The ratio of responses with regard to the usefulness of mobile technology is 3:7. This implies that for 7 people supporting the usefulness of the technology, there are 3 people who do not agree to it. On the whole 21 people feel it is useful and 9 people do not feel so. People supporting it say that it is easy and quick to find information and that there is a wider choice available as compared to the other types of information search. Additionally, the learning and search can be done in a relaxing atmosphere at the ease of the person and also that the information may be preserved in a good condition for a longer period of time (Cools and Bellens, 2012). The people who do not feel so say that while collecting information through technology there is a lack of focus and too much of information drives away the attention of the person from one thing. As a result, they are unable to have concerted efforts in learning or collecting information on one thing.
E-books and online dictionaries served as ready references for the learners. There are also certain softwares that teach the phonetics of the new language through audio and visual modes which helps the learner to learn the language much better. Taking it a step further, there are also guides to help them practice reading and writing of the language, thereby making them a complete master of that language in the course of time. Certain websites helped the learners accomplish the same objective of learning at practically no cost or maybe a nominal charge for using the services of that portal.
Lastly, the respondents were questioned whether they felt that classes were required to teach beginners how to use mobile technologies to learn a new language. To this 26 of them, which is 87% of the respondents responded that it was required while only 4 of them or 13% did not feel so. The quoted reasons for the first type of response were the same as highlighted earlier on the features and benefits of mobile. The reasons mentioned why the other set disagreed was because they felt that language learning could be more effective and enhanced when there was face-to-face communication (Bernard, Vold, Snipes and Gerould, 2010). Also that it was possible for the student or learner to receive quicker and ready feedback on their level, speed and other aspects of learning. Mistakes and errors in learning the language and its dialects could be readily pointed out by the instructor is what this group felt.
Analysis of Interview Responses
The responses collected from the interview were analysed qualitatively because the number of respondents were less and the discussion with them was more subjective and descriptive, not involving much of figures and statistics. The pattern of responses was also more or less reciprocated as from the questionnaire survey. The convenience of being able to use their devices at a click to learn something new was what made this learning method more popular, accepted and effective. Some also felt that the material available over the web and the mobile was far more than that they can gather elsewhere (Loyens, Rikers and Schmidt, 2009). Yet they felt that the future of this is not very clear and it is difficult to predict what may happen in the future. It was also said that even though the capabilities and potential of learning through mobile technology is immense, there is still a need to use conventional methods since they also have a few benefits that the other new methods cannot provide.
It was found that the interviewees supported the fact that the development of mobile technologies when applied to schools in the future is bound to witness success. This was because they felt that youngsters were more tech-savvy and more inclined to technology, gadgets and devices (OccupyTheory, 2014). Hence, teaching them through these modes would make learning easier for them. The learning could be made more interesting through the use of animations that would attract the students to better learning. All of them strongly said that using technology to learn a new language is quite useful because they can readily get the meaning of multiple words and phrases and learn more, especially when they are practising the language on their own.
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