this is the chapter 1 of my reseach proposal. it was viewed by Dr. Aziah and she commented on it to check on the plagiarism aspect. i will have re-write my research proposal again and try to come out with 0% plagiarism on it.

Mobile Learning in Tertiary level Language Classroom in Sarawak: the perceive effectiveness and students’ satisfactions

Chapter 1

1.0  Introduction

In recent years, the primary debate in language teaching and learning is using technology in second language teaching and learning. There are a vast number of studies devoted to effects of technology on second language acquisition internationally but only a handful of research have been conducted in the Malaysian education context as the mobile learning technology in education was brought into Malaysian education years after it was first introduced in developed nations.

Clark (2007), mentioned that some researchers dated the establishment of mobile learning to the creation of the PDA, circa thirty years ago. It started In early 1970s when Hewlett-Packard programmable calculator  was formed and develop into the predecessor of the PDA. The earliest PDA equipped with pen GUI and handwriting detection was introduced in 1990. In a short period of time, Apple coined the term “personal digital assistant” with the introduction of the Apple Newton in the early 1990s. Latest PDAs have various functions and softwares similar to a laptop computer. Most can also be used as mobile phones with extra functions and capabilities e.g. Internet connectivity, data roaming, watching movies, listening to MP3s, and playing video games as stated by  Issham, Thenmolli,Koh & M.Idrus (2010)

 According to Peters (2005, as cited in Hashemi & Ghasemi 2011) a mobile technology device should assemble three criteria: it must be able of providing communication and/or information functions, be minute enough to be easily carried and be used, at least part of the time, without a physical link to a fixed power source or telecommunications services. Mobile, to majority of people means portable and movable. Wanger and Wilson (2005) state that Mobile learning is able to link formal and informal learning experiences. With the swift expansion of wireless and mobile learning technology, the use of mobile phone and various portable devices are currently starting to have an impact on language teaching and learning in the whole world. Similarly, the development of language learning technologies recently has tended to be mobilized, portable, and personalized. These trends have led to learning forms changing from traditional classroom learning to electronic learning (E-learning), mobile learning (M-learning) or ubiquitous learning (U-learning).

1.1  Problem statement

The lack of restrictions of time and setting is related to the concept of anytime and anywhere access that symbolises the two main characteristics of mobile wireless technologies-mobility and reach ability (BenMoussa, 2003;Camponovo & Pigneur, 2003; Ng Kruelle, Swatman,Rebne,&Hampe,2002;Turban,Lee,King,Warkentin, & Chung, 2002). Mark, Solvberg, Stromme and Hokstad (2007), discovered that affordance of regular access to LMS by mobile phones may signify new learning opportunities in tertiary education. For instance, one can bring wireless laptops anytime, anywhere and can access a network in public areas, such as an airport and a library. Therefore, handheld devices can be carried and connected to a network anywhere, anytime using public stations.

In the Malaysian context, Ministry of Higher Education has established The National Higher Education Plan (PSPTN), a document that translates the direction of national higher education for the future that focuses on the development of quality human and intellectual capital. In the implementation of PSPTN, the ministry has developed 21 Critical Agenda Projects or CAPs that are executed in all the agencies under it and that includes higher education institutions, as indicated in the Mobile Learning: Malaysian Initiatives & Research Findings, page 10 (2013)

Since Mobile Learning, as a brand new trend emerging from e-learning has been identified as one of the Critical Agenda Projects (CAPs) and Key Result Area (KRA) of MOHE, using portable technologies such as mobiles and tablets as learning enhancing technologies, in the context of a developing country like Malaysia often remains unrealized, because lack of access, bandwidth and cost to students are challenging factors. However, most students have mobile phones, thus providing an ideal opportunity for higher education institutions (HEIs) to increase the effectiveness of learning as cited by Mohamed Amin Embi & Norazah Mohd Nordin (2013) in Mobile learning Malaysian initiatives and research findings journal. 

Hence, this research will study the effectiveness of learning using mobile phones in ESL classes in terms of the apps, connectivity, affordability, and frequency. In addition, the study also investigates the students’ satisfaction towards the learning method in their study.

1.2  Research questions

1.2.1      How do students utilise the mobile phone technology to support their learning of second language (English)

1.2.2      What are the current developments in mobile learning used by the students?

1.2.3       What are the perceptions of the students towards the use of mobile learning technology to support their learning of English

1.3  Operational definition

1.3.1      Mobile Learning

Researchers such as Kaplan & Leiserson (2005) defined the term mobile learning as the new possibilities that are available to people given the mass operation of devices that now has their hands and the new connectivity that is coming. On the other perspective, researcher such as Traxler (2005) stated that mobile learning as any educational stipulation where the only or main technologies are handheld or palmtop devices. While Sharples (2005) provided a different view in conjunction of mobile learning, “ a process of coming to know, by which learners in cooperation with their peers and teachers, construct transiently stable interpretations of their world.”

1.3.2      Tertiary education

As defined by The World Bank in Education Human Development network sector (2013), tertiary education broadly refers to all post-secondary education, including but not limited to universities. Universities are clearly a key part of all tertiary systems, but the diverse and growing set of public and private tertiary institutions in every country—colleges, technical training institutes, community colleges, nursing schools, research laboratories, centers of excellence, distance learning centers, and many more—forms a network of institutions that support the production of the higher-order capacity necessary for development.

1.4  Limitation

This research will not cover the entire country of Malaysia neither the whole state of Sarawak. The target group of students chosen for quantitative survey are from selected Higher Education Institutions (HEIs) in Kuching Sarawak only. Out of eleven identified private colleges and universities in Kuching, only four are selected. The selected HEIs are Saujana Academy of Tourism (SATT College), University Tun Abdul Razak (UNITAR), UCSI University and TWINTECH College. Upon the selection process, the respondents (students of English subject) are given a set of questionnaires to be answered.

1.5  Significant

The result of this study will provide a better understanding of how to use the mobile phone technologies in terms of the applications, mobility, and hardware to help the learning process. With this research too, relevant parties are able to know the students satisfaction of the new learning method being implemented in the education system.