From Scepticism to Acceptance: A Transformation in Rural Attitudes Towards Mobile-Assisted Vocabulary Learning

Abstract

Vocabulary knowledge is crucial for successful language learning. However, learners in English as a Foreign Language (EFL) contexts often face challenges in acquiring sufficient vocabulary. Rural EFL learners in particular tend to have limited access to quality learning resources and technologies compared to their urban counterparts. Grounded in the Technology Acceptance Model (TAM), the study explored rural parents' and primary school teachers' perceptions of their children's use of mobile applications for vocabulary development. Data was collected through questionnaires and focus group discussions from 283 parents and 32 teachers, both before and after they observed their children using a mobile app for vocabulary learning. The results revealed that initially, parents and teachers were sceptical about the use of mobile devices for learning. However, their perceptions underwent a significant positive shift after witnessing the potential benefits of the mobile application, including improved vocabulary retention and engagement among the rural EFL learners. Notably, the study found no substantial differences in perceptions between parents and teachers, suggesting that both groups require informed exposure to mobile learning approaches to overcome their initial hesitation. These findings indicate that while mobile-assisted language learning may face initial resistance in resource-constrained rural EFL contexts, it can be readily adopted if parents and teachers are given the opportunity to experience its merits first-hand. This provides valuable insights to inform the development of strategies supporting the meaningful incorporation of mobile learning in rural EFL classrooms, by addressing educational disparities, as mobile devices are now more widely available in these areas.