¹

Learning in a Mobile Age: A Study on iPad Use and Student Motivat

Title
ion in English Classes

Author(s) ALLUAD, Joan; ISHIZUKA, Hiroki

Citation 北海道教育大学紀要. 人文科学・社会科学編, 68(2): 1-12

Issue Date 2018-02

URL http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/9696

Rights

Hokkaido University of Education

北海道教育大学紀要（ft文・社会科学編）第68巻 第２号 平 成 30 年 ２ 月
Journal of Hokkaido University of Education（Humanities and Social Sciences）Vol. 68. No.2 February, 2018

Learning in a Mobile Age: A Study on iPad Use and

Student Motivation in English Classes

ALLUAD Joan and ISHIZUKA Hiroki

Department of English Education, Asahikawa Campus, Hokkaido University of Education

モバイル時代の学習：英語授業におけるiPadの
使用と子どもの動機づけ

アルアド ジョアン・石塚 博規

北海道教育大学旭川校英語教育研究室

ABSTRACT

Learning in a mobile age has undeniably posited challenges for teachers and students
alike. Technology has become a prevalent tool in education and as a result, students need to
acquire new types of different skills so as to be successful learners. Many schools have
attempted to introduce a multitude of iPad initiatives in an effort to improve student
learning, and yet the scope to which this technology enhances student engagement and
learning in the classroom is still unfounded. In light of not enough evidence supporting the
use of iPads in language learning, the present study seeks to examine the link between iPad
use and student motivation by analyzing data obtained from two schools in the Philippines,
which involved 412 learners. Results revealed that iPad use is related to students’ motivation
in learning English. Technology-rich environments seemingly present more opportunities
through different technological tools that assist learning. The results suggest new
perspectives for educators to reflect upon. The results hopefully contribute in some ways to
fully maximize the use of technology to the advantage of learners.

a fundamental concern among teachers.

１．Introduction
In second language acquisition (SLA)
research, second/foreign language (L2) learners’
motivation is one of the most plentifully studied
areas (Agawa & Takeuchi, 2016). Motivation is
Motivating students is a constant problem
throughout education and although there are no
clear cut solutions, there are several strategies
to help teachers with the dilemma of finding
ways to engage students (Linnenbrink &

1
 Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes
Pintrich, 2003). According to Sanacore,
motivation is the key to academic success as
well as promoting lifelong learning (as cited in
Granito & Chernobilsky, 2012, p. 2). The
reluctance to learn needs to be turned into the
wish to learn and this often proves to be the
most difficult task for some teachers. To
motivate students, teachers need to know what
interests students and what they already know
and what can make them successful.
In one of his most widely-quoted commentaries,
famed educational theorist John Dewey once
predicted, “If we teach today’s students as we
taught yesterday’s, we rob them of tomorrow,”
st
and in today’s digital 21 century classrooms,
these perceptive words remain highly relevant.
Students nowadays learn differently than they
did even a decade ago, and teachers are
expected to do more than just teach the
curriculum.
Technological revolutions have always
motivated educators. Integration of technology
is not just to hone the critical and analytical
thinking skills of students but to help students
master the multi-dimensional abilities required
st
of them in the 21 century. Harris (2005)
termed this technology integration in the
classrooms as “Trojan horse.” This metaphor of
the Trojan horse indicates that integration with
new technology is a catalyst that will lead to far-
reaching changes in education. Technology has
become a prevalent tool in education and as
such, Bruce and Hogan (1998) suggest that
expectations toward students’ abilities in
language acquisition will significantly change.
st
It is imperative for educators of the 21
century to have a deeper understanding of the
impact of technology on education and meet the
st
needs of the 21 century learners. In just about
a handful of years, handheld devices, especially
2
iPads, have been finding their places in schools
all over the world. While the number sold to
educational institutions is not known since they
debuted in 2010, Apple has sold a whopping 338
million iPads (Nations, 2016).
Many educators are enthusiastic about the
use of iPads in education. According to Mango
(2015), educators “rave about their versatility,
connectivity, mobility as well as the potential
benefits of thousands of educational apps.”
This strong penetration is due as much to the
appeal of this device as to its potential to
increase engagement in learning. Since this
device has just recently appeared in schools, the
studies on its impacts have been on the rise.
However, use of iPads has not yet garnered a
consensus among educators regarding its
benefits on education. Some are still skeptical
and wary that the iPad may replace the teacher
in the classroom instead of utilizing it as a tool
for learning. While it is generally believed that
students would prefer classroom sessions that
utilize i Pads ， the extent to which this
technology promotes student motivation is not
yet thoroughly understood.
The present study attempts to clarify the
effects of iPads on elementary students’
motivation toward English class. It is hoped that
this study can provide new insights for teachers
to fully maximize the use of technology to the
advantage of learners.
２．Review of Related Literature
２．１ Digital natives
The current generation of students, known as
digital natives, has grown up with technology
for their entire lives; they have never known a
time without texting, social media, or Internet
access at their fingertips. The concept of digital
 ALLUAD Joan and ISHIZUKA Hiroki
natives was coined by Prensky (2001). All sorts
of digital toys and tools are considered to be an
integral part of their life.
Digital natives respond well to technology-
infused activities because they are widely
exposed to technology (Prensky, 2001).
Technology and teacher motivation have
positive effects on student motivation (Atkinson,
2000). Because students respond positively to
technology and are motivated by technology,
teachers should create activities that incorporate
some form of technological tool. Motivated
students will be more probable to accomplish
success at their highest levels because of the
opportunities that their teachers have made
accessible. (Granito & Chernobilsky, 2012).
２．２ Tablet technology, Student Motivation
and Student Engagement
Studies on the impact of iPad use on
education have yielded positive results. Clark
and Luckin (2013) “overwhelmingly” reported
that “tablet devices have a positive impact on
students’ engagement with learning.” (as cited
in Mango, 2015, para 6). Diemer and Streepey
(2014) on the other hand, found that the use of
iPads in the classroom increased students’
perception of their engagement and sequentially
left a positive effect on students’ active and
collaborative learning. In another study, Hargis,
Cavanaugh, Kamali and Soto (2014) reported
that the use of iPad mobile learning devices was
associated with high engagement in a student-
centered class.
Reid and Ostashewski (2011) conducted a
study that involved introducing iPads into two
elementary school classrooms. The project
resulted in many positive learning experiences
with storytelling and other components of the
curriculum and the community. It was also
found that the iPad implementation in the
classroom led to new ways for teachers and
students to interrelate with each other and to
retrieve information.
Mango (2015), on the other hand, conducted
a study using college students in two classrooms
to investigate the influence of the use of iPads
on their learning and engagement. The data
analysis and results indicated that students
believed that the iPads played a significant role
in their learning and engagement in classroom
activities, thus promoting active learning and
paving a way for learning success.
Maggart (2013) investigated the use of tablet
technology in the classroom and its impact on
student motivation, self-efficacy, and engagement
during mathematics concepts and skills review.
The researcher utilized quantitative analysis to
examine how one-to-one tablet technology use
impacted teachers’ perceptions of student
motivation as well as students’ perceptions of
their own motivation and self-efficacy. The
sample for this study consisted of two classroom
teachers and 21 students. The results yielded
that a statistically significant relationship exists
between iPad use and student motivation, and
between iPad use and students’ perceptions of
self-efficacy during mathematics skills review.
The research supports the idea that one-to-one
tablet technology does impact students’ perceived
motivation and self-efficacy.
Incorporating learning technologies into
lessons has promising results in promoting
students’ motivation to learn. Technology has
the potential to increase student motivation in
the classroom. One study conducted by Tront,
Amelink, and Scales (2012) investigated student
use of tablet PCs and its impact on student
learning behaviors. Tablet PCs had been
identified as one form of instructional technology
3
 Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes
that could facilitate learning among engineering
undergraduates. This study examined
degree to which student and faculty use of the
Tablet PC was linked to important student
learning behaviors. Results of the study revealed
that an increase in student’s engagement in the
classroom was related to the frequency of
student use of the Tablet.
There are plenty of new technologies emerging,
and language learning environment seems to be
more engaging and interesting. Wang, Teng and
Chen (2015) explored the use of an iPad app in
a Taiwanese classroom to examine the students’
English vocabulary acquisition. The results
revealed that students who received the iPad
vocabulary teaching instruction performed
better on the post test. Also, students believed
that using technologies in the classroom can
facilitate language learning. Moreover, it was
found that iPad apps in language teaching
enhance students’ learning outcomes and
students’ learning motivation.
A study conducted by Flewitt, Messer and
Kucircova (2014) discussed how iPads offer
innovative opportunities for early literacy
learning and present challenges for teachers
and children. They found variability in the ways
iPads were used across the settings, but a
commonality was that well-planned iPad-based
literacy activities stimulated children’s motivation
and concentration. They also offered rich
opportunities for communication, collaborative
interaction, and independent learning.
Diemer, Fernandez, and Streepey (2012)
reported on a multidisciplinary assessment of
student perceptions of engagement and learning
while using iPads. Student reactions were
measured via a survey asking them to rate their
learning and engagement. Findings revealed
4
that students who reported a high level of
the engagement while using iPads described a high
level of learning as well. Age, gender, or
language variables were not found to be strong
learning predictors. Students who regarded
themselves as comfortable with a mode of e-
learning reported significantly greater levels of
perception of learning and engagement.
Those who reported being comfortable were
more likely to use iPads for learning and
professional development in the future.
Furthermore, a number of students who initially
described themselves as somewhat uncomfortable
with e-learning technology also reported
interest in continuing to use iPads.
３．Purpose of the Study
In light of the lack of conclusive evidence of
the influence of iPads on language learning
motivation, this study seeks to explore how
iPads impact motivation and English learning.
The current research aims to answer the
following questions:
RQ1: Is there any difference in the attitude
toward English study between students using
the iPad and those not using the iPad?
RQ2: If the answer to the question above is
affirmative, what kind of differences are there?
RQ3: How does the use of the iPad affect the
learners’ attitudes toward learning English?
４．Study
To answer the aforementioned research
questions, a questionnaire was carried out at
two elementary schools from the Philippines.
School A was a public school and School B was
a private school. The pupils of School A
 ALLUAD Joan and ISHIZUKA Hiroki
belonged to unprivileged families and did not
use the iPad for learning English. On the other
hand, the pupils of School B belonged to families
living in a wealthy area and used the iPad while
learning English.
４．１ Participants
Participants in this study were 413 Filipino
th
pupils in the 5 grade. There were 165 pupils
participating from the public school (School A)
and the data of 164 pupils were used for
analysis since one respondent was found to have
answered incompletely. On the other hand,
there were 248 pupils participating from the
private school (School B). The total data of 412
participants from both schools were the target
for the present study.
４．２ Materials
The questionnaire used in this study was
developed by using Guilioteaux and Dornyei
(2008) and Yorozuya et al. (2013). The question
items were composed of three parts. Section 1
dealt with the students’ profile such as gender,
starting age of learning English, and experiences
pertaining iPad device such as “Do you have a
tablet at home?”, “How long have you been using
the iPad?” Section 2, on the other hand, aimed
at exploring students’ general motivation toward
learning the English language. Items such as, “I
think learning English is useful for me,” and “I
learn English to get a better job in the future in a
global community” were asked. In Section 3, the
items were developed by using Kitchakarn
(2015). Participants were asked about their
attitudes toward iPad use in English class such
as, “I like English lessons using an iPad” and “I
enjoy my English lesson using an iPad because
what we do is neither too hard nor too easy.”
This section was used only for the students in
the private school, who were using iPads. There
were 45 items in total; Section 1 (7 items),
Section 2 (36 items) and Section 3 (18 items). A
five-point Likert scale was used to answer the
questions in Section 2 and 3, from 1= Strongly
Disagree to 5= Strongly Agree.
４．３ Procedure
The questionnaire survey was carried out on
the first week of November, 2016. First, the
survey was conducted in School A. The
participants were given the paper-based
questionnaire along with the instructions on
how to answer the questions. Then, an online
questionnaire was administered to the students
of School B. All of their data except for one in
School A were used for analysis. Similar
questionnaires were administered to the
students in both schools. However, since iPads
were only used in School B, the students of
School A, who did not use iPads, were not asked
to answer Part 3 of the questionnaire.
４．４ Treatment
First, factor analyses of all the data collected
from the two schools were conducted. Then to
investigate whether there were any differences
in the attitude toward English study between
the two schools, a t test was conducted. Finally,
a Pearson Product-Moment Correlation analyses
were performed using the date obtained in
School B to see if there were significant
correlations between “iPad use” and motivational
factors.
５．Results
５．１ Factor analysis of School A and B
The factor analysis on the answers of Section
2 of the two schools revealed three different
5
 Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes
factors that affected the students of both schools
(Table 1). Factor 1 was named Self-Evaluation
Towards Language Learning since it comprised
of the items related to their English skills: 30) I
can talk about myself in English. 31) I can
express my feelings using English. 32) I can
express my opinions to other students using
English. 33) I can explain the directions to other
people when asked using English. 34) I can
understand news articles in English. 35) I can
write a short story in English. 36) I can listen to
and understand English news.
The second factor was named Integrative
Motivation as it comprised of items that express
one’s desire to get to know another language
along with its people and culture: 7) I learn
English to get to know English native speakers
and to be able to live in a foreign country. 8) I
learn English to get a better job in the future in a
global community.
Table 1 The Factor Analysis Result of Section 2
The last factor was named as Extrinsic
Motivation since it comprised of items
pertaining to motivation that arises from outside
6
the learner. 15) I learn English because I don’t
want to be left behind by other students in my
class. 16) I learn English to get good grades
when I go to Junior High School. 17) I learn
English because I want to be praised and not to
be scolded by my teachers/parents.
５．２ T test comparison of School A and B
T test was administered to examine whether
there are differences in the average factor
scores between the two schools. As for the Self-
Evaluation Towards Language Learning and
Integrative Motivation, the scores of School B
were significantly higher than those of School A,
t(410) = -11.41, p <.05, d = 1.15; t(410) = -4.15,
p <.05, d = 0.42, respectively. As for Extrinsic
Mot iv at i on, the score of School A was
significantly higher than School B, t(410) = 4.87,
p <.05, d = .49.
５．３ Factor analyses of School B
Another two factor analyses were conducted
on School B to examine the relationship between
the motivational factors and the use of ICT.
Five significant factors were found in the
analysis of Section 2 (Table 2). The first factor
was termed as Confidence in Four Skills: 32) I
can express my opinions to other students using
English. 33) I can explain the directions to other
people when asked using English. 35) I can write
a short story in English. 36) I can listen to and
understand English news. The second factor
was termed as Positive Attitude Toward
English Class: 5) I think the atmosphere in
English class is good. 6) I think that the manner
of teaching in English class is fitted for me. 2) I
take part in activities in English class because
they are fun. 4) I am able to make myself pay
attention during English class activities. 23) My
friends who are studying hard inspire me to
 ALLUAD Joan and ISHIZUKA Hiroki

study hard as well. 26) I think that I can succeed Table 2 School B’s Motivational Factors in
Learning English
in activities in English even they are a bit
difficult. 27) I think I can do more things now
using English than what I used to do. 28) I think
it is useful to reflect on what I learned in English
class. The third factor was termed as Integrative
Motivation: 7) I learn English to get to know
English native speakers and to be able to live in a
foreign country. 8) I learn English to get a better
job in the future in a global community. The
fourth factor was termed as Intrinsic Motivation:
12) I want to improve my English even if I’m
already good at it. 13) If I learn English more,
my English skills will improve. Finally, the fifth
factor was named as Positive Attitude Toward
Speaking: 19) I am not afraid of making
mistakes in class. 20) I am confident when I
speak in English before others students and I can
express myself well. 24) When I see my friends
speaking in English well, I feel I am as good as
them. Table 3 Factor Analysis on iPad Use

On the other hand, the analysis of the use of

iPads revealed two factors (Table 3): The first
factor was named as Positive Attitude Toward
iPads since it contained the items related to
their favorable response toward the use of
iPads: 12) I like English lessons using the iPad.
13) I enjoy my English lessons using the iPad
because what we do is neither too hard nor too
easy. The second factor was labeled as Anxiety
Toward iPads as it comprised the items pertaining
to the anxiety toward the device in their learning:
18) I feel more nervous in English class using
the iPad ... . 17) I am worried about my ability
to do well in English class using the iPad.

５．４ Correlation analyses on School B

To clarify whether the use of iPads affects were performed using factor scores obtained in
students’ motivation toward English learning, the above factor analyses. As can be described
Pearson Product-Moment Correlation analyses in Table 4, Positive Attitude Toward iPads was

7
 Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes
positively correlated with Confidence in the Four
Skills, Positive Attitude Toward English Class,
Integrative Motivation, and Intrinsic Motivation.
On the other hand, Anxiety Toward iPads is
negatively correlated with Intrinsic Motivation
and yet positively correlated with Positive
Attitude Toward Speaking (Table 5).
Table 4 Correlations Between Positive Attitude
Toward the iPad and Motivational Factors
in School B
Table 5 Correlations Between Usefulness of the
iPad and Motivational Factors in School B
６．Discussion
６．１ RQ1&2: Is there any difference in the
attitude toward English study between
students using the iPad and those not
using the iPad? What are the differences?
The analyses revealed significant difference
between the students who used iPads and the
students who did not. The students who used
iPads were found to be positive toward English
class and English learning in general. From
these results it can be stated that technology-
rich environments offer the opportunity for
students to access various materials through the
iPad that can facilitate learning. In addition,
Public schools in the Philippines function
differently from private schools in terms of
infrastructure, facilities, class sizes, parent
involvement, among others. These operational
8
differences may also have caused the differences
in learning attitude. Students from School A also
had limited English proficiency compared to
students from School B. Students in School B
came from higher income households and as
such they have more access to educational
materials and more exposure to various media.
Regarding Extrinsic Motivation, School A
scored higher than School B. This rather
contradictory result may due to the fact that
students from an economically disadvantaged
situation perceived the importance of mastering
English as a tool to help them lead a more
comfortable life. These different motivations
probably have emerged from the differences in
school environments and life experiences. As
Bandura (2001) explained that individuals
construct cognitive representations of their
physical and social environment, and that
cognitive, affective, and even physiological
responses related to these representations shape
individuals’ behaviors within the environment.
It is also interesting to note that a vast
number of students who used iPads started to
learn English earlier than their counterparts
(Figure 1 and 2). They started to learn the
language between they were zero and two years
old. Early exposure to the English language
seemingly facilitates the students to be more
adept with the English language and in turn
makes the subject more enjoyable for them.
Figure 1 . Starting learning age and the number
of students in School A
 ALLUAD Joan and ISHIZUKA Hiroki
learners to tools which could help them with
Figure 2 . Starting learning age and the number
of students in School B
６．２ RQ3: How does the use of the iPad
affect the learners’ attitudes toward
learning English?
The implications of this study about the
impact of the iPads on student motivation are
far-reaching. As illustrated in the results of this
study, student motivation was positively
influenced by the presence of an iPad. Among
the questions pertaining to iPads, question No. 2
(“The iPad makes learning English more
enjoyable”) garnered the highest average with a
mean of 4.27 (Table 6). Majority of the students
agree that iPads increases their creativity in
learning English (Question No. 3). The possible
explanation to this is that students get to
explore the multiple apps available from the
portable device. So much so that the children
seemingly were all keen to use iPads. Their
interest may be partly attributable with the
novelty of using iPads in school and the iPad’s
easy-to-use interface.
This is somehow validated by Wieder (2011)
as he pointed out in his study that iPads
promote active learning, collaboration, and
student engagement. Through the classroom
use of the iPad, students reported not only a
perception of increased engagement (active and
collaborative learning) but also a positive effect
on their learning.
Another question item that is remarkable is
question No. 6 (“Using iPads makes me learn and
use new words in English”) with a mean of 4.26.
This just shows that the device that learners
usually carry offers an opportunity to introduce
their study of vocabulary.
While students’ positive perception with the
Table 6 Questions with Highest Mean Scores
iPads was high as indicated by the rest of the
questionnaire results, their anxiety level was
3.11, which was not too high or low (Question
No. 17 “I am worried about my ability to do well
in English class using an iPad”) This indicates
that some students felt a little anxiety to use the
iPad as a main tool to get materials for school
classes.
７．Conclusion
The results of this study suggest that the use
of iPads can positively affect the students’
motivation in learning English. It has to be
acknowledged that the participants of the two
schools had many different variables other than
the use of the iPad to be considered. It may
take a while to fully grasp the entire spectrum
of the educational impacts of iPads on learners.
The study only targeted Grade 5 students, and
thus making the results difficult to generalize
across populations. The benefits of the use of
handheld devices such as the iPad are extensive,
and yet studies remain scarce. Research on
9
 Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes

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Learning with Technology, Vol. 1, No. 2, 13-25.
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Garcia, E. R. (2011). There’s an app for that: A study of
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Guilloteaux, M., & Dornyei, Z. (2008). Motivating
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iPad is a tool and not an end in itself and should
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Student Perceptions of Classroom Engagement and

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 ALLUAD Joan and ISHIZUKA Hiroki

Yorozuya, R., Izumi, E., Tamai, M., Naganuma, N., non-English speaking countries.
Tabushi, M., Ota, A,. & Shimazi, T. (2013). The final 10． I learn English to understand English songs and
report of a study on evaluation in primary school movies and to use English for travel.
foreign language activities: Developmental changes 11． I learn English not because I want to learn it but
and their implications. JES Journal 13, 212-227. because it is a subject in school.
12． I want to improve my English even if I’m already
good at it.
Appendix 1 13． If I learn English more, my English skills will
improve.
Questionnaire 14． I learn English because it makes me happy to
Section 1 １． better myself in English.
Gender: 15． I learn English because I don’t want to be left
Male Female behind by other students in my class.
２．Do you have computer at home? 16． I learn English to get good grades when I go to
Yes No junior high school.
３．How long have you been using the computer? 17． I learn English because I want to be praised and
1-2 years 5-6 years not to be scolded by my teachers/parents.
3-4 years more than 7 years 18． I want to know the level of my English skills
４．Do you have internet connection at home? through exam scores.
Yes No 19． I am sometimes silent because I am afraid of
５．Do you have a tablet at home? making mistakes in class.
Yes No 20． I feel embarrassed when I speak in English before
６．How long have you been using the tablet? other students and because of that I can’t express
1-2 years 5-6 years myself well.
3-4 years more than 7 years 21． I feel that I don’t need to study hard in English
７．How old were you when you started learning class when other students around me aren’t
English? working hard.
0-2 years old 5-6 years old 22． In pairs or groups, I prefer speaking in English
3-4 years old 7-8 years old rather than listening to it.
9-10 years old 23． My friends who are studying hard inspire me to
study hard as well.
Section 2 24． When I see my friends speaking in English well, I
No．Items feel that I’m not as good as them.
１． I think learning English is useful for me. 25． I want to enjoy learning English whether I’m good
２． I take part in activities in English class because at it or not.
they are fun. 26． I think that I can succeed in activities in English
３． I actually don’t want to learn English. even they are a bit difficult.
４． I am able to make myself pay attention during 27． I think I can do more things now using English
English class activities. than what I used to do.
５． I think that the atmosphere in English class is 28． I think it is useful to reflect on what I learned in
good. English class.
６． I think that the manner of teaching in English class 29． I want to set a goal and to know what I can do to
is fitted for me. reach the goal.
７． I learn English to get to know English native 30． I can talk about myself in English before other
speakers and to be able to live in a foreign country. 8． students.
I learn English to get a better job in the future in a 31． I can express my feelings using English.
global community. 32． I can express my opinions to other students using
9． I learn English because I’m interested in the people, English.
culture and history of foreign countries including 33． I can explain the directions to other people when

11
 Learning in a Mobile Age: A Study on iPad Use and Student Motivation in English Classes

asked using English.

34． I can understand news articles in English.
35． I can write a short story in English.
36． I can listen to and understand English news.

Section 3
No．Items
１． The iPad makes me do my assignments easier. ２
． The iPad makes learning English more enjoyable. ３
． The iPad increases my creativity in learning
English.
４． I have more opportunities to practice my writing
skills while using the iPad.
５． While using the iPad, I can improve my reading
skills.
６． Using the iPad helps me learn and use new words
in English.
７． Using the iPad helps me practice my English
listening and speaking skills easily.
8． Using the i Pad improves my grammatical
knowledge in English.
9． Using the iPad helps me communicate with my
teacher and classmates easily.
10． I can learn more from books than from the iPad.
11． I wish I had more English lessons using the iPad at
school.
12． I like English lessons using the iPad.
13． I enjoy my English lessons using the iPad because
what we do is neither too hard nor too easy.
14． Learning English using the iPad at school is a
burden for me.
15． In English lessons using the iPad, I learn things that
are useful for me in the future.
16． In English lessons using the iPad, I usually
understand what to do and how to do it.
17． I am worried about my ability to do well in English
class using the iPad.
18． I feel more nervous in English class using the iPad
than that of the class using paper textbooks.

（アルアド ジョアン 旭川校教員研修生）

（石塚 博規 旭川校教授）

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