Mobile Learning in Business English its Effect to South American Students’ Learning Styles in the COVID 19 Pandemic Era: Its Economic Implications
DOI:
https://doi.org/10.25115/eea.v39i12.6394Keywords:
mobile learning, education, COVID-19Abstract
The adoption of M-learning and perceptual learning style preferences of South American EFL learners in a business English course were studied empirically. A descriptive correlational research design was used in this study. Data were gathered from 125 South American EFL students who were carefully sampled among a total of 184 students with mobile phones enrolled in a business English classes of selected South American university. The Mobile Learning Questionnaire (MLQ) and Perceptual Learning Style Preference Questionnaire were used in the study (PLSPQ). The data revealed that students in a business English course have a high level of M-learning adoption. It was discovered that respondents favor visual learning, group learning, individual learning, tactile learning, and auditory learning, with kinesthetic learning receiving the least attention. When students are grouped by gender and age, test results show that male respondents had stronger appeal to the utility, acceptability, enjoyment, facilitating conditions, and behavioral intention of M-learning than female respondents. Regardless of their age, respondents acknowledged the benefits of using M-learning in their business English course. Similarly, when the respondents are grouped by gender, no significant differences in learning style preferences are detected. However, the younger respondents prefer group learning, whilst the older respondents prefer individual learning. Finally, a link was discovered between M-learning usage and students' preferred learning styles. The positive link implies that the more M-learning students use, the more learning style preferences they have for group, tactile, visual, auditory, kinesthetic, and group learning tasks. This paper discusses the theoretical and educational consequences.
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