Embedding mobile learning in vocational classrooms insights from educator and learner experiences
DOI:
https://doi.org/10.32502/ilead.v1i1.1711Keywords:
Digital pedagogy, learner perception, MALL, vocational educationAbstract
The expansion of mobile technologies has intensified interest in how digital devices shape language learning beyond initial phases of innovation. Responding to calls for research on sustained implementation, this study investigates learners’ and a teacher’s perceptions of tablet use in an Indonesian vocational high school where one-to-one provision is embedded in everyday practice. Using a descriptive survey design, data were collected from 150 students through Likert-scale and open-ended questionnaires and complemented by a semi-structured teacher interview. Results showed consistently strong agreement that tablets supported access to materials, communication, and assessment procedures. Thematic analysis identified four dominant dimensions: digital familiarity, expanded resource availability, facilitation of interaction, and institutional efficiency. While most participants reported confidence in using the devices, some indicated uncertainty about optimising learning strategies. Interpreted alongside current debates, the findings suggest that positive perceptions are closely associated with pedagogical structuring and system coherence. When digital workflows are clearly organised, tablets may be experienced as dependable academic infrastructures rather than distractions. By presenting evidence from an underrepresented vocational context, the study contributes to understanding how mobile learning can be normalised and sustained.
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