Smartphones and Syntax: A Quantitative Study on Harnessing the Role of Mobile-Assisted Language Learning in the Digital Classroom and Applications for Language Learning
Frenz Djaxxas D. Clorion, Justine O. Fuentes, Dinnesse Joi B. Suicano, Edison B. Estigoy, Jay Rodel C. Serdenia, Paul Alejandrino, S. Albani, Dyna Lapada Idris, Dexter T. Paclibar, Ángel Torres-Toukoumidis, Ericson O. Alieto
Abstract
This study offers a comprehensive examination of the perceptions of prospective English language teachers toward the application of mobile-assisted language learning (MALL) in the language learning process. This investigation primarily delves into the respondents’ perceptions of utilizing mobile learning in the 21st century language learning/teaching process, and further discusses the various applications and advantages that mobile learning has for both teachers and learners. A total of 200 participants were included in the study; 146 (73.0%) were females, 54 (27.0%) were males, and all were pursuing language major courses in education, namely: a bachelor of secondary education (BSED) major in English, and a bachelor of elementary education (BEED) degree. Age 22 represented 22.0% of the total population. The investigation also revealed that the respondents significantly believed that mobile technologies are more effective than traditional methods (57.0%), and that the language learning process should be supported by mobile-learning applications (67.5%).