An Investigation into Iranian EFL Teachers’ Perceptions of the Use of Mobile-Assisted Language Learning in the Iranian Context

Practicality of mobile as a modern technology equipment into (second language) L2 context for instructional purposes depends to a large extent on teachers’ perceptions. Many studies have examined teachers’ perceptions of the use of mobiles in other contexts. In line with those studies, this study intended to investigate Iranian English as a foreign language (EFL) teachers’ perceptions of the use of mobiles in the Iranian context. To this end, a total of 59 experienced teachers from different provinces across Iran participated eagerly in this study. Mobile Learning Perception Scale (MLPS) was the instrument for data collection. In order to analyze the gathered data, descriptive statistics and inferential statistics were utilized. The results showed that teachers had positive perceptions of the use of mobile in L2 environment. The results also indicated that teachers’ perceptions of mobile language learning do not differ according to their gender. These findings can have implications for both teachers and materials designers. Knowing the major role of teachers’ perceptions in the integration of mobile into L2 context, the material designers that are going to apply and include technologies, particularly mobile-related technologies in the textbooks, should become awareness of teachers’ perceptions. Having included mobile technology into the textbooks, teachers can adjust their methods to those ends.