A series of investigations was conducted over three years to explore personal factors that might affect the mobile use of Information and Communication Technologies (ICT) devices for language learning. With the advance of ICT, the youths of today have many more opportunities to try out various types of mobile computer technology for language learning. This trend is even more prominent with hi-tech countries like Japan. However, while there are many college students who obtain benefits from hi-tech environments, a considerable number of students are reluctant to use mobile digital technology for language learning. The present study, therefore, aimed to investigate the personal factors that facilitate or hinder the use of mobile devices for language learning and the influence of those factors on learners’ language proficiency.
For this ongoing project, data from 434 students at four different universities in Tokyo have, thus far, been collected through an online questionnaire. The students were asked about their (a) mobile environments, (b) use of ICT devices, and (c) psychological attitude toward mobile devices, which are considered to be possible indicators to explain students’ use of mobile technology for language learning. In addition, as an index of learners’ language proficiency level, their scores of standardized English tests (TOEFL, TOEIC, etc.) were also collected. A series of stepwise multiple regression analyses tentatively revealed that students surrounded by friends with advanced computer knowledge showed a marked tendency to utilize mobile devices for language learning.
The presentation will briefly explore the current status of college students in Japan in terms of language learning and technology. Then, the design of the research project will be explained, and the results from statistical analyses will be presented. The findings of the study will indicate what kind of personal factors facilitate mobile-assisted language learning.
