Mariam Mohamad mmohamad@usm.my

The study explores the use of mobile phones to support English vocabulary learning in Malaysian schools using Educational Research methodology (Borg and Gall, 1979) with interview as the main research tool.

The study consists of rigorous steps in developing, evaluating and disseminating the implementation strategy.

The study also explores other issues associated with mobile learning implementation in Malaysian schools.

English subject leaders from 4 schools in the United Kingdom and 9 schools in Malaysia

ICT subject leaders from 4 schools in the United Kingdom and 9 schools in Malaysia

Head teachers and deputy head teachers from 4 schools in the United Kingdom and 9 schools in Malaysia

5 officers from the Ministry of Education, Malaysia

The researcher developed an implementation strategy which consists of the policy and procedure to implement mobile learning in Malaysian schools.

Based on the respondent’s perspective, it has been established that the implementation strategy developed in this study would have the potential to provide guidance in the implementation of mobile learning in Malaysian schools.

Reference: Mohamad, M. (2012). Mobile learning in English language learning: An implementation strategy for secondary schools in Malaysia. http://eprints.soton.ac.uk/300062/1/Mobile_learning_in_English_Language_Learning_An_implementation_strategy_for_secondary_schools_in_Malaysia.pdf.

Part 1: Mobile technology integration into the curriculum

Mobile lessons- suggestions regarding the content and structure of the mobile lessons (mobile lessons through SMS, to deliver English vocabulary lessons, MCQ exercises and feedback mechanism)

Resourcing mobile learning- suggestions regarding the facilities which are essential for mobile learning implementation (mobile phones, mobile application server, mobile network, student progress tracking system)

Part 2: Policy and procedure of implementing mobile learning at school

Implementation model- suggestions regarding the strategy which are essential to enable all students have equal access to mobile devices (purchase scheme, loan scheme)

Acceptable use policy- suggestions regarding the regulations which are essential to guide the students in using mobile technologies productively for learning purpose (to prevent misuse)

Management and maintenance – suggestions regarding the strategies which are essential in managing and maintaining the equipment (systematic inventory, mobile theft solution, warranty coverage)

Specific roles for supporting mobile learning – suggestions regarding the specific roles which are essential for the implementation (English subject leader, technical support staff, maintenance assistant)

Support for major stakeholders – suggestions regarding the support which are essential to major stakeholders in the implementation (teachers, students, parents)

The study also established the emerging themes in implementing mobile learning via mobile phones to support English Language learning.

These are the opportunities and challenges to implement mobile learning in Malaysian schools.

Adding value to the existing initiatives for teaching the English Language in Malaysian schools(support blended learning)

Complementing the ICT policy in the Malaysian Education System to use ICT in t&l

Complementing the Malaysian Smart School vision to utilise mobile technologies in t&l

Mobile phones as a common device among students (proliferation of mobile phones in Malaysia)

Mobile phones as a teaching and learning tool in the future (respondents believed that mobile phones will be used for educational purpose in Malaysia within 5 to 10 years)

Mobile phones as a tool to support various learning activities (other subjects and learning activities)

Mobile phones as an affordable tool (cost effective)

Mobile phones as an engaging and motivational tool (element of fun-learning)

Mobile phones as a tool to prepare students for their future (digital literacy)

Issues with misuse (malicious content, cyber bullying)

Issues with current policy (mobile phones banning)

Issues with management and maintenance (technical issues, theft, loss and health hazard)

Issues with stakeholders (attitude among the community, students, teachers, parents)

Issues with digital divide (as a consequent of cost issues in acquiring mobile devices)

Issues with personal space invasion (mobile phones are personal things)

From the research point of view, although schools in Malaysia have the potential to implement mobile learning in English Language learning, there are challenges that need to be addressed in making it a reality.

It is envisaged that the implementation strategy would help towards the realization of mobile learning implementation in Malaysian schools.

The researcher would like to thank the contributions made by: Division of Research and Innovation,

Universiti Sains Malaysia Schools in the United Kingdom and Malaysia Officers from Educational Technology

Division, Ministry of Education, Malaysia And all other people involved in the research