Divergence of Everyday Practices and School Policy on Mobile Use: Challenges to Developing EFL Learners’ Digital Literacies

Abstract

Literature has suggested that digital literacies can enhance language learning through appropriate use of mobile technology since today’s young learners are immersed in mobile technology. However, to support English language learning through digital literacies in specific contexts, a learning environment with mobile technology should be examined. This paper aimed to report on mobile use for English language learning through digital literacies in Thai school contexts. Empirical evidence was reported from the mixed method research project with 400 Thai EFL learners and a group of teachers and administrators. Results from the quantitative and qualitative analysis showed the divergence of mobile phone use between EFL young learners’ everyday life and pedagogical practices and policy at school, affirming that mobile phone use for developing digital literacies at school was not favored for EFL learning on the basis of Web 2.0 components in the research context. This paper argues that a call for the development of digital literacies among Thai EFL learners needs to promote social practices of such literacies. Implications are discussed for future pedagogical practices and policy to promote digital literacies with mobile device use for EFL learning.