Barriers Hinder Using Mobile In Learning English Language

Abstract

The purpose of this study is to identify barriers obstructing the using of Mobile phone in English language teaching within the colleges of Education. This study employed a descriptive method. A questionnaire was used to obtain the participants' responses. The sample of the study was 90 English language learners. The statistical package for social science (SPSS) was used to analyze the collected data. The results of the investigation revealed the following findings:

1. The major development of mobile devices hinders the students' chances to use mobile in their classroom.
2. Most of English Language teachers prevent using mobile in the classroom.
3. Lack of internet coverage in some classrooms deprives students' usage of the mobile device in the learning process.
4. Small screen and memory size of mobile phones hinder mobile usage in the classroom.

Introduction

The mobile revolution is continuing. Wherever one looks, a sign of mobile penetration is irrefutable: cell phones, PDAs, MP3 players, portable game devices, handhelds, tablets, and laptops abound. Nothing is opposing to this phenomenon. From children to elders, people are frequently connected and are digitally interacting with each other in ways that would have been impossible only a few years ago. (Ellen D, 2005).

Chen, (1999) mentioned that modern technologies such as 'mobile phones' would give us the chance to, advance the means to gather, store, and organize information in digital forms of all types - data, text, images, motion video, sound, and integrated media - and make it available and shareable for searching, retrieval, and processing via high-performance communication networks in ways that transcend distance and time. With the fast technological development, Sudan now has a strong ability to provide better infrastructure and other primary situations to higher education. M-learning is supposed to be a hopeful approach since it gives students ways to communicate with qualified and skilled teachers. However, the deployment of Mobile learning in higher education requires a lot of energy to overcome all challenges facing the deployment of this new technology. There are several issues facing M-learning deployments such as shortage or lack of knowledge and motive (Wang, Wu, and Wang, 2009). Also, technical aspects concerning appropriate mobile devices and internet connectivity issues (Naismith and Corlett, 2006; Park, 2011).

At present, mobile technologies have been increasingly combined into learning. The wide use of smartphones and other moveable and wireless devices have been meaningfully altering the ways of learning in many contexts, including language learning (Kukulska, 2008). Though mobile devices have come into every feature of our lives and have used in supporting a wide range of learning events, there is inadequate understanding of the factors that affect the deployment of mobile -learning in higher education. In addition to that, there is a shortage of resources available for all M- learning stakeholders on how to organize and support M-learning in university education (Litchfield et al., 2007; Cherian and Williams, 2008 ). Moreover, not much of the researchers have done to know how mobile devices will be used to enhance the learning process. There are many English language learners who do not cope with these changes in mobile learning. Mobiles are not sufficient and not well used in the learning process, ( Georgiev et al., 2004).

M-learning is one of the important new educational forms that influence our daily study. The adoption of a wide range of web-based tools has given rise to the trend of e-learning in education worldwide (Yuen et al., 2009). Therefore, the researcher is trying to identify barriers that hinder learners of the adoption of mobile learning in the English Language from the perception of learners in the Departments of English. Also, it aims to identify attitudes of using mobiles in English language learning.

The Significance of the Study

This study addresses a new approach to foreign language learning. Studies about mobile learning and English language do not have a place in Sudanese libraries. New approaches to mobile learning weren't discussed by many researchers. Thus, the literature lacks exploring and examining the learners' and teachers' perception of m-learning. Furthermore, growths and improvements in mobile technologies and innovations in EFL/ESL learning have been on the progression. Therefore, more researches will be required in such a developing field.

The results of this research will be of interest to educators and university managers concerned with the adoption of mobile -learning in higher education. It also offers possible contributions to applied linguistics. Firstly, it improve teaching practice by introduction mobile devices in English language field, through enlightening the policy makers of the role of mobile learning and evaluating the present situation of the English language learners towards mobile learning; Secondly, it helps in spreading the awareness of mobile learning and its role in learning among English language learner. Thirdly, it helps in identifying the practice which is necessary for effectively consider mobile as an effective tool for language learning resources. Fourthly, it offers instruction and guideline for the learners to realize and understand the significance of using mobile devices in their learning process. Fifthly, it offers a better understanding of policymakers on the university English language learners situation to build coherent strategic plans to carry out mobile-learning and improve the learning environment that suits the new technology and its demands. Sexily, to present the potentials and challenges offered by the information and communication technologies such as mobile devices for the English language learners. Finally, the positive findings of this research might be suitable and useful to educational designers and textbook publisher who are responsible for designing university courses

Theoretical Perspective

Ely’s Eight Conditions of Change

Donald P. Ely is one of the few authors who has done extensive research into the implementation of instructional innovations. His research (1990, 1999) has shown that the existence of certain conditions tends to facilitate the teachers' implementation of an innovation. These conditions are:

1. Dissatisfaction with the status quo: an emotional discomfort that results from perceiving the current method as inefficient or ineffective. This condition does not have as much influence as the other seven (Ely 1990, 1999).
2. Knowledge and Skills: an assessment of the current level of skills and knowledge of good users. Ely states that this condition consistently ranks as one of the most influential conditions among the eight Ely (1990, 1999).
3. Adequate Resources: the number of resources available to gracefully implement the innovation. Resources include finances, hardware, software and personnel Ely (1990- 1999).
4. Time: adequate time and remunerated time for users to become educated and proficient in how to use the innovation. This condition refers not only to the organization’s willingness to provide time but the users’ willingness to dedicate learning time for implementation Ely (1990- 1999).
5. Rewards or Incentives: the existence of incentives that motivate users to employ the innovation or rewards provided by the organization for those who do use the innovation (Ely 1990-1999).
6. Participation: the involvement of key stakeholders in decisions that relate to the planning and design of the innovation. The condition refers to all stakeholders but emphasizes the participation of product users Ely (1990, 1999).
7. Commitment: the perception by users that the powerbrokers of the organization (i.e. Presidents, CEO, Vice-Presidents) actively support the implementation of the innovation Ely (1990-1999).
8. Leadership: an active involvement by immediate supervisors in assisting the users in implementing the innovation Ely (1990-1999).

Ertmer, (1999) identifies two types of barriers that block any technology implementation efforts in the classroom. First-order barriers are extrinsic and include a lack of access to technology, insufficient time to plan and inadequate technical and administrative support; whereas, second-order barriers are intrinsic and include teachers’ beliefs about teaching, computers, classroom practices, and confidence in skills (Ertmer, 1999).

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First-order barriers, when eliminated can lead to an “adjustment” of current practices, which can lead to a more effective way to teach but does not change teaching practices or adjust any underlying beliefs held by the teacher. While first-order barriers (access, support, and time) seem manageable to address, technology integration cannot be sustained without confronting the second-order barriers.

Teachers’ attitudes and beliefs towards technology need to be addressed during professional learning in order for technology integration to occur in classrooms. Bandura, (1997) identifies achieving success as the most effective way to shift one’s beliefs, but how do technology trainers get teachers to take a risk with technology in order to achieve success? Start with removing first-order barriers first.

This study aims at assessing students‟ readiness for M-learning. Also, it aims to investigate the factors that affect students 'acceptance of mobile learning. The researcher analyzes literature related to elements of M-learning in order to propose and evaluate a model which can be used to foster the sustainable deployment of M-learning within teaching and learning strategies in higher education institutions.

The research was carried at Brunel University, West London. Data were collected from students at different levels. These data were recorded from 174 participants (125 males, 49 females students using survey method. The outcomes of this research lead to a conceptual model. They give a wide overview of all need elements in the mobile -learning environment. They bridge the gap between the pre- and post-implementation phases in order to ensure sustainability. Furthermore, the model provides university educators with a planned approach to incorporate Mobile -learning in higher education curriculums aiming to improve teaching and learning (Ahmad, A. 2014).

This thesis explores the use of mobile phones to support English vocabulary learning in Malaysian schools with the interview as the main research tool. The methodology consists of rigorous steps in developing, evaluating and disseminating the implementation strategy as well as exploring other issues associated with mobile learning implementation in Malaysian schools. It has been established that the implementation strategy developed in this study would have the potential to provide guidance in the implementation of mobile learning in Malaysian schools. The findings revealed the opportunities and challenges in embracing mobile phones as a learning tool (Mohamad, M. (2012)

Findings

Grounded on data analysis, in the analysis section, the study came out with the following outcomes:

1. The results showed that the majority of the students' participants in the study have a mobile phone, and most of them thought they use it for educational purposes.
2. The results showed that the majority of students with 87.8% have internet access at home or at the university, which is a good indicator supporting the use of a mobile phone for learning the English language?
3. With regard to the students perceptions as relates to the use of a mobile device as a learning tool to be integrated into class, the results showed that there are various indicators showing that students have positive views towards using a mobile phone as a learning tool, and the most important of these indicators include: Using a mobile device will help students to communicate outside the classroom, the use of a mobile phone will help to build the relationship between students and their teachers, using a mobile device will help students to plan better for their learning, in addition to that using a mobile phone will motivate students to speak English fluently .
4. When students’ perceptions regarding the barriers that obstruct English language learners from mobile learning adoption in their learning process were analyzed, the results revealed that the most important barriers include:

• The major and rapid development of mobile devices hinders the students' chances of using updated mobiles in the classroom.
• English Language teacher prevents students from using a mobile in the classroom.
• Lack of internet coverage in some classrooms deprives students of using mobile devices in the learning process.
• Small screen and memory size hinder my mobile usage in the classroom.

Conclusion

In conclusion, this research started with the rise of the research problem by reviewing the relevant literature. Research questions that address the research problem were formulated. A questionnaire was developed for data collection. Once the data were collected and analyzed, the questions have answered. The hypotheses were tested and other findings were interpreted.

Based on the prior literature, this research investigated the factors affecting mobile learning adoption among the English languages college students. Also, it explored the differences attitudes to the adoption of mobile devices for English language learning. In addition, barriers hinder mobile learning adoption was addressed.

Therefore, many universities can use the findings of this research as a foundation on which they can build their decision-making and strategic planning for mobile learning adoption. The elements presented in this research can help universities and educators to recognize factors that require when it comes to the implementation of new mobile learning.

References

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