STUDENTS’ READINESS AND PERCEPTIONS TOWARDS USING MOBILE TECHNOLOGIES FOR LEARNING THE ENGLISH LANGUAGE LITERATURE COMPONENT

The appropriate use of materials and tools in teaching and learning is undeniably helpful in making the process more meaningful. Current global developments open up more opportunities for educationists to design and implement ICT-based lessons. Realizing the fact that students nowadays are from the Net-generation and do not suffer from technophobia, a survey was conducted with the aim of examining students’ readiness and perceptions towards the use of mobile technologies in learning. In this paper, results from a preliminary study provide useful information about students’ readiness and perception towards using mobile technologies for learning the English language literature components in school. A total of 235 students were randomly selected to respond to an adapted questionnaire. Using SPSS 16, the data were processed and analyzed descriptively. The descriptive results showed that the participants displayed readiness and positive perceptions toward using mobile technologies for learning. The findings provide some insights to teachers so that they can employ suitable approaches in order to make learning the English language literature component more meaningful through the integration of tools used by Net-generation students.

[1]  Richard S. Rosenberg.  Computers and the information society , 1986 .

[2]  Julie F. Pallant,et al.  SPSS Survival Manual , 2020 .

[3]  Melissa Erlene Pierson,et al.  Technology Integration Practice as a Function of Pedagogical Expertise , 2001 .

[4]  Olaf Zawacki-Richter,et al.  Mobile Learning: Transforming the Delivery of Education and Training , 2009 .

[5]  Finn Kuusisto,et al.  ICT for education , 2012, XRDS.

[6]  James Radlow.  Computers and the information society , 1986 .

[7]  Anastasios A. Economides,et al.  Students' thoughts about the importance and costs of their mobile devices' features and services , 2009, Telematics Informatics.

[9]  Christoffer Andersson,et al.  Mobile Media and Applications, From Concept to Cash: Successful Service Creation and Launch , 2006 .

[10]  S. Mann.  Research Methods for Business: A Skill-Building Approach , 2013 .

[11]  Nina Bonderup Dohn.  Web 2.0-Mediated Competence--Implicit Educational Demands on Learners , 2009 .

[12]  Cao Thanh Tung.  Technology Is the Answer, But What Was the Question?. , 1974 .

[13]  Carol A. Chapelle.  English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology , 2003 .

[14]  Nadire Cavus,et al.  The Opinions of Information Technology Students on Using Mobile Learning , 2008 .

[15]  William F. McComas,et al.  “21st-Century Skills” , 2014 .

[16]  C. Ho.  English language learning and technology , 2006 .

[17]  Marie-Madeleine Kenning.  ICT and language learning : from print to the mobile phone , 2007 .

[18]  Steven Rocca.  Texting to Teaching: Reaching the Millennial Generation , 2009 .

[19]  Chris Davison,et al.  Information Technology And Innovation In Language Education , 2005 .

[20]  David Hung,et al.  Engaged learning with emerging technologies , 2006 .

[21]  Sarantos Psycharis,et al.  Presumptions and actions affecting an e-learning adoption by the educational system - Implementation using virtual private networks , 2005 .

[22]  Kar Tin 李家珍 Lee,et al.  CREATING ICT-ENRICHED LEARNER- CENTRED ENVIRONMENTS: MYTHS, GAPS AND CHALLENGES , 2006 .

[23]  Susan Rodrigues.  Pedagogic practice integrating primary science and elearning: the need for relevance, recognition, resource, reflection, readiness and risk , 2006 .