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Vol.5, Issue 2, 2019, pp.190-202 Full text

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Web of Science: 000512305100003

Elias Bensalem

Northern Border University, Saudi Arabia 03j9tzj20

This paper reports on a study of how a group of tertiary level EFL teachers perceived and used mobile devices in their teaching and personal learning. One hundred and fifty teachers (66 female, 84 male) from public universities in Saudi Arabia completed an online questionnaire. Results showed that the majority of participants used mobile devices and applications in their teaching and learning. Survey data showed that the vast majority of teachers had positively perceived and frequently used mobile technologies in their teaching and personal learning. In addition, there was a correlation between teachers' use of mobile technologies in their teaching and their use in learning. There was also a correlation between how teachers perceived the value of mobile technologies in learning, and how they use them in their teaching.

Keywords: EFL, mobile devices, Web 2.0 applications, technology integration

Article history:
Submitted: 15 October 2019;
Reviewed: 6 November 2019;
Revised: 29 November 2019;
Accepted: 7 December 2019;
Published: 30 December 2019

Citation (APA):
Bensalem, E. (2019). English as a Foreign Language (EFL) Teachers' Perceptions and Use of Mobile Devices and Applications. English Studies at NBU, 5(2), 190-202.

Copyright © 2019 Elias Bensalem

This open access article is published and distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited. If you want to use the work commercially, you must first get the authors' permission.

Open Data
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Data for this study are available under a CC-BY 4.0 license at in .xls format (also in the References) and at MendeleyData in SPSS .sav format.

The author wishes to acknowledge the approval and the support of this research study by the grant number 7735-EAR-2018-3-9-F from the Deanship of Scientific Research at Northern Border University, Arar, K.S.A

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