Mobile Learning at Higher Education: Lecturers’ Perception of Mobile-Based Learning in Teaching English Paragraph Writing

Abstract

Mobile technology has changed higher education teaching and learning. Mobile-Based Learning (MBL) provides flexible, accessible, and engaging ways to improve English language writing skills. Many studies have explored mobile learning from students' perspectives, but few have examined how lecturers view and implement MBL, especially in Islamic Higher Education. To fill that gap, we investigated UIN Alauddin Samata, South Sulawesi English paragraph writing lecturers' perspectives of MBL. The qualitative case study used interviews, classroom observations, and documentation analysis. The results show that lecturers like MBL as a classroom supplement. They shared materials, assigned tasks, and provided comments using LMS (Lentera), smartphones, and PCs. However, mobile tool limitations and technology limit the assessment of writing outcomes. According to the study, institutional support and blended learning approaches optimize MBL. These results add to digital pedagogy literature and suggest more studies on student perspectives and cross-institutional MBL writing instruction comparisons.