22 SES 13 C, Student Learning, Development and Supervision
Rapid developments in technology have shown their effects in all aspects of life from art to sport, from education to commerce. One leading technologies most commonly used is the smartphone. Smartphones are evolving very fast and they affect a large spectrum of aspects of life from marketing and business activities to education and mobile industry (Aldhaban, 2012). Thanks to the baseline capabilities smartphones offer, including easy and ubiquitous access to information, wireless internet connection and mobility, their popularity increased unprecedentedly (Özsoy ve İzmir, 2016). The number of mobile broadband connections is expected to growth due to the rising smartphone penetration, with almost 4 billion additional mobile broadband connections globally by 2020 (GSMA Intelligence, 2014, p.2). Today, smartphones have become, far beyond being just a means of mobile communication, a device people always need in every field of life thanks to the applications and functions they hold (Campbell, 2007; Şad & Göktaş, 2014). One field that smartphones are being used gradually more and more is education. Students prefer smartphones over desktop or laptop computers because of its capabilities like portability, easy internet connection, multi-media files etc. Smartphones are used also in foreign language classes, as in all other subjects, yielding some favorable outcomes (Chung et al., 2014; Cui & Wang, 2008; Muhammed, 2014; Simonova, 2016). While previous research on smartphones use in education in general and in language education in particular have revealed positive results, some research findings also refer to the adverse effects of smartphones including lack of attention, distraction and waste of time (Biçen & Karakoyun, 2013; Gheytasi et al., 2014; Uğur & Koç, 2015). Therefore, it was regarded significant to investigate how smartphones are used in foreign language learning process and what positive and negative effects they have on learners within the context of foreign language education in tertiary preparation classes.
To simply put the main purpose of this paper, it was aimed to investigate the views of students attending the first-year preparation class at School of Foreign Languages at İnönü University in Malatya and Fırat University in Elazığ, Turkey, on using their smartphones in learning English as a foreign language.
The study was designed based on quantitative associational model. To this end after reporting about basic descriptive results on the issue, we are going to compare students' views on smartphone use in learning English as a foreign language in terms of gender, department/program, type and duration of internet connection. Data were collected from the 428 freshmen attending the English preparation programs at Schools of Foreign Languages in both universities during the spring semester of 2017-2018 academic year. The data were collected using “Smartphone Use in Learning Foreign Language Scale” originally developed by Şad and Yakar (2017). The scale comprised of 21 items. This five-point (Always-Never) Likert scale aims at measuring the university students’ views about using smartphones particularly in developing four language skills, and smartphones' negative effects on language learning. The Cronbach Alpha internal consistency coefficients were 0,817 for Adverse Effects factor; 0,808 for General Skills factor; 0,786 for Reading&Writing factor; and 0,680 for Listening&Speaking factor (Şad and Yakar, 2017).
According to the descriptive analysis, participants use their smartphones to improve their listening and speaking skills ( =3.27) sometimes (the purpose they are used relatively the most). On the other hand, participants use smartphones the least ( =1.77) to improve their reading and writing skills. Moreover, students’ mean score from the General Skills factor was 3.00, indicating that they sometimes use their smartphones to improve their general English skills. Also, the participants believe that smartphones scarcely ( =2.27) have adverse effects on learning English. When compared by gender, both female and male prep students’ frequency to use their smartphones to improve their listening and speaking skills was found alike, t(426)=1,014, p>.05. Also, both groups found the smartphones having rarely adverse effects on their language learning, t(426)=,104, p>.05. However, female students were found to use their smartphones statistically more frequently than male peers to improve their general English skills, t(426)=2,264, p<.05. On the contrary, male students were found to use their smartphones statistically more frequently than female peers to improve their reading and writing skills, t(423,430)=3,561, p<.05. A comparison between departments revealed that business and administration students use their smartphones to improve their general English skills statistically more frequently than philosophy and medical students, F(5; 422)=6,909, p<.05. Likewise, molecular biology and genetics students were found to use their smartphones to improve their listening and speaking skills statistically more frequently than philosophy students, F(5; 422)=3,493, p<.05. No statistically significant difference was found (p>.05) between mean scores of any factors according to types of internet connection (WiFi, mobile data, or both). Finally, statistically significant correlations with small coefficients were found between students’ duration of internet connection and frequency of using smartphones to improve listening and speaking skills (r=0,139, p<.05) and frequency of suffering its adverse effects on language learning (r=0,120, p<.01).
Aldhaban, F. (2012, July). Exploring the adoption of Smartphone technology: Literature review. In Technology Management for Emerging Technologies (PICMET), 2012 Proceedings of PICMET'12: (pp. 2758-2770). IEEE. Biçen, H. & Kocakoyun, B. (2013). The Evaluation Of The Most Used Mobile Devices Applications By Students. Procedia - Social and Behavioural Sciences, 89, 756-760. Campbell, S. (2007). Perceptions of Mobile Phone Use in Public Settings: A Cross-Cultural Comparison. International Journal of Communication, 1, 738-757. Chung, H., Chen, S. ve Kuo, M. (2014). A study of EFL college students’ acceptance of mobile learning. Procedia - Social and Behavioural Sciences, 176, 333-339. Doi: 10.1016/j.sbspro.2015.01.479 Cui, G., & Wang, S. (2008). Adopting cell phones in EFL teaching and learning. Journal of Educational Technology Development and Exchange (JETDE), 1(1), 68-80. Gheytasi, M., Azizifar, A., & Gowhary, H. (2015). The Effect of Smartphone on the Reading Comprehension Proficiency of Iranian EFL Learners. Procedia-Social and Behavioral Sciences, 199, 225-230. GSMA Intelligence (2014). The Mobile Economy 2014. Retrieved on 27.12.2016 from www.gsmaintelligen.com Muhammed, A. (2014). The Impact of Mobiles on Language Learning on the part of English Foreign Language (EFL) University Students. Procedia - Social and Behavioral Sciences, 136, 104-108. Özsoy, T., & İzmir, O. (2016). Türkiye'deki Üniversite Öğrencilerinin Mobil Telefon Ve Mobil Uygulama Tercihleri. Gümüshane University Electronic Journal of the Institute of Social Science/Gümüshane Üniversitesi Sosyal Bilimler Enstitüsü Elektronik Dergisi, 7(15), 308-329. Šimonová, I. (2016). Mobile Technologies for Foreign Language Learning. International Journal on Language, Literature and Culture in Education, 3(1), 25-39. Şad, S. N., & Göktaş, Ö. (2014). Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools. British Journal of Educational Technology, 45(4), 606-618 Şad, S.N. & Yakar, Ü. (2017) Development of Smartphone Use in Learning Foreign Language Scale. 3rd International Conference on Education, Culture and Identity – ICECI 2017, 12-13 October, 2017, International University of Sarajevo, Bosnia and Herzegovina. Ugur, N. G., & Koc, T. (2015). Time for Digital Detox: Misuse Of Mobile Technology And Phubbing. Procedia-Social and Behavioral Sciences, 195, 1022-1031.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.