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The increased functionality of advanced mobile devices such as smartphones and computer tablets have recently attracted many policymakers and educators worldwide to support the use of these technologies in education (Domingo & Gargante, 2016; Kinash, Brand, & Mathew, 2012). The literature review suggests that the use of mobile technology has the power to bring extensive benefits to teaching and learning at all levels (Boticki, Baksa, Seow, & Looi, 2015; Domingo & Gargante, 2016; Furio’, Juan, Seguí, & Vivo’, 2015; Hsieh & Tsai, 2017; O'Bannon & Thomas, 2015). For example, Furi’o et al. (2015) reported that mobile technology allows students to learn from a variety of diverse perspectives, improve their motivation and enhance access to hypermedia. Boticki et al. (2015) indicated that mobile technology allows students to learn in a range of authentic environments and to take control of their learning.
More specifically, further research has reported that utilizing mobile technology can positively impact language teaching and learning. It is evident that the features and functions of mobile technology can promote collaborative learning activities, increase students’ engagement, motivation, achievement and satisfaction. It can also provide flexible, interesting and authentic ways to learn, and facilitate comprehensible access to information through pre-designed language software, internet search, and interaction with their teacher or peers (Azar & Nasiri, 2014; Hsu, Hwang, & Chang, 2013; Li & Hegelheimer, 2013; Oz, 2015; Tai & Ting, 2011; Wang, 2017). As an evidence, Wang (2017) reported that language students taught by mobile technology obtained significantly higher reading scores, and they showed greater satisfaction level with the learning process in comparison with those taught in a regular classroom without integrating mobile technology. Azar and Nasiri (2014) also found that students who received instruction through mobile technology gained higher score on their listening comprehension in comparison to their counterpart control group. In a study conducted by Oz (2015), participants indicated that mobile technology allowed them to create effective, authentic and motivating teaching-learning environments regardless of time and space.
Despite those inspiring effects, some schools and teachers have been resistant to adopt mobile learning approach to sustain their traditional teaching practices (Blackwell, 2014; Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012; Hlásná, Klímová, & Poulova, 2017). Moreover, the current use of technology is limited and mostly devoted to storing, sharing or reproducing to present information within the conventional teaching styles, where technology continues to be insufficiently employed or misused. (Aburezeq & Ishtaiwa-Dweikat, 2017; Adiguzel, Capraro, & and Willson, 2011; Hlásná et al., 2017; Project Tomorrow, 2011). Research has indicated that the use of technology depends on several factors related to environmental, support, policies and beliefs. (Blackwell, 2014; Hammond, Reynolds, & Ingram, 2011; Hlásná et al., 2017; Ishtaiwa-Dweikat & Aburezeq, 2016; Legris, Ingham, & Collerette, 2003; Mac Callum, Jeffrey, & Kinshuk, 2014). As reported by Venkatesh, Morris, Davis and Davis (2003), teachers’ attitudes and beliefs are key factors in their acceptance and use of technology. Consequently, their satisfaction must be considered to ensure the effective integration of any application (Adiguzel et al., 2011).