MOBILE MEDIATED LEARNING IN LANGUAGE CLASSROOMS: LEARNER’S SATISFACTION, THEIR PERCEIVED USEFULNESS OF INSTRUCTION AND CLASSROOM ACHIEVEMENT

  • Maral Azizi Islamic Azad University
  • Ehsan Rassaei Islamic Azad University
  • Mohammad Sadegh Bagheri Islamic Azad University
Keywords: mobile mediated learning, perceived satisfaction, perceived usefulness, classroom achievement

Abstract

Mobile technology has recently become one of the most important fields of study for many educators in the field of teaching and learning. Mobile technologies are considered as valuable resources for language learning and teaching and provide many practical applications for language learning. The concept of mobile mediated learning and its underlying constructs along with their implications for language learning and teaching are little understood in Iranian context. So, it is important to investigate how different aspects of mobile mediated learning including omnipresence, context customization, interactivity, perceived self-efficacy, and m-learning motivation affect second language learning. This paper investigates the understanding of mobile mediated language learning among Iranian English as a Foreign Language (EFL) learners by examining the effect of different aspects of this concept on learners’ satisfaction with mobile learning as well as the learners’ perception of usefulness of mobile learning. Moreover, this study aims to examine the effect of learners’ perceived satisfaction and perceived usefulness of mobile learning on EFL learners' classroom achievement. To this end, a sample of 150 EFL learners were added to a Telegram group for 12 mobile-assisted language learning sessions and then answered three questionnaires regarding aspects of mobile mediated learning and also learners’ perceived satisfaction and perceived usefulness of mobile learning. This study has a proposed research model that shows the constructs examined in this study. Structural equation modeling results indicated that two aspects of mobile mediated learning had a significant effect on learner’s perceived satisfaction. The findings also showed that three aspects of mobile mediated learning affected learner’s perceived usefulness of mobile learning. The results revealed that learner’s classroom achievement is not influenced by learners’ perceived satisfaction and perceived usefulness of mobile learning.

Downloads

Download data is not yet available.

Author Biographies

Maral Azizi, Islamic Azad University

PhD Candidate in TEFL, English Language Instructor

Ehsan Rassaei, Islamic Azad University

PhD Candidate in TEFL, Assistant professor

Mohammad Sadegh Bagheri, Islamic Azad University

PhD Candidate in TEFL, Assistant professor

References

N. Garrett, “Technology in the service of language learning: trends and issues,” republication from The Modern Language Journal, vol. 75, pp. 74–101, 1991. The Modern Language Journal, vol. 93, no. s1, pp. 697-718, 2009. doi:10.1111/j.1540-4781.2009.00968.x (in English).

Y. M. Song, S. H. Kim, and H. J. Jung, “The effect of M-learning environment on perceived usefulness, satisfaction, and performance in English learning,” Business Education Review, vol. 57, pp. 275-302, 2009 (in English).

P. G. Shotsberger and R. Vetter, “How mobile wireless technologies will changes web-based instruction and training,” Educational Technology, vol. 40, no. 5, pp. 49-52, 2000 (in English).

W. H. DeLone and E. R. Mclean, “The DeLone and McLean model of information systems success: A ten-year update,” Journal of Management Information Systems, vol.19, no. 4, pp. 9–30, 2003 (in English).

C. Lewis, “Driving factors for e-learning: an organizational perspective,” Perspectives, vol. 6, no. 2, pp. 50-54, 2002 (in English).

M. J. Ferreira, F. Moreira, C.S. Pereira, and N. Durão, “The Role of Mobile Technologies in the Teaching/learning Process Improvement in Portugal,” Paper presented at ICERI 2015 Conference, Seville, Spain, 2015 (in English).

M. Weiser, “Hot Topics: Ubiquitous Computing.” Computer, vol. 26, no.10, pp.71-72, 1993 (in English).

J. Wishart, and P. Triggs, “Museum Scouts: Exploring how schools, museums and interactive technologies can work together to support learning.” Computers & Education, vol. 54, pp. 669- 678, 2010 (in English).

H. Peng, Y. Su, C. Chou and C. Tsai, “Ubiquitous knowledge construction: mobile learning redefined and a conceptual framework,” Innovations in Education and Teaching International, vol. 46, no.2, pp. 171-183, 2009 (in English).

M. Minami, H. Morikawa and T. Aoyama, “The design of naming-based service composition system for ubiquitous computing applications.” Paper presented at the 2004 International Symposium on Applications and the Internet Workshops, Tokyo, Japan, January, 2004 (in English).

D.J. Cook, and S.K. Das, “Pervasive computing at scale: Transforming the state of the art,” Pervasive and Mobile Computing, vol. 8, no. 1, pp. 22 – 35, 2012 (in English).

C. Norris and E. Soloway, “Handhelds: Getting mobile,” District Administration, vol. 44, no. 8, pp. 20–24, 2008 (in English).

J. H. Wu, R. D. Tennyson, and T. L. Hsia, “A study of student satisfaction in a blended e-learning system environment,” Computers & Education, vol. 55, no. 1, pp. 155–164, 2010. doi:10.1016/j.compedu.2009.12.012 (in English).

D. U Bolliger and O. Wasilik, “Factors influencing faculty satisfaction with online teaching and learning in higher education,” Distance Education, vol. 30, no. 1, pp. 103-116, 2009. doi: 10.1080/01587910902845949 (in English).

A. Chavoshi, & H. Hamidi, “Social, individual, technological and pedagogical factors influencing mobile learning acceptance in higher education: A case from Iran,” Telematics and Informatics, vol. 38, pp. 133-165, 2019 (in English).

H.J. Jung, “Ubiquitous Learning: Determinants Impacting Learners’ Satisfaction and Performance with Smartphones,” Language Learning & Technology, vol. 18, no. 3, pp. 97–119, 2014. Retrieved from http://llt.msu.edu/issues/october2014/jung.pdf (in English).

SH. SH. Liaw and H. M. Huang, “Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments,” Computers & Education, vol. 60, no.1, pp. 14-24, 2013 (in English).

S. H. Kim, “Moderating effects of job relevance and experience on mobile wireless technology acceptance: Adoption of a smartphone by individuals,” Information & Management, vol.45, no. 6, pp. 387-393, 2008 (in English).

S. Figge, “Situation-dependent service: A challenger for mobile network operators,” Journal of Business Research, vol. 57, no. 11, pp. 1416-1422, 2004 (in English).

P. K. Kannan, A. M. Chang and A. B. Whinston, Wireless commerce: Marketing issues and possibilities. Proceedings of the 34th Hawaii International Conference Systems Science, IEEE Computer Society Press, Los Alamitos, 2001 (in English).

H. Wang, A pragmatic framework for promoting interactivity in e-Learning. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 158–163). Chesapeake, VA: Association for the Advancement of Computing in Education, 2006 (in English).

A. Bandura, Exercise of personal and collective efficacy in changing societies. In Self-Efficacy in changing societies, A. Bandura (Ed.), Cambridge University Press, London, 1997 (in English).

T. W. Taris and M. A. J. Kompier, Job demands, job control, strain and learning behavior: Review and research agenda. In A. Stamatios Antoniou, & C.L. Cooper (Eds), Research companion to organizational health psychology, pp. 132–150. London, UK: Edward Elgar, 2005 (in English).

J. C. Anderson and D. W. Gerbing, “Structural equation modeling in practice: A review and recommended two-step approach,” Psychological Bulletin, vol. 103, no. 3, pp. 411-423, 1988 (in English).

A. Bhattacherjee and C. Sanford, When attitudes don’t predict behavior: A study of attitude strength. Proceedings of the 12th Americas Conference on Information Systems, Universidad Autónoma Metropolitana, 2006 (in English).

L. K. Long, C. Z. DuBois and R. H. Faley, “Online training: The value of capturing trainee reactions,” Journal of Workplace Learning, vol. 20, no.1, pp. 21-37, 2008 (in English).

B. H. Khan and R. Vega, Factors to consider when evaluating a web-based instruction course: A survey. In B.H. Khan (Ed.), Web-based instruction, pp. 375–379, Englewood Cliffs, NJ: Educational Technology, 1999 (in English).

T. Ramayah, N. H. Ahmad and T. S. Hong, “An Assessment of E-training Effectiveness in Multinational Companies in Malaysia,” Educational Technology & Society, vol. 15, no. 2, pp. 125–137, 2012 (in English).

W. M. Al- Rahimi, N.Alias, M. SH. Othman, A. I. Alzahrani, O. Alfarraj, A. A. Saged and N. SH Abdul Rahman, “Use of E-Learning by University Students in Malaysian Higher Educational Institutions: A Case in Universiti Teknologi Malaysia,” IEEE Access, vol. 6, pp. 14268-14276, 2018 (in English).

J. E. Bailey and S. W. Pearson, “Development of a tool for measuring and analyzing computer user satisfaction,” Management Science, vol. 29, no. 5, pp. 530–545, 1983 (in English).

Published
2020-10-28
Section
ICT and learning tools in the higher education establishments