ACCEPTANCE OF MOBILE LANGUAGE LEARNING AMONG ENGLISH LANGUAGE TEACHERS IN MALAYSIA
Mobile learning is referred as “any activity that allows individuals to be more productive when consuming, interacting with, or creating information, mediated through a compact digital portable device that the individual carries on a regular basis, has reliable connectivity and fits in a pocket or purse” (Wexler et al., 2007:7). The mobile devices are essential elements in the learning activities, regardless of the location of the activities that is in the field or in the classroom (Hwang & Tsai, 2011). Based on preliminary interviews conducted with three English language teachers in one of the states in Malaysia as the School Improvement Specialist Coaches Plus (SISC+), it has been identified that the teachers are lacking in passion and expertise to utilise Mobile Language Learning (MLL) technology. Hence, this study is conducted to investigate through interviews the factors that affect the acceptance of 16 teachers in five Malaysian states towards integrating MLL in English language teaching. The findings of the study revealed that these teachers can conduct interesting English language lessons when they are guided throughout the planning of activities, are well-versed on the utilisation of MLL technology and have positive attitude towards adaptation of technology. The findings of the study are hoped to provide teachers and policy makers ideas in inculcating MLL technologies in English language teaching.