BARRIERS AND COPING STRATEGIES IN MALL INTEGRATION: UNIVERSITY EFL INSTRUCTOR’S PERSPECTIVES

This study examined the barriers and coping strategies involved in integrating Mobile-Assisted Language Learning (MALL), including AI-driven tools, among 399 EFL instructors. Through a survey and supplemental interviews, the research explored how instructors’ background characteristics influence their coping strategies and the barriers they encounter, as well as the relationship between these factors. Findings indicated a moderate level of overall perceived barriers, with extrinsic barriers rated higher than intrinsic barriers. Time constraints were identified as the most significant barrier. In terms of coping strategies, instructors predominantly relied on intrinsic factors over extrinsic ones, with attitude being the most utilized strategy. A strong negative correlation was found between perceived barriers and coping strategies, suggesting that instructors who perceive fewer barriers are more likely to employ coping strategies. No significant differences in perceived barriers or coping strategies were observed based on gender, age, position, teaching experience, area of specialization, or daily MALL usage. These findings accentuate the importance of addressing both extrinsic and intrinsic barriers to facilitate effective MALL integration. Implementing targeted interventions that provide technical support, institutional resources, and professional development, alongside strategies to foster positive attitudes and self-efficacy, is crucial in enabling EFL instructors to successfully integrate MALL into their teaching practices.