Abstract:

The current study was designed to investigate the attitude of English as Second Language (ESL) teachers towards the use of smartphone for language learning on the basis of various factors involved in it. In this study, an exploratory and mixed method design is used that covers the analysis of qualitative and quantitative data collected together for this study. Sixty nine teachers from 5 public sector universities were selected as participants in accordance with the convenient sampling method. Quantitative data for this study were collected regarding teachers’ attitude towards language learning via smartphone through a questionnaire and qualitative data were collected through a semi-structured interview. Independent samples t-test was applied to do the content analysis of qualitative data. The researchers found that ESL teachers' attitude toward language learning through smartphones was moderate according to the findings of the study and the variable scores (freedom, preferences, practicality, and limitations). Male participants’ preferences were found being higher than that of the female participants. Positive views of ESL teachers were also found about the bright future of language learning with the help of the smartphones. Some of the advantages and disadvantages, like being uneconomical, were also identified and on the basis of these findings it is recommended that smartphones can be used for learning English as a second language in future too, as well as, they can be involved in the extracurricular activities to increase learners’ learning outcomes.

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