Keywords
Mobile-assisted language learning, self-paced reading, ideas, attitudes, strategies
Abstract
The study explores the pervasive use of mobile computing devices, such as laptops, smartphones, and tablets, since the emergence of mobile learning in 2005, notably within the educational sphere. Brooks (2016) conducted a comprehensive quantitative survey involving over 72,000 students from 12 countries, revealing staggering ownership statistics: 96 percent of students possess smartphones, while 93 percent own laptops. Moreover, an overwhelming majority, exceeding ninety-three percent, deem these devices essential for their academic achievements. Examining people's attitudes toward utilizing mobile technology for language learning reveals a diverse landscape of results, often skewed towards negative perspectives. However, these studies frequently neglect to encompass specific student-held viewpoints and overlook the potential of mobile technology in facilitating learning for individuals with diverse educational approaches. To address these gaps, this research spanned two years and involved surveys, interviews, pre-tests, and background checks, engaging 57 instructors across 46 Vietnamese institutions. The primary aim was to illuminate the trajectory of Mobile Assisted Language Learning (MALL). The study's findings delineate five distinct attitudes toward mobile technology-enabled self-directed learning, prompting the development of tailored strategies for different student cohorts.
