Mobile Assisted Language Teaching From Preparatory Program Efl Teachers’ Perspectives

Abstract

The aim of this study is to investigate preparatory program EFL teachers’ (n=50) perspectives on mobile assisted language teaching. To achieve this aim, a questionnaire consisting of five parts - the first part on demographic data, the second part on teachers' use of mobile phones in teaching English as a foreign language, the third part on teachers' use of common social media and instant messaging tools in teaching English as a foreign language, the fourth part on teachers' acceptance of mobile phones and the last part on five open ended questions - was administered to the participants. The results of the study revealed that while most of the preparatory program EFL teachers’ views on mobile assisted language teaching were positive, some of the EFL teachers’ views were negative related to mobile assisted language teaching.