Impact of Smartphone Based Activities on EFL Students' Engagement

Autor/inn/en	Sarhandi, Pir Suhail Ahmed; Bajnaid, Ayman; Elyas, Tariq
Titel	Impact of Smartphone Based Activities on EFL Students' Engagement
Quelle	In: English Language Teaching, 10 (2017) 6, S.103-117 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Learning Activities; Handheld Devices; Technology Uses in Education; English (Second Language); Mixed Methods Research; Quasiexperimental Design; Control Groups; Experimental Groups; Statistical Significance; Electronic Learning; Questionnaires; Journal Writing; College Students; Inservice Teacher Education; Teacher Behavior; Affective Behavior; Student Attitudes; Instructional Effectiveness; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Lernaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Zeitschriftenaufsatz; Collegestudent; Lehrerfortbildung; Teacher behaviour; Lehrerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Unterrichtserfolg; Ausland; Saudi-Arabien
Abstract	Teachers all over the world strive to keep their students engaged, and research has shown that task engagement can be elevated by utilising technology to complete classroom activities. Reasons suggested for this is that technology's alignment with students' interests, as well as the stimulatingly transformative effect that technology can have on activities. Due to current students' preferences, authors now encourage incorporating mobile phones into the classroom, claiming that it will improve task engagement. However, this has not been empirically proven. Therefore, this mixed method quasi experimental study examined whether two groups completing identical activities, where one group using their smartphones, would have any difference in their engagement with the given activities. The results indicated that a statistically significant difference in the initiation times and distraction between experimental and control settings. Although no significant emotional difference was observed between the groups, the students themselves indicated a significant difference in their emotional attitude towards smartphone activities as compared to paper-based ones. The smartphone group managed to engage with activities, thereby overcoming many factors which affected the control groups' engagement levels. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01