EFL TEACHERS’ BELIEFS AND PRACTICES ON INTEGRATING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) IN ENGLISH CLASSROOMS

Mobile-Assisted Language Learning (MALL) has been recognised as an efficient tool in EFL learning. MALL has been rapidly and easily adopted, and it is preferred over other forms of learning methodologies. Moreover, effective integration of any technology used, including MALL, is impacted by the teachers’ beliefs. Teachers’ beliefs significantly impact their effective use of technology in teaching. This study investigates the teachers’ beliefs and practices on integrating MALL in EFL classrooms. Semi-structured interviews and classroom observation were utilised to collect data for this study. Three teachers from MA Muhammadiyah 1 Malang have participated in this study. The findings showed that the participants held certain beliefs on integrating MALL, as seen from the perspective of teachers' beliefs. They had positive beliefs on integrating MALL, firm self-efficacy beliefs, and student-centred and teacher-centred beliefs. These beliefs strongly influence the frequency and how teachers integrate MALL into the classroom. In addition, the teachers commonly used three categories of MALL for their teaching and learning activities. The teachers used MALL in the classroom for social-media based learning, ubiquitous mobile learning systems, and video-sharing platforms.