A Study on Chinese College EFL Teachers’ Perceptions of Mall and Their Teaching Practices

Introduction

Prior to Covid-19, few education systems embraced digital technologies, but lately, they have been on the rise because of the big data e a. ICT is present in numerous schools, but the education system is still behind on digitization cases, yet Van der Vlies (2020) claims that students frequently have access to innovative technologies beyond classroo s. Still, the student’s requirements currently are very demanding whereby they not only read and write but organize, collect and evaluate data using digital resources like smartphones, laptops, simulations and MOOCs, overcoming traditional learning barrie s. Furthermore, digitization of education unveils considerable advantages such as lifelong education, learning anytime and anywhere.

Equally, teaching and learning practices involve listening and speaking processes for effective communicati n. A limited English exposure in the learning settings limits learners whose native language is not English to fewer opportunities to heed or communicate authentic English daily, frequently offering learners with decontextualized knowledge tasks and resourc s. As a result, scholars such as Hwang et al. (2016) and McCarty et al. (2017) claim that such learners rely on the old teaching approach s. So, there is a higher possibility of their motivation decreasing in this EFL learning setti g. EFL college teachers and faculties can overcome this by integrating MALL within the listening and speaking lessons since its features, such as mobility and mobile device ownership, can accommodate the learner’s specific nee s. Besides, only some scholars have attempted to explore applying distinct types of mobile technology within library services and teaching (Hwang et al., 2015; Prakash, 2023; Pribeanu et al., 2020).

In addition, English is a standard language, gradually becoming the second and crucial language in several non-English speaking countri s. However, English and non-English speaking nations require the necessary mechanisms that can help them improve their speaking, writing, reading, and listening capabilities even though it is difficu t. Some of the challenges expected during this process include understanding that there is no association between teaching English and real life and that traditional English teaching involves acquiring knowledge and not life skills (Liu, 200 ). Likewise, reciting words, explaining syntax, and reading papers cannot improve learning motivation for studen s. There also exists a low frequency of teaching English because these classes happen in traditional classroo s. However, EFL teachers have currently found few opportunities to practice English separately from the classrooms without space and time being a hindrance.

Now, language instructors are attempting to integrate mobile tools into learning activities, but the recent education system needs to prepare for it, challenging its implementati n. Inversely, one of the fundamental impacts of MALL is that it supports language learning through the automatic translation devices in mobile phones, making it easy to access and read content in a different language (Kukulska-Hulme, 201 ). Mozes (2019) experience, an EFL preservice English teacher who grew up in the globalization era, asserted that it is possible to integrate MALL in EFL classrooms but also an ideali t. It has several privileges and conveniences during the teaching activities and can also be challenging at the same time for effective performan e. A few studies have looked into the different perceptions of EFL teachers concerning MALL’s integration in Chinese Universities lecture hal s. Most of the findings have shown that MALL could be a distraction or a privilege, depending on how EFL teachers and students use t. It can also be a motivational tool, boosting creativity among EFL teachers and their studen s. However, digital knowledge among college EFL educators is a critical concern in MALL and their teaching practic s. Therefore, this study explores the perceptions of Chinese Universities EFL teachers’ perceptions about MALL teaching practices on the basis of digital transformation and digital literacy within the education system context, determining MALL’s output quality within Chinese Universities.

Literature Review

2.1 MALL

MALL integrates technology devices like mobile phones for the ubiquitous learning of foreign languages anywhere and time in regards to its elements (Khan et al., 2018; McCarty et al., 2017; Mozes, 2019; Ummu et al., 201 ). Leowen et al. (2019) study pointed out the four fundamental elements of MALL characteristics: first, it is flexible in terms of location and time of study; second, its study stability on diverse devices; third, easy access to knowledge and information and finally, compliance to individual study patter s. However, portability is the significant difference between MALL and CALL, emphasizing the constant access and engagements in different contexts.

Due to the numerous advantages of mobile learning, such as user-friendliness, flexibility, and affordability, several MALL settings have been a success within contextual studies (Chen et al., 2017; Guo & Wang, 2018; Mengorio & Dumlao, 2019; Lu, 2022; Muhammad et al., 2020; Wrigglesworth, 2019; Wu & Miller, 2020; Khan & Tufail, 202 ). Such results motivate teachers to perceive MALL positively and implement it even though it cannot be extensively applied to train students to listen, speak, read, and write Engli h. Furthermore, Nur et al. (2022) stated that using technology in classrooms when teaching English motivates students and makes them creative, such as internet browsing for credible sources, project learning, and assignment presentations.

2.2 MALL-Based Teaching Practices.

Gradually, MALL influences whatever happens in the teaching processes, especially in the foreign language discipline, enhancing change within the teaching practic s. According to Vemula (2019), mobile phones are practical devices accessible globally by learners, changing e-learning’s next pha e. It is education’s new extension with a different setting and innovative capaciti s. Likewise, college EFL teachers can teach from the point of location, inside or outside the college institutions, and at a time of convenien e. Mobile phones are very portable, granting EFL teachers the opportunity to teach independently, especially when needed, to offer assistance with foreign language learning and also create effective materials and methods for MA L. MALL is stable because EFL teachers can continue their lessons or access teaching materials on different devic s. In addition, they can easily access knowledge and information when teaching students the English foreign language by utilizing the built-in translation tools in MA L. Lastly, college EFL teachers can stick to their usual teaching patterns with their college students.

Secondly, app technologies constantly evolve, making EFL apps capable of integrating diverse media such as videos, animations, audio, pictures, and texts (Godwin-Jones, 2017; Kwangsawad, 201 ). It implies that EFL teachers can integrate these media components effectively, developing multimedia instructional courses and student prompts for studyi g. Since several scholars, such as Alzubi (2019) and Kwangsawad (2019) study revealed that mobile phones are distractive devices during learning, EFL teachers can make the relevant faculties perceive them as learning instruments by requesting these faculties to incorporate them as EFL mobile learning education.

Thirdly, there is a greater likelihood for mobile learning to happen inside classrooms than outside, regardless of the personal autonomy of instructors (Godwin-Jones, 201 ). However, the primary focus will be creating apps, increasing the interest in identifying ways of evaluating various mobile learning techniqu s. It is a challenging task because services and devices are open to more than a single delivery system, including mobile phones and table s. Likewise, web apps work on both desktops and laptops.

On the other hand, numerous apps serve unique purposes that may partially meet all the checklists’ criteria yet remain a cherished learning opportuni y. According to Rosell-Aguilar (2017) study, there are evaluative contexts of different apps, specifically those meant for language learning, such as ‘Rosetta Stone’ and HelloTalk, that serve other purposes such as texting, reading, podcasts, writing and flashcards or even dictionary and translator ap s. Still, Rosell-Augilar (2017) study recommended four principal criteria: design and technology, user experience, language learning potential, and pedago y. His study suggested that faculties present these criteria to discuss and walk through the assessment phase, helping them find and use apps for target language study, including EFL, and being enlightened about EFL learning design as they evaluate other resources in the EFL conte t. Rosell-Aguilar (2017) study further specified that this criteria presentation and its evaluation is possible if educators value the usage of mobile instruments for language educati n. Correspondingly, it would be easy for educators to visualize their students gaining knowledge on portable devices even though it was challenging to engage with similar information on a small screen in non-learning environments.

Notwithstanding, it is difficult for teachers to imagine learning happening beyond their established teaching practices in the EFL classroo s. Teachers prefer the pedagogical approaches encountered during their education phase (Moreno & Traxler, 201 ). Consequently, Moreno and Traxler (2016) proposed a portable-conveyed MOOC for language educators, engaging them in actual learning to assist them in reconsidering the usage of MALL events to stimulate chan e. Still, there are difficulties within the EFL MALL teaching and learning processes because the current innovative mobile technology offers alternative language learning processes (McCarty et al., 201 ). Thus, it calls for an urgent investigation into the necessary changes needed for the language learning process within the MALL settin s. Still, instructors’ attitudes, perceptions, and skills determine MALL’s output quali y. Besides, it is also an effective way for non-locals to learn EFL.

2.2.1 Teachers’ Perceptions and MALL Teaching Practices

Teachers who perceive mobile pedagogy as a necessity in the digital era will positively accept MALL and find ways to enhance their integrated capacities with technolo y. Jie et al., (2022) study explored teachers’ perceptions on mobile education in China’s higher education and validated three implications; first, teachers understood mobile education differently like a number describing MOOCs as challenging, secondly, teachers perceptions on mobile education is what determines their readiness for adopting it and thirdly, teachers are completely aware of the necessity of improving their mobile education capabilities but are confused on the appropriate technique to u e. As a result, mobile digital transformation in the education system evoking reformation on the entire education system, including teachers and teaching practices in the digital era.

Digital literacy is a significant concern because EFL teachers need to be informed and trained on how to handle different English language learning apps to utilize them in classes for EFL learni g. Meanwhile, Alzubi (2019), and Kwangsawad (2019) literature studies showed that mobile phones with the MALL learning and teaching practices could be a distraction to the students regardless of their numerous benefits within the EFL conte t. As much as the EFL teachers will elaborate to the college faculties about MALL’s significance in English Language learning, students have ownership rights over their phones; hence, it can be challenging in the current digital e a. Above all, almost every study within this literature review has affirmed the willingness of EFL teachers to embrace the current technology’s MALL in their teaching practices, outperforming the traditional approaches regardless of their occupational skills and capabilities and curiosity about how MALL will operate within the different EFL contextual institutio s. However, these positive and negative perceptions about MALL’s EFL learning context can shape it positively or negatively.

Several findings from other literature studies about the EFL instructor’s perceptions of MALL have ascertained their acceptance and endorsed its significance within the EFL setti g. An excellent example is Liu et al. (2017), study that surveyed the EFL apprentices’ and instructors’ views about accepting mobile learning in his Chinese linguistic teachers’ survey and group discussions, revealing that learners and instructors have a higher acceptance of mobile integration in the EFL conte t. Liu et al. (2017) inferred a positive association between the two variables, perception and acceptance, in association with visible positive perception leve s. Instructors, students, and the entire learning process benefit from MA L. According to Khan et al. (2018), a considerable amount of studies have been done about the attitudes of teachers toward integrating MALL in different educational aspects contex s. However, there needs to be more studies on how to tackle the different perceptions that EFL teachers have about incorporating MALL and implementing it in EFL lessons.

Add more findings

From an activity theory perspective, there exists a relationship between the teachers’ perceptions and the MALL teaching practic s. According to Hasan (1998) activity theory exploits the entire work activity as an analysis unit and breaks it into analytical elements of subject, took and object; first, the subject is the individual under study, secondly, the object is the intended activity and the tool is the mediating device for action executi n. Likewise, Engestrom (1996) asserted that the work activity structure comprised of elements such as individual workers, conceptual models, rules and purpose of the activi y. Using the Engestrom (1996) and Hasan (1998) activity theory descriptions, this study has adopted MALL as the tool for teaching practices in the Chinese universities, the subject are EFL teachers while the object was this study’s purpose of gathering the different perceptions from the Chinese University teachers about MALL teaching practices and the desired outcome is positive perceptions about MALL teaching practices via concepts such as digital transformation and literacy in the education syst m. In this case, the activity system will be drawn by taking the Chinese University teachers’ perceptions as the conceptual models allow this study to explore and examine the different findings between the teachers’ perceptions and MALL teaching practices.

2.3 Conclusion

Research Design

Purpose of the Study

This study will utilize an assorted research methodology, combining both quantitative and qualitative research approaches to gather how digital transformation in the education system and digital literacy help explain the different Chinese University EFL teachers’ perspectives about MALL teaching practices, determining MALL’s output quality.

Aim of the Study

Using the qualitative and quantitative research design, this study aims to collect and explore the primary data of different perceptions that Chinese University EFL teachers hold about MALL teaching practic s. It also aims to utilize the thematic analysis, producing the real-world knowledge about the effectiveness of MALL teaching practices within the Chinese University EFL teachers’ context.

Research questions

RQ₁ How does the digital transformation in education system help explain the Chinese University EFL teachers’ perceptions of MALL teaching practices?

RQ₂ How does digital literacy help explain the Chinese University EFL teachers’ perceptions of MALL teaching practices?

RQ₃ How does the Chinese University EFL teachers’ perceptions of MALL teaching practices help explain MALL’s output quality?

3.4 Research methods

This study will conduct both quantitative and qualitative resear h. Quantitative research is the collection and analysis of numerical data (Bhandari, 2022) whereas the qualitative research method is the collection and analysis of non-numerical data (Bhandari, 202 ). However, the mentioned above mixed research questions will help formulate research questions for the semi-structured questionnaires during quantitative data collection, gathering data for qualitative analysis.

Size of Study

This study’s participants will be 100-150 college English teachers from Universities in Yunnan Province, and the research will look into the attitudes and perceptions about MALL in the EFL conte t. It will define the different perspectives that these EFL teachers’ teaching hold about MALL and teaching practices due to digital transformation and literacy within the education syst m. It is essential to collect data from the 100-150 participants, facilitating the original data collection and answering the relevant research questio s. These are crucial in gathering quantifiable data and presenting a report of the actual situation on the study si e. The results will vary depending on the participants’ experiences, building rich data.

Instruments

A semi-structured questionnaire

Teacher interview (teacher perception)

Classroom observation (classroom observation)

Related documents (teaching plans, student data)

Data Collection

Quantitative Data Collection

This study will observe and employ semi-structured interview questions as the appropriate instrument for collecting qualitative da a. The purpose of conducting this interview is to probe deeper regarding the selected 8-10 respondents’ perceptions of MALL and teaching practices.

These questions will be based on the general viewpoints about the teaching practices of MALL in EFL context and the challenges associated with t. It will be modified into two segments; the first part will be personal or demographic information, while the second segment will focus on the different perspectives that Chinese University EFL teachers hold about MALL teaching practices ever since the digital transformation in the education system and as digital literate or illiterate individua s. Moreover, there will be room for flexibility if the respondents have any new queries requiring answers through their responses.

The questions will be both open and close-ended, granting respondents the chance to explain and elaborate themselves adequate y. The closed-ended questions on the second part of the questionnaire will be accompanied by the Likert Scale responses of either agreeing or disagreeing with the stated questions within the questionnai e. Since the Likert scale offers pessimistic and cheerful options, it can be straightforward for the participants and this study to interpret some of the results quickly and conclude whether the perceptions are neutral, positive, or negati e. For instance, option one can represent strongly disagree, whereas option seven strongly agree, as shown in the attached questionnaire in the append x. They will be well-defined and written in simple English since it is a well-known language to most EFL teachers in Chinese Universiti s. Research questions will help administer the relevant questions for the questionnai e. Moreover, I will also maintain close observation of the respondents.

Table 1: Data source

3.3 Data Analysis

The findings will be analyzed using thematic analys s. Thematic analysis is a qualitative data method that helps closely examine primary data to identify common ideas, patterns and topics that appear repetitively, coming up with a common meaning and themes (Caulfield, 201 ). This method will help come up with the most relevant themes that describe the different perceptions that college EFL teachers hold about MALL their teaching practices on the basis of digital transformation and digital literacy in the education system, determining MALL’s output quali y. Meanwhile, thematic analysis involves six phases that this study will consider; familiarizing with the data, coding it, generating theme, reviewing them and finally labelling them s. Coding qualitative data involves highlighting different phrases in texts (Caulfield, 2019) from different Chinese University EFL teachers, then labelling them with shorthand codes that describe their conte t. As a result, these themes will answer this study’s formulated research questions, teachers’ perceptions in MALL within the EFL context following the literature revi w. This gathered data will add new information concerning how digital transformation and digital literacy have helped explain the different perspectives that Chinese University EFL teachers have about MALL teaching practices.

3.4 Anticipated Results

This research proposal will help identify and understand the different perceptions that EFL teachers from Universities in Yunnan Province hold about MALL and teaching practices to determine the output quality of MALL within the EFL setti g. However, there is a higher possibility that the Chinese University EFL teachers’ perceptions about MALL teaching practices are driven by their perception about the digital transformation in the education system and their digital literacy leve s. A Chinese University EFL teacher, with a higher digital literacy level will have a positive perception about positive MALL teaching practices unlike one with low or zero digital literacy leve s. Likewise, a Chinese University EFL teacher with a positive perception about the current digital transformation within the education system, is highly likely to have a positive perception about the MALL teaching practices and so, determining MALL’s high output quality with the EFL teaching practices in China.

For that reason, by examining the responses against the backdrop of existing literature that includes diverse educational contexts in China, this study will seek to understand the commonalities and variances in EFL teachers’ perceptions towards MALL across digital transformation and digital literacy concep s. In addition, this comparative analysis will enable a broader understanding of the role digital transformation and digital literacy plays in shaping Chinese University EFL teachers’ perspectives about MALL teaching practic s. By analyzing the data collected, this research will aim to capture a comprehensive picture of the perceived benefits and drawbacks of MALL, providing a balanced view of its practical implicatio s. Therefore, it is anticipated that the findings will highlight the potential of MALL as a tool for enhancing the quality of English language education, whilst also addressing any limitations or challenges that might impede its practices in the EFL classroom on the basis of digital transformation within the education system and digital literacy among Chinese University EFL teachers.

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Appendix

A Questionnaire on College EFL Teachers’ Perceptions of MALL Teaching Practices

PART A: Personal or Demographic Information

Age: a) 20-25

1. b) 26-30
2. c) 31-35
3. d) 36-37

Gender: a) Female

1. b) Male

Level of Education: a) University/College

1. b) High School
2. c) Other

How proficient is your digital literacy levels?

1. No proficiency
2. Basic
3. Intermediate
4. Limited
5. Professional

Part B: Effectiveness, Ineffectiveness, and Challenges of MALL EFL Teaching Practices

What is your view about the current digital transformation in the education syst m? Is it effective or non-effecti ? 1. Yes 2. No

Explain

Has MALL been influential within the EFL teaching practic s? (Tick on the number)

1. Strongly Disagree
2. Slightly Disagree
3. Disagree
4. Agree
5. Slightly Agree
6. Strongly Agree

Why?

Has MALL been ineffective within the EFL teaching practic s? (Tick on the number)

1. Strongly Disagree
2. Slightly Disagree
3. Disagree
4. Agree
5. Slightly Agree
6. Strongly Agree

Why?

Has MALL posed any challenges within the EFL teaching practic s? (Tick on the number)

1. Yes
2. No

Elaborate?

Any recommendations?

Thanks for your Participation