2018 IJRSET – Volume 7 Issue 1
University of New England, Australia (firstname.lastname@example.org)
University of New England, Australia (email@example.com)
University of New England, Australia (firstname.lastname@example.org)
The value of mobile devices for English Foreign Language (EFL) learning in tertiary contexts is well established. Most students own mobile devices making their use in EFL teaching a valid option. However, little is known about the factors influencing student skills and attitudes towards using mobile devices, which are important to understand when using them as a learning tool. The present study surveyed Preparatory Year students about their mobile devices skills and attitudes for EFL learning at a university in Saudi Arabia. Results demonstrated mobile device ubiquity and popularity, and a preference for mobile devices over computers for EFL learning amongst students. Student age, Preparatory Year path and level of English studied did not significantly influence student level of mobile device skills, attitudes towards using mobile devices in EFL learning, or future intention to use mobile devices in EFL learning. Place of residence (urban or rural) however, was shown to influence mobile device skills, attitudes towards using mobile devices in English language learning, and future intention to use mobile devices in English Language learning. While the majority of students at the study site are device ready, willing and able to engage in mobile technology-mediated EFL learning, there still remains the need to bridge skill and attitudinal gaps amongst students in order for mobile devices to be used to their full potential.
Keywords: English as a Foreign Language; mobile learning; student attitudes; higher education; preparatory year