Mobile or Hostile? Using Smartphones in Learning English as a Foreign Language

Autor/inn/en	Sad, Süleyman Nihat; Özer, Niyazi; Yakar, Ümit; Öztürk, Fatih
Titel	Mobile or Hostile? Using Smartphones in Learning English as a Foreign Language
Quelle	In: Computer Assisted Language Learning, 35 (2022) 5-6, S.1031-1057 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2020.1770292
Schlagwörter	Telecommunications; Second Language Learning; Second Language Instruction; Measures (Individuals); Informal Education; Learning Processes; English (Second Language); College Freshmen; College Preparation; Student Attitudes; Handheld Devices; Technology Uses in Education; Time Management; Listening Skills; Speech Communication; Gender Differences; Learning Activities; Comparative Analysis; Business Administration Education; Molecular Biology; Genetics; Science Instruction; Majors (Students); Internet; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Zweitsprachenerwerb; Fremdsprachenunterricht; Messdaten; Informelle Bildung; Nichtformale Bildung; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Studienanfänger; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zeitmanagement; Geschlechterkonflikt; Lernaktivität; Molekularbiologie; Humangenetik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Türkei
Abstract	The purpose of this paper is to investigate the views of freshmen on using their smartphones in learning English as a foreign language. The study was designed based on a quantitative associational model. The data were collected from the 428 freshmen attending the English preparation programs run at Inönü and Firat Universities, Turkey, using "Smartphone Use in Learning Foreign Language Scale". The results showed that participants use their smartphones more frequently to engage in English listening and speaking activities than reading and writing activities. The participants also believe that smartphones scarcely have adverse effects on learning English. However, it was also found that the more time students spend online, the more they suffer from the adverse effects of smartphones in terms of language learning. Results about gender revealed that female students use their smartphones more frequently than their male peers to engage in formal language learning activities. Significant differences related to frequency of smartphone use for both formal and informal language learning purposes were detected, with the Business Administration and Molecular Biology and Genetics department students showing higher frequency. No statistically significant difference was found between students' views about using smartphones for language learning according to the types of Internet connection (Wi-Fi, mobile data, or both). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01