Type Paper
License CC BY 4.0

Adoption of mobile technology for language learning: Teacher attitudes and challenges


Recent researchers have advocated mobile technology for education. e adoption of technology in language learning has advanced from Computer Assisted Language Learning (CALL) to Mobile Assisted Language Learning (MALL). is study examined the fundamental issues in deploying mobile technology-mediated language learning, including teacher attitudes and challenges faced, for a feasible adoption approach. Six pre-service teachers were introduced to a mobile device, and asked to collaboratively design and implement MALL. Perceived usefulness, ease of use of the device, and their propensity to innovate the device were surveyed. Following adoption, an interview was conducted to address the challenges teachers faced. e results echoed literature findings on teacher adoption of other technologies and presented some new findings. For example, organizational effort should focus on providing knowledge and experience of mobile technology to teachers, or arranging a special design task for teacher participation. Using mobile technology in the classroom reveals pedagogical challenges such as balancing the attractiveness of the device with student engagement in the curriculum. Finally, this study also recommends a special supportive team to facilitate teacher adoption of mobile technology. Based on these preliminary results, this study hopes for better deployment of future mobile technology-mediated language learning.


Tai, Y., & Ting, Y. (2011). Adoption of mobile technology for language learning: Teacher attitudes and challenges. The JALT CALL Journal, 7(1), 3-18.