Mobile learning in business English its effect to south american students' learning styles in the covid 19 pandemic era: its economic implications

• Autores: Alanya Beltran, Joel Elvys, Panduro Ramírez, Jeidy Gisell
• Formato: artículo
• Fecha de Publicación: 2021
• Institución: Universidad Tecnológica del Perú
• Repositorio: UTP-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.utp.edu.pe:20.500.12867/5579
• Enlace del recurso: https://hdl.handle.net/20.500.12867/5579; https://doi.org/10.25115/eea.v39i12.6394
• Nivel de acceso: acceso abierto
• Materia: Mobile learning; Learning styles; Foreign language learning; University students; https://purl.org/pe-repo/ocde/ford#5.03.01

The adoption of M-learning and perceptual learning style preferences of South American EFL learners in a business English course were studied empirically. The descriptive correlational research design was used in this study. Data were gathered from 125 South American EFL students who were carefully sampled among 184 mobile-phone-wielding students registered in a business English program at a selected South American university. The Perceptual Learning Style Preference Questionnaire and Mobile Learning Questionnaire (MLQ) 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 auditory learning, visual learning, individual learning, tactile learning, and group learning with kinesthetic learning receiving the least attention. When students are grouped by gender and age, test results show that male respondents had a stronger appeal to the utility, facilitating conditions, enjoyment, behavioral intention, and acceptability of M-learning than female respondents. Without regard for their age, respondents acknowledged the benefits of using M-learning in their business English courses. Similarly, when the respondents are grouped by gender, there are no substantial differences in preferred learning styles 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 greater number of students who utilize M-learning, the more learning style preferences they have for the group, tactile, visual, auditory, kinesthetic, and group learning tasks. This paper discusses the theoretical and educational consequences.