Mobile Devices in English as a Foreign Language Contexts in Southern Thai High Schools

Abstract

The aim of this quantitative study was to examine several issues concerning the use of mobile devices in the Thai EFL school/classroom context by surveying a large sample of students and teachers. The participants were 277 students and 55 teachers in 8 schools of different sizes in Southern Thailand, who were surveyed using Likert-type scale questionnaires which covered a range of topics related to mobile devices in the EFL setting. The data were analysed, and independent samples t-test was used to look for any significant differences in participants responses related to digital native/immigrant teacher status and urban/rural school location. The findings indicated that students had access and ability to use mobile devices, and either agreed or strongly agreed that mobile devices increase their learning potential and satisfaction, suggesting they are ready for autonomous learning using mobile devices in partnership with their 21st century learning skills. Urban/rural school location had a significant effect on the amount of time students spent using mobile devices, though this appeared to be a consequence of teacher/school policy and not due to a lack of access. The findings also showed that whilst digital native teachers consistently responded more positively towards the benefits/uses of mobile devices in EFL teaching/learning than the older digital immigrant teachers at a significant level (p < .01), all teachers regardless of age agreed on the benefits and promotion of mobile devices as EFL learning aids. Findings from this study can inform policymakers, schools, and teachers on a variety of issues related to mobile devices in the Thai EFL high-school context, in particular how the cultural contexts of digital native/immigrant orientation or urban/rural location influence these issues. Recommendations are made for schools and policymakers to consider the teachers' and students' voice and construct policies which both promote the pedagogical use of mobile devices in the EFL environment and allow students to complement their learning aided by mobile devices.