Challenges and Drawbacks of Smartphone-Based Language Learning for Vietnamese EFL Learners in Higher Education Settings: Perspectives on Mobile Apps and Curriculum Design
DOI:
https://doi.org/10.17507/jltr.1502.11Keywords:
mobile apps, language learning, learning autonomy, motivation, curriculum designAbstract
This study explored the opinions of Vietnamese EFL learners on m-learning challenges and drawbacks in Vietnamese higher education settings. The study also investigated the uses of mobile apps and curriculum design for English language learning and their impacts on students' learning experiences. The author used an exploratory design which included a 12-question survey and semi-structured interviews with 185 EFL students from a public university in Vietnam. The results revealed that while smartphones were perceived as a convenient and useful tool for learning English, there were several shortcomings associated with their use. These negative factors were technical issues, distractions, lack of motivation, and difficulty in finding suitable English learning apps. The results also highlighted the importance of integrating mobile apps into the curriculum design, and university management should provide training for students and teachers on using mobile apps for learning English as one of the necessary handbooks. The findings of this study may be beneficial to EFL teachers, curriculum designers, and policymakers in Vietnam and other similar contexts where mobile apps are becoming increasingly prevalent as a language learning tool.
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