IS MOBILE LEARNING A FEASIBLE TEACHING APPROACH IN THE LANGUAGE CLASSROOM?

Abstract

Integrating mobile learning (M-Learning) into a language classroom is an interesting topic; however, little is known about how feasible this technology-based language teaching method is for teachers to use in the classroom. This study aims to describe how M-Learning has been implemented in English classrooms of non-English Department students. A questionnaire for an online survey was used to collect data from respondents. The participants were students from the English Department (Management). The findings show that most students in two different classes had positive perceptions of the implementation of M-Learning in English classes regarding curriculum (70%), learning enjoyment (85%), ease of use (75%), assessment activities (85%), materials (85%), teaching and learning activities (90%), and teacher feedback (80%). Although students consider M-Learning a useful and relevant strategy, it also has weaknesses, such as being time-consuming for providing feedback, copyright issues, and the cost of devices and internet services.