The present investigation aimed at studying the impacts of Iranian EFL learners’ gender, age, field and degree of study on their perceptions of mobile affordances. To this end, 159 Iranian EFL students studying at university were asked to fill Mobile Affordance Inventory (Rostami, 2021). To analyze the data, Kolmogorov-Smirnov test, independent sample t-test, one way ANOVA, and Pearson’s correlation were run. The findings of the study indicated that no differences were found among EFL learners in using mobile learning affordances regarding their gender, degree, and field of study. Additionally, no significant relationship was found between the arcticians’ age and their mobile affordances. The results also showed that different affordances of mobile devices can provide new and important information for educators. They become more familiar with different mobile phones capabilities to use, and it makes their teaching more effective. Becoming familiar with affordances provides a situation for improving students’ learning as well as their self-control.
Rostami, Z., & Kargozari, H. R. (2023). The Effects of Iranian EFL Learners’ Individual Characteristics on their Perceptions toward Mobile Affordances. Journal of Research in Techno-based Language Education, 3(2), 1-18. doi: 10.22034/jrtle.2022.333972.1025
MLA
Zohre Rostami; Hamid Reza Kargozari. "The Effects of Iranian EFL Learners’ Individual Characteristics on their Perceptions toward Mobile Affordances". Journal of Research in Techno-based Language Education, 3, 2, 2023, 1-18. doi: 10.22034/jrtle.2022.333972.1025
HARVARD
Rostami, Z., Kargozari, H. R. (2023). 'The Effects of Iranian EFL Learners’ Individual Characteristics on their Perceptions toward Mobile Affordances', Journal of Research in Techno-based Language Education, 3(2), pp. 1-18. doi: 10.22034/jrtle.2022.333972.1025
VANCOUVER
Rostami, Z., Kargozari, H. R. The Effects of Iranian EFL Learners’ Individual Characteristics on their Perceptions toward Mobile Affordances. Journal of Research in Techno-based Language Education, 2023; 3(2): 1-18. doi: 10.22034/jrtle.2022.333972.1025
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