Email this article 
Hide
Show all
Attitudes towards Smart Phones and Tablets
Abstract
This paper examines the perceptions of advantages of smart phones and tablets on basic and general English students' language learning, self-sufficiency, and interest using smart phones and tablets at an Iranian university college during one university term. Through a survey administered to 333 basic and general English students and through selective observations and interviews, the following questions were examined: 1) Students' perceived impact of smart phones and tablets on increasing their confidence throughout the course,2) Students’ perceived comfort/enjoyment with smart phones and tablets for the students at the beginning and end of the semester,3) Students' perceived impact of devices through a comparison between pre and post survey measures on improvement of reading comprehension, reading speed, vocabulary and spelling, motivation, and preparing them for class tests and quizzes. Tablets were evaluated more positively than smart phones by the students as a means to increase confidence. Both tablets and smart phones were evaluated positively, both as a means of improving students’ motivation to learn, and as a means to develop reading comprehension, spelling, and vocabulary. However, students’ expectations regarding the impact of such devices on their reading speed, preparation for tests and quizzes, as well as comfort and enjoyment were not met.
Keywords
Full Text:
PDFReferences
Agah, T.K. & Ayse, A. (2011). Differences between m-learning (mobile learning) and e-learning, basic terminology and usage of m-learning in education. In A. Arikan, H.S. Sarac, O. Sert, M. Caner, & S. Cevik (Eds.), Procedia-Social and Behavioral Sciences: Vol. 15. 3rd World Conference on Educational Sciences, pp. 1925-1930.
Ally, M., Schafer, S., Cheung, B., McGreal, R., and Tin, T (2007). “Use of Mobile Learning Technology to Train ESL Adults,” in Proceedings of the 6th Annual International Conference on Mobile Learning, Melbourne, Australia, pp. 7-12.
Bangert-Drowns, R. L., Kulik, J. A., & Kulik, C. L. C. (1985). Effectiveness of computer-based education in secondary schools. Journal of Computer-Based Instruction, 12(1), 59-68.
Bruck, P. A., Motiwalla, L., & Foerster, F. (2012). Mobile learning with micro-content: A framework and evaluation" (2012). Proceedings of the BLED 2012, Slovenia, 25, Paper 2. Retrieved September, 21, 2012, from http://aisel.aisnet.org/bled2012/2
Carr et al. (2011). Perceived benefits of technology enhanced language learning in beginning language classes. The IALLT Journal, 41 (1), pp. 36-52.
Chinnery, G. M. (2006). Emerging technologies going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 19(1), pp. 29-39.
Corbeil, J. R., & Valdes-Corbeil, M. E. (2007). Are you ready for mobile learning? EDUCAUSE Quarterly, 30(2),
-58.
Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24(1), pp. 87-114.
Dias, J. (2012a). Cell phones in the classroom: Boon or bane? [Part 1]. C@lling Japan: The Newsletter of the JALT-CALL Special Interest Group, 10(2), pp. 16-22.
Dias, J. (2012b). Cell phones in the classroom: Boon or bane? [Part 2]. C@lling Japan: The Newsletter of the JALT-CALL Special Interest Group, 10(3), pp. 8-13.
Girón-García, C. (2015). Literacy and technologies in EFL settings: Fostering reading comprehension on the
Internet. Bellaterra Journal of Teaching & Learning Language & Literature. Vol. 8(2), 69-100.
Ghizan S. (2012). The Effect of Instructional Reading Software on Developing English Reading Speed and Comprehension for IT University Students. USA, Xlibris Corporation.
Gould, J. D. & Grischkowsky, N. (1986). Does visual angle of a line of characters affect reading speed? Human Factors, 28(2), 165-173.
Gulley, P. K. (2003). Pros and cons of computer technology in the classroom. Retrieved April 4, 2012, from http://edweb.fdu.edu/anyfil e/MattewsC/article2.doc
Internet World Stats (2015). Usage and Population Statistics [Data file]. Internet usage in the Middle East. Retrieved from http://www.internetworldstats.com/me/ir.htm
Jee, M.J. (2011). Web 2.0 technology meet mobile assisted language learning. The IALLT Journal, I41(1), pp. 161-175.
Just, M., & Carpenter, P. (1987). Speed reading. The psychology of reading and language comprehension, pp. 425-452.
Kak, A. V. (1981) Relationships between readability of printed and CRT-displayed text. Proceedings of Human Factors Society - 25th Annual Meeting, 137 - 140.
Kyanka-Maggart, J. (20130. iPads, motivation, self-efficacy, engagement in upper elementary school mathematics (Doctoral dissertation). Retrieved from https://www.bakeru.edu/images/pdf/SOE/EdD_Theses/Kyanka-Maggart_Jessica.pdf
Kiernan, P. J., & Aizawa, K. (2004). Cell phones in task based learning: Are cell phones usefull language learning tools? ReCALL, 16(1), pp.71-84.
Kothaneth, S., Robinson, A., & Amelink, C. (2011). Tablet PC support of students’ learning styles. Retrieved September 21, 2012, from http://www.iiis.org/CDs2011/CD2011SCI/IMETI_2011/PapersPdf/FA805DB.pdf
Kovachev, D., Cao, Y., Klamma, R. and Jarke, M. (2011) ‘Learn-as-you-go: New ways of cloud-Based micro-learning for the mobile web. In H.Leung, et.al, (Eds.), ICWL 201, (pp. 51-61). Berlin; Springer-Verlag.
Kraushaar, J. M., & Novak, D. C. (2010). Examining the effects of student multitasking with laptops during the lecture. Journal of Information Systems Education, 21, 241251.
Kuznekoff, J. & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education, 62 (3), pp. 233252.
Leis, A., Tohei, A., & Cooke, S. (2015). Smartphone assisted language learning and autonomy. International Journal of Computer-Assisted Language Learning and Teaching, 5(3), 75-88.
Levy, M., & Kennedy, C. (2005). Learning Italian via mobile SMS. In A. Kukulska-Hulme & J. Traxler (eds.), Mobile Learning: A handbook for Educators and Trainers. London: Taylor and Francis.
Marzban, A. (2011). Improvement of reading comprehension through computer-assisted language learning in Iranian intermediate EFL students. Procedia Computer Science, 3, 3-10.
Mielo, G. (2005). The medium is the moblog. ETC: A Review of General Semantics. 62(1), pp. 28-35.
Mockus, L., Dawson, H., Edel-Malizia, S., Shaffer, D., Sung, J., & Swaggerty, A. (2011). The impact of mobile access on motivation: Distance education student perceptions. Retrived September 10, 2012, from http://learningdesign.psu.edu/research/MLRTWhitePaper.pdf
Muter, P., Latremouille, S. A., Treurniet, W. C. & Beam, P. (1982). Extended reading of continuous text on television screens. Human factors, 24 (5), 501-508.
Najmi, K. (2015). The effect of mobile-assisted language learning (MALL) on guided writing skill of Iranian upper-intermediate EFL learners. Journal of Applied Linguistics and Language Research, 2(4), 42-52.
Oz, H. (2013). Prospective English teachers’ ownership and usage of mobile devices as m-learning tools. Procedia - Social and Behavioral Sciences, 141, 1031 – 1041.
Shah, A. (2016). Tablets vs. laptops vs. smartphones [Data file]. Retrieved from http://www.pcworld.com/article/243132/tablets_vs_laptops_vs_smartphones.html
Stearns, Susan C. (2012). Integration of technology into the classroom: Effects on reading comprehension. Research Papers, Paper 248.
Smedshammar, H., Frenckner, K. ,Nordquist, C. and Romberger, S. (1989) Why is the difference in reading speed when reading from VDUs and from paper bigger for fast readers than for slow readers? Paper presented at WWDU 1989, Second International Scientific Conference, Montreal.
Rosenberg, M. J. (2010). Marc my words: Thinking about mobile learning in the age of iPad. Learning Solutions Magazine. Retrieved September11, 2012, from http://www.learningsolutionsmag.com/articles/477/marc-my-words-thinking-about-mobile-learning-in-the-age-of-iPad
Shearer, R. L. (2010). Philosophies and theories at the basis of student-centered educational models: Where theory and practice meet in instructional design for distance education. Paper presented at the XV International Congress on Technology and Distance Education. Retrived September 11, 2012, from learningdesign.psu.edu/research/MLRTWhitePaper.pdf.
Simon, H. A. (1974). How big is a chunk? Science, 183, pp. 482-488.
Sheehy, K., Kukulska-Hulme, A., Twining, P; Evans, D., Cook, D & Jelfs, A. with Ralston, J., Selwood, I., Jones, A., Heppell, S., Scanlon, E., Underwood, J., & McAndrew, P. (2005). Tablet PCs in schools: A review of literature and selected projects. Coventry, UK: British Educational Communications and Technology Agency, ICT Research.
Soe, K., Koki, S., & Chang, J. M. (2000). Effect of computer-assisted instruction on reading achievement: A meta-analysis. Washington, DC: Office of Educational Research and Improvement.
Sole, R.C, Calic, J., and Neijmann, D. (2010). A social and self-reflective approach to MALL. ReCALL, 22, pp. 39-52.
Song, Y., & Fox, R. (2005). Integrating m-technology into Web-based ESL vocabulary learning for working adult learners. Wireless and Mobile Technologies in Education (IEEE). Tokushima, Japan: IEEE Computer Society.
Sotoudehnama, E., & Dehghan, H. (2013). The effect of call software on Iranian EFL learners’ reading comprehension. Iranian Journal of Language Issues, 1(1), 25-30.
Thronton, P., & Houser, C. (2002). M-learning in transit. In P.Lewis (Eds.), The changing face of CALL (pp. 229-243). Lisse, The Netherlands: Swets and Zeitlinger.
Thronton, P., & Houser, C. (2003). Using mobile web and video phones in English language teaching: Projects with Japanese college students. In B. Morrison, C. Green, & G. Motteram (Eds.), Directions in CALL: Experience, experiment & evaluation (pp. 207-224). Hong Kong: English Language Center, Hong Kong Polytechnic University.
Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217-228.
Uther, M., Zipetria, I., Uther, J., & Singh, P. (2005). Mobile adaptive CALL (MAC): A case study in developing a mobile learning application for speech/audio language training. Wireless and Mobile Technologies in Education (IEEE). Tokushima, Japan: IEEE Computer Society.
Vanwelsenaers, M. (2012). Students using their own technology device in the classroom: can “BYOD” increase motivation and learning? (Master’s thesis). Retrieved from https://www.nmu.edu/education/sites/DrupalEducation/files/UserFiles/Vanwelsenaers_Marc_MP.pdf
Wei, F.-Y. F., Wang, Y. K., & Klausner, M. (2012). Rethinking college students’ self-regulation and sustained attention: Does text messaging during class influence cognitive learning? Communication Education, 61, 185204.
Woodill, G. (2011). The mobile learning edge: Tools and technologies for developing your teams. New York: McGraw-Hill Professional.
Wright, S., Fugett, A., & Caputa, F. (2013). Using e-readers and internet resources to support comprehension. Educational Technology & Society, 16 (1), 367–379.
Wright, P. & Lickorish, A. (1983). Proof-reading texts on screen and paper. Behaviour and Information Technology, 2, (3), 227-235.
Zarei, A.A. (2012). The effects of STAD and CIRC on L2 reading comprehension and vocabulary learning. Frontiers of Language and Teaching, 3, pp. 161-173.
DOI: https://doi.org/10.7575/aiac.ijalel.v.6n.5p.66
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
International Journal of Applied Linguistics and English Literature
To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.