Thai EFL Learners’ Use and Perceptions of Mobile Technologies for Writing

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Published: Jan 25, 2023
Keywords:
M-learning writing technologies foreign language independent learning

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Rungsima Jeanjaroonsri
Language Institute, Thammasat University, Thailand

Abstract

Despite the fact that technologies are commonly implemented in language classrooms and widely incorporated by students in their language learning, research on English learners’ actual practices of technologies, especially the use outside the classroom, has been mostly limited. The aim of this study was to explore undergraduate English language learners’ independent use and perceptions of mobile technologies for their foreign language writing, a productive skill that requires linguistic expertise in various aspects. Data were collected through a questionnaire from 305 English learners who enrolled in various English for Specific Purpose courses in a public university in Thailand. The findings indicated that the participants used various mobile technologies that mainly concerned with linguistic aspects of writing such as online dictionaries, machine translations, and language checker applications to support their foreign language writing. Their primary purposes of using technologies were to achieve accuracy, confidence and efficiency in their writing. This study sheds light on how mobile technologies play a supportive role and offer pedagogical potential in language learners’ lives beyond the borders of classrooms.

Article Details

How to Cite
Jeanjaroonsri, R. (2023). Thai EFL Learners’ Use and Perceptions of Mobile Technologies for Writing. LEARN Journal: Language Education and Acquisition Research Network, 16(1), 169–193. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/263438
Issue
Vol. 16 No. 1 (2023): LEARN Journal (January-June)
Section
Research Articles
Author Biography

Rungsima Jeanjaroonsri, Language Institute, Thammasat University, Thailand

A lecturer at the Language Institute, Thammasat University, Thailand. She received her PhD for her work on student-centered learning from Newcastle University, UK. Her research interests include sociocultural learning theory and teaching English as a second/foreign language.

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