S., Sulistyo, T., Malang, U. N., Kuala, U. S., & Tadulako, U. (2021). The Sustainable Impacts of Teacher Action Research on EFL Teachers in Indonesia. 8(3), 952–971.

Şad, S. N., & Göktaş, Ö. (2014). Preservice teachers’ perceptions about using mobile phones and laptops in education as mobile learning tools. British Journal of Educational Technology, 45(4), 606–618. https://doi.org/10.1111/bjet.12064

Sadykova, G., Gimaletdinova, G., Khalitova, L., & Kayumova, A. (2016). Integrating mobile technologies into very young second language learners’ curriculum. CALL Communities and Culture – Short Papers from EUROCALL 2016, 2016(2016), 408–412. https://doi.org/10.14705/rpnet.2016.eurocall2016.597

Saran, M., Seferoglu, G., & Cagiltay, K. (2009). Mobile assisted language learning: English pronunciation at learners’ fingertips. Egitim Arastirmalari - Eurasian Journal of Educational Research, 34, 97–114.

Sato, T., Murase, F., & Burden, T. (2015). Is mobile-assisted language learning really useful? An examination of recall automatization and learner autonomy. 2015, 495–501. https://doi.org/10.14705/rpnet.2015.000382

Silvia, A. (2015). Coursera Online Course: a Platform for English Teachers’ Meaningful and Vibrant Professional Development. TEFLIN Journal - A Publication on the Teaching and Learning of English, 26(2), 228. https://doi.org/10.15639/teflinjournal.v26i2/228-246

Sulistyo, T., Mukminatien, N., Cahyono, B. Y., & Saukah, A. (2019). Enhancing learners’ writing performance through Blog-Assisted Language Learning. International Journal of Emerging Technologies in Learning, 14(9), 61–73. https://doi.org/10.3991/IJET.V14I09.9535

Tayan, B. M. (2017). Students and Teachers’ Perceptions into the Viability of Mobile Technology Implementation to Support Language Learning for First Year Business Students in a Middle Eastern University. International
Journal of Education and Literacy Studies, 5(2), 74. https://doi.org/10.7575/aiac.ijels.v.5n.2p.74

Teresa, F. (2011). Mobile learning: At the Tipping Point. Turkish Online Journal of Educational Technology, 10(4), 261–275. https://files.eric.ed.gov/fulltext/EJ946635.pdf

Van de Vyver, J. (2016). Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers’ perspective. CALL Communities and Culture – Short Papers from EUROCALL 2016, 2016(2016), 450–455. https://doi.org/10.14705/rpnet.2016.eurocall2016.605

Wang, V. C. X. (2009). Handbook of research on e-learning applications for career and technical education: Technologies for Vocational Training. Information Science Reference.

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57–71. https://doi.org/10.1017/S0261444800012970

Yang, J. (2013). Mobile assisted language learning: Review of the recent applications of emerging mobile technologies. English Language Teaching, 6(7), 19–25. https://doi.org/10.5539/elt.v6n7p19
Published
2022-03-17
How to Cite
Sari, N., & Sulistyo, T. (2022). EFL TEACHERS’ PERSPECTIVES ON MOBILE-ASSISTED LANGUAGE LEARNING (MALL) RESOURCES FOR VOCATIONAL HIGH SCHOOL STUDENTS. Journey: Journal of English Language and Pedagogy, 5(1), 80-90. https://doi.org/10.33503/journey.v5i1.1772
Abstract viewed = 1152 times
PDF downloaded = 705 times