Abstract:

Mobile pedagogy offers new insights into language teaching and learning experience in particular on the way language instructional class are conducted. With the advent of sophisticated mobile technology and emergent solution in 2020, it is essential to reflect teaching practice with open distance learning during lockdown education. In the context of China, online distance education is used as an effective way to connect education between teachers and students. Smart mobile pedagogies worked as disruptive education approaches to realise education normalcy. Therefore, this qualitative case study aims at exploring the dynamic factors that teachers reflected from distance education experience to evaluate mobile pedagogy for English language teaching in universities within China’s context. Interviews were used to elicit teachers’ perceptions and experience in terms of mobile pedagogical practice. A purposive sampling of thirty university teachers was collected in semi-structured interviews. The qualitative data was analysed using thematic analysis with an approach of both inductive and deductive perspectives. The findings revealed that teachers supported mobile pedagogy for digital native students’ needs. However, teachers concerned about students’ mobility in informal settings and outcome of mobile pedagogies. The findings point to mobile pedagogical implications for digital education. Furthermore, due to the correspondence education of distance learning, teaching and learning lack sensitivity between teachers and students. The result suggests that teachers approved the extended ubiquity of learning in COVID-19, but both teachers and students prefer to face to face teaching and uphold it as the effective teaching mode.

Keywords:

Mobile learning, pedagogy, covid-19.