Abstract

This study explored the perceptions of ESL learners and teachers on using tablets in their language classrooms, focusing on the device’s four inherent affordances: learnability, usability, motivation, and willingness to use tablets. Although previous research has investigated the pedagogical use of tablets in the domain of higher education, elementary and secondary education, and teacher training, there is little research exploring the perceptions of ESL students and even less involving their teachers. The themes that guided the study are commonly found in Mobile Assisted Language Learning (MALL) perception studies. What is known about users’ perceptions of MALL-based pedagogy (including tablets) is that students and their instructors view the use of these platforms positively. For instance, it has been acknowledged that the use of MALL-based pedagogy has the potential to enhance learning by: (1) improving the learning experience – learnability (Obari & Lambacher, 2015), (2) increasing learners’ level of comfort – usability (Altena, 2015), (3) boosting motivation (Cardoso, 2011), and (4) increasing students’ willingness to use the technology (Cumming & Rodriguez, 2013).

This study examined the perceptions of 45 young adult ESL learners and 11 teachers on their use of tablets (Apple iPads) in their classrooms. A mixed-method approach was adopted to collect and analyze the data. Learners’ and teachers’ surveys used a 5-point Likert scale to probe the participants’ perceptions of the four themes: (1) learnability (e.g., using iPads helps me improve my listening skills in English), (2) usability (e.g., I find it is easy for my students to use iPads in reading activities), (3) motivation (e.g., using iPads motivates me to read English texts), and (4) willingness to use tablets (e.g., I will use the iPad for teaching my classes in the future). To measure the four key themes quantitatively, the survey results were analyzed via descriptive statistics. Qualitative data were obtained through face-to-face interviews, which were subjected to a thematic analysis. Findings reveal positive perceptions from both ESL learners and their teachers on all four measures adopted, which were also corroborated by the thematic analysis of the interviews.

Keywords: tablets, MALL, ESL learners, ESL teachers