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A Study on Chinese College EFL Teachers' Perceptions of MALL and Their Teaching
Practices
Jiang Yuxin
1. Introduction
Before COVID-19, few education systems embraced digital technologies, but lately, they
have increased because of the big data era. ICT is present in numerous schools, but the education
system still needs to catch up on digitization cases. However, Van der Vlies (2020) claims that
students frequently have access to innovative technologies beyond classrooms. Still, the student
requirements are currently very demanding in that students not only read and write but also
organize, collect, and evaluate data using digital resources like smartphones, laptops,
simulations, and MOOCs, overcoming traditional learning barriers. Furthermore, digitization of
education unveils considerable advantages such as lifelong education and learning anytime and
anywhere.
Equally, teaching and learning practices involve listening and speaking for effective
communication. Limited English exposure in the learning settings limits learners whose native
language is not English to fewer opportunities to heed or communicate authentic English daily,
frequently offering learners decontextualized knowledge tasks and resources. As a result,
scholars such as Hwang et al. (2016) and McCarty et al. (2017) claim that such learners rely on
the old teaching approaches. So, there is a higher possibility of their motivation decreasing in
this EFL learning setting. EFL college teachers and faculties can overcome this by integrating
MALL within the listening and speaking lessons since its features, such as mobility and mobile
device ownership, can accommodate the learner's specific needs. Besides, only some scholars
have attempted to explore applying distinct types of mobile technology within library services
and teaching (Hwang et al., 2015; Prakash, 2023; Pribeanu et al., 2020).
In addition, English is a standard language, gradually becoming the second and crucial
language in several non-English speaking countries. However, even though it is difficult, English
and non-English-speaking nations require the necessary mechanisms to help them improve their
speaking, writing, reading, and listening capabilities. Some of the challenges expected during
this process include understanding that there is no association between teaching English and real
life and that traditional English teaching involves acquiring knowledge and not life skills (Liu,
2009). Likewise, reciting words, explaining syntax, and reading papers cannot improve learning
motivation for students. There is also a low frequency of English teaching because these classes
happen in traditional classrooms. However, EFL teachers have found few opportunities to
practice English separately from the classrooms without space and time being a hindrance. Language instructors are attempting to integrate mobile tools into learning activities, but the
recent education system needs to prepare for it, challenging its implementation. One of the
fundamental impacts of MALL is that it supports language learning through automatic
translation devices in mobile phones, making it easy to access and read content in a different
language (Kukulska-Hulme, 2015). Mozes (2019) experience, an EFL preservice English teacher
who grew up in the globalization era, asserted that it is possible to integrate MALL in EFL
classrooms but also an idealist. It has several privileges and conveniences during the teaching
activities and can also be challenging at the same time for effective performance. A few studies
have examined EFL teachers' different perceptions concerning MALL's integration into Chinese
University's lecture halls. Most of the findings have shown that MALL could be a distraction or a
privilege, depending on how EFL teachers and students use it. It can also be a motivational tool,
boosting creativity among EFL teachers and their students. However, digital knowledge among
college EFL educators is critical in their teaching practices. Therefore, this study explores
Chinese university EFL teachers’ perceptions of MALL teaching practices based on digital
transformation and digital literacy within the context of the education system, determining
MALL's output quality within Chinese universities. 2. Literature Review
2.1 MALL MALL integrates technology devices like mobile phones for the ubiquitous learning of
foreign languages anywhere and at any time regarding its elements (Khan et al., 2018; McCarty
et al., 2017; Mozes, 2019
; Ummu et al., 2018). Leowen et al. (2019) study pointed out the four
fundamental elements of MALL characteristics: first, it is flexible in terms of location and time
of study; second, it is stability in studying on diverse devices; third, easy access to knowledge
and information and finally, compliance to individual study patterns. However, portability is the
significant difference between MALL and CALL, emphasizing the constant access and
engagement in different contexts. Due to the numerous advantages of mobile learning, such as user-friendliness, flexibility,
and affordability, several MALL settings have been a success within contextual studies (Chen et
al., 2017; Guo & Wang, 2018; Mengorio & Dumlao, 2019; Lu, 2022; Muhammad et al., 2020;
Wrigglesworth, 2019; Wu & Miller, 2020; Khan & Tufail, 2020). Such results motivate teachers
to perceive MALL positively and implement it even though it cannot be extensively applied to
train students to listen, speak, read, and write English. Furthermore, Nur et al. (2022) stated that
using technology in classrooms when teaching English motivates students and makes them
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creative, such as internet browsing for credible sources, project learning, and assignment
presentations. 2.2 MALL-Based Teaching Practices. Gradually, MALL influences whatever happens in the teaching processes, especially in the
foreign language discipline, enhancing change within the teaching practices. According to
Vemula (2019), mobile phones are practical devices accessible globally by learners, changing the
next phase of e-learning. It is education's new extension with a different setting and innovative
capacities. Likewise, college EFL teachers can teach from the point of location, inside or outside
the college institutions, and at a time of convenience. Mobile phones are very portable, allowing
EFL teachers to teach independently, especially when needed, to offer assistance with foreign
language learning and create effective materials and methods for MALL. MALL is stable
because EFL teachers can continue their lessons or access teaching materials on different
devices. In addition, they can easily access knowledge and information when teaching students
the English foreign language by utilizing the built-in translation tools in MALL. Lastly, college
EFL teachers can stick to their usual teaching patterns with their college students.
Secondly, app technologies constantly evolve, enabling EFL apps to integrate diverse media
such as videos, animations, audio, pictures, and texts (Godwin-Jones, 2017; Kwangsawad, 2019).
It implies that EFL teachers can integrate these media components effectively, developing
multimedia instructional courses and student prompts for studying. Since several scholars, such
as Alzubi (2019) and Kwangsawad (2019) study, revealed that mobile phones are distractive
devices during learning, EFL teachers can make the relevant faculties perceive them as learning
instruments by requesting these faculties to incorporate them as EFL mobile learning education.
Thirdly, there is a greater likelihood for mobile learning to happen inside classrooms than
outside, regardless of the personal autonomy of instructors (Godwin-Jones, 2017). However, the
primary focus will be creating apps, increasing the interest in identifying ways of evaluating
various mobile learning techniques. It is challenging because services and devices are open to
more than a single delivery system, including mobile phones and tablets. Likewise, web apps
work on both desktops and laptops.
On the other hand, numerous apps serve unique purposes that may partially meet all the
checklists' criteria yet remain a cherished learning opportunity. According to Rosell-Aguilar
(2017) study, there are evaluative contexts of different apps, specifically those meant for
language learning, such as 'Rosetta Stone' and HelloTalk, that serve other purposes such as
texting, reading, podcasts, writing and flashcards, or even dictionary and translator apps. Still,
Rosell-Augilar's (2017) study recommended four principal criteria: design and technology, user
experience, language learning potential, and pedagogy. His study suggested that faculties present
these criteria to discuss and walk through the assessment phase, helping them find and use apps
for target language study, including EFL, and being enlightened about EFL learning design as
they evaluate other resources in the EFL context. Rosell-Aguilar (2017) study further specified
that this criteria presentation and its evaluation is possible if educators value using mobile
instruments for language education. Correspondingly, it would be easy for educators to visualize
their students gaining knowledge on portable devices even though it was challenging to engage
with similar information on a small screen in non-learning environments. Notwithstanding, it is difficult for teachers to imagine learning happening beyond their
established teaching practices in the EFL classrooms. Teachers prefer the pedagogical
approaches encountered during their education phase (Moreno & Traxler, 2016). Consequently,
Moreno and Traxler (2016) proposed a portable-conveyed MOOC for language educators,
engaging them in actual learning to assist them in reconsidering the usage of MALL events to
stimulate change. Still, there are difficulties within the EFL MALL teaching and learning
processes because the current innovative mobile technology offers alternative language learning
processes (McCarty et al., 2017). Thus, it calls for an urgent investigation into the necessary
changes needed for the language learning process within the MALL settings. Still, instructors’
attitudes, perceptions, and skills determine MALL's output quality. Besides, it is also an effective
way for non-locals to learn EFL.
2.2.1 Teachers’ Perceptions and MALL Teaching Practices Teachers who perceive mobile pedagogy as necessary in the digital era will positively
accept MALL and find ways to enhance their integrated capacities with technology. The study by
Jie et al. (2022) explored teachers' perceptions of mobile education in China's higher education.
It validated three implications: First, teachers understood mobile education differently, like a
number describing MOOCs as challenging. Secondly, teachers' perceptions of mobile education
determine their readiness to adopt it. Third, teachers are completely aware of improving their
mobile education capabilities but need clarification on the appropriate technique. As a result,
mobile digital transformation in the education system evokes reformation in the entire education
system, including teachers and teaching practices in the digital era. Digital literacy is a significant concern because EFL teachers need to be informed and
trained on how to handle different English language learning apps to utilize them in classes for
EFL learning. Meanwhile, Alzubi's (2019) and Kwangsawad's (2019) literature studies showed
that mobile phones with the MALL learning and teaching practices could be a distraction to the
students regardless of their numerous benefits within the EFL context. As much as the EFL
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teachers will elaborate to the college faculties about MALL's significance in English Language
learning, students have ownership rights over their phones; hence, it can be challenging in the
current digital era. Above all, almost every study within this literature review has affirmed the
willingness of EFL teachers to embrace the current technology's MALL in their teaching
practices, outperforming the traditional approaches regardless of their occupational skills and
capabilities and curiosity about how MALL will operate within the different EFL contextual
institutions. However, these positive and negative perceptions about MALL's EFL learning
context can shape it positively or negatively. Several findings from other literature studies about the EFL instructors' perceptions of
MALL have ascertained their acceptance and endorsed its significance within the EFL setting.
An excellent example is Liu et al. (2017) study that surveyed the EFL apprentices' and
instructors' views about accepting mobile learning in his Chinese linguistic teachers' survey and
group discussions, revealing that learners and instructors have a higher acceptance of mobile
integration in the EFL context. Liu et al. (2017) inferred a positive association between the two
variables, perception and acceptance, in association with visible positive perception levels.
Instructors, students, and the entire learning process benefit from MALL. According to Khan et
al. (2018), many studies exist about teachers' attitudes toward integrating MALL in different
educational contexts. However, there needs to be more studies on how to tackle EFL teachers'
different perceptions about incorporating MALL and implementing it in EFL lessons.
Add more findings From an activity theory perspective, a relationship exists between the teachers' perceptions
and the MALL teaching practices. According to Hasan (1998), activity theory exploits the entire
work activity as an analysis unit and breaks it into analytical elements of subject, tool, and
object; first, the subject is the individual under study; secondly, the object is the intended activity,
and the tool is the mediating device for action execution. Likewise, Engestrom (1996) asserted
that the work activity structure comprises elements such as individual workers, conceptual
models, rules, and the purpose of the activity. Using the Engestrom (1996) and Hasan (1998)
activity theory descriptions, this study has adopted MALL as the tool for teaching practices in
Chinese universities; the subject is EFL teachers while the object was this study’s purpose of
gathering the different perceptions from the Chinese University teachers about MALL teaching
practices and the desired outcome is positive perceptions about MALL teaching practices via
concepts such as digital transformation and literacy in the education system. In this case, the
activity system will consider the Chinese University teachers' perceptions as subjects and digital
literacy and transformation in the education system as the conceptual models. As a result, it
allows this study to explore and examine the different Chinese Universities' EFL teachers'
perceptions of MALL teaching practices.
2.3 Conclusion 3. Research Design 3.1 Purpose of the Study This study will utilize an assorted research methodology, combining both quantitative and
qualitative research approaches to gather how digital transformation in the education system and
digital literacy help explain the different perspectives of Chinese University EFL teachers on
MALL teaching practices and determine MALL's output quality.
3.2 Aim of the Study
This study uses qualitative and quantitative research designs to collect and explore the primary data of different perceptions that Chinese University EFL teachers hold about MALL teaching practices. It also aims to utilize the thematic analysis, producing real-world knowledge about the effectiveness of MALL teaching practices within the Chinese University EFL teachers’ context. 3.3 Research questions
RQ
1 How does the digital transformation in the education system help explain the Chinese
Universities' EFL teachers’ perceptions of MALL teaching practices?
RQ
2 How does digital literacy help explain Chinese Universities' EFL teachers' perceptions of
MALL teaching practices?
RQ
3 How do the Chinese Universities' EFL teachers' perceptions of MALL teaching practices
help explain MALL's output quality? 3.4 Research methods
This study will conduct both quantitative and qualitative research. Quantitative research
is collecting and analyzing numerical data (Bhandari, 2022), whereas the qualitative research
method is collecting and analyzing non-numerical data (Bhandari, 2020). However, the
mentioned mixed research questions will help formulate research questions for the semi-
structured questionnaires during quantitative data collection, gathering data for qualitative
analysis. Size of Study
This study’s participants will be 100-150 college English teachers from Universities in
Yunnan Province, and the research will look into the attitudes and perceptions about MALL in
the EFL context. It will define the different perspectives that these EFL teachers' teaching hold
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about MALL and teaching practices due to digital transformation and literacy within the
education system. Collecting data from the 100-150 participants is essential, facilitating the
original data collection and answering the relevant research questions. These are crucial in
gathering quantifiable data and presenting a report of the actual situation on the study site. The
results will vary depending on the participants' experiences and building rich data.
Instruments
A semi-structured questionnaire Teacher interview (teacher perception) Classroom observation (classroom observation)
Related documents (teaching plans, student data) Data Collection Quantitative Data Collection This study will observe and employ semi-structured interview questions as the
appropriate instrument for collecting qualitative data. This interview aims to probe deeper
regarding the selected 8-10 respondents' perceptions of MALL and teaching practices.
These questions focus on the general viewpoints about MALL teaching practices in the
EFL context and their associated determinants. It will be divided into two segments; the first part
will be personal or demographic information, while the second will focus on the different
perspectives that Chinese University EFL teachers hold about MALL teaching practices ever
since the digital transformation in the education system and as digital literate or illiterate
individuals. Moreover, there will be room for flexibility if the respondents have any new queries
requiring answers through their responses.
The questions will be both open and close-ended, granting respondents the chance to
explain and elaborate themselves adequately. The closed-ended questions on the second part of
the questionnaire will be accompanied by the Likert Scale responses of either agreeing or
disagreeing with the stated questions within the questionnaire is depicted in the se. Since the
Likert scale offers pessimistic and cheerful options, it can be straightforward for the participants
and this study to interpret some of the results quickly and conclude whether the perceptions are
neutral, positive, or negative. For instance, option one can represent strongly disagree, whereas
option seven strongly agree, as shown in the attached questionnaire in the appendix. They will be
well-defined and written in simple English since it is a well-known language to most EFL
teachers in Chinese Universities. Research questions will help administer the relevant questions
for the questionnaire. Moreover, I will also maintain close observation of the respondents.
Table 1: Data source
Number of Participants
Number of Questionnaires
Teacher Interviews’ Duration 150
200
1/hour
3.3 Data Analysis The findings will be analyzed using thematic analysis. Thematic analysis is a qualitative
data method that helps closely examine primary data to identify common ideas, patterns, and
topics that appear repetitively, coming up with a common meaning and themes (Caulfield, 2019).
This method will help come up with the most relevant themes that describe the different
perceptions that college EFL teachers hold about MALL and their teaching practices on the basis
of digital transformation and digital literacy in the education system, determining MALL’s output
quality. Meanwhile, thematic analysis involves six phases that this study will consider:
familiarizing with the data, coding it, generating themes, reviewing them, and finally labeling
themes. Coding qualitative data involves highlighting different phrases in texts (Caulfield, 2019)
from different Chinese University EFL teachers and then labeling them with shorthand codes that
describe their content. As a result, these themes will answer this study's formulated research
questions, teachers’ perceptions in MALL within the EFL context following the literature review.
This gathered data will add new information concerning how digital transformation and digital
literacy have helped explain the different perspectives that Chinese University EFL teachers have
about MALL teaching practices.
3.4 Anticipated Results
This research proposal will help identify and understand the different perceptions that
EFL teachers from Universities in Yunnan Province hold about MALL and teaching practices to
determine the output quality of MALL within the EFL setting. However, there is a higher
possibility that the Chinese University EFL teachers' perceptions of MALL teaching practices are
driven by their perception of the digital transformation in the education system and their digital
literacy levels. A Chinese University EFL teacher with a higher digital literacy level will have a
positive perception of positive MALL teaching practices, unlike one with low or zero digital
literacy levels. Likewise, a Chinese University EFL teacher with a positive perception of the
current digital transformation within the education system is highly likely to have a positive
perception about the MALL teaching practices and so, determining MALL's high output quality
with the EFL teaching practices in China. For that reason, by examining the responses against the backdrop of existing literature
that includes diverse educational contexts in China, this study will seek to understand the
commonalities and variances in EFL teachers' perceptions towards MALL across digital
transformation and digital literacy concepts. In addition, this comparative analysis will enable a
broader understanding of the role digital transformation and digital literacy plays in shaping
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Chinese University EFL teachers’ perspectives about MALL teaching practices. By analyzing the
data collected, this research will aim to capture a comprehensive picture of the perceived benefits
and drawbacks of MALL, providing a balanced view of its practical implications. Therefore, it is
anticipated that the findings will highlight the potential of MALL as a tool for enhancing the
quality of English language education while also addressing any limitations or challenges that
might impede its practices in the EFL classroom on the basis of digital transformation within the
education system and digital literacy among Chinese University EFL teachers.
References
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2. Bhandari, P. (2020, June 19). What is qualitative research? | Methods & examples. Scribbr.
3. Bhandari, P. (2022, October 10). An introduction to quantitative research. Scribbr. 4. Caulfield, J. (2019, September 6). How to Do Thematic Analysis | Step-by-Step Guide &
Examples. Scribbr.
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listening and speaking skills in a mobile game-based learning environment with situational
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COVID-19 at the Higher Education in Pakistani EFL Classrooms. I, V(I), 175–185. 12. Khan, R., N. R. M. Radzuan, Shahbaz, M., & Ainol Haryati Ibrahim. (2018). EFL Instructors’
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April 11). A Systematic Review on Integrating MALL in English Language Teaching.
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31. Wrigglesworth, J. (2019). Using smartphones to extend interaction beyond the EFL
classroom. Computer Assisted Language Learning, 33(4), 1–22. 32. Wu, J. G., & Miller, L. (2020). Improving English learners’ speaking through mobile-assisted
peer feedback. RELC Journal, 51(1), 168–178. 33. Xu, Q. (2020). Applying MALL to an EFL Listening and Speaking Course: An Action
Research Approach. The Turkish Online Journal of Educational Technology, 19(4). Appendix A Questionnaire on College EFL Teachers' Perceptions of MALL Teaching Practices
PART A: Personal or Demographic Information
Age: a) 20-25 b) 26-30
c) 31-35
d) 36-37 Gender: a) Female b) Male Level of Education: a) University/College b) High School
c) Other How proficient is your digital literacy level? a)
No proficiency
b)
Basic c)
Intermediate
d)
Limited
e)
Professional Part B: Effectiveness, Ineffectiveness, and Challenges of MALL EFL Teaching Practices What is your view about the current digital transformation in the education system? Is it effective
or ineffective? 1. Yes 2. No Explain Has MALL been influential within the EFL teaching practices? (Tick on the number)
1.
Strongly Disagree
2.
Slightly Disagree
3.
Disagree
4.
Agree
5.
Slightly Agree 6.
Strongly Agree
Why? Has MALL been ineffective within the EFL teaching practices? (Tick on the number)
1.
Strongly Disagree
2.
Slightly Disagree
3.
Disagree
4.
Agree
5.
Slightly Agree 6.
Strongly Agree
Why? Has MALL posed any challenges within the EFL teaching practices? (Tick on the number)
1.
Yes 2.
No Elaborate? Any recommendations? Thanks for your Participation
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