Using technology in education is nothing new as most educators nowadays incorporate some form of technology in their teaching. In fact, the evolution of smartphones in this current day and age has allowed for more incorporation of mobile devices in learning and teaching. Recent technology advancements have made newer models of smartphones possess the same capabilities of a basic computer, being just as powerful but with an added value of being mobile. With these developments, undoubtedly incorporation of the use of mobile devices such as smartphones, tablets or iPads in teaching and learning (T&L) is inevitable.
Much research has been done to look into the use of mobile technology in teaching and learning (Briz-Ponce, Juanes-Mendez, & García-Penalvo, 2014; Tsinakos & Ally, 2013) in which, mobile assisted language learning (MALL), is defined by O’Malley et al. (2003) as “any sort of learning that happens when the learner is not in a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.” (p.6).
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In the context of language learning, the mobility afforded by these mobile devices help to bridge the gap between classroom learning and lifelong learning, which makes these tools even more beneficial in the education field (Kukulska-Hulme, Lee & Norris, 2017). According to Oberg et al. (2012), mobile learning is most useful for collaborative learning as the nature of such a device is compact and allows for close interactions, conversations, recording tasks, videos, or images while being physically mobile unlike if computers or bulky laptops were used. Here, learners and instructors are able to exploit their time and locality to directly connect to real world tasks or scenarios with the goal of improving language skills.
However, Bozdogan (2015) and Burston (2015) both doubt the capability of mobile tools to aid in language learning, in which case there is a definite need to plan and design lessons and tasks well to allow for learner autonomy. Therefore, instructors need to ensure that the learning outcome and the suitability of the technology tool match or are aligned, in order to achieve this goal.
Still, despite the advancement of language learning technological tools, many teachers are not enthusiastic to use mobile devices as a language learning tool in their classes (Jalkanen, 2015; Godwin-Jones, 2015; Tour, 2015). In fact, most research found were of quantitative nature and more focused on students perception or use of MALL.
The objectives of this research are to explore instructors integration of mobile assisted language learning tools in teaching and learning; and determine the main challenges of integrating MALL into teaching and learning. This research will attempt to answer the following questions which are how language instructors at Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia (IIUM) integrate MALL in their teaching and what are the main challenges of integrating MALL into teaching and learning as perceived by language instructors in CELPAD, IIUM.
As this research attempts to find out more about how mobile assisted language learning is incorporated in the daily T&L process, especially in the area of second or foreign language learning, the results of this study will serve as a basis stimulus for teachers to embrace 21st century educational tools and to move beyond traditional means of teaching. The information gained from this research will be especially useful for future technology training courses that is usually conducted in-house at the centre.
The SAMR model as a framework for mLearning
Incorporating learning activities that are well thought out and match learning outcomes is an important aspect of teaching and learning. The SAMR model is a framework developed by Ruben R. Puentedura to encourage instructors to utilise technology to enhance the quality of education. Puentedura (2006) breaks the SAMR model into four categories of technological use, which are :
- Substitution: The technology provides a substitute for other learning activities without functional change.
- Augmentation: The technology provides a substitute for other learning activities but with functional improvements.
- Modification: The technology allows the learning activity to be redesigned.
- Redefinition: The technology allows for the creation of tasks that could not have been done without the use of the technology.
This model provides a framework to evaluate activities in order to determine how well they meet the goal of transforming learning through the use of a mobile device.
Methodology
This section describes the setting, sampling procedure, data collection and analysis of the study. The purpose of this qualitative research is to explore instructors integration of mobile assisted language learning tools in teaching and learning; and determine the main challenges of integrating MALL into teaching and learning.
A case study design will be used as it allows the use of more than one data collection technique to examine a current phenomenon in depth to increase understanding. According to Schramm, a case study approach attempts to explain a decision or set of decisions, why they were taken, how they were implemented, and with what results (as cited in Yin, 2014). In this research, the case study approach will allow the researchers to examine the phenomenon of the research more closely in its context, as it enables the researchers to select a small number of individuals as respondents of this study, as well as by allowing the use of other research sources like observation or document analysis.
Setting
This study will take place in the language centre of a local public university. Currently the university caters to almost 20000 students both postgraduates and undergraduates who are required to take up English language courses as well as other languages like Bahasa Malaysia, Arabic, Japanese or Mandarin throughout the duration of their studies. The language center employs almost 250 language instructors to teach at four campuses (Gombak, Kuantan, Gambang, Pagoh) of which 160 of that total are in the main campus, Gombak.
Sampling Procedure
For this study, a quota sampling using inclusion criteria will be used, based on numbers of staff derived from each language division. For the purpose of this research, only ten interviewees will be selected from that list. The inclusion criteria includes the following: a minimum experience of five years in teaching, and having used mobile learning tools before. The ten participants will be further divided into two smaller groups for the purpose of focus group discussion based on age, as this would allow for better discussion and exploration of ideas, feelings and suggestions. The researcher will arrange for a suitable time when all participants are available to conduct two focus group interview meetings. Each session will take up roughly 40 minutes to an hour so that all participants would be able to share their views and experiences in using mLearning tools. The researchers will also take field notes to record non-verbal responses or other pertinent information.
Data Collection, Analysis and Validity
Two types of data will be collected, firstly, observation of teaching and secondly, focus group interviews (FGI) comprising instructors who use mobile devices as a teaching tool.
For the focus group interviews, two FGIs will be conducted. A series of open-ended questions and additional probing questions were prepared for this purpose. For both FGIs, the same set of open-ended questions will be used. An audio recording device as well as audio record on mobile phone will be used for the purpose of ensuring that all information would be recorded. The FGI will be conducted in a closed meeting room at CELPAD to establish privacy and confidentiality of the participants.
The study aims to explore instructors integration of mobile assisted language learning tools in teaching and learning; and determine the main challenges of integrating MALL into teaching and learning. Participant responses will be gathered and collected via focus group discussions prior to being transcribed. The researcher will use thematic analysis to extract themes and sub themes from the transcribed texts by forming initial codes, categories and themes, describing the gist of the experiences and knowledge of the participants and finalising the data by producing significant statements and grouping them into meaning units.
To ensure the reliability and validity of the study, triangulation will be used. Firstly, multiple sources of information will be used, which include the following ; data from the focus group interviews and observation reports. Secondly, member checking will be conducted. This triangulation method will help to reduce potential bias and help to enhance construct validity and reliability of the research (Yin, 2014)
Ethical Considerations
This research will respect the privacy and confidentiality of each participant. An informed consent form will be included prior to the interview to convey an “an ethical commitment not to release results in a way that any individual’s responses can be identified as their own” (Dillman, 2014, p. 163).
Summary
In short, this qualitative research attempts to explore language instructors use of mobile learning technologies in their teaching and to identify the issues or challenges that they face.
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