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\nIdentifying barriers faced by university EFL instructors in integrating mobile-assisted language learning  \nKate Tzu-Ching Chen 1*  \n 0000-0002-6307-8476  \n1 Department of Applied English, Chaoyang University of Technology, Taichung City, TAIWAN  \n* Corresponding author: [katechen@cyut.edu.tw](katechen@cyut.edu.tw)  \nCitation: Chen, K. T.-C. (2023) . Identifying barriers faced by university EFL instructors in integrating mobile-assisted language learning. Contemporary Educational Technology, 15(4), ep467. [https://doi.org/10.30935/cedtech/13621](https://doi.org/10.30935/cedtech/13621)  \nARTICLE INFO ABSTRACT  \n\n| Received: 18 May 2023\u003Cbr>Accepted: 17 Aug 2023 | The present study aimed to examine the barriers faced by Taiwanese university English as a foreign language (EFL) instructors when incorporating mobile-assisted language learning (MALL) into their teaching, and to explore how these barriers are influenced by the instructors’background characteristics. To assess the variables, a survey questionnaire was developed and administered to a sample of 350 university instructors. Additionally, interviews were conducted with a subset of instructors to complement and clarify the quantitative data. The findings indicated that university EFL instructors encountered moderate barriers when integrating MALL into their teaching practices. Furthermore, the study identified significant differences in the barriers experienced based on the amount of time instructors dedicated to MALL on a daily basis. Both quantitative and qualitative data highlighted the importance of time as a critical factor for successful MALL integration. As a recommendation, it is advised that university administrators consider reducing instructors’ workload to facilitate the seamless integration of MALL.\u003Cbr>Keywords: mobile-assisted language learning, English as a foreign language, barrier, technology integration |\n| --- | --- |\n| INTRODUCTION |  |\n\nMobile technology has emerged as a promising and widely used tool in language teaching (Gikas & Grant, 2013) . It offers numerous benefits, including flexibility, accessibility, individualization, and cooperative learning, all of which are considered crucial for enhancing language proficiency (Cheon et al., 2012) . With the advancement of digital technology, the integration of the internet and mobile devices has expanded, giving rise to mobile-assisted language learning (MALL) (Chuang, 2017; Hsieh & Tsai, 2017; Shuib et al., 2015) . MALL has demonstrated the ability to improve students’ concentration, enhance their learning motivation, and promote teacher-student interaction and communication (Lan et al., 2013; Stockwell, 2007; Zurita & Nussbaum, 2007) . Researchers highly recommend the use of MALL to improve language learning outcomes (Lan et al., 2013) .  \nConsequently, many universities actively embraced mobile technology to establish a flexible and ubiquitous learning environment for teachers and students, catering to the unique language learning needs of individuals. In addition, college students are among the most frequent users of mobile devices for accessing online learning materials. As a result, considerable research has been dedicated to exploring the applications of MALL, particularly in higher education, encompassing both formal and informal learning (Kukulska-Hulme, 2012; Rau et al., 2008; Ting, 2013; Viberg & Grönlund, 2013) . Therefore, higher education instructors must integrate mobile technology, which is already widely used in formal education (Kukulska-Hulme, 2012) .  \nCompared to computer-assisted language learning, MALL has demonstrated greater advantages in improving listening skills, speaking skills, vocabulary, and pronunciation (Anaraki, 2009; Hwang & Chen, 2013; Oberg & Daniels, 2013) . As a crucial initial step in MALL education, instructors are urged to incorporate mobile  \ndevic","cbCaii3vJqpA48zH","https://ap.wps.com/l/cbCaii3vJqpA48zH","pdf",268560,12,"English","# Abstract\n# Introduction","[{\"question\":\"What barriers does the study focus on regarding MALL integration?\",\"answer\":\"It focuses on barriers Taiwanese university EFL instructors face when incorporating mobile-assisted language learning into their teaching practices.\"},{\"question\":\"How were the data for the study collected?\",\"answer\":\"The study used a survey questionnaire administered to 350 instructors, and interviews with a subset of instructors to complement and clarify the survey results.\"},{\"question\":\"What factor most strongly influences the differences in barriers?\",\"answer\":\"The amount of time instructors dedicate to MALL on a daily basis shows significant differences in the barriers they experience.\"}]","Identifying barriers faced by university EFL instructors in integrating mobile-assisted language learning | PDF",1792090475]