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Adopting smartphone applications for Second Language Acquisition: investigating readiness and acceptance of mobile learning in two Higher Education Institutions
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Resumo(s)
Both university scholars and school teachers have witnessed a growing presence
of smartphones and tablets inside classrooms over the last decade. This doctoral
investigation analyzed students’ readiness and perception towards acceptance and
adoption of smartphone applications for Mobile-Assisted-Language-Learning in English.
Objectives were based on the importance of mobile learning nowadays and at verifying
how second language acquisition applications were accepted and adopted by
participants of this study held simultaneously at Universidade Tiradentes (Brazil) and
Universidade Nova de Lisboa (Portugal).
Our first research question wanted to know if they were ready to the acceptance
and voluntary adoption of virtual learning environments as a technology innovation,
raising their awareness to the use of mobile apps as learning tools. A second research
question analyzed which apps best contemplated participants’ linguistic needs and
could be suggested for curriculum development in higher education institutions in
Brazil and Portugal. The five applications selected to our research were: Babbel, British
Council, Busuu, Duolingo and Speak English Daily. Through an analysis of the selected
applications for Second Language Acquisition (SLA), the Human-Computer Interaction
(HCI) designed for L2 learning as well as the responses from participants it was possible to contribute to an adaptation of the unified theory of acceptance and use of technology which we labeled UTAUT+M; the M standing for mobile.
Elements of Connectivism are intertwined through this study and the convergence
between m-Learning and SLA is perceived at the abundance of applications on the App
Store (iOS) or Play Store (Android). The study was conveniently held at UNL, with
graduates from Faculdade de Ciências Sociais e Humanas and Faculdade de Ciências e Tecnologia. At UNIT, participants were from the English Language, Petroleum
Engineering and Biomedicine.
The approach was mixed with qualitative and quantitative aspects and our Designbased Research (D-bR) focused on understanding how participants made use of these apps and the potential to language acquisition opportunities they provide. Using a cross-sectional survey with convenience sampling, we collected data from volunteers at the live presentations and also after a 60 to 90 days period to assess their use of the apps during it. Through descriptive statistics, we analyzed the data, coded it, separated in determinants and carried out frequency analyses of the attributes to better understand results and rates of acceptance and rejection from the sample. Our adapted UTAUT+M contributed to the understanding of the acceptance and potential adoption of mobile learning applications, which app could be recommended for curriculum development and how the contributions of this thesis can enhance English teaching and learning to these higher education graduates
Descrição
Palavras-chave
Adoption of technology Mobile assisted language learning English language acquisition Technology readiness Higher education