The benefits of using mobile devices in the classroom

It's not a faith in technology. It's faith in people.

Steve Jobs, Co-founder of Apple

This article aimed to explore mobile-assisted language learning (MALL). A mobile-first approach to language acquisition may result in the following benefits. This will require teachers and students to rethink and adjust their expectations regarding mobile device usage. Learn how to use mobile devices to tailor your language learning experience. There are numerous ways to use mobile devices for language learning. Mobile devices should be used in language classrooms. Students are likely to welcome the use of their devices in the classroom. Many built-in services can be used to facilitate written and spoken communication. Teachers will need to be creative in their use of technology. Mobile devices can help students learn outside of the classroom. This may increase learner motivation and help develop independent learning skills.

Keywords: English as a Foreign Language (EFL), Mobile-Assisted Language Learning (MALL), Second Language Acquisition (SLA), mobile applications, mobile devices.

Introduction

It is highly likely that, if questioned, the vast majority of language teachers would react emphatically with a resounding 'no'. Tradition and instructors' personal experiences, among other things, might lead them to believe that mobile phones are a distraction, diverting students' attention away from the learning that is taking on in their classroom. For the sake of this and subsequent articles, I will argue for the contrary viewpoint, which is that the judicious use of student mobile phones in the language classroom may be an excellent teaching and learning approach when done properly. However, this will necessitate a rethinking and readjusting of expectations on the part of both teachers and students towards the usage of mobile devices. It will almost certainly imply, for example, that cell phone usage will be restricted in some way, and that norms will need to be devised and agreed upon by all parties.

Literature Review

If a mobile-first approach to language acquisition is implemented, a number of benefits, such as the following, may be concluded [1]:

1. Incorporating real language resources into classroom activities to make them more engaging.
2. The ability to integrate more easily into instruction duties that include the use of visuals, audio, and video.
3. Enhancing the effectiveness of collaborative classroom activities such as writing or listening while also speaking.
4. Improving kids' digital literacy and other 21st century abilities are another priority.
5. Encouraging language acquisition outside of school and throughout one's life.

None of these benefits are automatic — effective mobile use necessitates thorough planning and strategic implementation. Teachers will require not just a shift in mentality, but also assistance and training in order to succeed. Because of the sheer breadth of mobile features, services, and apps, teachers who are already concerned about their lack of requisite skills and knowledge in an industry that is constantly growing may find themselves feeling overwhelmed. It's ideal to start small, by utilizing mobile devices to perform familiar tasks more efficiently, as described above. The provision of more efficient (and out of class) access to material such as audio files or video clips may be one way to do this [2]. One of the major benefits of allowing students to use mobile devices in the classroom is the possibility of tying classroom activities to at-home responsibilities. Indeed, one of the most significant advantages of mobile technology is the ability to integrate learning opportunities into all phases of a student's life. Mobile devices offer the opportunity to tailor learning as well as to acquire the skills and knowledge necessary for independent language acquisition. Different mobile functionalities, apps, and web-based resources can be used to cover all four language skills, as well as cultural learning, in a variety of ways [3].

The idea of Second Language Acquisition (SLA) suggests that mobile technology has the potential to facilitate collaborative learning, the utilization of genuine resources, and the integration of language learning into real-world situations. All of these factors are important in today's concept of communicative language learning, which emphasizes communication and interaction. More «time on task» can be provided via mobile devices, which is an essential issue, particularly in contexts where the target language is not often heard outside of the classroom setting. There are many various approaches to using mobile devices to facilitate language training, just as there are many different approaches to using any pedagogical instrument or technique. In one widely acknowledged paradigm for technology integration, the following spectrum of alternatives is laid out [2]:

— Augmentation. Technology serves as a direct tool substitute while also providing additional capability; digital audio provides instant random access as well as flexible playback speed.

— Modification. The use of technology allows for major job redesign; digital audio is integrated with text and visuals in multimedia projects to create a more immersive experience.

— Redefinition. Students employ digital audio in digital storytelling and publish their outcomes online, thanks to technology, which enables for the development of previously unimaginable tasks.

Discussion

As instructors gain more familiarity with smartphones and their apps, they may begin to identify chances to use mobile devices to expand their classroom practices beyond what they are accustomed to doing in the traditional manner. Teaching via mobile devices will be guided by the teachers' past experiences, knowledge of their students' abilities, and the nature of the learning tasks/goals they are tasked with. It is unlikely that many activities will adapt themselves to the usage of mobile devices. While certain activities that begin in class can be continued at home with the help of mobile services or apps, others must be completed in class. The potential of being able to facilitate a seamless learning process both in and out of school should be a powerful motivation for language teachers to carefully consider using mobile devices into their classrooms.

The usage of mobile devices in the language classroom can be a pleasant break, a start-up activity, or an ending activity. Students working together to communicate in the target language based on what they've heard, watched, read, or written on their mobile devices can result in rich collaborative work when using mobile devices to carry out mobile-based activities. Students are likely to respond favorably to the incorporation of their devices into classroom learning, which teachers will likely find surprising. Students may well be encouraged to continue to use their mobile phones for informal language learning outside of the classroom as a result of this positive experience.

When compared to other technologies, one of the advantages of adopting mobile devices is the chance that the devices — smartphones or tablets — are already familiar to students. Of course, this is presuming that gadgets — whether owned by the individual or provided by the institution — are actually available. Sometimes it may be necessary for students to share gadgets, especially in large groups. Indeed, encouraging students to cooperate is one of the most essential ways that mobile devices may improve the learning environment in the classroom.

A large number of the communication and multimedia features offered by smartphones and tablets, which have the potential to aid in language learning, are likely already familiar to students. These are some examples [4]:

— taking notes

— photographing and editing

— emailing

— texting

— video conferencing

— web browsing

There are various mobile apps that may be used to increase the functionality of devices, and many of these built-in services can be utilized to facilitate written and spoken communication. Almost all of these are third-party applications that are frequently utilized for a wide range of functions. All major mobile platforms, such as Apple (iOS) and Google (Android), are supported by the majority of these apps (Android). The following are examples of apps that students are likely to already have installed:

— Social media (Instagram, TikTok, Facebook and VK)

— Messengers (WhatsApp and Telegram)

— Video conferencing (Zoom, Microsoft Teams, Skype or Google Meet)

— Video services (YouTube)

Besides general-purpose applications, there are a variety of language-learning-specific apps that focus on certain aspects of language acquisition, such as pronunciation, vocabulary, or grammar. The majority of apps are offered for a modest fee or for free, but an increasing number of apps are being produced under the «freemium» model. This signifies that basic capability is provided for free, but additional functionality must be paid.

1. Teachers should engage in a tech-related activity themselves before instructing students on how to use it. This will ensure that they have a clear knowledge of how to use the technology.
2. In order to avoid students being tempted to use their devices for other purposes, the teacher may clearly instruct students to remove their devices from their pockets and place them away after the activity is completed.
3. Mobile phone activities should be maintained to a minimum, often lasting no more than 5 or 10 minutes. The amount of time spent on the device will most likely not be the most significant learning benefit; rather, the activity will be utilized to encourage students to engage in active language use in the classroom.
4. Limiting time spent on mobile devices means that activities should not be unduly complicated. Homework should consist of more complex projects that require more thought.

An excellent first step in integrating mobile devices into the classroom is to use a clicker or polling app, such as Socrative, Kahoot, or GoSoapBox. Such apps allow a teacher to ask a question, to which students can respond using their mobile devices, and then grade the question. Depending on the app, the responses are calculated and shown either on the users' smartphones or on the instructor's computer screen. An activity such as this could be used to introduce a new set of vocabulary to students by having them match words with pictures. As is usually the case when mobile devices are used in class, class time spent using the clicker app should be limited and should be used primarily to initiate class discussion or small group activities based on polling results [5].

Another option for getting started with mobile devices is to develop a group activity that revolves around exploring the use of the devices for language learning as a group. A range of tasks would be available for students to complete during this activity, which would combine exploration of the gadgets with target language usage and students getting to know one another. As part of that process, students can be asked to report in class on their usage of mobile phones for language learning outside of class on a consistent basis. This could lead to useful conversations in class about the merits of various apps or services, which could be beneficial. This has the potential to improve learner motivation while also contributing to the development of the ability to learn independently.

Conclusion

Starting small and using mobile gadgets for basic classroom tasks, such as those mentioned here and by others, is a good idea for teachers who are new to the technology. In order to meet the requirements of their students and their own curricular objectives, teachers will need to find innovative ways to use technology into their lessons. They may eventually come to the conclusion that mobile devices are the most effective means of bridging the gap between classroom and out-of-school learning opportunities. In addition to performing the same things they have always done with mobile technology, instructors are likely to discover that there are many more opportunities for encouraging and empowering student learning, both within and outside the classroom.

References:

1. Puentedura, R. (2014). SAMR and Bloom’s Taxonomy: assembling the puzzle. [Blog] Common sense education. www.graphite.org/blog/samr-and-blooms-taxonomy-assembling-the-puzzle
2. Beare, K. (2017). Using a smartphone in class. [online] ThoughtCo. www.thoughtco.com/using-a-smartphone-in-class-1211775
3. Chuck, B. (2019). 10 reasons why Technology is essential for Schools [online] academia.co.uk. www.academia.co.uk/10-reasons-why-technology-is-essential-for-schools/
4. Godwin-Jones, R. (2018). Using mobile devices in the language classroom #1: Making the case. Cambridge University Press. https://www.cambridge.org/elt/blog/2018/03/02/using-mobile-devices-language-classroom/
5. Godwin-Jones, R. (2018). Using mobile devices in the language classroom #2: Getting started. Cambridge University Press. www.cambridge.org/elt/blog/2018/03/12/mobile-devices-language-classroom-getting-started/