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Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs

Published online by Cambridge University Press:  09 June 2015

Benjamin Van Praag  and
Hugo Santiago Sanchez
Benjamin Van Praag
Affiliation:
Department of Education, University of Bath, UK (email: bvp14@yahoo.co.uk)
Hugo Santiago Sanchez
Affiliation:
Department of Education, University of Bath, UK (email: H.S.Sanchez@bath.ac.uk)
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Abstract

Adopting a multiple-case, multiple-method design, this study investigates mobile technology use in the practices of three experienced second language teachers. The findings, based on an analysis of the teachers’ rationales, stated beliefs and classroom actions, show that the teachers tend to prohibit or reluctantly tolerate mobile device usage, while they recognise some of its potential benefits to support their teaching and student learning. They also highlight the incentives and barriers which respectively facilitate and hinder the integration of mobile technology, including factors which are internal (e.g. beliefs) and external (e.g. contextual constraints) to the teachers. Implications for classroom practice and teacher education are drawn.

Keywords

mobile technology integrationsecond language teachingteacher beliefsteacher education
Type
Regular papers
Information
ReCALL , Volume 27 , Issue 3 , September 2015 , pp. 288 - 303
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Copyright
Copyright © European Association for Computer Assisted Language Learning 2015 

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