Dealing with the rapid expansion of the Internet and mobile technology, the participants have an awareness of embracing technology in their teaching practices
as well as in providing learners with better learning environment. Moreover, based on the idea of timeless and borderless learning, they are encouraged to connect
digital divide between teachers and learners Dudeney and Hockly, 2007: 8. Along with the aforementioned issues, the participants, as the twenty-first century
teachers, have some key characteristics needed to effectively integrate technology in teaching learning practices as described below.
The twenty-first century teachers are lifelong learners OECD, 2012. As new ways of learning and new technology are emerging, teachers learn some skills in
technology. Their skills and readiness in integrating mobile technology are supported by trainings and pedagogical knowledge in implementing MALL into
teaching learning practices. Furthermore, their willingness to learn, accept, and embrace the new technology in teaching and learning practices is indicated by their
ability to design, manage, and plan new learning environments to empower learners to achieve flexible and accessible learning OECD, 2012.
Vrasidas and McIsaac 2001 mention that teachers in digital age have readjusted their position in teaching learning practices. They are characterized by
their familiarity with the tools and resources available online and their eagerness to learn and use mobile technology in teaching learning practices. In addition, to cope
with the digital age, today’s teachers are equipped with e-readiness; they are able to use and adopt mobile technology into their teaching practices to obtain more
knowledge and share meaning Vrasidas and McIsaac, 2001. The advancement of technology requires them to be the agents of innovation. By bringing mobile
technology into teaching practices, teachers provide new and innovative learning environment which leads to innovative, motivating, timeless, and borderless
learning environment OECD, 2012. To sum up, the participants in this study, as the twenty-first century teachers,
have the aforementioned characteristics. They are EFL teachers who are willing to learn and adapt with the new way of teaching and learning practices and are
equipped with the readiness to adopt mobile technology in and beyond the classroom setting to support students’ motivation and performance. Moreover, with
the emergence of MALL in English language teaching and learning, they have prepared themselves with some pedagogical knowledge and trainings in integrating
mobile technology into teaching learning practices. They have firm belief that the integration of technology, especially MALL, in teaching learning practices would
facilitate students with motivating, timeless, and borderless learning environment.
D. Framework of Pre-Understanding
This section presents the framework of pre-understanding of this study in relevance with the concepts and concepts clarification previously discussed. It
connects the concepts, related research reports, and the participants’ characteristics as the basis in developing the pre-understanding and pre-figured meaning which are
the tentative answers of my research question. English learning has been experiencing rapid evolution, from traditional
English language learning to MALL. In the past, English learning is regarded as formal and face to face learning requiring the students to be at fixed, predetermined
time and locations. While currently, English learning has focused on the use of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
mobile technology which facilitates students to learn at anytime and from anywhere, without any time and spatial restrictions. With the popularity of
smartphones among students, a mobile English language learning application is one of the modes used to attain such objective in language learning. Thus, a mobile
English language learning application which is based on Android OS, as the most widely used OS, offers students with new way of learning which is characterized
by the mobility of learners, allowing them to have more flexibility of learning experiences, mobility of learning, and mobility of technology.
In providing students with some opportunities to experience flexible, accessible, and ubiquitous learning environment, today’s English teachers are eager
to learn some new skills in recent technology. As the twenty-first century teachers, they have willingness to learn and embrace mobile technology to bridge the digital
divide between teachers and students. In providing learners with timeless and borderless learning, they learn to plan, design, manage, and incorporate m-learning
media into their teaching learning practices. Developing and incorporating an Android-based English language learning application is one of the examples of
facilitating the demand for students’ ubiquitous learning. In this research, developing an Android-based English language learning
application operationally refers to creating an application which facilitates students with flexible, accessible, personalized, and ubiquitous learning. With the Android-
based m-learning application, students are expected to be able to learn English at anytime and from anywhere. Moreover, an Android-based m-learning application
offers learning opportunities which extend beyond the formal education and traditional learning characterized by face to face learning at school. Having
developed based on the students’ needs, proficiency level, and the English curriculum, the application facilitates students to learn materials taught at school.
Many studies have discussed the development of Android-based English language learning applications for English learning. However, I placed my interest
on the lived experience of English teachers who developed an Android-based English language learning application for Senior High School students in Indonesia.
Therefore, this research was aimed to reveal the essential meaning of English teachers’ lived experience in developing an Android-based English language
learning application. English teachers’ intentionality, historicity, ideology, and awareness shape
their lived experience in developing an Android-based English language learning application and become the basic structure in unveiling their understanding, belief,
feeling, action, and intention. Therefore, their understanding, belief, feeling, action, and intention are used to represent the essential meaning of their lived experience
in developing an Android-based English language learning application. The English teachers who develop an Android-based language learning
application in this study are the twenty-first century teachers who have some skills in integrating technology, especially MALL, in their teaching practices. Being
equipped with trainings and pedagogical knowledge about mobile technology for English language teaching and learning has developed their confidence in
incorporating them into their teaching. Moreover, their familiarity with online resources and mobile technology gives them easiness in embracing mobile
technology into English teaching practices. This easiness, therefore, leads to their PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
