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Griffith University, Australia c.fujimoto@griffith.edu.au The increased availability of mobile devices in recent years has brought about a noticeable increase in the number of people who carry mobile phones or similar mobile devices. The high penetration rate of mobile devices, particularly mobile phones, has led researchers to consider them as a potentially powerful tool in language learning, with a number of studies being conducted over the past few years (e.g., Chen & Chung, 2008; Stockwell, 2008). Perceptions of mobile learning have generally been positive, but there has also been evidence of resistance to their use, mainly as a result of the difficulties in input, the small size of the screen, and the fact that many learners do not view them as a learning tool (Stockwell, 2008). The degree to which a technology is acceptable in language learning is linked to their uses in non-educational settings (see Kennedy & Levy, 2008), meaning that an understanding of how learners use their mobile phones for private uses might shed light on how best to determine their educational uses. In order to get an idea of how learners use their phones in their daily lives and their perceptions of using their phones for learning purposes, two detailed surveys were administered to learners at a university in Australia (n = 182 and n = 158). The results are discussed in terms of how learners perceive mobile phones as learning tools, and how these uses relate to their everyday activity with their phones. Suggestions for task selection and design are also provided.

Perceptions of mobile language learning in Australia: How ready are learners to study on the move?