Exploring the perceptions of EFL teachers towards using mobile applications as instructional tools

The current study investigated English as a Foreign Language (EFL) teachers' perceptions of using mobile applications as instructional tools and whether that perception differed based on age, gender, teaching experience, or school level. The study was conducted in public schools in Siirt, Turkey, with 159 EFL teachers from different demographic backgrounds. A descriptive, cross-sectional design was used, and data were collected by the Mobile Learning Perception Scale (MLPS). Potential differences were determined using parametric tests (T-test and ANOVA). The results showed that teachers generally viewed mobile applications positively and recognized their potential to enhance the language learning process beyond the traditional classroom context. In addition, no statistically significant differences were found according to the demographic factors, which suggests that positive perceptions transcend age, gender, experience, and school level. Overall, the findings of this study provide evidence supporting that EFL teachers perceive the emerging applications of mobile education as a valuable resource for instruction and highlight how the use of mobile-set strategies for this purpose has the potential for enriching and diversifying language education.