Exploring Adoption Strategies of Mobile Technology in Language Learning in Chinese Higher Education Institutions

ABSTRACT

Mobile technology, especially mobile-assisted learning, has been a burgeoning and flourishing field for a long time, and common topics still relate to mobile learning systems and applications. The extensive utilisation of mobile learning has prompted the invention of tons of mobile applications in language learning and, above all, English learning. Language learners in higher education institutions have more autonomy to utilise mobile devices. Still, there are too many choices, and the strategies of adopting the proper applications to assist language learning performance have become an urgent issue that needs to be addressed. This study employed the qualitative method to explore the adoption strategies of mobile applications in English learning, especially IELTS learning, in Chinese higher education institutions. The analysis revealed that most students need guidance and assistance when choosing a proper language learning application. Among all the assistance discussed, teachers’ suggestions were more valued. Additionally, reading and writing skills need more modalities to better assist learners’ needs and practices than in traditional ways. In the end, an eight-stage adoption strategy was developed and shortcomings of using mobile language learning applications were also mentioned, such as in-time feedback issues, which all call for more endeavour from both educators and application developers so that mobile English learning applications can reach their full potential to assist learners’ performance.

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