This study investigated student attitudes toward using mobile devices for language learning in the classroom. The researcher conducted a study in two lower-level Spanish courses where students used mobile devices and online programs/social media to complete activities practicing different language skills. Overall, students had positive perceptions of activities using familiar technologies like mobile videos but were less comfortable with newer technologies like GoAnimate that required learning new skills. The researcher concluded that ensuring students are comfortable with the technologies used and emphasizing the language learning goals can help maximize the benefits of mobile learning activities.

1. Lauren Lewis
Nor thern
Arizona
Universi ty
STUDENT ATTITUDES
TOWARD THE USE OF
MOBILE DEVICES IN THE
LANGUAGE CLASSROOM

3. WHY INVESTIGATE THIS TOPIC?
• The integration of mobile devices
(smartphones/tablets) in the language classroom is
becoming commonplace among language teaching
professionals at all levels.
• When used appropriately, the use of these devices, as
well as, the use of certain online
programs/applications and social media sites can
have a positive impact on language learning.
• Still, many students and teachers remain resistant to
incorporating these tools in their language
learning/language teaching experiences.
• This presentation will discuss the results of a study
conducted in two lower-level Spanish courses at
Northern Arizona University where students used
mobile devices and different online programs/social
media to complete various activities to practice
different language skills.

4. TECHNOLOGY RULES!
http://talktechwithme.wordpres
s.com/2012/10/17/blooms-revised-
technology-taxonomy/
So
many
ways
to use
it!

5. WHAT THE EXPERTS SAY…
Technology rules!
In general,
• perceptions are positive
toward using mobile
devices to learn & practice
language
• for some it is the preferred
way
• Positive claims indicate
facility of access to
resources, assignments,
available anywhere at

6. RESEARCH QUESTIONS
What are students’ attitudes and perceptions toward:
• using mobile devices to learn and practice language skills in the
classroom
• using certain web tools and social media sites to learn and practice
language skills
How they perceive the use of such technology in helping them
successfully learn and practice specific language skills.

7. THE STUDY
• 44 students
• 18-30 years of age
• 2 lower-division Spanish classes (SPA102) at
Northern Arizona University
• 93% use a smart phone
• 45% use a tablet
• Technology use survey
• 4 activities—2 in class; 2 outside of class
• Technology task survey

8. TECHNOLOGY USE SURVEY
How do you most often use your
computer/other mobile device?
Communication
Entertainment
Coursework
Research
57%
20%
20%
32%
Technology Proficiency
Average
Advanced
Expert
18%
45%
34%

9. SOCIAL MEDIA
Which social media sites do you
use?
Facebook
Twitter
Instagram
64% 93%
82%
77% do not use social
media for any course

10. ACTIVITY 1
Collaborative story
• Outside of class; homework assignment
• Twitter; class hashtag #nauspa102
• To practice grammar, vocabulary, and writing
• Add a line to the story using appropriate vocabulary
and grammar

11. ACTIVITY 2
Animated video
• Outside of class; group project
• GoAnimate
• To practice speaking, pronunciation, and vocabulary
• Create a short animated video that incorporates at least 5 new
vocabulary words from the chapter

12. ACTIVITY 3
Informal evaluation/warm-up
• In class; done in the beginning as a warm-up/review from previous
day’s lesson
• Socrative.com
• To review the grammar topic (the imperfect) learned during the
previous class
• Students log in using a key and take the quiz (completion)

13. ACTIVITY 4
Video dialogue
• In class; partners
• Video/recording function on mobile
device
• To practice speaking and pronunciation
skills
• Create a short video dialogue between
two characters in the story “Una carta a
Dios” that presents an alternate
perpspective of the story

14. RESULTS
40
35 35
40
0 0
5 5
4 4 4 4
0 0
1 1
43 43
Vocabulario Gramática Lectura Escritura Comprensión
auditiva
Habla
Twitter
De acuerdo En desacuerdo No se aplica
Focus: Grammar, Vocabulary and Writing
91% of students agreed that this activity/technology was effective in
helping practice vocabulary and writing. 80% felt it helped with grammar
Why was it effective?—students are familiar with the technology, did not
involve many steps, complicated directions, or learning new technology

15. RESULTS
26
19
18 18 18 18
19 19
15 15 15
11 11 11
25
0
7
0
Vocabulario Gramática Lectura Escritura Comprensión
Focus: Speaking and vocabulary
auditiva
Most unpopular; least effective
59% disagree with its effectiveness in helping them practice vocabulary,
and 57% disagree with its effectiveness in helping them practice their
speaking and pronunciation skills
Why was it ineffective? –students were not previously familiar with the
technology, the website offers free & premium options for creating video
causing frustration and confusion, involves many steps; some technical
issues (sound, publishing); group work
Habla
GoAnimate
De acuerdo En desacuerdo No se aplica

16. RESULTS
2
33
De acuerdo En desacuerdo No se aplica
4
Socrative
10
43 43
1 1
0 0
2
11
2
4
41
0
38
30
Vocabulario Gramática Lectura Escritura Comprensión
auditiva
Habla
Focus: Grammar
75% perceived this to be an effective way to practice and review grammar
Why was it effective? Students were already somewhat familiar with the
technology, and were familiar with the format of the quiz, not many steps, clear
and easy directions, the skill (grammar) was isolated making the purpose of
the activity more clear

17. RESULTS
28
26
Video diálogo
De acuerdo En desacuerdo No se aplica
28 27
36
40
12
4 4
14 14 15
2 2
6
4
2
0
Vocabulario Gramática Lectura Escritura Comprensión
auditiva
Habla
Focus: Speaking and pronunciation
Most effective; most popular
91% believed it was effective in helping practice speaking skills
Why was it effective? Students are very familiar with this technology, not new
or complicated to learn/use, not many steps, clear and easy directions, no
technical issues

18. STUDENT COMMENTS
“I think it takes the stress off
performing in front of the class, and
allows for multiple attempts”
“Socrative is fun and more interesting to
use than a regular quiz”
“Saves paper and is good practice”
“I wouldn’t have been as careful in my
grammar and spelling if we hadn’t
published it”
“Using technology makes it
confusing”
“I would have rather done it in
person”
“There is no point in frustrating
students when they can learn more
comfortably otherwise”
“I really do not like using technology
for Spanish”
Positives
Negatives

19. RESULTS
13
The technology was easy to
De acuerdo En desacuerdo No se aplica
38
use?
40
44
31
6
3
0 0 1 0
0
GoAnimate Twitter Socrative Video diálogo
13
The technology was reliable?
De acuerdo Endesacuerdo No se aplica
40
36
44
31
4 4
4
0 0 0
0
GoAnimate Twitter Socrative Video diálogo

20. RESULTS
31
I could have done this task better without
the use of technology?
De acuerdo En desacuerdo No opinión
4
20
10
13
32
23
33
0
8
1 1
GoAnimate Twitter Socrative Video diálogo

21. CONCLUSIONS
The majority of students perceived the use of technology to complete
the activities as a positive and effective way to learn and practice
Spanish. (in particular using mobile devices for class activities)
If the task was done during class time, or outside of class time was
not a factor, but I believe the familiarity with the technology was a
factor.
The nature of the technology (technical issues, many steps, new
accounts, etc.) was also a factor

22. RECOMMENDATIONS
Eliminate anxiety, frustration, confusion with more practice and/or
demonstrations of how to use the technology
Call students attention to the purpose of the task, and the purpose for using
technology
Offer options and different opportunities to use technology to learn and
practice Spanish

23. QUESTIONS
Thank you!