Escribe una PREreview

It described the use of mobile technology for learning among students of Yorùbá Language in Osun State colleges of education, including the types of devices used, frequency of mobile technology use for learning, and challenges experienced. 279 students from two colleges were assessed using a descriptive survey design, and data was generated using self-designed instruments. It was indicated that 68.6% of the students used smartphones, while the usage of tablets, notebooks, and other devices had lower percentages. Students reportedly used mobile technology to learn frequently, as evidenced by the mean of 3.2 ± 13.95. There were no significant differences in using mobile technology based on gender, t = 0.28, df = 248. However, students faced a number of challenges: limited Yorùbá Language resources were available at 76.8%, automatic translations were incorrect at 77.2%, erratic power supply was an issue at 73.1%, the internet connection was slow at 74.5%, and technical know-how was very low 76.9%. This study calls for attention to the technical and resource-related barriers that may enhance the integration of mobile technology into language education, as indicated by the frequent use of smartphones in learning Yorùbá Language.