Learner perspectives regarding device type in technology-assisted language learning

ABSTRACT

This study compared learner perspectives regarding using PCs and smartphones as learning devices. A total of 167 Korean university students completed online assignments designed to maximize interaction with these devices. The assignments required students to submit their responses regarding assigned reading passages for a semester. Then they completed an online survey of five questions: (a) most frequently used device; (b) reasons for favoring a particular device; (c) limitations of a particular device; (d) better device for facilitating cognitive effort; (e) places where they used a particular device. The results showed that half the participants used PCs and the other half used smartphones. PC users favored ‘comfortable use,’ whereas smartphone users favored ‘ubiquitous learning.’ PC users reported ‘not easily portable’ was the most prominent limitation, whereas smartphone users pointed out ‘using smartphone's costly data’ and ‘uncomfortable to drag/move’ were noticeable limitations. In general however, the majority of both PC and smartphone users reported no limitations in using these devices as learning tools. Regarding facilitating cognitive effort, around 38.0% of participants indicated that there was no difference between these two devices. Most PC users did online assignments either at home or in a dormitory. Smartphone users completed tasks in several different places.

KEYWORDS:

• Learning devices
• learning platforms
• smartphone
• CALL
• TALL
• MALL

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by the Soonchunhyang University Research Fund.

Notes on contributors

Myong-Hee Ko

Myong-HeeKo is an assistant professor at the Department of Hyangseol Sharing at Soonchunhyang University, Korea. She gained her PhD in Second Language Studies from the University of Hawaii at Mānoa. Her research interests include technology-assisted language learning, L2 pedagogy, L2 assessment, language program evaluation/development, materials evaluation/development. She has published articles related to these areas.