An Investigation of Preservice English Teachers' Perceptions of Mobile Assisted Language Learning.

This study aimed to investigate preservice English as a foreign language (EFL) teachers’ perceptions about mobile assisted language learning (MALL) and find out whether their perceptions differed by gender, grade level and grade point average (GPA). The study also sought to determine whether gender, grade level and GPA variables would predict their perceptions of MALL. A total of 201 participants enrolled in an EFL teacher education department at a major state university participated in the study and completed the “Mobile Learning Perception Scale.” Quantitative data were analyzed using descriptive statistics (means and frequencies, and percentage) and inferential statistics (MANOVA and regression analysis). Findings revealed that overall the participants had high levels of perceptions about MALL, and that gender, grade level and GPA differences moderated the effects of the measured constructs on their perceptions of MALL. All the interviewees expressed their positive attitudes towards using mobile devices in language instruction. The results of multivariate tests indicated a significant main effect for their gender and their perceptions, as well as an interaction effect between gender and GPA. Findings also demonstrated that GPA and gender were the strongest predictors of participants’ perceptions about MALL.

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