This interview-based exploratory study examined the perspectives of Dominican English language teachers on the factors that influence the use of mobile devices for learning purposes.

1. Gisela Martiz
Instructional Technology & Learning
Sciences
Utah State University
AERA Annual Convention
April 29, 2013

2. 

Mobile devices are very
popular among young adults
around the world (Ally, 2009).
Mobile devices used to support
learning has given origin to
what is known as mobile
iPod
learning.

In general, mobile learning
research in English language
education has yielded positive
results (Chinnery, 2006; Kukulska-Hulme,
2009).
Mp3 player
Cell phones
Images Source: Google images
Labeled for reuse

3. 




Mobile learning research in this field is very popular in
developed and developing countries across East and
South Asia.
Mobile learning research is limited (in language learning
particularly) in developing Latin American countries like
the Dominican Republic (DR) (UNESCO, 2012; SCOPEO, 2011).
English language is very important for young adult
professional development in the DR (Universia, 2008).
Access to technology for language learning in many DR
educational institutions is limited (Cultura Digital, 2012).
It is necessary to explore the current (or potential) use of
mobile devices for language education in the DR.

4. 
Cell phones are widely
used by young adults in
the DR (Priestley, 2012;
Sutherland, 2011)

December, 2012:
Approximately
8,867,550 mobile lines
were operating (Indotel,
2012).

2008: 8 out of 10
Dominicans between 18
and 25 were subscribed
to a prepaid or postpaid
mobile plan (ITU,2009).
20% post-paid plans
80% pre-paid plans
4

5. Purpose of the Study

Understand perspectives of Dominican English language
teachers on the factors that influence the use of mobile
devices for learning purposes.
Research Questions


What factors promote or discourage Dominican university
English language teachers’ use of mobile devices as
educational tools?
How do Dominican university English language teachers
define successful use of mobile devices as educational tools?

6. 
Socio-cultural perspective:
◦ Learning takes place as individuals interact with others
and their social environment using psychological tools
(language) and physical tools (pencil, paper, computers,
and mobile devices) (Lantolf, 2000;Vygotsky, 1978).

Appropriation is a socio-cultural concept applied to the
use the mobile devices as tools for learning
(Carroll, 2002;
Waycott, 2005; Mifsud, 2012; Pachler et al, 2010).

Teachers and learners adopt new uses of their own
mobile technologies that go beyond their intended
regular use.

7. 

•
Qualitative interview-based study
Participants
Sixteen participants selected through snowball sampling:
◦ English language teachers at a university setting in the DR
◦ teaching English to adult students as part of the academic
load or as extracurricular courses
University A (UA)
University B (UB)
7 male teachers
5 male teachers
2 female teachers
2 female teachers

8. 
Data collection method
◦ One time semi-structured interview (30 to 60 minutes)
◦ Qualitative interviews enable the researcher to look into the
description of the topic, problem or situation from the
participants’ standpoint (Creswell, 2008; Kvale, 2009; Merriam, 2009).

Data analysis
◦ Open coding (Merriam, 2009; Rubin & Rubin,1995)
◦ Thematic analysis (Clarke & Braun, 2006) through these steps:





Familiarizing with the data
Generating initial codes
Searching for themes
Reviewing themes
Defining and naming themes

9. 
University A (UA)
University B (UB)
• TV & DVD player
• LCD projector, laptop or
desktop
• Limited WiFi
• Open WiFi access
• Mobile devices: mostly
feature phones with limited
internet access
• Mobile devices: mostly
smartphones with internet
access
• Teacher’s own technologies
(e.g. laptop and speakers)

10. 
Research question 1: factors that promote or discourage the
use of mobile devices:
◦ Factors promoting their use:
 Students’ motivation and interest
 Innovative instructional strategies
 More access to learning opportunities
◦ Factors discouraging or preventing their use:
 Students’ distraction
 Economic limitations
 Teachers’ lack of expertise
 Resistance to adopt new technology approaches

11. 
Research question 2: successful use of mobile devices
 Careful planning and aligning activities with learning
objectives
 Students’ engagement in completion of mobile learning
tasks.
 Support from the institutions in different aspects
“When you see they are following you, participating,
integrating and contributing in the class atmosphere with
the use of their technology, you say, this is working.”
(Teacher at UB)

12. 


Findings provided some understanding of the current
status of mobile language learning in the DR adult EFL
classroom from the perspectives of these teachers.
There is wide cell phone use among Dominicans
regardless of their socio-economic status:
Most discouraging factors to implement mobile
learning activities
◦ Economic limitations
◦ Lack of teacher expertise

13. 
Next?
◦ To investigate cell phones used as language learning
tools from Dominican learners’ perspectives:
 Considering the economic factor on Dominican students’
ownership of cell phones.
 Exploring the affordances of students’ own mobile
devices for English language learning purposes.

14. Thank you!

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