Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-22T14:29:01.590Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Published online by Cambridge University Press:  09 June 2015

Benjamin Van Praag  and
Hugo Santiago Sanchez
Benjamin Van Praag
Affiliation:
Department of Education, University of Bath, UK (email: [email protected])
Hugo Santiago Sanchez
Affiliation:
Department of Education, University of Bath, UK (email: [email protected])
Get access Rights & Permissions [Opens in a new window]

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.

Keywords

mobile technology integrationsecond language teachingteacher beliefsteacher education
Type
Regular papers
Information
ReCALL , Volume 27 , Issue 3 , September 2015 , pp. 288 - 303
Check for updates
Copyright
Copyright © European Association for Computer Assisted Language Learning 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Al-Kahtani, S. (2004) Deterrents to CALL in Saudi Arabia. Essential Teacher, 1(3): 26–30.Google Scholar
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): 224–234.CrossRefGoogle Scholar
Basturkmen, H. (2012) Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2): 282–295.Google Scholar
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.Google Scholar
Campbell, S. (2006) Perceptions of mobile phones in college classrooms: Ringing, cheating, and classroom policies. Communication Education, 55(3): 280–294.Google Scholar
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): 1150–1159.CrossRefGoogle Scholar
Ertmer, P. A. (1999) Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4): 47–61.Google Scholar
Ertmer, P. A. (2005) Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4): 25–39.Google Scholar
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.Google Scholar
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.Google Scholar
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.Google Scholar
Lortie, D. (1975) Schoolteacher: A sociological study. Chicago: University of Chicago Press.Google Scholar
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, 177–190.Google Scholar
Niederhauser, D.S. and Perkmen, S. (2010) Beyond self-efficacy: Measuring pre-service teachers’ instructional technology outcome expectations. Computers in Human Behaviour, 26(3): 436–442.Google Scholar
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: 1321–1335.Google Scholar
Pajares, M. F. (1992) Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3): 307–332.Google Scholar
Pettit, J. and Kukulska-Hulme, A. (2007) Going with the grain: Mobile devices in practice. Australian Journal of Educational Technology, 23(1): 17–33.Google Scholar
Phipps, S. and Borg, S. (2009) Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3): 380390.Google Scholar
Richards, J. C. and Pennington, M. (1998) The first year of teaching. In: Richards, J. C. (ed.), Beyond training. Cambridge: Cambridge University Press, 173–190.Google Scholar
Sanchez, H. S. (2013) A cognitive perspective on pre-service and in-service language teaching. Babylonia, 1: 59–64.Google Scholar
Smeets, E. (2004) Does ICT contribute to powerful learning environments in primary education? Computer & Education, 44: 343–355.Google Scholar
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): 601–615.Google Scholar
Wang, S. and Higgins, M. (2006) Limitations of mobile phone learning. The JALT CALL Journal, 2(1): 3–14.Google Scholar