Research Question Research Goals

‘New Ways of Learning’, ‘Learning, Self, and Identity’, ‘The Paradox of Increasing and Diminishing Value’, and ‘The Sum is more than Its Parts’. Arnold 2015 explored the experiences and perceptions of faculty members in a high school in Georgia about the implementation of BYOD. The aim of the study was to have better understanding of the essential meaning of transitioning to teaching in a BYOD environment. In his study, he tried to investigate faculty members’ perspectives on their transitional period from traditional classroom environment to new classroom environment in which BYOD was implemented. The findings of the study showed that a lack of preparation for BYOD implementation contributed to difficulties in managing the transition period from traditional classroom environment to BYOD environment. Moreover, the in-depth interviews revealed that the second implementation of BYOD which allowed the participants to have more freedom in implementing BYOD brought more positive results for the success of the program. Fitts’ study 2015 on teacher implementation of m-learning initiative at a sixth grade school aimed to investigate teacher’s perceptions of and experience with the adoption and implementation process of m-learning. The researcher tried to investigate the participants’ perspective during the adoption and implementation process of m-learning, their feelings about utilizing mobile devices in their teaching, and how their perceptions impacted the adoption process. The findings of the study revealed that participants felt frustrated during the adoption and implementation of m-learning due to connectivity issues and time constrains. They believed 247 access to Wi-Fi connectivity was important. Moreover, they admitted that more time was needed for the effective implementation of m-learning. Many studies on mobile English language learning application mostly concentrate on students’ perception towards the implementation of MALL Kinash et al., 20012; Zou et al., 2014; Zhang et al., 2014; Weng Chen, 2015, teachers’ perception of MALL Şad et al., 2014; Oz, 2015, and design and development of MALL Amer, 2010; Sweeney et al., 2011. As a result, there is a gap in the literature for studies focusing on English teachers’ lived experience in developing an Android-based English language learning application. In this study, I attempted to investigate the essential meaning of English teachers’ lived experience in developing an Android-based language learning application. By investigating the meaning of their lived experience, their voices during the app development process would be heard and school management and decision makers would be more capable of providing support and assistance.

B. Theoretical Review

This section consists of concepts clarification and relations among concepts in this research. These concepts clarification and relations among concepts, together with related research reports and participants’ characteristics are used to improve the trustworthiness of this research.

1. Lived Experience

Van Manen 1990: 25 mentions that phenomenology is the description of the lived-through quality of lived experience and of the expressions of lived experience. In other words, the purpose of phenomenology is to transform the description of lived experience into a textual expression of its essence to reveal the meaning of the lived experience. Further, Van Manen 1990: 25 points out that the meaning of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI