Introduction
The proponents of globalization believe that the world has entered a qualitatively new chapter of economic, politic, education, and social developments. Hence, a process of interactions and integration among people takes place, driven by international trade and information technology. There is a necessity to learn at least one foreign language is today’s world as being monolingual is not practical. Language learning is a complex and gradual process and because of this, it will be appropriate to use different approaches in the process.
Language learning and teaching approaches have undergone various changes over the last few decades in search of effective approach, moving from teacher-dominance to the help of computer or computer-assisted language learning (CALL). CALL has been proved for its effectiveness in language learning; however, it is somehow restricted to time and space. Due to the restriction, mobile-assisted language learning (MALL), which is a subset of CALL, has evolved to support students’ language learning with the increased use of mobile technologies such as smartphones, tablets, and devices such as the iPad or iPod. According to World Bank (2014), there are more than 41 millions mobile cellular subscriptions in Malaysia, and 35 percent from that figure allocated for smartphone penetration. This means that there are more than 10 millions smartphone users with 3G subscriptions in Malaysia. Moreover, the Malaysian government is aiming to increase smartphone usage among youngsters. In 2013, the Malaysian Communications and Multimedia Commission (MCMC) has launched Youth Communications Package (YCP), a system where young people can request a MYR200 rebate on selected 3G smartphones that cost no more than MYR500. The idea is that young people who are not buying top end mobile phones can get hold of handsets that can be used on Malaysia’s broadband facilities and encourage especially youth in rural areas to get connected. As stated byDato’ Mohamed SharilTarmizi, MCMC chairman in 2012, “by providing better means for Malaysian youth to get online via mobile handsets, there is hope that information will empower more people and of course provide greater access to information and education.”
It is anticipated that with the increase of youngsters using smartphone, and the growth of wireless and emerging technologies, MALL will serve not only as a primary source of education for students but also supports the retention and utilization of newly acquired language skills. Through MALL, learners and someway teachers are able to keep their linguistics capacities while reducing the possibility of degradation of valuable knowledge, skills, and abilities. This is good news for our education system as the fact that 70 percent of our English teachers are incompetent and failed to make the grade in the Cambridge Placement Test, and resulted in a decline in English proficiency in schools and universities (The Star, 9 Feb 2014). Not just that, only 28 percent of students achieved a minimum credit in the 2011 SPM English paper against Cambridge 1119 standards. Poor English proficiency among fresh graduates has, since 2006, also been consistently ranked as one of the top five issues facing Malaysian employers. In line with Malaysia Education Blueprint 2013 – 2025, the government, through the Ministry of Education, is maximizing the use of ICT for distance and self-paced learning to expand access to high-quality teaching regardless of location or student skill level. The MALL approach by using smartphone seems to be the most appropriate system to be experimented with as it will enable students to learn at their own pace, with teachers acting as facilitators rather than direct content providers.
Statement of the problem
University entrants and graduates are expected to have an adequate proficiency in English to enable them to function in their academic activities and employers’ demands. However, the Malaysia Education Blueprint report has revealed that most students, including those enrolled as teachers still face basic problems in using English even after 11 years of learning English in schools. Even after two years since the YCP had been launched and the far-reaching growth of smartphone users, the same proficiency issue has been reported. This research study needs to be conducted focusing on this area in order to know the attitudes and challenges of smartphone in language learning from the perspectives of students themselves. Despite numerous studies reported on the use of ICT and English language learning, a thorough review of related literature has shown that very little research has been done with regard to the use of mobile technology, particularly smartphone in learning English language.
Purpose of the study
It is the aim of this research study to examine the use of mobile technology among IIUM students for English language learning and its challenges towards the development of better English proficiency.
Research Question
For the purpose of this study, the following questions were addressed:
1. What are the students’ attitudes towards the use of smartphone for English language learning?
2. What are the challenges that limit the usage of smartphone for language learning?
Theoretical Framework
The Technology Acceptance Model (TAM) by Venkatesh and Davis (1996) as cited in Mohammad Chuttur (2009) is the main model relevant to the current study. A person’s performance of a specified task is determined by his or her behavioral intention (BI) to perform the behavior, and BI is mutually determined by person’s perceived usefulness (PU) and perceived ease of use (PEoU). These two factors affecting BI are the consideration of other factors, referred to as external variables. External variables typically include system characteristics, age, gender, education, experience of using technologies, and etc. The person’s PU and PEoU predict the BI to use technology, and finally the BI predicts the actual use of that technology.
Nor AkmaMohamad and Norizan Abdul Razak (2014) have applied this model to investigate the use of 1Malaysia Netbook in English language learning with the aim to explore the attitudes, usage, challenges and impact of Netbook 1Malaysia. However, the M-learning technology is perceived as a novel area of research, and it is worth examining using the TAM model.
TAM comprises of five constructs namely external variables, PU, PEoU, BI, and actual usage of the system. PU refers to the person’s perception that adopting a new technology will result in enhancing his or her performance, while PEoU refers to how learners perceive M-learning as easy and free from difficulties. The implication of these constructs to this research context is that it is important to examine the learner’s perceptions of using M-learning in improving their English learning.
Literature Review
Just as CALL improving some people performance in learning language, many people find MALL particularly helpful. On account of validating the believed, several literatures have been reviewed on the overall relationship between the use of mobile technology, especially smartphone and users’ attitude. Regarding the correlation between mobile phone and users’ attitude, EhsanSoleimani, Kemboja Ismail and RosniahMustaffa (2014) reveals that there is a positive perception of the role of MALL in enhancing learners’ English through providing them with the opportunity to access various useful materials, to carry out different activities in English, and to communicate and interact with their friends and lecturers using English. Possibly, the perception conveyed by the learners is the result of the characteristics of the system that are encouraging and enjoyable. Likewise, Agca and Ozdemir (2013) supports the theory that there exists a correlation between the use of mobile phone and learners’ positive attitudes when they find that mobile learning environment created curiosity among students and made the vocabulary learning more attractive. Indeed, language learning with the usage of mobile device is innovative and motivates learners in a positive way.
Moreover, study completed by MohdMuzhafarIdrus and Izaham Shah Ismail (2012) discover that wireless technology is a innovative learning environment as the learners are able to relate content to past experiences, question their understanding, and allow anonymous feedback. This shows that learners perceived mobile-assisted language learning positively when they participate actively in the learning process. Cavus (2010) realizes that learners want to use the new technology such as mobile phone in education for the reason that they see and use the technological device in everyday life. The findings of this research propose a powerful approach to facilitate the learning process of students throughout the use of mobile phone.
Methodology
Sampling
The population of the study will be the students of IIUM regardless of their respective courses. From the population 120 students will be chosen randomly. Random sampling will be used in this study because every student has to sit for the IIUM-administered English Placement Test (EPT) to fulfill the admission requirements. Thus, it is expected that all students have the same valid-point of English proficiency. The distribution of gender must reflect the constituent characteristics of IIUM student population according to gender. Characteristics of the sample should be undergraduate students of IIUM, and belongs to any Kuliyyah except Centre for Languages and Pre-University Academic Development (CELPAD).
Material
This research will utilize quantitative research methodology, and the material that will be used for this study is questionnaire. Technology Acceptance Model (TAM) questionnaire will be adapted in the survey. The measurement instrument consists of four sections. The first part will represent information about respondents’ profiles. The second and third parts on the other hand, will assess respondents’ Perceived Usefulness (PU) and Perceived Ease of Use (PEoU) of the mobile technology. The last part will assess respondents’ challenges in using mobile technology. Each item on PU and PEoU parts is rate on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The term ‘CHART-MASTER’ in the original questionnaire has been changed to ‘mobile phone’ to suit the present study. In short, the questionnaire covers the fundamental aspects of Behavioral Intention (BI) espoused by Venkatesh and Davis (1996).
Procedure
The 120 students will be approached at KIRKHS and INSTED cafeterias in IIUM during lunchtime. The questionnaire will be distributed there because the place comprises of students from different Kuliyyah. The questionnaires will be collected right after they have answer it. The data will be analyzed using frequency counts via Microsoft Excel to evaluate the responses of the subjects. The results will be tabulated in the form of graph.
Discussion
Probably, the result of this study will indicate that mobile learning is long-awaited approach by the students as it is a frown upon item to be used in classroom, especially in Malaysia. The freshness of using mobile phone as part of the learning activities will provide the students with high motivation to learn English language. Perhaps, students’ motivation to learn more will inspire the teachers to create more creative and effective language activities by using mobile phone. It is predictable that the main implication that will be derived from this study relates to the teachers’ ability to teach via mobile phone. In order to get efficient results and the maximum performance from students using mobile learning in education, mobile learning characteristics should be planned and prepared with knowledge of the teaching medium, learning environment, and learning activities. This study is expected to raise important issues about the mobile learning characteristics and elements.
However, these anticipated findings are only true for IIUM students and cannot be generalized to other university students. The same study needs to be conducted with students from other universities to see if there are any similarities with the factors that will influence students’ attitudes towards the use of mobile technology in learning English language.
Appendices
Part A – Respondents’ profile
Demographic
| ||
Gender
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Male/Female
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Age
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Education level
| ||
Marital status
|
Single/Married
| |
Internet experience
|
Yes/No
| |
Internet access on mobile phone
|
Yes/No
| |
Duration use per day
|
1 - Strongly Disagree
|
2 - Disagree
|
3 - Neither Disagree/Agree
|
4 - Agree
|
5 - Strongly Agree
| |
Item No.
|
Candidate item for psychometric measures for perceived usefulness
|
Scale
| |||
1
|
Using mobile phone in my language learning would enable me to accomplish tasks more quickly
|
1-2-3-4-5
| |||
2
|
Using mobile phone would improve my language performance
|
1-2-3-4-5
| |||
3
|
Using mobile phone in my language class would increase my productivity
|
1-2-3-4-5
| |||
4
|
Using mobile phone would enhance my effectiveness on the learning process
|
1-2-3-4-5
| |||
5
|
Using mobile phone would make it easier for me to learn
|
1-2-3-4-5
| |||
6
|
I would find mobile phone useful in my language learning
|
1-2-3-4-5
| |||
Part B – Perceived Usefulness (PU) towards mobile phone
Part C – Perceived Ease of Use (PEoU) towards mobile phone
1 - Strongly Disagree
|
2 - Disagree
|
3 - Neither Disagree/Agree
|
4 - Agree
|
5 - Strongly Agree
| |
Item No.
|
Candidate item for psychometric measures for perceived usefulness
|
Scale
| |||
1
|
Learning to operate mobile phone would be easy for me
|
1-2-3-4-5
| |||
2
|
I would find it easy to get mobile phone to do what I want to do
|
1-2-3-4-5
| |||
3
|
My interaction using mobile phone would be clear and understandable
|
1-2-3-4-5
| |||
4
|
I would find mobile phone flexible for interaction
|
1-2-3-4-5
| |||
5
|
It would be easy for me to become skillful at using mobile phone
|
1-2-3-4-5
| |||
6
|
I would find mobile phone easy to use
|
1-2-3-4-5
| |||
Part D – Perceived challenges in using mobile phone
1 - Strongly Disagree
|
2 - Disagree
|
3 - Neither Disagree/Agree
|
4 - Agree
|
5 - Strongly Agree
| |
Item No.
|
Candidate item for psychometric measures for perceived usefulness
|
Scale
| |||
1
|
I would have problem using small screen size mobile phone
|
1-2-3-4-5
| |||
2
|
I discover that the battery’s energy continues to be drained even after I lock the screen
|
1-2-3-4-5
| |||
3
|
It would be very costly for me to own a smartphone
|
1-2-3-4-5
| |||
4
|
I would have problem with changing in user interface
|
1-2-3-4-5
| |||
5
|
I am afraid of people stalking me
|
1-2-3-4-5
| |||
6
|
1-2-3-4-5
| ||||
References
Agca, R. K., &Ozdemir, S. (2013). Foreign language vocabulary learning with
mobile technologies. Procedia – Social and Behavioral Sciences, 83, 781-785
Cavus, N. (2010). Investigating mobile devices and LMS integration in higher
education: Student perspectives. Prodecia Computer Science, 3, 1469-1474
Chuttur, M. Y. (2009). Overview of the Technology Acceptance Model: Origins,
developments and future directions. Sprouts: Working Papers on Information Systems, 9 (37)
E-commerce.milo. (2014, March 5). With 140% mobile penetration, Malaysia has
10M smartphone users. E27. Retrieved from http://www.e27.com
EhsanSoleimani, Kemboja Ismail, &RosniahMustaffa. (2014). The acceptance of
mobile assisted language learning (MALL) among post graduate ESL students in UKM. Procedia – Social and Behavioral Sciences, 118, 457-462
Knowles, J. (2012, December 28). How the Malaysian government aims to
increase smartphone usage among youngsters in 2013. The Next Web. Retrieved from http://www.thenextweb.com
Ministry of Education. (2012). Preliminary report Malaysia Education Blueprint
2013-2025Mohd MuzhafarIdrus, &Izaham Shah Ismail. (2013). Learning language through
wireless technology: An impact study. Procedia – Social and Behavioral Sciences, 90, 381-387
Nor AkmaMohamad, &Norizan Abdul Razak. (2014). The use of 1Malaysia
Netbook in English language learning.Procedia – Social and Behavioral Sciences, 118, 302-309
Soon, H. (2014, February 9). Act now on education woes. The Star Online.
Retrieved from http://www.thestar.com.my
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