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Left to Their Own Devices: an Investigation of Learner Perceptions of Smartphones As Tools of Language Learning

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Left to Their Own Devices: an Investigation of Learner Perceptions of Smartphones As Tools of Language Learning Left to their own devices: An investigation of learner perceptions of smartphones as tools of language learning Author: Martin Mullen Thesis presented to the University of Limerick for the award of the degree of Doctor of Philosophy Supervisors: Dr. Freda Mishan Dr. Liam Murray Submitted to the University of Limerick, February 2021 i ABSTRACT Among many student populations smartphone ownership is ubiquitous, and many educators have been quick to incorporate smartphones into their classes and learning programs. There is a wealth of research documenting formal, institution-led programs in both general mobile assisted Learning and Mobile Assisted Language Learning (MALL). However, research trends in MALL are largely confined to formal MALL, and there has been limited investigation of language learners’ self-regulated smartphone use outside of formal programmes. This study aims to identify how learners use their smartphones as part of their language studies, and to determine what perceptions language learners have of their smartphones as language learning tools. By shedding light on the learners’ existing behaviours and perceptions, the study seeks to identify ways in which smartphone-based language-learning can become more systematic and effective. The study investigates how learners use their smartphones for informal and self-regulated language study, what materials are used, and what impact informal resources such as social media sites like Facebook have on learners’ exposure to and use of their target language. The research employs surveys, case studies and a group interview to understand how learners interact with their smartphones on a daily basis. The findings offer insight into language learners’ attitudes towards their devices as study aids, their regular use of their smartphone with both formal and informal learning materials and resources, and their perception of how these behaviours impact on both their active and passive language learning. The data will make educators more familiar with learners’ current smartphone use and preferences with regard to both their learning and use of the target language. By better understanding the extent to which language learners value and avail of the affordances of smartphones, educators will be more informed in their efforts to effectively incorporate smartphones into their learning programmes. ii LIST OF PUBLIC TALKS The following is a list of conference papers which are an integral part of the research process carried out for this study. Conference presentations: Arts, Humanities and Social Sciences (AHSS) Postgraduate Research Conference, 22 May 2018, University of Limerick (Ireland): Smartphone-mediated engagement with target languages: a case study. Irish Association of Applied Linguistics (IRAAL) Conference, 18 November 2017, University of Limerick (Ireland): Smartphone-mediated language learning: What is the teacher’s role? Centre for Applied Languages (CALS) Research Day, 03 May 2017, University of Limerick (Ireland): MALL in theory and practice – Research so far. CALS Postgraduate Research Day, 21 May 2016, University of Limerick (Ireland): Learner attitudes towards Mobile Learning. Digital Ireland ELT Conference, 30 October 2015, Dublin (Ireland): MALL in theory and practice - an overview of the past, and a discussion of the future. iii ACKNOWLEDGEMENTS This study could not have been completed without the support and guidance from a large number of people. To all of them, I offer my sincere, heartfelt gratitude. My deepest thanks go to my supervisors, Dr. Freda Mishan and Dr. Liam Murray. Their knowledge, guidance, and patience during every stage of this research journey have been invaluable to the completion of this study. Their confidence and belief in me and my research allowed me to have confidence and belief in myself. Their contribution to the finished study has been immense and I am truly indebted to them both. To my wife, Akie, who, throughout my studies, gave me the support, encouragement and understanding I needed to complete this research. My gratitude extends also to other members of my family who have supported me also. The memory of my late father, who worked in this university for twenty-five years, motivated me also. I am indebted to the students of modern languages at the University of Limerick, who completed surveys, took part in case studies, and attended group interviews. Without these students giving of their time, my research would not have been possible. I hope that this study will help future generations of modern language students here and elsewhere. I am grateful also for the support and guidance offered by other postgraduate students. Finally, I offer my thanks to both the administrative and academic staff at the University of Limerick, especially those in the department of Modern Languages and Applied Linguistics. As well as assisting me with the recruitment of students, they helped me in other ways. Through workshops, lectures, and even chance meetings, I have been given support and guidance by many staff members, and for that I am grateful. iv DECLARATION I declare that the work presented herein is original, and a product of my own work. Martin Mullen . v TABLE OF CONTENTS ABSTRACT .............................................................................................................................. ii LIST OF PUBLIC TALKS ................................................................................................... iii ACKNOWLEDGEMENTS ................................................................................................... iv DECLARATION...................................................................................................................... v LIST OF TABLES ................................................................................................................. xii LIST OF FIGURES ............................................................................................................. xiii LIST OF ABBREVIATED TERMS .................................................................................... xv CHAPTER 1: INTRODUCING THE RESEARCH PROJECT ......................................... 1 1.1 Background and description of the research ............................................................... 3 1.2 The Irish educational context ........................................................................................ 4 1.2.1 History of ICT in Irish education .............................................................................. 5 1.2.2 Current approaches to online safety .......................................................................... 6 1.2.3 Current approach to ICT in Irish education ............................................................... 8 1.2.4 Research into ICT teaching and outcomes ................................................................ 9 1.2.5 Development of policy on smartphones and social media in Irish education ......... 11 1.2.6 Encouraging use of smartphones and social media ................................................. 11 1.2.7 Limiting access to smartphones and social media ................................................... 12 1.2.8 Covid-19 and education ........................................................................................... 15 1.3 Aims, rationale and significance of the study ............................................................ 16 1.3.1 The aims of the study............................................................................................... 16 1.3.2 The research questions ............................................................................................. 17 1.3.3 The significance of the study ................................................................................... 20 1.4 Overview of the thesis structure ................................................................................. 21 1.5 Conclusion to the chapter ............................................................................................ 22 CHAPTER 2: REVIEW OF THE RELATED LITERATURE ........................................ 23 Introduction ........................................................................................................................ 23 2.1 An Overview of Technology and Language Pedagogy ............................................. 24 2.1.1 The emergence and evolution of CALL .................................................................. 25 vi 2.1.1.1 Structural CALL: theory and practice ............................................................... 25 2.1.1.2 Communicative CALL: theory and practice ..................................................... 27 2.1.1.3 Integrative CALL: theory and practice ............................................................. 28 2.1.2 Learner Perceptions of CALL ................................................................................. 29 2.1.3 Conclusion to the section ......................................................................................... 32 2.2 From CALL to MALL ................................................................................................. 32 2.2.1 Definitions of M-Learning....................................................................................... 33 2.2.1.1 Characteristics of M-Learning .......................................................................... 33 2.2.1.2 What is a ‘device’ in M-Learning? ................................................................... 35 2.2.2
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