Abstract
Although explorations on cell phone-based learning (C-learning) in the field of teaching English as a foreign language (EFL) has been gaining increasing attention in the last 10 years, the explorations are constrained mainly to distance language teaching. Researchers have pointed out that mobile devices are most effective when combined with group activities, traditional educational activities, and other information and communication technologies (Librero, Ramos, Ranga, Trinona, & Lambert, 2007; Stead, 2005). The purpose of this study was to investigate the integration of a C-learning activity into a traditional EFL classroom by looking at students’ attitudes, technological readiness, perceived learning, and perceived appropriateness of the activity design. A total of 96 high school students from Xiamen, China participated in the study. Students’ survey responses, reflection papers, and final projects were collected and analyzed. Findings of the study indicated that students enjoyed the activity. They found the activity interesting, inspiring, and effective for their English learning. Students had no technological anxieties related to the cell phone use. This study can contribute to the discussion on integrating cell phones for EFL teaching by providing a sample activity as well as students’ possible perceptions and attitudes toward the activity.
Recommended Citation
Wang, F., Chen, X., & Fang, W. (2011). Integrating Cell Phones into a Chinese High School EFL Classroom: Students’ Attitudes, Technological Readiness, and Perceived Learning. Journal of Educational Technology Development and Exchange (JETDE), 4(1). https://doi.org/10.18785/jetde.0401.08
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Instructional Media Design Commons, Online and Distance Education Commons, Other Education Commons
