Skip to main content
×
Home

Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs

  • Benjamin Van Praag (a1) and Hugo Santiago Sanchez (a2)
Abstract
Abstract

Adopting a multiple-case, multiple-method design, this study investigates mobile technology use in the practices of three experienced second language teachers. The findings, based on an analysis of the teachers’ rationales, stated beliefs and classroom actions, show that the teachers tend to prohibit or reluctantly tolerate mobile device usage, while they recognise some of its potential benefits to support their teaching and student learning. They also highlight the incentives and barriers which respectively facilitate and hinder the integration of mobile technology, including factors which are internal (e.g. beliefs) and external (e.g. contextual constraints) to the teachers. Implications for classroom practice and teacher education are drawn.

Copyright
References
Hide All
Al-Kahtani S. (2004) Deterrents to CALL in Saudi Arabia. Essential Teacher, 1(3): 2630.
Baek Y., Jung J. and Kim B. (2008) What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education, 50(1): 224234.
Basturkmen H. (2012) Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2): 282295.
Bayne S. and Ross J. (2007, December) The “digital native” and “digital immigrant”: A dangerous opposition. Paper presented at the Annual Conference of the Society for Research into Higher Education (SRHE). Retrieved from http://www.academia.edu/827541/The_digital_nativeand_digital_immigrant_a_dangerous_opposition.
Campbell S. (2006) Perceptions of mobile phones in college classrooms: Ringing, cheating, and classroom policies. Communication Education, 55(3): 280294.
Derakhshan A. and Khodabakhshzadeh H. (2011) Why CALL why not MALL: An in-depth review of text-message vocabulary learning. Theory and Practice in Language Studies, 1(9): 11501159.
Ertmer P. A. (1999) Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4): 4761.
Ertmer P. A. (2005) Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4): 2539.
Ertmer P. A., Gopalakrishnan S. and Ross E. M. (2001) Technology-using teachers: Comparing perceptions of exemplary technology use to best practice. Journal of Research on Technology in Education, 33(5): Available: http://www.iste.org/jrte/33/5/ertmer.html.
Houser C. and Thornton P. (2004) Japanese college students’ typing speed on mobile devices. Proceedings from 2nd IEEE Workshop on Wireless Technologies in Education. Retrieved from http://csdl.computer.org/comp/proceedings/wmte/2004/1989/00/1989toc.htm.
Klopfer E., Squire K. and Jenkins H. (2002) Environmental detectives: PDAs as a window into a virtual simulated world. Proceedings from IEEE International Workshop on Wireless and Mobile Technologies in Education. Retrieved from http://ieeexplore.ieee.org/xpl/login.jsp?tp=&arnumber=1039227&url=http%3A%2F%2Fieeexplore.ieee.org%2Fxpls%2Fabs_all.jsp%3Farnumber%3D1039227.
Lortie D. (1975) Schoolteacher: A sociological study. Chicago: University of Chicago Press.
Luzon M. J. and Gonzalez M. I. (2006) Using the internet to promote autonomous learning in ESP. In Arno, E., Soler, A. and Rueda, C. (eds.), Information Technologies in Language for Specific Purposes. Issues and Prospects. New York: Springer, 177190.
Niederhauser D.S. and Perkmen S. (2010) Beyond self-efficacy: Measuring pre-service teachers’ instructional technology outcome expectations. Computers in Human Behaviour, 26(3): 436442.
Ottenbreit-Leftwich A. T., Glazewski K. D., Newby T. J. and Ertmer P. A. (2010) Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55: 13211335.
Pajares M. F. (1992) Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3): 307332.
Pettit J. and Kukulska-Hulme A. (2007) Going with the grain: Mobile devices in practice. Australian Journal of Educational Technology, 23(1): 1733.
Phipps S. and Borg S. (2009) Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3): 380390.
Richards J. C. and Pennington M. (1998) The first year of teaching. In: Richards, J. C. (ed.), Beyond training. Cambridge: Cambridge University Press, 173190.
Sanchez H. S. (2013) A cognitive perspective on pre-service and in-service language teaching. Babylonia, 1: 5964.
Smeets E. (2004) Does ICT contribute to powerful learning environments in primary education? Computer & Education, 44: 343355.
Tillema H. H. (1994) Training and professional expertise: Bridging the gap between new information and pre-existing beliefs of teachers. Teaching and Teacher Education, 10(6): 601615.
Wang S. and Higgins M. (2006) Limitations of mobile phone learning. The JALT CALL Journal, 2(1): 314.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

ReCALL
  • ISSN: 0958-3440
  • EISSN: 1474-0109
  • URL: /core/journals/recall
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Keywords:

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 44
Total number of PDF views: 302 *
Loading metrics...

Abstract views

Total abstract views: 1057 *
Loading metrics...

* Views captured on Cambridge Core between September 2016 - 25th November 2017. This data will be updated every 24 hours.