Exploring adult learners' perceptions of integrating mobile phones as a method of English language instruction at the Makerere University Andragogy Lab

Abstract

This qualitative study explores adult learners' perceptions of integrating mobile phones as a method of English language instruction at the Makerere University Andragogy Lab. The study investigates adult learners' perceptions, identifies potential benefits and challenges of mobile phone integration, and provides recommendations for effective implementation. A purposive sampling technique selected 10 adult learners enrolled in English for Adults course at Makerere University Andragogy Lab. Data were collected through semi-structured interviews and analyzed thematically. Findings indicate that adult learners hold positive perceptions towards integrating mobile phones for English language instruction. The acceptance of mobile phones is influenced by autonomous motivation, ease of use, performance expectancy and have multiple applications that enhance learning. Learners appreciate the portability and convenience of mobile devices, enabling them to study on the go and access learning resources outside the classroom. The use of mobile phones in instruction was perceived as engaging and interactive, fostering motivation and interest in language learning. However, challenges related to technical issues, including limited internet connectivity and device compatibility, and high cost of mobile devices were identified as potential barriers to seamless mobile learning experiences. Learners also expressed concerns about potential distractions and the importance of effective time management while using mobile phones for educational purposes, considering varying levels of English proficiency among learners, as many come from non-English speaking countries. Based on the findings, recommendations are provided. Faculty members are encouraged to design mobile-friendly course content, ensuring compatibility across devices and incorporating multimedia and interactive elements. Additionally, improving internet infrastructure is recommended to facilitate smooth access to online learning resources via mobile devices. Learners should receive guidance on managing distractions and developing self-regulation skills to optimize mobile learning experiences. This study highlights the significance of integrating mobile phones as a method of English language instruction for adult learners at the Makerere University Andragogy Lab. It contributes to the ongoing discourse on mobile-assisted language learning, emphasizing thoughtful integration to maximize the potential of mobile technology for enhanced language learning experiences.