Mavzu: O’qituvchi psixologiyasi

Implementing the mobile devices in EFL

Introduction
Recent advancements of technology coupled with knowledge explosion have had a great impact on the different aspects of life including the way of teaching and learning. Along this vein, handheld devices become pervasive tools among people, mainly students, due to the numerous practical features and distinguished affordances and ease of access to all materials and resources. In fact, Mobile devices have an immense impact on university life, they have transformed not only students’ way of communication and interaction patterns but also teaching and learning processes. Mobile learning, then, is one of the major developing areas in the educational field. Mobile technologies are considered as significant aids to language learning and teaching offer numerous practical uses in language learning. Along this vein, a new approach of language learning and teaching appeared known as mobile-assisted language learning or MALL in short. The main objective of this study is twofold: (a) to find out how EFL students and teachers use their smart devices and (b to explore their readiness to adopt MALL in the educational context. This study seeks to address the following questions:
How do students and teachers use mobile technologies in general and in learning and teaching English in particular?
Are EFL students and teachers ready to integrate MALL in the educational field?

Mobile-Assisted Language Learning

• Traxler defines mobile learning as “Any educational delivery where the sole or prevailing technologies are handheld or palmtop devices” (Traxler. P, 2005:262). Georgiev, Georgieva and Smrikarov describes mobile learning as “The ability to learn anywhere at anytime without permanent physical connection to cable networks” (Georgiev, Georgieva and Smrikarov. P, 2004: 28). Ally claim that mobile learning refers to “The process of using a mobile device to access and study learning materials and to communicate with fellow students, instructors or institution” (Ally. P, 2009: 58). In this respect, mobile learning refer to the use of mobile devices as educational tool to access learning materials at anytime and every where.

The proliferation of mobile technologies generates a new approach related to the field of language learning and teaching known as mobile-assisted language learning or MALL in short. Kukulska-Hulme and Shield postulate that “MALL differs from computer-assisted language learning in its use of personal, portable devices that enable new ways of learning, emphasising continuity or spontaneity of access and interaction across different contexts of use” (Kukulska-Hulme and Shield. P, 2008: 273). Palalas states that “Mobile-assisted language learning (MALL) can augment second language teaching and learning by taking it into the real world” (Palalas. P, 2011:71). Miangah and Nezarat “MALL deals with the use of mobile technology in language learning. Students do not always have to study a second language in a classroom. They may have the opportunity to learn it using mobile devices when they desire and where they are” (Miangah and Nezarat. P, 2012, 313).

• The proliferation of mobile technologies generates a new approach related to the field of language learning and teaching known as mobile-assisted language learning or MALL in short. Kukulska-Hulme and Shield postulate that “MALL differs from computer-assisted language learning in its use of personal, portable devices that enable new ways of learning, emphasising continuity or spontaneity of access and interaction across different contexts of use” (Kukulska-Hulme and Shield. P, 2008: 273). Palalas states that “Mobile-assisted language learning (MALL) can augment second language teaching and learning by taking it into the real world” (Palalas. P, 2011:71). Miangah and Nezarat “MALL deals with the use of mobile technology in language learning. Students do not always have to study a second language in a classroom. They may have the opportunity to learn it using mobile devices when they desire and where they are” (Miangah and Nezarat. P, 2012, 313).

There is a rapidly growing literature on the area of mobile learning which indicates the increasing use of mobile technologies for learning and teaching practices. Stockwell and Hubbard posit that “Research has for the most part shed a very positive light on the potential of the role that mobile devices may play” (Stockwell and Hubbard. P, 2013:2). Stockwell and Hubbard go on to claim that “Mobile-assisted language learning is quickly to securing its place in language learning contexts, and the availability of the powerful tools that learners possess makes it an attractive supplement to other forms of teaching and learning a second language” (Stockwell and Hubbard. P, 2013:11).

• There is a rapidly growing literature on the area of mobile learning which indicates the increasing use of mobile technologies for learning and teaching practices. Stockwell and Hubbard posit that “Research has for the most part shed a very positive light on the potential of the role that mobile devices may play” (Stockwell and Hubbard. P, 2013:2). Stockwell and Hubbard go on to claim that “Mobile-assisted language learning is quickly to securing its place in language learning contexts, and the availability of the powerful tools that learners possess makes it an attractive supplement to other forms of teaching and learning a second language” (Stockwell and Hubbard. P, 2013:11).

Population and Sampling

• The target population of this study consists both EFL teachers and undergraduate students at Batna-2 University. Since it is impossible to conduct a research on the whole population of undergraduate students, we selected 100 EFL randomly from the department of English language and Literature at Batna-2 university. As far as teacher are concerned, fifteen (15) EFL teachers are involved in this study.