Abstract
This study investigates the insights of English teachers’ perspectives of Bring Your Own Device (BYOD) implementation and its pedagogical impact in enhancing students’ English listening skills in English as a Medium of Instruction (EMI) contexts across Asian countries. Data were collected from 147 English language teachers from Thailand, Malaysia, Vietnam, Indonesia, Taiwan, China, and the Philippines through online surveys and in-depth interviews with 49 selected participants. The quantitative data were analyzed using SPSS, while qualitative data underwent thematic analysis. The findings reveal that both opportunities and challenges in applying BYOD, including increased student engagement, risks of distraction, and the need for equitable access to technology. Teachers emphasized the importance of structured guidelines to mitigate overreliance on devices and promote critical thinking. The study also suggests that successful BYOD integration requires comprehensive teacher training, inclusive policies, and alignment with educational frameworks such as the Technology Acceptance Model (TAM).
Presenters
Hambalee JehmaHead of General Education, International College, Prince of Songkla University, Songkhla, Thailand
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
BYOD, EMI, ENGLISH LISTENING SKILLS, ASIAN TEACHERS, TECHNOLOGY IN EDUCATION
