English Education Program

School of Postgraduate Studies

Research Project
Teachers Perception on Mobile Assisted
Language Learning (MALL) in EFL Classroom
Submitted by
Iman Hilmansyah
1402203
(Indonesa University of Education)
In Fulfillment of the Requirements for
Research Project

Under the Direction of

Professor Fuad Abdul Hamied

Semester Genap 2015

ABSTRACT
The use of technologies including mobile phones in assisting language learning are rapidly
growing. Many studies on Mobile Assisted Language Learning (MALL) was conducted by the
experts includes studies that based on teachers perspective. This condition that increase

researcher curiosity to conduct this study in order to give additional information for EFL
educators. This study investigated teachers perception on MALL in EFL context. It used mixmethod research design. Ten teachers were participated by giving them questionnaire and
interview to collect the data. The questionnaire data were analyzed by using descriptive
quantitative method and the interview data were analyzed based on content analysis and
reporting the emerging themes to support the results of the questionnaire. The results on this
study explained that most of the teachers give positive attitudes toward the benefits of MALL.
But they also believed that there are several challenges in implementing this media. The last
results showed that most of the teachers are capable to use MALL in EFL classroom. Since the
study only focus on teachers perception on MALL, it would be better if the further study cover
the actual practices on MALL in EFL classroom.
Keywords: Technology, Mobile Learning, MALL, Teachers Perception, Perception

CHAPTER I
INTRODUCTION

This chapter discusses a general description of some fundamental reasons of the paper.
This chapter consists of background of the research, statement of the problems, scope of the
research, aims of the research, methodology of the research, participants, clarification of main
terms, and the organization of the paper.
1.1 Background of the research
In this modern era, the use of technologies including mobile phones in assisting language
learning are rapidly growing. According to Miangah and Nezarat (2012), mobile phones with
high capabilities extend into all areas of human life, it is expected that this wireless computing
device soon becomes accessible for language learning and the others urban and rural areas of
each country. It proves that in this digital era, the existence of information communication
technology become human lifestyle as a member of civilization. This phenomena also touch
education area, in specific, the use information communication technology such as mobile
phone, MP3, TAB, and Laptop have touched language learning area. Nowadays, people call this
condition as MALL (Mobile Assisted Language Learning).
Kukulska-Hulme and Shield (2008) state that mobile assisted language learning is
undergoing rapid evolution. They also say that early generations of mobile learning projects
tended to propose formally-designed activities, carefully crafted by educators and technologists,
and using emerging technologies that were not yet widely accessible or well understood. In fact
that the use mobile in assisting language learning is a new concept in teaching and learning
process, this assisting media could probably grow become an important media in teaching and
learning language in the future.
However, teacher understanding to the use of MALL in teaching and learning language
process is very important. Their ability to the use of MALL also have significant roles in addition
to the success of students language achievement. This condition inspired the researcher to
analyzed teachers perception on MALL (Mobile Assisted Language Learning) in EFL
classroom.
1.2.

Statement of the problems

The study designed to find out teachers perception on MALL (Mobile Assisted Language

Learning) in EFL classroom. In order to discover the objectives, the study formulates a question

as follows: What do the EFL teachers hold in terms of the possible benefits, challenges and their
proficiency to the use of MALL (Mobile Assisted Language Learning) in EFL classroom?
1.3. The Scope of the Study
This study focused on investigating EFL teachers belief in terms of the possible benefits,
challenges and their proficiency to the use of MALL (Mobile Assisted Language Learning) in
EFL classroom based on EFL teachers perceptions.
1.4. Significance of the Study
Since the role of technology growing rapidly in educational context, the use of MALL (Mobile
Assisted Language Learning) in language teaching and learning appears as an alternative media
that will be beneficial for students language achievement if the teacher fully understand about it.
Therefore, the present study is expected to deliver more information about teachers belief in
terms of the possible benefits, challenges and their proficiency to the use of MALL (Mobile
Assisted Language Learning) in EFL classroom that hopefully can be used by the EFL teachers
as a reflection or an alternative strategy in teaching and learning language. The findings of the
current study are framed based on the aspects which is important in using MALL conducted by
Dashtestani (2013) which are includes the benefits of MALL, the challenges of MALL, and
teachers proficiency to the use of MALL. As Pahlavannejad and Bostani (2013) say that the
roles of teachers is very significant in lifting students motivation while they are learning foreign
language, the results of this study are expected to give beneficial information to EFL teachers in
terms of understanding the roles of MALL in EFL classroom. Therefore, teachers can create
appropriate strategies in the process of teaching and learning English as a foreign language
especially when they use MALL as an alternative media.
1.5. Definition of Terms
There are some terms in this study that need to be clarified to avoid misinterpretation and
unnecessary misunderstanding of the terms used in this study. Some terms are clarified as
follows:
MALL

: (Mobile Assisted Language Learning) differs from computerassisted language learning in its use of personal, portable devices
that enable new ways of learning, emphasizing continuity or
3

spontaneity of access and interaction across different contexts of

use (Kukulska-Hulme and Shield, 2008).
Perception

: Perception is ability to perceive includes senses, feelings, ideas,

thoughts, and theories that create the ability to understand the
difference (Romanov, 2011).

1.6.

Organization of the Paper

The paper of this research was organized as follows:

Chapter I Introduction
This chapter presents the background of the research, statements of the problem, the
scope of the research, aims of the research, hypothesis, research method, research procedures,
population and sample, clarification of the key terms and organization in researching teachers
perspective on MALL (Mobile Assisted Language Learning) in EFL classroom.
Chapter II Theoretical Foundation
This chapter presents the related theories from the experts and their researches in the
terms of teachers perspective on MALL (Mobile Assisted Language Learning) in EFL
classroom, with related literature that writer uses in the research.
Chapter III Research Methodology
This section presents the methodology in conducting the research of teachers perspective
on MALL (Mobile Assisted Language Learning) in EFL classroom. It includes the preparation
stages, procedures, instruments, method, and the result of the research.
Chapter IV Findings and Discussion
This chapter presents the writers interpretation about the result of teachers perspective
on MALL (Mobile Assisted Language Learning) in EFL classroom.
Chapter V Conclusion and Suggestions
This chapter presents the research conclusion and suggestions to other researchers who
wish to conduct similar research of teachers perspective on MALL (Mobile Assisted Language
Learning) in EFL classroom.

CHAPTER II
4

LITERTURE REVIEW
This chapter discusses the theories and literatures related to the study which explain the
basic foundation in investigating the problem in this study. This section also focuses on theories
which are related to MALL (Mobile Assisted Language Learning) and perception.
2.1. MALL (Mobile Assisted Language Learning)
MALL differs from computer-assisted language learning in its use of personal, portable
devices that enable new ways of learning, emphasizing continuity or spontaneity of access and
interaction across different contexts of use (Kukulska-Hulme and Shield, 2008). According to
Godwin-Jones (2011), Mobile learning (often m-learning) or MALL is in itself not new, but
new devices with enhanced capabilities have dramatically increased the interest level, including
among language educators. Based on the statements, the phenomenon of mobile phone in
education is increasingly growing. Current, widespread ownership of mobile and wireless
devices means that learners are increasingly in a position to take the lead and engage in activities
motivated by their personal needs and circumstances of use, including those arising from greater
mobility and travel (Kukulska-Hulme, Traxler & Pettit, 2007).
There are several mobile devices that usually use as mobile learning includes handheld
computers, audio and video player, and cellphones. The handheld computers are portable
computer that can be operate by using one hand such as PDA or smartphone. The use of
handheld computers can motivate students to produce both quantity and quality of target
language (Samules, 2003, p. 2). Audio and video players includes iPod, MP3 and MP4 has
become a part of human life, they bring this devices everywhere and anywhere. In education the
use of audio and video players can engage students interest (Cui and Wang, 2008). Cellphones
as Mobile learning are the most popular devices. Prensky (2004) believes that cellphone is not
only the tools to communicate, it has computer that can be put in the pocket, and it can be used to
learn.
By using mobile devices in language learning both of the teachers and students will gain
some affordances because Brown (2011) states that mobile phone can give opportunity to the
students in accessing information from their desk to facilitate their need related to the materials
in the classroom. Moreover this devices also can be used everywhere and anywhere in order to
reach their learning needs autonomously (Chen and Chung, 2008). Liu and Chu (2010) also give

extra information that internet facility on mobile devices can help the students to get intended
information in the time they need it. Because of its mobility and accessibility, mobile devices not
only can help the students in getting new knowledge but also they will be able to review their
understanding about what have they learned (Liu, Tan, and Chu, 2009). Based on those
statements, mobile devices are helpful in language learning. Because, it is easy to access the
information and we can use it everywhere and anywhere to review their learning materials.
In terms of building students motivation, Guazzaroni (2012) states that there are some
multimedia tools in mobile devices that can support students learning interest. The benefits of
using mobile device in language learning can promote autonomous learning (Ridenour, Blood,
Simmons, Crouch and Johnson, 2011). Those believe prove that some applications in mobile
devices includes games, music, video player, and the others related applications can help the
students in building their motivation when they learn language. The last, the portability of mobile
device can enhance students to learn extensively.
However, there are also several challenges when teachers use MALL in classroom
activity. The fact that mobile devices have small screen size, the user will find difficulties in
viewing documents or creating multimedia projects (Brown, 2011). Mifsud and Morch (2010)
believes that mobile devices as individual devices make the teachers find difficulties in
controlling the use of the device when students are on task. Using MALL also requires the user
to spend extra money (Banister, 2010).
2.2. Perception
According to Romanov (2011) perception is the process of identifying includes senses,
feelings, ideas, thoughts, and theories in order to realize the difference. Moreover, Fludd (2009)
based on philosophy, psychology, and the cognitive sciences, perception can be determined as
process of achieving awareness or understanding of sensory information. Because perception
stay in our mind, Stokes (2012) believes that perception is impenetrable. In short, perception is a
result of understanding the phenomenon by using our sense. Rankin (n.d.) concludes that
perception is sensory impressions arise as a result of the interaction between stimuli in our
environment and our sensory organs.
2.3. Previous Related Research Reports
The first previous research gained from Dashtestani (2013) the purpose of her study is to
explore the attitudes of Iranian English teachers toward the implementation of MALL. Based on
6

her interview, the results indicated moderately positive attitudes toward the use of mobile phone
for language learning and teaching. But, the teachers reported that they do not use any kind of
MALL activities or software programs in their EFL courses.
The second study comes from Oz (2015) This study aimed to investigate pre-service
English as a foreign language (EFL) teachers perceptions about mobile assisted language
learning (MALL) and find out whether their perceptions differed by gender, grade level and
grade point average (GPA). He used descriptive statistics and inferential statistics (MANOVA
and regression analysis) in his study. Findings revealed that All the interviewees expressed
their positive attitudes towards using mobile devices in language instruction. The results of
multivariate tests indicated a significant main effect for their gender and their perceptions, as
well as an interaction effect between gender and GPA. Findings also demonstrated that GPA
and gender were the strongest predictors of participants perceptions about MALL.
2.4. Concluding Remarks
Mobile learning (often m-learning) or MALL is in itself not new, but new devices with
enhanced capabilities have dramatically increased the interest level, including among language
educators (Godwin-Jones, 2011). There were several benefits and challenges in applying MALL
in EFL context. There are several studies that were conducted related to this phenomenon
includes Dashtestani (2013) who tried to find out Iranian teachers Perception on MALL, Oz
(2015) who aimed to investigate pre-service English as a foreign language (EFL) teachers
perceptions about MALL.
Based on those studies, it seems that teachers perception on MALL in EFL classroom is
very important. Teacher perception on this field will probably influence the result of teaching and
learning English. Therefore, in the end of this chapter, the researcher wants to find out teachers
perception on MALL in EFL classroom.

CHAPTER III
RESEARCH METHODOLOGY
This chapter discussed the research methodology of the study. It consists of research
design, data collection, and data analysis.
3.1. Research Design
This current study use mix method research design which are consists of descriptive
statistic from questionnaire and interview. According to Malik & Hamied (2014, p. 268), the mix
method approach is the combination of qualitative and quantitative research design in order to
have deeper information of the phenomenon under investigation. Moreover, the use of the two
instruments is aimed to conduct a methodological triangulation of the data. The researcher would
gain validated and enriched data by using methodological triangulation (Best & Kahn 2006, p.
271). Malik & Hamied (2014, p. 270) also believe that mix method design is the most common
approach and could obtained different but complementary data on the same topic to best
understand the research problem. In specific, this approach is aimed to get better and detail
information about teachers perspective on MALL (Mobile Assisted Language Learning) in EFL
classroom.
The design of the questionnaire is adapted from previous research and theoretical
foundations on mobile-assisted language learning conducted by (Dashtestani, 2013). The first
section discovered EFL teachers attitudes to the use of mobile phones for language
learning/teaching and was based on a four-point Likert scale format from strongly disagree to
strongly agree. The second section investigated EFL teachers perspectives on the challenges to
the use of mobile phones for language learning/teaching based on a four-point Likert scale
format from strongly disagree to strongly agree. The last section explored EFL teachers
perceptions of their ability to use/develop MALL activities and software tools based on a fivepoint Likert scale format from not proficient to very proficient.
The interview study was designed also adapted from (Dashtestani, 2013). The interview
was based on a semi-structured format and open-ended questions were used to collect the data.
For triangulation purposes, the aims and objectives of the interview questions same with the
survey study.
8

3.2. Data Collection

3.2.1. Sample
Ten teachers from English Education Department in one university in Bandung,
Indonesia were chosen as participants in this study. Some samples are the graduates
students and others are the students of post graduate study. They teach at different schools in
different city in Indonesia. The study chooses purposive sampling technique to achieve
representativeness of the settings, individuals, or activities selected; to capture heterogeneity
in the population; deliberately to examine cases that critical for the theories that you began
the study with; to establish particular comparisons to illuminate the reasons for the
differences between setting and individual (Maxwel 1996, p. 71-72). Moreover, the variety
of the samples are purposed to gain various sights of the context.
3.2.2. Instrumentations
In order to find out the teachers perspective on MALL (Mobile Assisted Language
Learning) in EFL classroom, the close-ended questionnaire was used. The questionnaire
consisted of several questions related to teachers belief in terms of the possible benefits,
challenges and their proficiency to the use of MALL (Mobile Assisted Language Learning)
in EFL classroom.
Moreover, this study also used interview section which were consisted of open-ended
questions related to the topic. Reja, Lozar, Hlebee, and Vehovar (2003) delivers the
advantages of the open-ended questions include the possibility of discovering the responses
that individuals give spontaneously, and thus avoiding the bias that may result from
suggesting responses to individuals.
3.2.3. Procedure
This study start from designing the questionnaire related to the topic adapted from
(Dashtestani, 2013). Then, the ten respondents were asked to answer the questionnaire
questionnaires related to teachers belief in terms of the possible benefits, challenges and
their proficiency to the use of MALL (Mobile Assisted Language Learning) in EFL
9

classroom. The process of administering the questionnaires were conducted in different time
since 19th April 2015 until 28th April 2015. The researcher also conducted the interview after
the respondents finished answering the questionnaires. Then, the researcher analyzed the
data that was collected from questionnaires and interview to find out the result.
3.3. Data Analysis
The data analysis used Descriptive statistic (Percentage) to analyze the results of the
questionnaires. Then the results analyzed under each attribute which contain the information
about what teachers belief in terms of the possible benefits, challenges and their proficiency to
the use of MALL (Mobile Assisted Language Learning) in EFL classroom that was conducted
by (Dashtestani, 2013). There are three main categories in the questionnaires. The first is EFL
teachers attitudes toward the use of mobile phones for EFL contexts, the second is teachers
perspectives on the challenges to the use of mobile phones for language learning/teaching, and
the last is teachers perceptions of their ability to use/develop MALL activities and software. The
teachers answer from the questionnaire will be presented based on the categorizations by using
percentages. After that, the researcher make the interpretation from the data. The results of
interviews were analyzed based on content analysis and reporting the emerging themes to
support the results of the questionnaires. In order to assess the perceptions of the participants,
they were asked to answer the following questions:
1. Have you ever used MALL in your teaching and learning language process?
2. What are your attitudes/ beliefs toward the use of mobile phones for EFL contexts?
3. What are the challenges to the use of mobile phones for language learning/teaching?
4. Are you able to use/develop MALL activities and software? Why?
The table below (table 1) lists the detail attributes of the EFL teachers attitudes toward
the use of mobile phones for EFL contexts, teachers perspectives on the challenges to the use of
mobile phones for language learning/teaching, and teachers perceptions of their ability to
use/develop MALL activities and software. The table of questionnaires categorization were
adapted from (Dashtestani, 2013). According to Alwasilah (2011, p. 116), in order to deliver

10

appropriate information on the field of the research, the categorization used in the data analysis
can be self-made (grounded/ based on the data on the field) or adapted/adopted from others.

Table 1
Categorization
Category

Attributes

1. EFL teachers attitudes

toward the use of
mobile phones for EFL
contexts

2. Teachers perspectives
on the challenges to the
use of mobile phones
for language
learning/teaching

3. Teachers perceptions
of their ability to
use/develop MALL
activities and software

facilitate the process of language learning

Portability
create interactive learning environments
multimedia used in mobile phones is useful for EFL learning
Scaffolding can be provided
can be used to teach/learn different language skills
cost-effective
time-efficient
can be connected to the Internet at any time
provide learners with ubiquitous language learning
opportunities
small screen size
Internet connectivity problems
Students non-academic use
High costs
High cost of connectivity to the Internet
Incompatibility of the use of mobile phones with language
teaching/learning
Students resistance
Lack of language learning mobile-based software and
activities
Ability in designing MALL activities
Ability to adapt your teaching styles/ techniques to MALL
Ability to evaluate MALL software tools
Your ICT literacy to use mobile phones for language teaching
Ability to use MALL software tools

Table 1: attributes of teachers attitudes, challenges, ability to use/develop MALL

activities and software.

All of those attributes were given to the respondents in form of questionnaires. Then the
result of the questionnaires were delivered and analyzed in the form of percentages to give better
understanding about the result. The interview were given to the respondents after they answer the
questionnaires. The result of the interview will be discussed in different part of the finding to
support the result of the questionnaires.
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CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter defines the findings and discussions of the study gained from questionnaires
and interview. The results of the questionnaires were analyzed by using simple statistical
computation based on categorization that was conducted by (Dashtestani, 2013). The results of
interviews were analyzed based on content analysis and reporting the emerging themes to
support the results of the questionnaires.
4.1. Findings
The aim of this present study is to find out teachers perception on MALL (Mobile
Assisted Language Learning) in EFL classroom. In order to discover the objectives, the study
formulates a question as follows: What do the EFL teachers hold in terms of the possible
benefits, challenges and their proficiency to the use of MALL (Mobile Assisted Language
Learning) in EFL classroom?
Ten responses were gained from the teachers answers based on questionnaires and the
interviews. In order to analyze the results, the researcher separated the data into three main
categories such as teachers attitudes toward the use of mobile phones for EFL contexts, teachers
perspectives on the challenges to the use of mobile phones for language learning/teaching, and
teachers perceptions of their ability to use/develop MALL activities and software.
4.1.1.

Teachers Attitudes Toward The Use of Mobile Phones for EFL Contexts
Based on the results of the questionnaire, the Chart 1 below shows that the EFL

teachers have positive attitudes to the use of MALL in EFL contexts. teachers answer on
the questionnaires quite varied, but generally they gave positive attitudes toward some
attributes of the use of MALL in EFL including facilitation of learning, portability, use of
multimedia, time-efficiency, possibility of connecting to the Internet, can be used for
teaching different language skills, scaffolding can be provided, interactive learning
environments, and possibility of ubiquitous learning for language learners However,
some of teachers disagreed that mobile phones is cost-effective.
12

Chart 1.

EFL teachers attitudes toward the use of mobile phones for EFL
contexts
Strongly disagree

disagree

agree

Strongly agree

provide learners with ubiquitous language learning opportunities

can be connected to the Internet at any time
time-efficient
cos t-effective
can be us ed to teach/learn different language s kills
S caffolding can be provided
multimedia us ed in mobile phones is us eful for EFL learning
create interactive learning environments
Portability
facilitate the proces s of language learning

0% 20% 40% 60% 80% 100%

The results of the interview show that majority of the teachers have positive
attitudes toward the use of mobile phone in EFL context. Most of them believe that the
use of mobile phone can make the learning more interesting, can get learning resources
from the internet, help students use applicable software such as dictionary. However one
of the teachers believed that the use of mobile phone in EFL classroom is not quite
effective because there are too many drawbacks when teachers use mobile phone in EFL
classroom.

4.1.2. Teachers perspectives on the challenges to the use of mobile phones for
language learning/teaching

Based on the Chart 2 below, most of teachers believed that the biggest challenges
when teachers use mobile phones in language learning includes high cost of mobile
13

phones and connectivity to the internet, students resistance, lack of language learning
mobile based software and activity, internet connectivity problems and students
nonacademic use. However the small number of the teachers disagreed with that,
especially in terms of small screen size and Incompatibility of the use of mobile phones
with language teaching/learning which the percentage between teachers who agreed and
disagreed are equal.
Chart 2.
Teachers perspectives on the challenges to the use of mobile phones for
language learning/teaching
Strongly disagree

disagree

agree

Strongly agree

Lack of language learning mobile-based software and activities

Students resistance
Incompatibility of the use of mobile phones with language teaching/learning
High cost of connectivity to the Internet
High costs
Students non-academic use
Internet connectivity problems
small screen size
0%

14

20%

40%

60% 80%

Based on the interview results, the majority of the teachers believe that the
challenge the challenge to the use of mobile phones for language learning includes hard
to control, negative side of using internet, high costs, small screen, and internet
connectivity.
4.1.3.

Teachers perceptions of their ability to use/develop MALL activities and

software
The Chart 3 below inform that most of the teacher are proficient in using/
developing MALL activities and software. Most of them believe that they have ability to
use mall software tools, have ICT literacy to use mobile phones for language teaching,
have ability to adapt their teaching styles/ techniques to MALL, and have ability in
designing MALL activities. But in terms of the ability to evaluate MALL software tools,
most of teachers believe that they are not proficient on it.

Chart 3
Teachers perceptions of their ability to use/develop MALL activities and software

15

Not Proficient

Fairly Proficient

Undecided

Very Proficient

Ability to use MALL software tools

Your ICT literacy to use mobile phones for language teaching

Ability to evaluate MALL software tools

Ability to adapt your teaching styles/ techniques to MALL

Ability in designing MALL activities

0%

20%

40%

60%

80%

Meanwhile, the results of interview show that majority of the teachers believe that
they are proficient in using/ developing MALL activities and software in the EFL
classroom. Only two teachers who stated that they are not proficient to use/ develop
MALL activities and software in the EFL classroom.
4.2. Discussion
The study was conducted by gaining teachers perception on perception on MALL
(Mobile Assisted Language Learning) in EFL classroom through questionnaires and interview.
Here the teachers perceptions are divided into three categories. The first is EFL teachers
attitudes toward the use of mobile phones for EFL contexts, the second is teachers perspectives
on the challenges to the use of mobile phones for language learning/teaching, and the last is
teachers perceptions of their ability to use/develop MALL activities and software.
Based on the results of the first category, majority of the teachers gave positive attitudes
toward the use of MALL in EFL classroom. Most of the teachers believe that the use of MALL
can facilitate the learning process. According to Zhao (2005, p.447), PDA, multimedia cellular
phones, MP3 players, DVD players and digital dictionaries can facilitate the teaching and
learning process. Based on teachers answers, portability and time- efficiency also become the
16

benefits to the use mobile phone in EFL context. It probably because the size of the mobile
phone which allow the students to use this technology anywhere and everywhere. Geddes (2004)
supports the statement, he believes that m-learning can be identified by the tools which are
available anywhere, any time.
Moreover, the teachers also believe that there is possibility of connecting to the Internet
when we use mobile phone in EFL classroom. If the teachers can control and manage the use of
mobile phone in the classroom, this condition can help students to seek a lot of information that
they needed when they learn English. Teachers also believe that mobile phone can be used for
teaching different language skills and scaffolding can be provided. It is possible because mobile
phone features are varied and there are so many features that can be used by the teacher to help
the process of teaching and learning language. In order to support the opinion, MALL Research
Project Report (2009) finds that mobile phones have a power to enhance students' confidence in
both listening and speaking. As Sole, Calic, and Neijmann (2010) who state that mobiles learning
can allow learners to express themselves in a variety of scenarios. The teachers also have the
same opinion. They agreed that the use of mobile phone can build interactive learning
environments and the teachers also believed that there is possibility of ubiquitous for language
learners.
However, some of teachers disagreed that mobile phones is cost-effective. It probably
related to the price of the mobile phone which is not cheap. But, in terms of their role, Mitchell,
Race, McCaffery, Bryson, and Cais (2006) argue the statement, they believe that mobile phones
is a cost-effective tools to communicate or share information.
In the second category, based on the result of the questionnaires and interview, most of
teachers believe that the biggest challenges when teachers use mobile phones in language
learning includes high cost of mobile phones and connectivity to the internet, students
resistance, lack of language learning mobile based software and activity, internet connectivity
problems and students nonacademic use. Supporting the statements Chinnery (2006) agrees that
there are some challenges of mobile media includes small size, limited power and high cost.
Moreover, survey that has been conducted by Indonesian Ministry of Information
Communication and Technology supported by UNICEF (2014) inform that teenagers rarely use
technology such as mobile phone for the sake of learning. It show that nonacademic use of
mobile phone still become challenges when it is used in education.
17

Based on the questionnaires and interview results on third category, majority of the
teachers agreed that they have ability to use mall software tools, have ICT literacy to use mobile
phones for language teaching, have ability to adapt their teaching styles/ techniques to MALL,
and have ability in designing MALL activities. The ability in understanding and using the Mobile
in language learning is very important. Teachers control to the use MALL is very needed to
avoid the misuse of mobile phone in language learning. As Suherdi (2012, p. 98) says that it is a
must for the teachers to be familiar with technologies and for English teacher colleges to
incorporate technology into their curricula.

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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions which are taken from the findings and discussions
in the previous chapter. This chapter also presents some suggestions for English teachers in
future studies.
5.1. Conclusions
The analysis of the teachers perception on MALL (Mobile Assisted Language Learning)
in EFL classroom leads to several understanding from the teachers toward what they belief in
terms of the possible benefits, challenges and their proficiency to the use of MALL (Mobile
Assisted Language Learning) in EFL classroom. the teachers believe that the use of mall have
several benefit such as: facilitation of learning, portability, use of multimedia, time-efficiency,
possibility of connecting to the Internet, can be used for teaching different language skills,
scaffolding can be provided, interactive learning environments, and possibility of ubiquitous
learning for language learners However, some of teachers disagreed that mobile phones is costeffective. They also believe to several challenges when they use mobile phones in language
learning includes high cost of mobile phones and connectivity to the internet, students
resistance, lack of language learning mobile based software and activity, internet connectivity
problems and students nonacademic use. However the small number of the teachers disagreed
with that, especially in terms of small screen size and Incompatibility of the use of mobile
phones with language teaching/learning. The last the teachers show that they have proficiency to
use mall software tools, to use mobile phones for language teaching, to adapt their teaching
styles/ techniques to MALL, to design MALL activities. But in terms of the ability to evaluate
MALL software tools, most of teachers believe that they are not proficient on it.
5.2. Recommendations
19

The finding of the study has showed brief explanation on teachers belief in terms of the
possible benefits, challenges and their proficiency to the use of MALL (Mobile Assisted
Language Learning) in EFL classroom. Besides knowing all of those aspects, understanding how
MALL applied in EFL classroom is very important. So there will be brief example about how to
use MALL in EFL classroom (what should teachers do and what should they avoid). Since this
study only focus on teacher perception on MALL in EFL classroom, a further study should cover
the actual practices on MALL in EFL classroom.

20

REFERENCES
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