INTRODUCTION
RATIONALE FOR THE STUDY
Recent advancements in mobile technology have led to the emergence of smartphones, which combine traditional phone capabilities with the functionalities of a PDA Unlike feature phones, smartphones can store extensive information and keep users connected through various communication platforms, including messaging services, email, video calls, and social networking apps They serve as portable PCs for web browsing and access to online content According to research by Amy Herbert, smartphones function as mobile entertainment units, allowing users to watch videos, listen to music, and engage in blogging, while providing access to web 2.0 features similar to those available on traditional internet platforms.
According to the Vietnam Digital Advertising Market Report 2019 by Adsota, Vietnam has 43.7 million smartphone users, representing 44.9% of its 97.4 million population This positions Vietnam among the top 15 smartphone markets globally, alongside developed nations like the UK, Japan, and Germany, as well as Southeast Asian countries such as Indonesia The rapid increase in smartphone users is driven by the availability of affordable devices, making smartphones essential in the daily lives of Vietnamese people Beyond connectivity and information sharing, smartphones also play a significant role in enhancing education by supporting learning and teaching.
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Smartphone usage among 16-year-olds in Vietnam has surged by over 70% since 2013, now encompassing 14 to 24 million individuals, with the 16-24 age group exhibiting the highest usage rate at 58% This demographic, particularly students, represents the largest segment of smartphone users in the country As educational practices evolve, mobile learning is gaining traction, offering diverse learning opportunities, enhanced data access, and the development of digital skills—all achievable through smartphones The Viet Nam National University of Agriculture has embraced mobile teaching methods, especially in light of the Covid-19 pandemic, which has accelerated their adoption across all educational levels This trend raises important questions about how students utilize smartphones for their studies and the nature of their mobile learning experiences This study aims to explore these questions, focusing specifically on the smartphone usage of third-year English language students at VNUA, an area that has not been extensively researched The findings are expected to enhance understanding of smartphone integration in students' academic pursuits.
AIMS AND OBJECTIVES OF THE STUDY
The research aims to investigate the reality of using smartphone in learning English within third-year English majored students at VNUA.”
Objectives of the study are:
- To evaluate and analyze the current student' use of smartphones in learning English
- To suggest some effective methods when using smartphones for learning English.
RESEARCH QUESTIONS (IN FORM OF QUESTIONS)
This study addresses two key research questions: the current state of smartphone usage for English learning among third-year English majors at VNUA, and the effective methods for utilizing smartphones in the process of learning the English language.
SCOPE OF THE STUDY
The research will focus on surveying the third-year English students at the
Vietnam National University of Agriculture with a total of 120 students from these classes K63ENGA, K63ENGB, K63ENGC, K63ENGD & K63ENGE The study will be carried out in 6 weeks, at semester 2, 2020-2021.
SIGNIFICANCE OF THE STUDY
This research is crucial for teachers, students, and English learners, as it represents the first study conducted on third-year English majors at VNUA It offers valuable statistics on daily smartphone usage among students and highlights the activities that consume their time Additionally, the survey gathers data on how students utilize smartphones for learning English Ultimately, this study aims to inform students and English learners about the practical use of smartphones in language acquisition and proposes effective methods for English learning.
DESIGN OF THE STUDY
The study consists of several parts as follows:
2 AIMS AND OBJECTIVES OF THE STUDY
3 RESEARCH QUESTIONS (IN FORM OF QUESTIONS)
LITERATURE REVIEW
METHODOLOGY
FINDINGS AND DISCUSSION
EVALUATE THE EFFECTIVENESS OF USING SMARTPHONES IN
3.3 EVALUATE THE EFFECTIVENESS OF USING SMARTPHONES IN LEARNING ENGLISH
CONCLUSION
RECOMMENDATIONS/SUGGESTIONS FOR FURTHER STUDY
Part 2: DEVELOPMENT Chapter 1: LITERATURE REVIEW
1.1 REVIEW OF PREVIOUS STUDIES (AT HOME/ABROAD)
Recent research has explored various perspectives on the use of smartphones in English language learning, highlighting several benefits These include enhanced information retrieval, increased learner autonomy, improved motivation, and effectiveness in oral tasks, as well as positive perceptions from teachers The findings from these studies are pertinent to the current investigation into the overall impact of smartphones on learning, particularly in the context of English language acquisition.
1.1.1 Smartphones usage by college students
A study by Hejab M Alfawareh and Shaidah Jusoh (2014) examined smartphone usage trends for learning among university students in Saudi Arabia, specifically at Najran University The research involved survey questionnaires completed by students across various academic levels, focusing on activities such as logging into academic portals, using Blackboard, downloading class materials, and taking lecture notes The findings revealed that 94.4% of the 324 participants owned smartphones, primarily using them for regular activities The study categorized smartphone usage into normal and learning-related trends, indicating that most students utilized their devices as ordinary mobile phones, internet-connected computers, and digital cameras Notably, 91.69% of students logged into their academic portals, while 60.89% had never used smartphones for Blackboard, and 66.01% did not use them for taking notes in class.
A significant 66.89% of participants recorded class lectures without relying on smartphones, while 54.49% utilized smartphones to download class materials However, research indicates that university students in Saudi Arabia are not fully leveraging smartphones for educational purposes This issue is also addressed in my research, which reveals that students engage in more activities on their smartphones unrelated to learning.
A study by Jollie N Alson & Liezel V Misagal (2016) examined smartphone usage among students at the University of Perpetual Help-Calamba, revealing that 85% of students are classified as heavy users or addicts The research highlighted socialization as a primary function of smartphones, particularly through networking sites, text messaging, phone calls, and chat conversations The authors recommend further investigation into the factors influencing learning processes related to smartphone usage.
In the article "Mobile devices in the educational environment: impacts and solutions," Nguyen Xuan Nghia (2019) examines both the positive and negative effects of mobile devices in classrooms, while exploring various solutions for their effective use The research employs a documentary method alongside a social survey conducted with 200 undergraduates from HCM City Open University, evenly distributed across four academic years, using online questionnaires in November 2019 The findings indicate that schools that view mobile devices as learning tools tend to foster awareness of the detrimental effects of non-instructional cell phone use among students.
In 2019, a survey of students at HCM City Open University revealed that only 17% reported that most lecturers prohibited mobile device use in class, while 73% indicated that only a few teachers enforced such bans, and 9.6% stated that no lecturers did The study highlighted several positive impacts of mobile devices, including their ability to enhance education in areas with communication challenges, facilitate learning at any time, and provide immediate review and feedback However, it also noted negative consequences associated with smartphone use, such as cyberbullying and exposure to harmful content This information significantly contributes to the overall findings of the study.
1.1.2 Using smartphones in learning English
A study by Sỹleyman Nihat Şad et al (2017) explored the perspectives of 428 freshmen at İnửnỹ and Fırat Universities in Turkey regarding the use of smartphones for learning English as a foreign language The findings revealed that 30.8% of students frequently engage in English vocabulary activities on their smartphones, while 21% never utilize English learning websites The research indicated that students primarily prefer using smartphones for speaking and listening activities However, the study's external validity is limited due to its focus on two universities in the same region The authors provided valuable recommendations for educators, suggesting that language teachers can effectively incorporate smartphones into classroom exercises, such as task-based reading and collaborative writing activities Additionally, teachers can assign long-term projects, encourage students to watch popular TV shows or films for commentary writing, and promote online student publications or essays.
Kukulska-Hulme and Traxler (2008) highlight that mobile devices are set to revolutionize education by enhancing quality and expanding learning opportunities This shift presents a valuable chance for device and content providers to collaborate in developing training programs for smart electronic devices, such as smartphones Laru and Jọrvelọ (2012) further emphasize that integrating web 2.0 technology with smartphones will foster online learning and knowledge-sharing communities, ultimately leading to a more flexible training system for universities.
In the study "The Use of Smartphones in Learning English Language Skills: A Study of University Students’ Perspectives" by Mohammad Abd Alhafeez Ali Ta’amneh (2021), the research aimed to explore university students' views on utilizing smartphones for learning English language skills It highlighted both the advantages and challenges associated with smartphone use in education The study involved 151 first-semester students from various English courses at Taibah University (Badr Branch) during the 2019/2020 academic year A questionnaire was developed based on prior research regarding smartphones' role in teaching and learning The findings indicated that students had a positive outlook on the moderate use of smartphones to enhance their English learning experience, a conclusion that aligns with my own research.
1.2.1 The Concept of Mobile Learning
Mobile learning, often referred to as "M-learning," encompasses various definitions and is recognized by multiple names It fundamentally involves utilizing mobile devices to enhance the teaching and learning experience According to Michael M Grant (2019), this innovative approach supports educational activities through the convenience of mobile technology.
“four definitions of mobile learning categories are described: (1) relationship to distance education and elearning, (2) exploitation of devices and technologies,
Mobile learning, as defined by Vavoula and Karagiannidis (2005), encompasses any learning that occurs outside a fixed location, leveraging mobile technologies to seize learning opportunities This approach aligns with educational objectives by extending learning opportunities, enhancing student achievement, accommodating diverse learning needs and styles, and providing access to authentic learning materials for students who might otherwise lack such resources (Kukulska-Hulme, 2009).
Mobile learning, as defined by John Traxler (2005), refers to educational provisions that primarily utilize handheld or palmtop devices, including mobile phones, smartphones, PDAs, tablet PCs, and laptops, while excluding desktop computers This approach is increasingly recognized as a viable solution to the challenges faced in education, offering enhanced personalization through a variety of available tools and resources In mobile learning environments, students often collaborate in groups or work independently to tackle problems, engage in projects, and express their individual needs and preferences.
Mobile learning is influenced by various learning theories, including behaviorism, cognitivism, constructivism, situated learning, problem-based learning, context-aware learning, collaborative learning, lifelong learning, and informal learning (Keskin & Metcalf, 2011).
Dan Corlett, Mike Sharples, Susan Bull, and Tony Chan (2004) noted that many university students carry mobile computing devices like smartphones, PDAs, and laptops The increasing popularity of these portable devices presents an opportunity to enhance education through mobile learning While mobile learning is not a new concept, advancements in device capabilities have sparked renewed interest, especially among language educators (Robert Godwin-Jones, 2011).
A smartphone is defined as a mobile telephone featuring a display screen, typically an LCD, and built-in personal information management programs like an electronic calendar and address book, similar to those found in personal digital assistants (PDAs) It operates on an operating system (OS) that enables the installation of various software for Internet browsing, email, entertainment, and more Essentially, a smartphone can be viewed as a handheld computer integrated into a mobile phone.