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Students’ Perceptions of Smartphone Use in Palestinian Higher Education: The Case of Al-Quds Open University

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Abstract

Much international research has been conducted on mobile learning, Mobile-Assisted Language Learning (MALL), and smartphone learning to explore students’ perceptions of these modes of learning. Nevertheless, a few research studies have been carried out on smartphone learning of EFL students in higher education in Palestine. The current study addressed this lack by exploring EFL students’ perceptions at Al-Quds Open University (QOU) in Palestine during the COVID-19 pandemic to identify the impact of gender, university level, place of residence and age. Exploring these perceptions is hoped to encourage decision makers to adopt smartphone technologies in higher education setting in Palestine. Hence, this study aims to answer the question “What are EFL students’ perceptions of smartphone use in the classroom setting at QOU during the COVID-19 pandemic?”. To achieve this objective, a mixed-method approach was used utilizing a 32-item electronic questionnaire sent through the Academic Portal of Al-Quds Open University to seven sections (n = 285) majoring in English language and literature in two academic branches. As a result, 148 students filled out the questionnaire while 12 students (five males and seven females) participated in semi-structured interviews. Findings revealed that EFL students generally valued the advantages of smartphone technology as a tool for learning English with no statistically significant differences at (α ≤ 0.05) were found due to gender, university level or place of residence. However, statistically significant differences at (α ≤ 0.05) were found due to students’ age. The qualitative data highlighted a striking contrast between these views and students’ actual usage. Findings also revealed that the majority of students used their smartphones in the classroom setting with the courses that involve practical sides such as Language Use, and English Language Teaching Methods. Based on the study findings, specific implications were offered.

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Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile phone for connecting with their friends and relatives. Moreover, it has become a common trend among undergraduates to carry a mobile phone to the classroom as well. The present study examines the impact of mobile phones on students’ English language learning. A field study was conducted on fifty-two undergraduate male students majoring in English language and literature at Aljouf University, Saudi Arabia. The methodology of data collection included a self-report for students and a teacher questionnaire. Findings of the study are significant for EFL teachers and researchers for introducing innovative methods and resourceful materials for the English classroom.
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Smart mobile devices (SMDs), especially smartphones and tablets, are becoming increasingly ubiquitous among educators and students in Palestine. While their use is on the rise, many academics are not effectively incorporating this technology into their teaching, which may be attributable to their negative perceptions of these devices. This study therefore examined academics’ perceptions of the value of integrating SMDs into their teaching activities. A questionnaire survey collected data from 56 academic staff of the Palestine Technical University - Kadoorie, eliciting perceptions of the physical attributes of SMDs, participants’ self-efficacy, the pedagogical affordance of mobile devices and challenges to their use in teaching. The findings show that participants were still at the stage of actively experimenting with smartphones and iPads, trialing their use at different levels and for different purposes. In general, although participants were unaware of the full potential of their functionalities, they viewed positively the various pedagogical affordances of integrating these devices into their teaching activities. The most important affordances were linking formal and informal learning spaces by providing anywhere-anytime learning opportunities, and developing interest in the subject matter, thus making learning more enjoyable, meaningful, and accessible. The results also identify various challenges including lack of experience and knowledge, finding the time to design and implement such integration, and selecting appropriate apps for the content being taught. Participants also expressed concerns with the limited connectivity and unreliability of Wi-Fi and 3G/4G networks in Palestine.
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Recently, cell phones have received much attention in the context of EFL/ESL learning. Mobile learning, in general, and distant learning, in particular, in educational contexts has been approached by educationalist all over the world (Hwang & Chang, 2011). Presently, countries pay ample attention to mobile learning in education. Despite the fact that devices such as cell phones might divert students’ attention, yet, no one can deny their importance as high-tech educational tools. This study investigates EFL college students’ attitudes towards cell phones learning. For the sake of satisfying the study’s objectives, a questionnaire has been designed and randomly distributed to 300 female undergraduate students enrolled during the First Academic Term (2014/2015). The questionnaire is consisted of 3 sections and 39 items. Section 1, students’ attitudes towards the usefulness of mobile learning (26 items), section 2, investigation of students’ opinions towards reasons where and why they and their instructors use cell phones (12 items), and section 3, an open-ended question, asking students if they have any comments on the importance of cell phones (1 item). The questionnaire consisted 5-Point Likert type scale. Data were quantitatively analysed using SPSS, and ANOVA tests. Percentages, means, and standard deviations, were used for the sake of the analysis. The open-ended question was analysed qualitatively.
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ICT (Information and Communication Technology) has become a significant domain of learning in the field of teaching and learning. Recently, educators have shown overwhelming interest in incorporating computers and Internet to improve the effectiveness of education at informal and formal levels of Education. ICT with its numerous tools has immense potential in the field of English Language Teaching (ELT) in terms of facilitating the teaching and learning of listening, speaking, reading and writing skills.The article summarizes some of the merits and the demerits of the use of ICT tools, and the concept of using ICT in ELT based on the researcher " s review of recent studies. It also highlights the findings from the researcher " s own study on the effectiveness of the application of ICT tools on the EFL (English as Foreign Language) writing performance of Omani EFL learners. The study focuses on effectiveness of Moodle Forum treatment on the quantity of EFL written output in terms of number of words, Language Units and Clauses. The study is considered to be significant in the context of Omani learners being exposed to increased ICT intervention in their social and academic life. A quazi-experimental study was conducted among diploma level students (N=28) at Al Musanna College of Technology under Ministry of Manpower, Oman. The findings and analysis of both quantitative and qualitative data revealed that Moodle Forum intervention can have significant impact on the participants " EFL written output. The study recommends that students and teachers should integrate ICT tools in ELT appropriately.
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In the present study we investigate the advantages of using smartphones in an English as a foreign language (EFL) classroom. We compared two groups of Japanese university students who were either prohibited from using their smartphones in the classroom, or encouraged to use them for academic purposes, examining whether those using smartphones in their EFL lessons would show a tendency toward being autonomous. The results indicated that students who were encouraged to use their smartphones during class were inclined to study more in their free time as well as show signs of autonomy by taking charge of their learning and consider ways to improve their own study habits and English proficiency. Our conclusion is that language teachers and learners should be encouraged to use smartphones in the classroom as a means of fueling the desire to learn.
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There are currently 1.7 billion mobile phones in use around the world, while the total world population is 6 billion (Keegan, 2004).! In the past 10 years, the increasing development of mobile phone technology has been unbelievably swift: from from plain and simple cell phones to the current high-tech phones which can serve as a PDA, mini-computer, telephone, or camera, and transfer data as well as video and audio files. There is a constant stream of new technology breaking into the mobile phone market (Attewell, 2005). M-learning is the acquisition of any knowledge or skill through using mobile technology, anywhere, anytime (Geddes, 2004). M-learning happens when people are away from their offices or classrooms. On the way back home from school or office, most people prefer to listen to music, the radio news, or sports programs. When they get home, if they want to learn, mobile devices are not likely to be their main choice. M-learning does not replace traditional learning, but is just another way of learning using a new technology. This paper tries to show the capabilities as well as the limitations of M-(Mobile) Learning which generally fall into: Psychological, Pedagogical, Technical limitations. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the 2nd World Conference on Psychology, Counselling and guidance.
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This study investigates the effect of ten teaching English as a foreign language (TEFL) oriented features of mobile phones in the English language classroom on the achievement of foundation-year students in King Abdulaziz University (KAU) in General English. The study also explores students’ attitudes towards this new method of teaching. The study uses an experimental design where the control group is taught through the strategies used in ELI, whereas the experimental group is taught through the same strategies used in the control group in addition to mobile phones. The independent variable is using ten features of mobile phones in the EFL classroom and the dependent variable is the foundation-year students’ achievement in general English. Forty male students of the foundation year at level two are assigned for the control group as well as the experimental one. The tools of the study are: A pre-test to ensure the equivalency of the two groups before conducting the experiment, a post test to see if there are any statistically significant differences in students’ achievement in general English that are attributed to mobile phones, and a questionnaire to see students’ attitudes towards using mobile phones in the English as a foreign language (EFL) classroom. The results of the t-test showed differences in the mean scores in favor of the experimental group, but these differences were not statistically significant at ? = 0.5. The analysis of the questionnaire showed positive attitudes toward using mobile phones in the classroom. The study concludes with recommendations about training students and teachers on the academic use of mobile phones and reinforcing the attitudes of students toward using them in the EFL classroom.
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This study investigated EFL learners' perspectives about their vocabulary learning experiences via a smartphone application. An online demographic questionnaire was used for recruiting 50 EFL learners from a language teaching channel in Telegram messenger required to use a smartphone application called Vocabulary Flashcards 2016 for a month. After finishing the sampling procedure, the participants were asked to take part in Dialang online diagnostic test to specify their vocabulary level proficiency based on CEFR (Common European Framework of Reference). The quantitative and qualitative data were collected utilizing evaluation questionnaires and semi-structured interviews respectively. The evaluation questionnaire adapted from Chapelle's (2001) evaluation criterion was used to evaluate the application from the users' perspectives. This study investigated the effects of learners' proficiency level and gender differences on using the application, and their perspectives on the negative and positive aspects of the application were also uncovered. The findings showed that the users held positive attitudes towards the application because it influenced their learning positively and provided them with both form and meaning-focused instruction, but they were dissatisfied with the app's levels and authenticity. Results of independent t-test and ANOVA respectively showed that gender and vocabulary proficiency level did not make significant difference on participants' app usage patterns. The findings of this study highlighted the users' localized needs which could be used as guidelines for customized vocabulary apps' development purposes. The study's implications for learners, teachers, and app developers are discussed in detail.
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This study investigated the benefits of Mobile Instant Messaging (MIM) through an analysis of grammatical, lexical and mechanical accuracy as well as syntactic complexity in second-language learners' writing. A WhatsApp group was created where 80 Spanish students taking a B1 English course participated in a daily interaction during six months. A quasi-experimental research design with an experimental and control group and a pre-post test was followed. Students were divided into two main groups according to treatment type with 40 students in each group. This research focused on the interaction in the application and attempted to measure, through a qualitative and quantitative analysis, the students' degree of writing development. The ratios of lexical, grammatical and mechanical errors as well as error-free clauses per clause and error-free T-unit per T-unit indicated significant differences between the control and experimental group in terms of accuracy. Nevertheless, measures of syntactic complexity together with lexical diversity were not conclusive as the independent parameters for syntactic complexity showed no significant differences between the two groups. WhatsApp constitutes a powerful educational tool to encourage second language interaction among participants and its tremendous potential to activate students' involvement remains one of the least exploited functionalities of mobile phones.