BARRIERS AND COPING STRATEGIES IN MALL INTEGRATION: UNIVERSITY EFL INSTRUCTOR’S PERSPECTIVES
Abstract
This study examined the barriers and coping strategies involved in integrating Mobile-Assisted Language Learning (MALL), including AI-driven tools, among 399 EFL instructors. Through a survey and supplemental interviews, the research explored how instructors’ background characteristics influence their coping strategies and the barriers they encounter, as well as the relationship between these factors. Findings indicated a moderate level of overall perceived barriers, with extrinsic barriers rated higher than intrinsic barriers. Time constraints were identified as the most significant barrier. In terms of coping strategies, instructors predominantly relied on intrinsic factors over extrinsic ones, with attitude being the most utilized strategy. A strong negative correlation was found between perceived barriers and coping strategies, suggesting that instructors who perceive fewer barriers are more likely to employ coping strategies. No significant differences in perceived barriers or coping strategies were observed based on gender, age, position, teaching experience, area of specialization, or daily MALL usage. These findings accentuate the importance of addressing both extrinsic and intrinsic barriers to facilitate effective MALL integration. Implementing targeted interventions that provide technical support, institutional resources, and professional development, alongside strategies to foster positive attitudes and self-efficacy, is crucial in enabling EFL instructors to successfully integrate MALL into their teaching practices.
Keywords
Mobile Assisted Language Learning (MALL), English as a Foreign Language (EFL) instructors, barrier EFL instructors, coping strategy, Taiwan
Ethical Statement
Our institute currently does not require Ethics Committee Approval for this type of study.
Thanks
This work was supported by the Ministry of Science and Technology in Taiwan under Grant# MOST 110-2635-H-324-001-.
References
- Al-Hunaiyyan, A., Alhajri, R. A., & Al-Sharhan, S. (2018). Perceptions and challenges of mobile learning in Kuwait. Journal of King Saud University - Computer and Information Sciences, 30(2), 279-289. https://doi.org/https://doi.org/10.1016/j.jksuci.2016.12.001
- Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(2), 2283282. https://doi.org/10.1080/23311916.2023.2283282
- An, Y.-J., & Williams, K. (2010). Teaching with web 2.0 technologies: Benefits, barriers and lessons learned. International Journal of Instructional Technology and Distance Learning, 7(3), 41-58. http://www.aect.org/pdf/proceedings09/2009/09_1.pdf
- Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52(2), 353-364. https://doi.org/https://doi.org/10.1016/j.compedu.2008.09.004
- Boulay, R. A., & Fulford, C. P. (2009). Technology mentoring: Research results across seven campuses. In A. Tatnall & A. Jones (Eds.), Education and Technology for a Better World: 9th IFIP TC 3 World Conference on Computers in Education, WCCE 2009, Bento Goncalves, Brazil, July 27-31, 2009. Proceedings (pp. 273-281). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-03115-1_29