INTRODUCTION
Background to the study
The rapid advancement of technology and the integration of devices, particularly smartphones, have transformed various aspects of life Smartphones serve multiple purposes, and in the realm of education, they play a crucial role in enhancing English as a Foreign Language (EFL) learning.
The global surge in smartphone usage, with mobile subscriptions surpassing five billion, highlights that more individuals have access to cell phones than to clean toilets (Devarajan, 2010) This trend underscores the vital role smartphones play in providing English language learners with unprecedented access to a wealth of information, authentic content, and helpful resources online Furthermore, smartphones facilitate collaborative learning and discussions among learners, regardless of their physical locations (Taleb & Sohrabi, 2012).
As EFL learners increasingly utilize smartphones for English learning, Mobile Assisted Language Learning (MALL), a subset of Computer-Assisted Language Learning (CALL), is gaining traction in global education (Kukulska-Hulme, 2008) MALL facilitates a transition from formal classroom learning to informal, real-world acquisition of knowledge (Kukulska-Hulme, 2009) With smart teaching applications available on Android and iOS, smartphones provide opportunities for ubiquitous learning Additionally, the features of 3G and 4G smartphones enhance learner engagement and motivation, catering to their daily needs (Claudill, 2007).
As of 2019, Vietnam boasts 43.7 million smartphone users out of a population of 97.4 million, achieving a penetration rate of 44.9%, positioning it among the top 15 global markets for smartphone usage alongside developed nations like the UK, Japan, and Germany This surge highlights the rapid growth and potential of the Vietnamese smartphone market, particularly in the context of English language learning While smartphones offer numerous advantages, such as portability, access to free online resources, and the ability to learn anytime and anywhere, there are notable drawbacks Research indicates that over-reliance on smartphones can negatively impact academic performance, suggesting a need for balanced usage in educational contexts.
While most studies on smartphone-assisted language learning (MALL) have primarily focused on university students, there is a notable lack of research targeting working professionals This gap in the literature motivated the author to explore the perceptions of office workers in Vietnam regarding the use of smartphones for learning English.
Statement of the problem
Vietnam's rapid growth has attracted numerous global companies seeking a skilled workforce proficient in English Recognizing the importance of English proficiency, the Vietnamese government has implemented a 2020 initiative approved by the Ministry of Education and Training (MOET) to enhance English teaching and learning across all educational levels This project aims for students to achieve a language proficiency level of 3 (equivalent to IELTS level 5) according to the Common European Framework of Reference for Languages (CEFR), thereby equipping the workforce to better engage with international partners.
After graduating from university, many students in Vietnam face challenges in meeting the English proficiency requirements set by global companies, particularly in the IT sector Minister of Education and Training, Mr Phung Xuan Nha, acknowledged the shortcomings of the 2020 educational project, highlighting the need for improved language skills among the workforce Job listings on platforms like itviet.com and vietnamworks.com consistently emphasize the necessity for candidates to possess at least a B1 level of English proficiency according to the CEFR To succeed in the competitive global job market, Vietnamese office workers must not only maintain their English competence but also strive for continual improvement.
Office workers often have limited time to attend traditional English classes, making autonomous learning the most suitable approach for them Smartphones serve as essential tools, enabling office workers to learn English anytime and anywhere, leveraging modern technology to save time and money The COVID-19 pandemic has further emphasized the importance of mobile learning, as social distancing measures have made it necessary for individuals to adapt to remote education Additionally, the growing IT sector in Vietnam, with over 973,000 professionals and significant foreign investment, highlights the need for English proficiency among workers in this field, as it plays a crucial role in the country’s position as a leading software outsourcing market.
Vietnam's English proficiency remains low on a global scale, with an EPI score of 51.64 according to EF Education First (2020) Consequently, enhancing English skills for professionals in the IT sector has become increasingly vital, as it enables effective collaboration with international colleagues and clients.
This study aims to explore the perceptions of IT office workers in Ho Chi Minh City concerning the use of smartphones for learning the English language.
In Vietnam's IT sector, employees and freelancers are organized into various departments, including development, testing, design, customer success, IT/network, HR, and back office Developers focus on coding and creating software applications, while QA engineers ensure quality through rigorous testing before market release Depending on the company's structure, technical writers and product marketers may belong to the development team or operate separately, crafting essential technical documents for sales and resellers Designers enhance user experience by creating professional product designs for developers to implement Once products are launched, the sales team markets the software globally, while the customer success team plays a critical role in post-sales support, addressing customer issues to ensure system stability Additionally, the back office team, including HR, IT, and accounting, supports the delivery team with hiring, employee care, and financial management.
Freelancers in the IT sector are independent professionals who work remotely, providing software application implementation services to various companies and organizations on a part-time basis This group primarily includes developers and QA engineers, and the specific roles and departments needed can vary significantly depending on the type of IT company, whether it be a product-based or outsourcing firm This highlights the diverse landscape of the IT field and the varying demands for skilled professionals.
Aims and objectives of the study
This study investigates the perceptions of EFL learners in the IT industry of Ho Chi Minh City regarding smartphone usage for English language learning The primary objectives include exploring the effectiveness of smartphones as educational tools and understanding how they influence language acquisition among learners.
The facilitation of smartphones in English language learning;
The differences in using smartphones for learning English towards EFL learners by age, gender and English proficiency.
Research questions
Based on the research objectives, the study aims at exploring the below research questions:
(1) What are the perceptions of EFL learners working in the IT field regarding the use of smartphones in English language learning?
(2) What are the differences in terms of age, gender and English proficiency in perceptions of using smartphones?
Scope of the study
Smartphones have become essential tools in modern life, influencing areas such as entertainment, communication, education, and work This study aims to explore how smartphones affect English language learning among office workers, particularly within the IT sector, highlighting the necessity for improved English skills in the workplace.
22 IT companies and 1 IT freelancer group in Ho Chi Minh e.g OPSWAT Vietnam, Luxoft Vietnam, Hitachi Vantara Vietnam, KMS, etc
The questionnaire will be distributed to the participants who are working in IT companies or IT freelancers mentioned above.
Significance of the study
The study presents an effective method for EFL learners to improve their English using smartphones, particularly benefiting office workers who have limited free time to attend language centers This flexibility allows them to enhance their communication skills with colleagues and international partners, ultimately aiding in career advancement and the achievement of personal goals.
The study highlights the importance of autonomous and online learning, particularly during the Covid-19 pandemic, when individuals are more likely to stay at home and seek cost-effective alternatives to traditional training centers and English classes.
Investors and developers of language learning software for mobile platforms can leverage research findings to create effective English learning tools tailored to the diverse needs of EFL learners Additionally, the study highlights the advantages of integrating smartphones and online teaching methods, prompting educators to evolve from traditional teaching practices and embrace this emerging trend.
Finally, this study is also served as a reference for further studies on the use of smartphones in language learning and MALL (Mobile assisted language learning).
Organization of the thesis
This thesis includes five chapters, as follows:
Chapter 1: Introduction - This chapter presents an overview of the research context together with the statement of situation, objectives, research questions, scope, and significance of the research
Chapter 2: Literature review - This chapter is to clarify the theoretical background of previous studies related to the research topic
Chapter 3: Research Methodology - This chapter proposes the research methods that are intentionally conducted for this study, including collecting and analyzing data to illumine the research questions The major research instruments are questionnaires with a convenience sampling approach
Chapter 4: Results and Discussion - This chapter is to present the result of the primary research and final result discussion
Chapter 5: Conclusion - This chapter is to discuss the final research result, highlight the contributions to the survey’s theoretical and practical basis, then proposes solutions to contribute the new model Limitations and suggestions for further researches are presented
LITERATURE REVIEW
Introduction
This chapter explores existing research on the use of smartphones as tools for enhancing English language skills among learners It identifies a research gap and examines diverse contexts, ranging from global perspectives to specific insights from Vietnam The chapter concludes with a summary of the findings from previous studies.
Definition of research terms
Mobile devices, particularly smartphones, have become essential in today's world These compact, autonomous devices seamlessly integrate into users' lives, providing convenience and connectivity at every moment (Mobit, 2017).
Mobile-Assisted Language Learning (MALL) utilizes smartphones and tablets to enhance language education, emerging as a key component of both Mobile Learning and Computer-Assisted Language Learning (CALL) The advancement of mobile technology has significantly improved MALL, enabling learners to easily access language resources and engage with teachers and peers anytime and anywhere.
Smartphones facilitate learning and language learning
The rapid advancement of mobile devices and technologies has profoundly transformed daily life, introducing concepts like Industry 4.0, the Internet of Things (IoT), and digital transformation, which can be challenging to comprehend As technology continues to evolve, individuals must adapt and integrate these trends into their lives Mobile learning technologies, particularly smartphones, have become essential tools not only for communication and social networking but also for enhancing learning experiences.
Mobile learning technologies, especially smartphones, play a crucial role in enhancing the language abilities of EFL learners, particularly in higher education Numerous studies have demonstrated the positive impact of these technologies on learning outcomes over time Both teachers and students actively utilize smartphones in and out of the classroom, facilitating a more effective learning process (Reinders, 2010).
Learning a foreign language is a complex process that requires mastery of various specific areas for non-native speakers (Bodorík, 2017) To learn a language effectively, deeper insights and analysis from learners are essential In the modern world, many learners are increasingly utilizing mobile learning technologies, such as smartphones, to enhance their language skills alongside traditional methods According to AbuSa'aleek (2014), smartphones have become integral to education, serving not just as communication tools but also as effective resources for teaching and learning (Reinders, 2010) The term "smartphones" reflects the vast array of applications available that facilitate knowledge acquisition, including mini-lessons (Patricia & Chris, 2005) and English test applications like TOEFL, TOEIC, and IELTS, along with grammar tools (Shudong & Simon).
2013), vocabulary (Neil & Tobias, 2015), Google translate, social media (WhatsApp, Facebook, etc.) and some other features such as video (Shahraki, Yassaei & Goldani,
The integration of smartphones into Mobile-Assisted Language Learning (MALL) has given rise to Smartphone-Assisted Language Learning (SPALL), a concept that is gaining traction among English language learners As highlighted by Reinders (2010) and further explored by Leis, Tohei, and Cooke (2015), SPALL represents a significant advancement in language education, suggesting that smartphones will play an increasingly vital role in facilitating language acquisition in the future.
EFL learners utilize smartphones to enhance their learning experience by connecting with teachers and peers for various purposes, such as searching for vocabulary meanings, watching topic-related movies, and listening to songs to improve their listening skills and overall competencies This technology allows learners to broaden their educational resources and support their self-improvement efforts.
Smartphones have revolutionized the learning experience for EFL learners by enabling them to engage in discussions with classmates outside the classroom and access online classes from any location, thus eliminating the need for physical attendance (West, 2012) With internet connectivity, students can tap into authentic digital content and participate in learning communities or forums at their convenience, making their education more flexible compared to traditional methods (Irwin & Jacobs, 2013) This shift towards mobile learning technologies promotes autonomous learning, allowing learners to utilize various tools to enhance their educational journey (Kurt, 2012) Consequently, both teachers and students can effectively organize their time for teaching and learning, maximizing the benefits of smartphones in the educational landscape.
Impact of using smartphones on EFL learners
Smartphones and mobile learning technologies are increasingly essential in higher education This study references various previous research efforts aimed at understanding the effects of these technologies on learning and teaching globally.
Research by Mostafa, Hatem, and Khaled (2016) highlights that learners recognize the value of mobile devices in enhancing communication with peers and instructors, facilitating access to information, and fostering autonomous learning Mobile learning is emerging as a promising pedagogical technology in education Additionally, Mazharuddin and Akramul (2018) found that smartphones are embraced as effective learning tools, enhancing job performance and serving as intrinsic motivation for learners The positive acceptance of technology in education is further supported by the findings of Huang and Kao (2015).
(2015) proclaimed that smartphones provided learners with language learning opportunities and chances for exercises of the language skills to improve their
Effective language skills and communication encompass vocabulary acquisition, spelling, pronunciation, grammar, listening, and reading A study by Kennedy and Levy (2008) revealed that regular communication through smartphones, such as chatting and texting in English, significantly aids vocabulary acquisition Additionally, research by Chen et al (2008) demonstrated that associating words with pictures through smartphone annotations enhances learners' visibility and retention of vocabulary.
A 2017 study highlighted the effectiveness of smartphones in vocabulary acquisition, revealing that over 50% of surveyed learners felt motivated to learn new words and found it easier to recall them compared to traditional learning methods This underscores the significant role smartphones play in enhancing language learning.
Today, learners have easy access to a vast array of videos from native English-speaking countries through platforms like YouTube and Facebook, which significantly enhances their language skills and helps them reach native-like proficiency According to Bomar (2006), smartphones enable learners to grasp main ideas more effectively through reading and listening activities The positive impact of smartphones in English language learning is evident, as highlighted by George & Talal (2016), who found that smartphones facilitate scanning reading materials, looking up new vocabulary, translating documents, and enhancing communication with speakers from other countries, ultimately improving various language skills such as pronunciation, spelling, listening, writing, and speaking Additionally, Azad (2014) reported that students at the University of Sulaimani in Iraq utilized smartphones not only to enhance their language abilities but also to increase their awareness of TOEFL international exams.
While smartphones and mobile learning technologies offer benefits for learning English, there are notable limitations According to George & Talal (2016), key drawbacks of using smartphones in English language learning include distractions, limited screen size, and potential for reduced face-to-face interaction.
Poor exam performance among learners can often be attributed to distractions caused by inaccurate machine translations and unmonitored use of smartphone translation tools, which disrupt the communication process Over-reliance on smartphones can hinder learners from achieving higher levels of English proficiency, as they frequently forget what they read Chinnery (2006) identified additional limitations, such as the short battery life and small screen size of smartphones, which can make prolonged focus difficult and typing cumbersome for some users Despite advancements in smartphone technology, including larger screens and longer battery life, many learners still perceive smartphones as having a detrimental effect on their English learning experience.
The use of smartphones in learning can negatively affect learners' achievements and progress, as noted by Town (2013), who highlights the risk of addiction to games, social media, and other distractions that detract from educational focus With the constant influx of new applications, learners often find themselves sidetracked, leading to frequent distractions while studying English Kane (2013) emphasizes that those unable to manage their smartphone usage may experience heightened emotional responses, such as anxiety or frustration when separated from their devices Furthermore, prolonged smartphone use can result in physical issues, including eye strain and neck pain, as pointed out by Britt (2013) and Wilson (2012) Despite the growing reliance on mobile technologies, Julie (2013) asserts that smartphones cannot replace the essential role of teachers in the learning process.
Despite advancements in smartphones and learning technologies, they still fall short in facilitating virtual interaction compared to traditional classroom settings The direct, face-to-face engagement between learners and teachers significantly enhances interaction and boosts the overall productivity of the learning process.
Summary of previous studies
Based on the recent researches, the author would like to summarize the impact of using smartphones in learning English as figure 1 below.
Figure 1 Summary of previous studies
Research Gap
Recent studies have concentrated on the effects of smartphone usage on English language learning among EFL learners, primarily within university settings and focusing on students These investigations employ both qualitative and quantitative research methods, utilizing a range of techniques such as questionnaires, experiments, and group discussions to gather data.
In Vietnam, the author has not encountered comprehensive studies examining the effects of mobile learning technologies and smartphones on English language acquisition among EFL learners This highlights a gap in research that the author aims to address.
Impact of using Smartphones in English Language Learning
Chinnery (2006); Town (2013); Kane (2013); Britt (2013); Wilson (2012);
English Language skills are enhanced by using smartphones
Shudong & Simon (2013); Reinders (2010); Leis, Tohei & Cooke (2015); Chi & Chiu (2015); Chen et.al (2008); Turgay & Meriç (2017); Bomar (2006); George & Talal
14 provide more evidence on the impact of using smartphones in English language learning towards the perceptions of the EFL learners who are working in IT field in
Ho Chi Minh City via the quantitative method and questionnaire technique.
Chapter Summary
Chapter 2 has given the relevant review of the literature presented and is served as a base for theoretical backgrounds related to the research topic Besides, the author also pointed out the limitations of the previous works while highlighting further research directions on this topic In chapter 3, we will discuss the methodology, methods of data collection, and processing Measurement scales and questionnaires are also proposed
RESEARCH METHODOLOGY
Introduction
This chapter outlines the research methodology employed in the study, detailing the research design and the specific site where the questionnaire was administered It further discusses the research instruments used, the piloting process, and the procedures for data collection and analysis Additionally, the chapter addresses the validity and reliability of the study before concluding with a summary.
Research Design
Mobile learning technologies, particularly the use of smartphones in education, have garnered significant interest among researchers globally This study investigates the influence of smartphone usage on English language learning, focusing on the perceptions of IT professionals in Ho Chi Minh City The research aims to address two key questions regarding the effectiveness and impact of smartphones in enhancing language skills for this specific group of learners.
1 What are the perceptions of EFL learners working in the IT field regarding the use of smartphones in English language learning?
2 What are the differences in terms of age, gender and English proficiency in perceptions of using smartphones?
To achieve the study's objectives, a quantitative approach was employed using a questionnaire to gather data The questionnaire's significance in data collection necessitated a pilot test before its official distribution to a larger participant pool Targeting full-time office workers in IT companies, the questionnaire emerged as the most convenient method for data collection This technique facilitates the identification of overall patterns related to the research questions, ultimately enabling conclusions about the factors influencing specific outcomes (Tirhekar, 2013).
A questionnaire was administered to selected IT companies in Ho Chi Minh City over a two-week period, aiming for a minimum of 400 responses The author initially focused on four IT companies and utilized the Krejcie and Morgan (1970) methodology to determine the required sample size for the study.
The study initially aimed for a minimum of 384 samples but ultimately decided on 400 participants due to the availability of data from OPSWAT Vietnam Questionnaires were distributed via Google Forms for Luxoft Vietnam, KMS Vietnam, and Hitachi Vantara Vietnam, while OPSWAT Vietnam received printed questionnaires directly To address challenges in obtaining sufficient responses within the four target IT companies, the author actively monitored response rates and encouraged participants to share the survey within their professional networks This outreach extended to 23 IT groups, comprising 22 companies and one freelancer group in Ho Chi Minh City, resulting in a total of 416 valid responses for the study.
Research Site
The questionnaire was conducted over two weeks across 23 IT groups in Ho Chi Minh City, comprising 22 IT companies and one freelancer group This included notable firms such as OPSWAT Vietnam, Luxoft Vietnam, Hitachi Vantara Vietnam, and KMS, providing a comprehensive overview of four representative global IT companies.
OPSWAT Vietnam, a global leader in cybersecurity since 2002, employs over 160 professionals and is headquartered in San Francisco's Potrero Hill With a presence in multiple countries, OPSWAT provides cutting-edge cybersecurity solutions trusted by more than 1,000 organizations worldwide The company boasts an impressive suite of over 30 anti-malware engines, 100+ data sanitization engines, and partnerships with over 25 technology integrators Renowned for its expertise in data sanitization, vulnerability detection, multi-scanning, device compliance, and cloud access control, OPSWAT continues to set the standard in the cybersecurity industry.
Luxoft, a leading global provider of high-end software application and product development services, has announced the opening of a new delivery center With a workforce of 12,900 employees, Luxoft serves prestigious clients including Deutsche Bank, Boeing, IBM, and UBS.
Luxoft has officially launched its operations in Ho Chi Minh City, Vietnam, becoming the first Eastern European software service provider to establish a presence in the country This milestone positions Luxoft as the first outsourcing provider in the region to implement a comprehensive global delivery model.
Hitachi Vantara, a global company with 6,300 employees, aims to help customers maximize the value of their data and enhance their businesses while contributing positively to society Founded in 1910, Hitachi boasts nearly 110 years of operational technology (OT) experience and close to 60 years in information technology (IT) The company remains committed to its enduring mission of societal contribution through the development of innovative and high-quality technology and products.
KMS Technology, a prominent offshore software development and consulting provider with over 1,000 employees globally, is headquartered in Atlanta, GA, and has additional offices in California and Vietnam Our customer-centric approach accelerates the delivery of innovative software solutions, enabling organizations to achieve faster speed to market and concentrate on expanding their core business.
The English proficiency levels of office workers in IT companies and freelancers vary according to job requirements and the nature of their work Positions such as developers, QA engineers, and designers typically require a B1 level in the CEFR framework, while managerial roles demand a C1 level Technical writers and product marketers must possess at least a C1 level due to their specific communication needs The customer success team, which interacts directly with global clients through various channels, is expected to achieve the highest proficiency level of C2 in CEFR for both engineering and management roles.
In the IT sector, particularly within global companies, the English proficiency of office workers is crucial to meet market demands and specific job requirements, as indicated by listings on job websites like itviet.com and vietnamworks.com Candidates are typically expected to possess at least a B1 level in the Common European Framework of Reference (CEFR) For instance, a job description for a Customer Success Engineer at OPSWAT Vietnam highlights the necessity of such language skills.
Bachelor’s degree in a technical discipline, or equivalent experience;
Strong knowledge of Windows and Windows server;
A good foundation of basic networking concepts;
Basic knowledge of Linux, with an interest to expand that knowledge;
Strong spoken and written English language skills;
Presentation skills (be able to describe things and convey ideas to others in an easy way);
A proven customer-oriented attitude, including the ability to work with difficult and/or frustrated customers;
A passion for solving problems and making customers happy;
Ability to think logically, analyze logs and troubleshoot computer software and
Experience in providing customer support of technical software products is a plus;
Research instruments
The study utilized a cost-effective questionnaire method, as noted by Seliger & Shohamy (2000), which is more affordable than other survey techniques According to Brown (2001), the questionnaire featured a variety of questions, allowing respondents to choose from options such as a 5-point Likert scale or to provide written responses This approach effectively collects valuable information, including personal details, from participants for the research.
19 behavioural and perceptual data (Creswell, 2002)
Based on the literature review, the author initially designed the questionnaire with
The study utilized a questionnaire comprising 38 key questions, including 37 closed-ended and 1 open-ended, adapted for the Vietnamese context from previous research Part 1 included 6 demographic questions from Turgay & Meriç (2017) focusing on smartphone ownership, gender, age, English proficiency, and smartphone usage frequency in daily life and English learning Part 2 featured 35 questions (34 closed-ended and 1 open-ended) derived from Turgay & Meriç (2017), Azad (2014), George & Talal (2016), and Mostafa, Hatem & Khaled (2016), aimed at assessing participants' perceptions of the impact of smartphones on English learning This section addressed various aspects, including vocabulary enhancement (4 questions), translation (5 questions), communication (5 questions), general perceptions (11 questions), negative impacts (5 questions), and English skills improvement (5 questions) The open-ended question allowed participants to share additional insights on learning English with smartphones The closed-ended questions employed a 5-point Likert scale, ranging from 1 (Strongly disagree) to 5 (Strongly agree), as outlined by Bloom (1956).
To ensure the questionnaire's validity and standardization for use in Vietnam, the author conducted a pilot study, detailed in section 3.5 Following this pilot, the questionnaire was refined and expanded to include eight additional questions The finalized version was then distributed to 22 IT companies and one IT freelancer group for data collection.
Pilot the instrument
The pilot study at OPSWAT Vietnam involved a questionnaire distributed to 20 randomly selected participants, comprising 15 males and 5 females, primarily under 30 years old Participants self-rated their English proficiency from average to very good and frequently used smartphones for both daily tasks and English learning Their valuable insights on smartphone usage for language acquisition were meticulously reviewed, leading to the inclusion of eight key ideas categorized into common perceptions and negative impacts in the final questionnaire.
(a) There are a lot of applications that we can get a searching result within a second
(b) It's useful and convenient for those who don't have a PC or documents (c) A smartphone is a tool that could help you to learn English every day
(d) Learning English with a foreign teacher is better than a smartphone
(e) Practice English directly with your friends is better than relying on smartphones
(f) It is easy to be distracted from other applications like Facebook, Gmail, Google Chrome, etc
(g) Free applications are not fully functional in comparison with the licensed ones
(h) Learning on smartphones is not subject to taking international exams (TOEFL, TOEIC, IELTS, etc.)
Following the pilot study, the close-ended questionnaire was refined to better align with the Vietnamese context Additionally, insights gathered from the open-ended responses were incorporated into the final version of the questionnaire for the primary survey As a result, eight new questions were added to Part 2 of Section A, focusing on Positive Impact, and Section B, addressing Negative Impact.
Data collection procedures
The table below shown the procedure of collecting data
Table 1 Summary of data collection procedures
Print-out Questionnaire OPSWAT Vietnam
Online Google form Questionnaire Other IT companies and groups
The questionnaire was distributed directly to participants at OPSWAT Vietnam, with the author dedicating 10-15 minutes to explain its purpose to each team To ensure timely responses, the author followed up through the company's Slack channel and sought support from team leaders to remind their members about completing the questionnaire.
To enhance response rates for the online survey, the author engaged key participants within their network, primarily from IT companies in Ho Chi Minh City, through various communication channels such as Skype and Facebook Recognizing the initial low response rate, the author encouraged these participants to share the survey with their team members and established dedicated communication groups to facilitate timely feedback After a week of limited responses, the author expanded the survey distribution to additional IT companies and sought further assistance from key participants to reach more individuals in the IT sector, ensuring alignment with the original research plan and design.
Data analysis procedures
Descriptive statistics was applied with the software tool SPSS 20 to measure the quantitative data collected from the questionnaire
Firstly, Cronbach’s Alpha measurement was used to justify the reliability of scales The CRA coefficient varied within the range [0,1] As (Nunnally & Bernstein, 1994):
The CRA has the best reliability in the range [.70 - 80] and is acceptable when CRA ≥ 60
Items with a total correlation coefficient ≥ 30 are satisfactory
In this topic, the author chose to measure the scale with CRA coefficient ≥ 60 and the total correlation coefficient ≥ 30
The mean score (M) was utilized to assess participants' perceptions of learning English through smartphones Items with higher mean scores reflected a greater level of agreement among participants, while lower mean scores indicated less agreement with the questionnaire statements.
The study utilized Sample T-Test and One-way ANOVA methods to assess the statistical significance of differences in the impact of smartphone usage on language learning across various target groups, including gender, age, and English proficiency levels.
Validity and reliability
Validity and reliability are crucial for ensuring the quality of data collection in research (Seliger & Shohamy, 1989) To enhance these factors, personal viewpoints must be recorded (Chisnall, 1997) This analysis focuses on applying a new learning trend to IT industry learners and aims to evaluate the reliability of a questionnaire developed by the author A pilot test was conducted at OPSWAT Vietnam to clarify language, content, and completion time, and to determine if revisions were necessary for the primary study (Mc Millan & Schumacher, 2009) A total of 20 participants were randomly selected for this pilot test.
The reliability of the questionnaire was assessed using Cronbach’s Alpha, confirming its effectiveness prior to the primary research The pilot questionnaire comprised two sections: the first included six questions to gather demographic information, while the second featured 34 closed-ended questions aimed at understanding EFL learners' perceptions of English language learning through smartphones Participants rated their agreement on a five-point Likert scale, and an open-ended question was included to gather additional insights from office workers Throughout the pilot, participants received detailed guidance from the author, resulting in all scales achieving a CRA greater than 0.6, thereby ensuring the validity and reliability of the research instrument.
Chapter summary
This chapter outlines the research methodology employed in this study, detailing the survey's research site, design, sample, and sampling procedures It also describes the research instruments, data collection, and analysis procedures Informed by the literature review from chapter 2, a questionnaire was designed and piloted The findings of the research are further elaborated in chapter 4.
RESULTS AND DISCUSSION
Introduction
This chapter is structured into two key sections: an analysis of primary research utilizing quantitative data, followed by a discussion of the final results Various techniques, including descriptive analysis, reliability analysis, and ANOVA analysis, are employed to effectively address the two research questions.
Research result
In a week at OPSWAT Vietnam, 141 out of 149 collected samples were deemed valid, while an online survey yielded 283 valid responses Consequently, the total number of valid questionnaires utilized for data analysis reached 424 samples.
141 samples collected directly via handing the questionnaire print-out contributed 33.3%, and 283 samples via online survey contributed 66.7% More than 400 samples were collected as expected
The author conducted a survey involving 23 IT groups from 22 different companies and one freelancer group, resulting in over five times the estimated sample size This approach highlights the diversity of the participants and ensures objectivity in the survey results.
Table 2 Summary of surveyed sampling
Table 2 above summarized the respondent statistics by company, gender, age, English level, the frequency of using smartphones, and the frequency of learning
A study on smartphone usage for learning English revealed that OPSWAT Vietnam had the highest participation rate at 33.3%, followed by Hitachi Vantara Vietnam at 30%, and other companies contributing 13.2% IT freelancers made up 4.7% of the sample, with males representing 69.3% and females 30.7% The majority of respondents were aged 30 to 40 years (53%), while 44% were under 30, and only 2.8% were over 40 Over 90% of participants reported average or higher English proficiency, and more than 90% used smartphones regularly Among 424 users, 53.8% occasionally used smartphones for English learning, 22.4% did so regularly, and 4.5% always used them, while 1.9% never used smartphones for this purpose Consequently, the final sample for analysis consisted of 416 participants.
Table 3 Summary of final sampling
The research collected 416 valid responses from 22 IT companies and one freelancer group, after excluding 8 participants who had never used smartphones for learning English The data has been adjusted and is presented in Table 3.
Table 4 Descriptives Statistic of Positive impact of smartphone in learning English
VO01 I can recall the words without difficulty that I received on my smartphone
VO02 Smartphone helped me correct the meanings of words I know wrongly
VO03 As I am very occupied during working time, learning new words becomes more difficult for me However, I can learn and remember new words easier during my leisure time
VO04 The words I learned with the smartphone have promoted my vocabulary
TR01 Smartphones are necessary for me to translate English words into Vietnamese
TR02 I use smartphones to translate Vietnamese words into
TR03 I can understand English words without using smartphones
TR04 The software I use on my smartphone can translate
English words correctly into Vietnamese
TR05 The software I use on my mobile phone can translate
Vietnamese words correctly into English
CO01 I use English as a medium of communication while chatting with friends
CO02 I use Vietnamese as a medium of communication while chatting with friends
CO03 I use English at work as a medium of communication while writing an email
CO04 I use Vietnamese at work as a medium of communication while writing an email
CO05 It is easy to understand new words and sentences for communication by chatting with friends
PE01 I found the smartphone enjoyable 3.98 0.754
PE02 Using the current technology with the smartphone has increased my motivation
PE03 It would be nice if the smartphone supported searching in terms of searching for a new word
PE04 It would have been more effective if I could use two-way communications with the smartphone
PE05 I would prefer to see the words’ pronunciation in a written form
PE06 The smartphone can help me to improve pronunciation skills
PE07 I can improve my English spelling by using smartphones 3.81 0.907 PE08 I do not need to learn English spelling because I can always use smartphones
PE09 It is easy to scan and save the study-related reading materials to my smartphone
PE10 Smartphone helps me to improve my English language skills
PE11 Smartphone helps me to increase awareness of international exams (TOEFL, TOEIC, IELTS, etc.)
PE12 There are a lot of applications that we can get a searching result within a second
PE13 It's useful and convenient for those who don't have a PC or documents
PE14 A smartphone is a tool that could help you to learn
A recent survey utilizing a 5-level Likert scale revealed that most participants recognized the positive impact of smartphones on learning English, categorizing these benefits into four main areas: vocabulary enrichment, translation, communication, and general perception Participants indicated that smartphones significantly aided vocabulary development, with a mean score of 3.7 for correcting word meanings and 3.67 for learning new words In terms of translation, respondents felt that smartphones enhanced their skills, particularly in translating English to Vietnamese (M=3.71) While English was predominantly used in daily email communication (M=4.16), participants preferred chatting in Vietnamese with friends (M=4.01) Overall, respondents viewed smartphones as valuable tools for daily English learning (M=4.12) and facilitating study when PCs or documents were unavailable (M=4.07), although they found smartphones less necessary for learning English spelling (M=2.18).
Table 5 Descriptives Statistic of Negative impact of smartphones in learning English
LI01 Smartphones are the main cause of my poor performance in the exams
LI02 The learning abilities may be distracted when machine 3.25 0.922
31 translation displays inaccurate meanings of a given
LI03 Lack of guidance while using these translation tools can lead to a breakdown in the communication process
LI04 To carry phones at all times and depend on them too much may prevent learners from reaching higher English proficiency levels
LI05 The learners cannot remember what they read from their smartphones
LI06 Learning English with a foreign teacher is better than a smartphone
LI07 Practice English directly with your friends is better than relying on smartphones
LI08 It is easy to be distracted from other applications like
Facebook, Gmail, Google Chrome, etc
LI09 Free applications are not fully functional in comparison with the licensed ones
LI10 Learning on smartphones is not subject to taking international exams (TOEFL, TOEIC, IELTS, etc.)
A recent survey utilizing a 5-level Likert scale revealed that the majority of participants recognized the negative impact of smartphones on learning English Notably, respondents preferred practicing English with friends (M=4.01) over smartphone use, and they felt that learning from a foreign teacher (M=3.99) was more effective than using smartphones Additionally, many participants reported being distracted by various applications like Facebook and Gmail while studying English on their devices (M=3.97) Interestingly, the perception that smartphones are the primary cause of poor performance in English exams received the least agreement among respondents.
The survey revealed that while respondents were neutral about the ability of English learners to remember what they read on smartphones (M=2.79, SD=0.96), they strongly agreed on the positive impact of smartphones in enhancing English learning (M>3) Participants noted that smartphones enriched their vocabulary by aiding in word recall and meaning correction, allowing learners to study new words during free time High agreement was also found regarding the usefulness of translation features, enabling easy conversion between English and Vietnamese However, respondents felt that smartphones did not improve their communication skills, as they primarily used Vietnamese for chatting rather than English Despite this, they appreciated smartphones for writing emails and found them enjoyable and motivating for learning While smartphones facilitated the search for learning materials and increased awareness of international exams like TOEFL and IELTS, they were perceived as ineffective for improving spelling skills Overall, respondents acknowledged the convenience of smartphones for daily English learning, especially for those without access to a PC.
While learning English through smartphones presents several limitations, many respondents did not believe that smartphones were the primary reason for their poor exam results or that they struggled to recall information read on these devices However, it was evident that smartphone usage led to distractions, fostering a dependency that negatively affected English proficiency Additionally, learners felt that practicing English with friends was far more effective than relying solely on smartphones.
Most respondents believe that using smartphones for learning English can enhance their listening, speaking, reading, and writing skills Data presented in Table 5 highlights the positive perceptions of office workers regarding the benefits of smartphone usage in English language learning.
Table 6 Descriptives Statistic of the perceptions of English language skills enhancement
SK01 The smartphones can help me to improve my English listening skills
SK02 The smartphones can help me to improve my English speaking skills
SK03 The smartphones can help me to improve my English reading skills
SK04 The smartphones can help me to improve my English writing skills
According to Table 6, respondents indicated that smartphones significantly enhanced their English language skills, with the highest agreement for listening skills (M=3.97, SD=0.707), followed by reading skills (M=3.91, SD=0.68) Speaking skills received a moderate agreement (M=3.48, SD=0.913), while writing skills had the lowest agreement among the surveyed individuals (M=3.33, SD=0.91).
The study investigated office workers' perceptions of smartphone usage for learning English, utilizing a quantitative analysis based on a 5-point Likert scale alongside open-ended questions for comprehensive insights.
The reliability of each scale assessing positive impacts—such as vocabulary enrichment, translation, communication, and common perception—along with negative impacts, was evaluated using Cronbach's alpha coefficients The findings are presented in Table 6.
The Communication scale was found to have a CRA of 0.351, which is below the acceptable threshold of 0.6 Additionally, the variables TR03, PE08, and LI09 exhibited total variable correlation coefficients of less than 0.3, failing to meet the reliability criteria set by Nunnally & Bernstein (1994) Consequently, both the Communication scale and the variables TR03, PE08, and LI09 will be excluded from further analysis.
Table 7 Cronbach’s Alpha of Positive and Negative impact of using smartphones to learn English
Scale Variables Cronbach's alpha (CRA)
Table 7 assessed the reliability of scales measuring the positive and negative impacts of smartphone use in learning English, adhering to the reliability standards set by Nunnally & Bernstein (1994), which require a CRA greater than 0.6 and a total correlation coefficient exceeding 0.3 Consequently, several scales and variables were excluded from further analysis for failing to meet these criteria: the Communication scale (CRA = 0.35), variable TR03 in the Translation scale (total correlation = 0.049), variable PE08 in the Common Perception scale (total correlation = -0.024), and variable LI09 in the Limitation scale (total correlation = 0.203).
Table 8 The result of Cronbach’s Alpha after eliminating variables
Table 8 demonstrates the results of the Cronbach's alpha testing after the removal of certain variables All scales achieved a reliability coefficient (CRA) greater than 0.6, and each variable exhibited a total correlation coefficient exceeding 0.3, thereby meeting the reliability criteria established by Nunnally & Bernstein (1994).
Data from Open-Ended question
Discussion
A study involving 416 participants from 22 IT companies and one freelancer group in Ho Chi Minh City confirmed the hypotheses outlined in Chapter 3 The findings revealed that most EFL learners in the IT sector believe smartphones enhance their autonomous learning and boost their English proficiency (Kurt, 2012) However, they also acknowledged significant limitations, particularly the distractions posed by entertainment applications like Facebook and YouTube, which hinder their learning experience.
Office workers often find it challenging to study on small screens, leading to boredom and potential eye strain (Britt, 2013) Many experts argue that effective language learning, particularly in speaking and writing, necessitates direct interaction with peers and instructors (Julie, 2013) Consequently, for those aiming to enhance their English skills and obtain international certifications, enrolling in an English center is a more effective option than smartphone-based learning While the initial investment may be higher, the benefits in terms of quicker and more substantial progress are significant.
The findings from open question 43 align with the quantitative analysis, revealing that over 70% of learners believe smartphones enhance their reading skills Additionally, 58% assert that smartphone use can boost listening skills, while 52% recognize their potential in improving speaking abilities Furthermore, 49% of respondents expressed a desire to enhance their writing skills through smartphone usage.
The research findings revealed that there were no significant differences in learners' perceptions of learning English via smartphones based on gender or age groups (under 30, 30-40, and over 40) However, a notable distinction emerged concerning English proficiency levels; learners with Poor and Average English skills reported a lower impact from smartphone learning compared to those with Very Good English proficiency.
Chapter Summary
Chapter 4 addresses both research questions, providing a thorough analysis, statistics, and insights In Chapter 5, the author summarizes the study's findings, offers recommendations, discusses the study's limitations, and suggests avenues for future research.