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Cross cultural analysis of users' attitudes towards the use of mobile devices in second and foreign language learning in higher education: a case from Sweden and China
Dalarna University, School of Technology and Business Studies, Information Systems. (Teknikburna kunskapsprocesser)
Örebro University. (Research School: Technology-Mediated Knowledge Processes)
2013 (English)In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 69, 169-180 p.Article in journal (Refereed) Published
Abstract [en]

The present study examined the current state of students' attitudes toward mobile technology use in and for second and foreign language learning in higher education. Moreover, the study investigated if age, gender or cultural factors affect these attitudes. A total of 345 students from two in many aspects different countries, China (Yunnan University) and Sweden (Dalarna University) participated in this study. To access learners' perceptions toward mobile technology use, we employed Kearney's pedagogical framework to mobile learning from a socio-cultural perspective (Kearney, Schuck, Burden, & Aubusson, 2012). Hofstede's cultural dimensions were used to approach students' cultural views, as these dimensions represent some values – aspects of culture – that may affect attitudes toward technology and learning individually as well as in combination. The findings show the respondents' attitudes toward mobile learning are very positive with individualization being most positive (83%) followed by collaboration (74%), and authenticity (73%). The statistical analysis indicates that Hofstede's factors cannot explain the differences in mobile-assisted language learning (MALL) attitudes in the chosen sample. Among the personal factors, gender is identified to be a predictor to explain the differences in students' attitudes toward MALL. This study shows that technology itself seems to be the most important culture-shaping factor, more important than culture inherited from the physical environment, and more important than age.

Place, publisher, year, edition, pages
Elsevier, 2013. Vol. 69, 169-180 p.
Keyword [en]
cross-cultural projects, teaching/learning strategies, distributed learning environments, virtual reality, adult learning
National Category
Information Systems
Research subject
Complex Systems – Microdata Analysis
Identifiers
URN: urn:nbn:se:du-12760DOI: 10.1016/j.compedu.2013.07.014ISI: 000325600400015OAI: oai:DiVA.org:du-12760DiVA: diva2:639904
Available from: 2013-08-11 Created: 2013-08-11 Last updated: 2016-01-13Bibliographically approved
In thesis
1. Design and use of mobile technology in distance language education: Matching learning practices with technologies-in-practice
Open this publication in new window or tab >>Design and use of mobile technology in distance language education: Matching learning practices with technologies-in-practice
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis focuses on the adaptation of formal education to people’s technology- use patterns, theirtechnology-in-practice, where the ubiquitous use of mobile technologies is central. The research question is: How can language learning practices occuring in informal learning environments be effectively integrated with formal education through the use of mobile technology? The study investigates the technical, pedagogical, social and cultural challenges involved in a design science approach.

The thesis consists of four studies. The first study systematises MALL (mobile-assisted language learning) research. The second investigates Swedish and Chinese students’ attitudes towards the use of mobile technology in education. The third examines students’ use of technology in an online language course, with a specific focus on their learning practices in informal learning contexts and their understanding of how this use guides their learning. Based on the findings, a specifically designed MALL application was built and used in two courses. Study four analyses the app use in terms of students’ perceived level of self-regulation and structuration.

The studies show that technology itself plays a very important role in reshaping peoples’ attitudes and that new learning methods are coconstructed in a sociotechnical system. Technology’s influence on student practices is equally strong across borders. Students’ established technologies-in-practice guide the ways they approach learning. Hence, designing effective online distance education involves three interrelated elements: technology, information, and social arrangements. This thesis contributes to mobile learning research by offering empirically and theoretically grounded insights that shift the focus from technology design to design of information systems.

Place, publisher, year, edition, pages
Örebro: Repro, 2015. 154 p.
Series
Örebro Studies in Informatics, 11
Keyword
online distance education, mobile learning, mobile-assisted language learning, information systems artefact, design science research, learning practices, structuration, self-regulation, technology-in-practice
National Category
Computer and Information Science Educational Sciences
Research subject
Complex Systems – Microdata Analysis
Identifiers
urn:nbn:se:du-20356 (URN)9789175291024 (ISBN)
Public defence
2015-12-01, Bilbergska huset, Örebro, 13:15 (English)
Opponent
Supervisors
Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2016-03-16Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf