Perceptions of the Educational Benefits of Mobile Devices in Language Teaching and Learning

  • Ana R. Luís
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 746)


This study investigates perceptions of the educational benefits of mobile devices in language teaching and learning. Within the context of Initial Teacher Education, MA students answered a semi-structured questionnaire containing questions about (a) their level of comfort with their mobile devices, (b) their own learning experiences with mobile devices and (c) their future teaching perspectives as English language teachers. The results reveal that a significant discrepancy exists between the students’ level of comfort, on the one hand, and their familiarity with the educational uses of mobile devices, on the other. Explicit training in the use of mobile devices as learning and teaching tools, with a focus on specific subject areas, is therefore needed in Initial Teacher Education programs to ensure that future teachers are capable of using mobile devices effectively.


Pre-service teachers Students’ perceptions Mobile devices Initial teacher education 


  1. 1.
    De Reis, C.: A educação da “Geração M”. Revista Portuguesa de Pedagogia 42/3 (2008). Scholar
  2. 2.
    Decreto-Lei n. 51/2012, 5 September. Diário da República n.º 172/2012, Série I de 2012-09-05 (2012)Google Scholar
  3. 3.
    Pegrum, M., Howitt, C., Striepe, M.: Learning to take the tablet: how pre-service teachers use iPads to facilitate their learning. Australas. J. Educ. Technol. 29(3), 464–479 (2013)Google Scholar
  4. 4.
    Pegrum, M.: Modified, multiplied and (re-)mixed: social media and digital literacies. In: Thomas, M. (ed.) Digital Education: Opportunities for Social Collaboration, pp. 9–35. Palgrave Macmillan, New York (2011)CrossRefGoogle Scholar
  5. 5.
    O’Bannon, B., Thomas, K.: Mobile phones in the classroom: preservice teachers answer the call. Comput. Educ. 85, 110–122 (2015)CrossRefGoogle Scholar
  6. 6.
    Council of Europe: Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Language Policy Division, Strasbourg (2001)Google Scholar
  7. 7.
    Kukulska-Hulme, A.: Mobile language learning now and in the future. In: Svensson, P. (ed.) From Vision to Practice: Language Learning and IT, pp. 295–310. Swedish Net University, Sweden (2006)Google Scholar
  8. 8.
    Allen, C.: Teachers and coursebooks in the digital age: marriages of convenience? ELT J. Int. J. Teachers Engl. Speakers Lang. 69(3), 249–263 (2015)Google Scholar
  9. 9.
    Kafyulilo, A., Fisser, P., Voogt, J.: Factors affecting teachers’ continuation of technology use in teaching. Educ. Inf. Technol. 21, 15–35 (2016)Google Scholar
  10. 10.
    Kirschner, P., Selinger, M.: The state of affairs of teacher education with respect to information and communications technology. Technol. Pedagogy Educ. 12(1), 5–18 (2003)CrossRefGoogle Scholar
  11. 11.
    Tondeur, J., Braak, J., Fisser, P., Ottenbreit-Leftwich, A.: Preparing pre-service teachers to integrate technology in education: a synthesis of qualitative evidence. Comput. Educ. 59(1), 134–144 (2013)CrossRefGoogle Scholar
  12. 12.
    Burston, J.: MALL: the pedagogical challenges. Comput. Assist. Lang. Learn. 27(4), 344–357 (2014)CrossRefGoogle Scholar
  13. 13.
    Kukulska-Hulme, A., Norris, L., Donohue, J.: Mobile Pedagogy for English Language Teaching: a Guide for Teachers. British Council, London (2015). Accessed 5 Oct 2017)
  14. 14.
    Dudeney, G., Hockly, N., Pegrum, M.: Digital Literacies. Routledge, London (2013)Google Scholar
  15. 15.
    Rossing, J., Miller, W., Cecil, A., Stamper, E.: Student perceptions on learning with mobile tablets. J. Sch. Teach. Learn. 12(2), 1–26 (2012)Google Scholar
  16. 16.
    Foti, M., Mendez, J.: Mobile learning: how students use mobile devices to support learning. J. Literacy Technol. 15(3), 58–78 (2014)Google Scholar
  17. 17.
    Bárcena, E. et al.: State of the art of language learning design using mobile technology: sample apps and some critical reflection. In: Helm, F., Bradley, L., Guarda, M., Thouësny, S. (eds.) Critical CALL – Proceedings of the 2015 EUROCALL Conference, pp. 36–43 (2015) Accessed 30 Oct 2017
  18. 18.
    Kay, R.H.: Evaluating strategies used to incorporate technology into preservice education: a review of the literature. J. Res. Technol. Educ. 38(4), 383–408 (2006)MathSciNetCrossRefGoogle Scholar
  19. 19.
    Koehler, M., Mishra, P.: What is technological pedagogical content knowledge (TPACK)? Contemp. Issues Technol. Teacher Educ. 9(1), 60–70 (2009)Google Scholar
  20. 20.
    Ottenbreit-Leftwich, A., Glazewski, K., Newby, T., Ertmer, P.: Teacher value beliefs associated with using technology: addressing professional and student needs. Comput. Educ. 55, 1321–1335 (2010)CrossRefGoogle Scholar
  21. 21.
    Sang, G., Valcke, M., van Braak, J., Tondeur, J.: Student teachers’ thinking processes and ICT integration: predictors of prospective teaching behaviors with educational technology. Comput. Educ. 54, 103–112 (2010)CrossRefGoogle Scholar
  22. 22.
    Voogt, J., Knezek, G., Cox, M., Knezek, D., Ten Brummelhuis, A.: Under which conditions does ICT have a positive effect on teaching and learning? A call to action. J. Comput. Assist. Learn. 29(1), 4–14 (2013)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.University of CoimbraCoimbraPortugal

Personalised recommendations