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A Study on the Perceptions of Implementation of M-learning in Classrooms: Perspectives from High School Teachers and Students in Southern Vietnam

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The prevalence of mobile phones in every corner of the modern world is clearly discernible. Taking advantage of this phenomenon, a plethora of educational mobile applications has been developed to enhance learning performance of students. However, in varied classroom contexts, the implementation of

mobile learning needs to be conscientiously considered due to practical obstacles. Although various studies on mobile learning have mushroomed in recent years, few focuses on the context of high schools. Moreover, in November 2020, Vietnamese government amended their educational law to lucidly indi

cate that Vietnamese high school students are allowed to use mobile phones in classroom under the agreement of the teachers for the purpose of studying. Therefore, in an attempt to address the research gap in the timely moment, the current study aimed to investigate how Vietnamese high school teache

rs and students perceive the opportunities, challenges, strategies and their suggestions for the deployment of m-learning in classroom. In this qualitative study, five teachers and six students were invited for semi-structured interviews. The data was, then, analyzed using an analytic tool developed

from the FRAME model (Koole, 2009). The results reveal that subjective and objective factors have benefitted m-learning while external considerations, human aspects, inadequate facility and health related concerns were the hurdles to the feasibility of the application of m-learning in the classroom

setting. Besides, using educational apps or websites is the dominant for learning and teaching strategy. Suggestions highlighted the responsibilities of authorities, professors and the autonomy of students. It is hoped that the findings of the present study will contribute to the literature of the

field and assist different stakeholders in implementing mobile learning in classroom contexts.