Pre-Service English Teachers’ Voices on Using Smartphones in Classrooms
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Mobile learning allows learners to learn anytime, anywhere, and offers various activities in language classes. However, smartphones are banned or rarely used in schools worldwide due to problems such as distractions, off-task activities, and mental health problems. This study explored pre-service English teachers' voices on using smartphones in schools. The study subjects were 109 students enrolled in the 3rd and 4th grades of the English education department at A University. Data collection instruments include discussion logs and interviews. The results are as follows: Only 29.4% of students used smartphones in English classrooms in secondary school. The students used them the most in vocabulary and listening order and thought of them very positively. The pros and cons were almost the same as those of the existing literature, e.g., portability learning, information searching, individualization, interactivity, etc. and distraction, interference of interaction, the temptation of off-task activities, etc. Students were satisfied with the advantages and said they helped learn to improve their language skills. 92.7% of students said they would use smartphones in English classes as teachers in the future. Based on the results of this study, practical teaching methods, activities, and follow-up experimental studies for effective smartphone use were suggested.
Abstract
Mobile learning allows learners to learn anytime, anywhere, and offers various activities in language classes. However, smartphones are banned or rarely used in schools worldwide due to problems such as distractions, off-task activities, and mental health problems. This study explored pre-service English teachers' voices on using smartphones in schools. The study subjects were 109 students enrolled in the 3rd and 4th grades of the English education department at A University. Data collection instruments include discussion logs and interviews. The results are as follows: Only 29.4% of students used smartphones in English classrooms in secondary school. The students used them the most in vocabulary and listening order and thought of them very positively. The pros and cons were almost the same as those of the existing literature, e.g., portability learning, information searching, individualization, interactivity, etc. and distraction, interference of interaction, the temptation of off-task activities, etc. Students were satisfied with the advantages and said they helped learn to improve their language skills. 92.7% of students said they would use smartphones in English classes as teachers in the future. Based on the results of this study, practical teaching methods, activities, and follow-up experimental studies for effective smartphone use were suggested.
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