Pre-service EFL teachers’ current practices and perceptions of mobile assisted language learning

Aygül, Serap Özge
The current study investigated the pre-service EFL teachers’ current practices and perceptions of mobile assisted language learning. In the study, using mixed methods research design, quantitative data were collected through a questionnaire, applied to 142 volunteer participants, and qualitative data were collected through semi-structured interviews conducted with 10 volunteer students. Quantitative data were analyzed by using descriptive statistics and qualitative data were analyzed by employing constant comparative analysis method. According to the research results, the pre-service EFL teachers used their mobile devices most frequently for learning English vocabulary and least frequently for facilitating their writing skills. They found mobile assisted language learning effective, especially for facilitating their listening skills in English. Moreover, while the pre-service EFL teachers agreed upon the possible affordances of using mobile devices for language learning purposes mentioned in the relevant literature, they had moderately positive perceptions of classroom implications of mobile assisted language learning. The findings of the present study, providing a comprehensive view of the pre-service EFL teachers’ current practices and perceptions of mobile assisted language learning, might be a guide for those who design and develop mobile applications for language learning, those who develop curricula for English Language Teaching programs, and those who implement the curriculum, namely the lecturers offering courses in English Language Teaching programs.


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Citation Formats
S. Ö. Aygül, “Pre-service EFL teachers’ current practices and perceptions of mobile assisted language learning,” Thesis (M.S.) -- Graduate School of Social Sciences. English Language Teaching., Middle East Technical University, 2019.