Students’ perceptions and real-life use of mobile technologies in EFL learning
Computer Assisted Language Learning: an international journal
University of Queensland
School of Education
Computer Assisted Language Learning Electronic Journal (CALL-EJ), 23(3), 186-206, 2022 Students’ Perceptions and Real-Life Use of Mobile Technologies in EFL Learning Diem Thi Ngoc Hoang (email@example.com) *Corresponding Author School of Foreign Languages, Thai Nguyen University, Vietnam Nicola F. Johnson (firstname.lastname@example.org) School of Education, Edith Cowan University, Australia Maggie McAlinden (email@example.com) School of Education, Edith Cowan University, Australia Abstract Despite the popular use of mobile devices in language learning by university students worldwide, there is little known about their uses in English as a foreign language (EFL) learning in Vietnam. The aim of this study was to investigate Vietnamese students’ perceptions and actual use of mobile technologies in EFL learning in higher education. With a survey research design, data were collected from 505 respondents who were EFL students enrolled in undergraduate programs in a public university in Vietnam. The study results showed students’ active use of mobile technologies for language learning, but their regular use was mainly restricted to primary and common applications such as dictionaries, translation, and social media. Most students had positive attitudes toward mobile learning technologies and were open to trying innovative applications. However, the study revealed students’ self-reported challenges and need for further technical support and facilitating conditions. The study findings contribute significant implications for educational policies and language teaching practice related to students’ behavioural usage and perceptions of using mobile technologies in language education.
Johnson, N. F., & McAlinden, M. (2022). Students’ perceptions and real-life use of mobile technologies in EFL learning. Computer Assisted Language Learning, 23(3), 186-206. http://callej.org/journal/23-3.html