1. Introduction
The use of technology for language learning has long been
represented through the documentation of endangered
languages and material development (Hinton, 2001; Penfield et al., 2006). New technology developments such as
v
irtual worlds, mobile technology, and mobile applications (apps) has engaged to increased interest into how these
new developments may be effectively used for language learning projects (Kim et al., 2008; Godwin-Jones, 2011).
P
rior studies have been conducted on the use of mobile technology for learning more dominant languages such as
English, Spanish and French (Kim et al., 2008; Martinez et al., 2010; Thornton & Houser, 2005). However, studies
h
ave yet to be conducted on the use of mobile technology in learning Kadazandusun language. Indeed, no empirical