Tablets in second language learning- learners\u00c3\u00a2__ and teachers\u00c3\u00a2__ perceptions.pdf - Tablets in second language learning learners\u2019 and teachers\u2019

Tablets in second language learning- learnersâ__ and teachersâ__ perceptions.pdf

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340 © 2019 Amira Shouma and Walcir Cardoso ( CC BY ) Tablets in second language learning: learners’ and teachers’ perceptions Amira Shouma 1 and Walcir Cardoso 2 Abstract . This study explores the perceptions of English as a Second Language (ESL) learners and teachers on using tablets in their language classrooms, focusing on the device’s four inherent affordances: learnability, usability, motivation, and willingness to use the technology. Adopting a quantitative and qualitative approach for data collection and analysis, our findings revealed overall positive perceptions from both ESL learners and their teachers on all four measures adopted (all above 3.4/5); these results were also corroborated by our thematic analysis of the interviews. Keywords : MALL, tablets, ESL learners, ESL teachers. 1. Introduction The four themes that guided our study (i.e. learnability, usability, motivation, and willingness to use the technology) are commonly found in most Mobile Assisted Language Learning (MALL) perception studies. What is known about users’ perceptions of MALL-based pedagogy (including tablet and non-tablet devices) is that students and their instructors view the use of these platforms positively. For instance, it has been acknowledged that the use of MALL-based pedagogy has the potential to enhance learning in the following ways: (1) it improves the overall learning experience, i.e. learnability ( Diemer, Fernandez, & Streepey, 2013 ); (2) it increases learners’ levels of comfort, i.e. usability ( Itayem, 2014 ); (3) it boosts motivation ( Cardoso, 2011 ; Huang, 2013 ); and (4) it increases students’ willingness to use the technology ( Cumming & Rodriguez, 2013 ). 1. Concordia University, Montreal, Canada; [email protected]; 2. Concordia University, Montreal, Canada; [email protected]; How to cite this article : Shouma, A., & Cardoso, W. (2019). Tablets in second language learning: learners’ and teachers’ perceptions. In F. Meunier, J. Van de Vyver, L. Bradley & S. Thouësny (Eds), CALL and complexity – short papers from EUROCALL 2019 (pp. 340-344). Research-publishing.net.
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341 Tablets in second language learning: learners’ and teachers’ perceptions Although previous research has investigated the pedagogical use of tablets in the domain of higher education (e.g. Cidre, 2015 ), elementary and secondary education (e.g. Kirsch & Bes Izuel, 2016 ), students with disabilities (e.g. Cumming & Rodriguez, 2013 ), and teacher training (e.g. Hopkins & Burden, 2015 ), there is little research exploring the perceptions of ESL students and even less involving their teachers ( Cifuentes, Maxwell, & Bulu, 2011 ). 2. Method This study explores the perceptions of 45 young adult ESL learners and their 11 teachers on the use of tablets (predominantly Apple iPads) in their classrooms at an English language school in Montreal, Canada. A quantitative and qualitative approach was used to collect and analyze the data.
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