Trainee Teacher Perceptions of Smartphones as Teaching Resources


A range of research exists which documents how language learners use and perceive of smartphones as language learning resources. However, there remains a scarcity of research exploring readiness among educators to integrate smartphones into their teaching practices, and such investigation of the implementation of Mobile Assisted Language Learning (MALL) among EFL instructors is needed. This paper reports on a study of trainee teachers on a Master’s Degree Teaching English to Speakers of Other Languages (TESOL) programme which examined both their existing MALL practices and their attitudes towards the future integration of MALL in their classrooms, and moreover, the extent to which they place importance on, and consequently, value training in, the use of smartphones as language teaching resources. Through a combination of survey and semi-structured interviews, the researcher first reports on their existing MALL practices and the factors which influence these, and then describes various contextual aspects which either increased or limited their enthusiasm for the integration of MALL in their teaching practices. The study with some comments on their perceptions of their responsibility as future English teachers and MALL practitioners, and the hope that the shifting perceptions identified in this study may become more widespread and may have knock-on effects on the training and support on offer to teachers who wish to better implement MALL activities and resources as part of their teaching repertoires.

Author Information
Martin Mullen, University of the West of Scotland, United Kingdom

Paper Information
Conference: WorldCALL2023
Stream: Mobile Learning and Ubiquitous Technologies

This paper is part of the WorldCALL2023 Conference Proceedings (View)
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To cite this article:
Mullen M. (2024) Trainee Teacher Perceptions of Smartphones as Teaching Resources ISSN: 2759-1182 – WorldCALL2023: Conference Proceedings
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Posted by James Alexander Gordon